"analyzing" "digital citizenship" "Curriculum"
220277925
Digital Citizenship and Social Media: A Curriculum Perspective
The escalating speed of technological development, particularly the pervasive accessibility of the Internet and the rise of social media in the twenty first century, creates unprecedented opportunities for empowerment and connectedness to individuals and communities. It has also brought challenges and changes to the N. Law S. L. Chow K. W. Fu The University of Hong Kong, Hong Kong, Hong Kong e mail: nlaw@hku.hk; cassiuschow@gmail.com; kwfu@hku.hk Springer International Publishing AG 2018 J. Voogt et al. (eds. Second Handbook of Information Technology in Primary and Secondary Education, Springer International Handbooks of Education, https:/doi.org/10.1007/978 3 319 53803 7_3 2 1 concept of citizenship and how it is enacted. Especially, the phenomenal growth of the Internet revolutionizes people's sociopolitical and civic engagement, engendering a more self actualized form of citizenship (Bennett 2008) and directly influencing the process of democratization (Ferdinand 2000) and the processes of social and political decision making. This chapter provides a brief overview on how the concept of "citizenship," which has traditionally been inextricably tied to the geopolitical realities of specific nation states, is changing in the twenty first century due to the pervasive impact of technology, particularly that of globalization and ubiquitous connectedness through social media. We further discuss the implications of these changes on citizenship education, in terms of the conceptualization of digital citizenship, what constitutes a digital citizenship curriculum, and the challenges in its implementation.
Nancy Law Siu L Chow King-wa Fu
225470352
Students' Degree of Possessing Digital Citizenship Skills from Their Points of View at Al Balqa Applied University
The study aimed to identify Al Balqa Applied University students' degree of possessing digital citizenship skills from their points of view, showing its relationship to the (gender and type of academic speciality) variables. The study used the descriptive curriculum where the information was collected through a questionnaire comprising (30) items distributed to three disciplines. The sample of the study comprised (400) male and female students who were selected randomly for the first semester of the academic year (2019 2020) The study concluded that Al Balqa Applied University students' degree of possessing digital citizenship skills was "high" in all disciplines with an average (3.83) There were no statistically significant differences at the level of significance (a 0.05) among the averages of the sample respondents' responses regarding the study variables. The study recommended increasing the technical support provided for Jordanian universities to develop digital skills and safety among students. This can be done by providing them with modern technological devices and implementing pioneering technological programs and projects in cooperation with private sector institutions and companies. Besides, the study recommended raising awareness of the principles of digital citizenship to all segments of society and taking measures to ensure safety in the digital society. Also, preparing other studies on digital citizenship should be made to cover other stages of education, such as school and secondary education, postgraduate studies, and university professors.
Mohammad Omar Al-Momani Mohareb A Alsmadi
67164352
Walking the talk: Using digital media to develop distance learners' digital citizenship at the Open University (UK)
ABSTRACT This article describes the approaches that the Library at the Open University has taken to ensure that distance learning students develop digital and information literacy skills for study, work and lifelong learning. Librarians create learning objects and work with academics to embed them into the online curriculum. They also deliver a program of live online training and pilot new approaches to engage with the student community.
Helen Clough Amanda Closier
152010806
Digital citizenship in the Information Technology and Software course: A scale development study Bilisim Teknolojileri ve Yazilim dersinde dijital vatandaslik: Bir olcek gelistirme calismasi
This research was conducted to develop an instrument that can be used to assess Curriculum of Information Technology and Software (ITS) which is implemented for the 5th and 8th grades in 2012, according to students' views in the context of digital citizenship. To develop the scale, ITS course curriculum and the related literature were reviewed, as a result, 74 test items were created and these items were reviewed by five instructors from Faculty of Education in Cukurova University, and their opinions about them are taken into consideration. The trial scale form which has its final version by making some necessary arrangements on an item pool is conducted for a pilot study in six schools, whose socio economic levels range from bottom to upper, to 311 students. Thus, the data required for scale reliability and validity have been collected. In the explanatory factor analysis, it is shown that all 5 items in the item pool on the Digital Health were eliminated; the items of Digital Ethics and the Law of the substances in Digital and Digital Rights were brought together. Thus, a structure consisting of four dimensional 48 items which includes Digital Ethics Act and Related Rights and Responsibilities (F1) Digital Literacy (F2) Digital Security (F3) and Digital Communications (F4) was obtained. Cronbach's alpha coefficient scales that explains 54.10% of the total variance range from .83 to .94. The total Cronbach alpha coefficient is .97. Also, there is an open ending question at the end of the scale. Ozet Bu arastirma 2012 yilinda 5. 8. siniflar icin uygulamaya konulan Ortaokul Bilisim Teknolojileri ve Yazilim (BTY) Dersi Ogretim Programinin, dijital vatandaslik baglaminda ogrenci goruslerine gore degerlendirilmesinde kullanilabilecek bir olcme araci gelistirmek amaciyla yapilmistir. Olcegin gelistirilmesi icin BTY dersi ogretim programi ve ilgili alanyazin taranmis, olusturulan 74 maddelik deneme formu Cukurova Universitesi Egitim Fakultesinde gorev yapmakta olan bes ogretim elemanina inceletilerek uzman gorusleri alinmistir. Bu madde havuzu uzerinde gereken duzenlemeler yapilarak son sekli verilen denemelik olcek formu, pilot calisma icin alt, orta ve ust sosyo ekonomik duzeye sahip ikiser okul olmak uzere alti okuldan toplam 311 ogrenciye uygulanarak, olcegin gecerlik ve guvenirlik calismalari icin gereken veriler toplanmistir. Yapilan aciklayici faktor analizinde Dijital Saglik boyutu ile ilgili olarak madde havuzunda yer alan bes maddenin tamaminin elendigi; Dijital Etik, Dijital Kanun ve Dijital Hak ve Sorumluluklar boyutlarindaki maddelerin ise bir araya geldigi gorulmustur. Boylece Dijital Etik Kanun ve Buna Bagli Hak ve Sorumluluklar (F1) Dijital Okur yazarlik (F2) Dijital Guvenlik (F3) ve Dijital Iletisim (F4) olacak sekilde dort boyutlu 48 maddeden olusan bir yapi elde edilmistir. Toplam varyansin %54.10'unu aciklayan bu dort alt olcege ait Cronbach alfa ic tutarlik katsayilari .83 ile .94 arasinda degismektedir. Olcegim tamamina ait Cronbach alfa katsayisi ise .97'dir. Ayrica olcegin sonunda bir acik uclu soru da yer almaktadir.
Abdullah Cemil Elci Mediha Sari
140251675
Social Media TestDrive: Real World Social Media Education for the Next Generation
Social media sites are where life happens for many of today's young people, so it is important to teach them to use these sites safely and effectively. Many youth receive classroom education on digital literacy topics, but have few chances to build actual skills. Social Media TestDrive, an interactive social media simulation, fills a gap in digital literacy education by combining experiential learning in a realistic and safe social media environment with educator facilitated classroom lessons. The tool was piloted with 12 educators and over 200 students, and formative evaluation data suggest that TestDrive achieved high levels of engagement with both groups. Students reported the modules enhanced their understanding of digital citizenship issues, and educators noted that students were engaging in meaningful classroom conversations. Finally, we discuss the importance of involving multiple stakeholder groups (e.g. researchers, youth, educators, curriculum developers) in designing educational technology.
CHI
Dominic DiFranzo Yoon Hyung Choi Amanda Purington Jessie G Taft Janis Whitlock Natalya N Bazarova
170051612
Intentionally Secure: Teaching Students to Become Responsible and Ethical Users
This chapter focuses upon the need to intentionally incorporate the principles of digital citizenship as an integrated curriculum element. Specifically, the infusion of information security and cyberethics principles should occur at the same time and rate as the use of technology within the educational setting. Through the development of a universal curriculum set, the author provides a content list and sample strategies for making these issues a natural part of the curricular goals of these courses.
Judith Oates Lewandowski
181893638
Educating Digital Citizens Through Curricular Incorporation: A South African Solution to Information Poverty
With the increased focus on e education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access based issue, ignoring the influence of information poverty and digital citizenship on the digital divide. Through examining the existing curriculum this article attempts to suggest a possible integration of these topics within the existing curricular structure.
Int. J. Inf. Commun. Technol. Educ.
Laetitia Cassells Nolwandle Nono Dlamini
202249908
Teaching Adolescents to Communicate (Better) Online: Best Practices from a Middle School Classroom
Digital conversation spaces have the potential to generate powerful collective intelligence, but only when users are thoughtful, reflective, and have experience interacting with diverse ideas. To be able to engage in online conversational spaces in this way, though, is not inherent or natural: it must be practiced. This article will argue that it is essential to have adolescents practice engaging in challenging and professional conversations online with peers in classroom settings. Utilizing a New Media Literacy framework, this article will share impactful classroom practices that help adolescents develop effective online conversation skills. Essential to this pedagogy is a cycle of reflection, where students are asked to revisit their contributions to prior digital conversations and consider the impact that that prior contribution had on the conversation and the community. Asking students to reflect not on how to be kind (as most fear based "digital citizenship" curriculum does) but rather on how contributions inform, persuade, and otherwise move the conversation forward, helps adolescents to develop a powerful online conversational presence.
Journal of Media Literacy Education
Michelle Ciccone
158753549
E CIUDADANIA Y EDUCACION UNIVERSITARIA: EVALUACION DE SABERES DIGITALES EN UNA IES MEXICANA
The digital citizenship or e citizenship is linked to the demands that the labor, educational and cultural world pose to the individuals of the 21st century. In that sense, the role that universities have to play to train critical and literate subjects in highly digital environments is preponderant, since it is the HEIs historically responsible for generating, transferring and applying new knowledge. Thus, this article presents an empirical research that evaluates digital knowledge in upper level students, the data was collected in a Mexican institution located in the northwest of the country. The sample consists of 346 subjects divided into high and low university, we worked with the hypothesis that technological knowledge is related to the degree of progress in the scholar curriculum, that is, longer years of study would have to favor high levels of "Digital citizenship" To do this, statistical tests of Chi Square and comparison of frequencies were made from the crossover variable (advance in the program) the results show that the scholar curriculum is not necessarily a preponderant variable to possess high digital knowledge.
Jose Alejandro Lara Rivera Abel Antonio Grijalva Verdugo
158045661
Hackers: What Role Does Education Play?
With the instant availability of information on the Internet and lack of exposure to digital citizenship, students' temptation to become a hacker and potentially execute destructive acts using technology is real. The message of digital citizenship needs to start early in the education process and be reinforced at every level. It is essential to embed these lessons of ethics within curriculum. Teachers need to be leaders of digital citizenship in their respective schools and communities.