What is the purpose of a digital citizenship program? Who is the audience in schools - teachers, parents, students? This presentation looks at some of the research and discusses the factors to consider when developing a digital citizenship program for your school.

1. Digital Citizenship @
your school
June Wall
Consultant in eLearning and
Libraries

2. Overview of
webinars
1. Digital Citizenship @ your school.
 What is the purpose of Digital Citizenship in the
context of learning and safe and ethical use of
technologies in schools. Who is the Digital
Citizenship for – students, staff, parents or
everyone?
2. Tools, strategies and resources for digital citizenship.
 Engaging teaching resources and strategies
3. Designing a digital citizenship program.
 Explore how to design a digital citizenship program
for your school.

3. A 2010 ACMA research report, Australia in the
digital economy: The shift to the online
environment, shows the internet is becoming
increasingly important in the daily lives of
Australians. More than 70 per cent of those
aged 14 to 17 now spend more than seven
hours online each week, while one in three aged
over 14 years is online for more than 15 hours
each week.

4. Aussie Teens Online
2014
http://www.acma.gov.au/theACMA/engage-blogs/engage-blogs/Research-snapshots/Aussie-teens-
online

5. Aussie Teens Online 2014
 89% have a mobile phone
 69 per cent of mobile phone users have a
smartphone
 56 per cent use their mobile phone to go online
 72 per cent go online more than once a day

6. Aussie Teens Online 2014
Since December 2009, the proportion of teenage
internet users has:
 declined by four percentage points at home and
by six percentage points at library locations
 increased by 11 percentage points at work and
by 13 percentage points at wireless hotspot
locations

9. Greater use does not equate to greater understanding
Source: ACMA, Location Services, 2012,
http://www.acma.gov.au/webwr/_assets/main/lib310665/location_services_research.pdf

10. Digital life in 2025. Net Threats
1. Actions by nation-states to maintain security and political
control will lead to more blocking, filtering, segmentation,
and balkanization of the Internet.
2. Trust will evaporate in the wake of revelations about
government and corporate surveillance and likely greater
surveillance in the future.
3. Commercial pressures affecting everything from Internet
architecture to the flow of information will endanger the open
structure of online life.
4. Efforts to fix the TMI (too much information) problem might
over-compensate and actually thwart content sharinghttp://www.pewinternet.org/files/2014/07/Future-of-the-Internet_Net-
Threats_070314.pdf

11. Protective measures?
“I remember the first time a student sent me a Facebook
friend request. In considering how to answer, I was not
concerned about what he might learn about me. I am
very conservative about what I share on Facebook and
even personal comments are not very personal. Instead,
I was concerned about what I might learn about
him. Although I have not had a problem with students
whose friend requests I have accepted, I am sure that
most of my student friends are not aware that I am legally
required to report certain incidents if they share them in
an on-line post—even if they consider the post to be
private or for “friends only.” “ Steven Berghttp://www.hastac.org/blogs/steven-l-berg/2013/08/04/high-cost-digital-illiteracy

13. Responsibility?
Government
Online entities
Parents
School
Individual

14.  In the Digital Australians research the respective roles of industry and
government in protecting children online were explored. Participants were
clear that protecting children from accessing inappropriate or unsuitable
content online is particularly important. While many saw this as the primary
responsibility of parents, participants thought there was also a responsibility
for both content service providers and government.
 In earlier research with parents, the majority preferred to receive cybersafety
information from a government agency, or source it themselves through an
internet search. Around one third of parents reported that a government
agency or an internet search were their preferred first line source of
cybersafety information.

15. Citizenship -“the quality of an
individual’s response to membership
in a community.”

16. What is your definition of digital
citizenship?

17.  Digital citizenship can be defined as the norms of appropriate, responsible
behaviour with regard to technology use.
Or
 “The quality of habits, actions, and consumption patterns that impact the ecology
of digital content and communities.”
Or
 Digital Citizenship is the concept of educating students (and all technology users)
about how to use technology appropriately. This involves using technology
effectively and not misusing it to disadvantage others. Digital Citizenship consists
of numerous themes including appropriate online etiquette, literacy in how digital
technology works and how to use it, an understanding of ethics and the law as it
relates to technology, knowing how to stay safe online, and advice on health
issues relating to the use of technology.
Or
 “Digital citizenship isn’t just about recognising and dealing with online hazards.
It’s about building safe spaces and communities, understanding how to manage
personal information, and about being internet savvy - using your online
presence to grow and shape your world in a safe, creative way, and inspiring
others to do the same.”
digizen.org

18. Year 8
2010

19. Domain 1: DIGITAL CONDUCT
Domain 2: DIGITAL FOOTPRINT
Domain 3: DIGITAL RELATIONSHIPS
Domain 5: DIGITAL LAW
Domain 4: DIGITAL HEALTH AND WELLBEING
Domain 6: DIGITAL FINANCIAL LITERACY
Crossdomaintheme2:CYBERBULLYING
Crossdomaintheme1:CYBERSAFETY
The domains of digital
citizenship

20. Digital citizenship – 9 elements
1. Digital access - full electronic participation in society.
2. Digital commerce - electronic buying and selling of goods.
3. Digital communication - electronic exchange of information.
4. Digital literacy - process of teaching and learning about
technology and the use of technology.
5. Digital etiquette - electronic standards of conduct or
procedure.
6. Digital law - electronic responsibility for actions and deeds
7. Digital rights & responsibilities - those freedoms extended to
everyone in a digital world.
8. Digital health & wellness - physical and psychological well-
being in a digital technology world.
9. Digital security - electronic precautions to guarantee safety.
http://www.digitalcitizenship.net/Nine_Elements.html

21. 21st century citizenship
A 21st century citizen is:
 Informed, engaged and active
 Literate in civics
 Proficient in core academic subjects and
interdisciplinary knowledge, such environmental
literacy; financial, economic, business and
entrepreneurial literacy; and health literacy
 Empowered with global competencies and 21st
century skills
 Capable of participating safely, intelligently,
productively and responsibly in the digital world

23. Preparing for a global and unknown
future
 The Australian Curriculum has Digital
Citizenship (DC) as a concept and sub
categories within DC across the General
Capabilities and the Digital Technologies
curriculum

25. Purpose of DC for learning
Authentic learning needs a safe environment and trusting
relationships
Authentic learning is experiential learning located in settings that reflect
complex real world problems. It is characterized by:
 Situated learning contexts within which the application of knowledge
and skills may be demonstrated
 Tasks with ill defined real world problems
 Sustained investigation (i.e., time and effort) to arrive at solutions
 Scenarios with multiple roles and perspectives and where expert
performances and processes are modeled (i.e., making tacit
knowledge explicit)
 Collaborative activities to produce real world 'products' or
'performances'
 Reflective practice (as a basis for professional learning)
 Scaffolding and coaching at critical times. Assessment of authentic
learning should be seamlessly integrated with a learning activity that
is practical, realistic and challenging.http://otl.curtin.edu.au/teaching_learning_practice/student_centred/authentic.cf
m

26. Curriculum
Subject
content
Learning
processes
Digital Learning
Digital
literacy
Transliteracy
Digital Citizenship
Cybersafety Global citizenship

27. What do schools need?
 An understanding and agreement as to the
definition of digital citizenship for the local
community
 Policy
 Who is the audience?
 How will digital citizenship be delivered?
 Separate program?
 Embedded in specific curriculum or across
curriculum?
 What is needed for teachers?
 Resources
 Professional learning
Teachers Parents Students
Program
Policy
Embedded

28. Next steps
1. Engage positively
2. Know your online world
3. Choose consciously

29. Some resources
Cyber bullying an issue for sport
https://secure.ausport.gov.au/sports_coach/technology2/cyber_bullying_an_issue_for
_sport
Check out http://theinnovativeeducator.blogspot.com.au/2011/08/discover-what-your-
digital-footprint.html
www.acma.gov.au/theACMA/engage-blogs/engage-blogs/Cybersmart/Cultivating-
Digital-Citizenship-Together
Cyber smart http://www.cybersmart.gov.au/cybersmart-citizens.aspx

30. My contact details
june@junewall.com.au
Twitter @junewall
http://www.slideshare.net/junewal
l/