Culminating Project

Reflective Essay:
The Theoretical and Practical Understanding of the Elements of Digital CitizenshipShelbie ShawPresented to Lamar University
            Viewing digital citizenship as the appropriate norms that reflect integrity when using technology. Ribble (2015) supports, “Digital citizenship is defined as the norms of appropriate, responsible behavior with regard to technology use. Anyone who interacts regularly online automatically becomes a digital citizen. “He states the nine areas of practical perspective: digital access, digital commerce, digital communication, digit literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness and digital security. The nine elements are grouped into three categories directly affect student learning and academic performance, affect the overall school environment and student behavior and affect student life outside the school environment (2015).  The three principles that follow these categories are REP, which represents respect, educate and protect. The concept of REP is a great way to explain and teach the themes of digital citizenship.            A person’s character can be reflected the same via face-to-face or online. Teaching students the appropriate use of digital learning and communicating. Reflecting respect and sympathy for others no matter if they agree or disagree with the other person. Technology is become more a part of daily lives and in the classrooms. The continuous implementation has to be a priority of expanding students’ knowledge of digital citizenship. The goal is to set them up for successful digital use before having to fix an unwanted situation. A large piece to educating students about digital citizenship is the community and all stakeholders. Polgar, & Curran (2015) mentioned one lesson we have learned is that we can increase the level of understanding amongst stakeholders by doing a better job communicating that value of digital citizenship with more approachable language. This relates back to someone’s rights, posting and reading about anything, but it is the responsibility to respond with respectable digital citizenship. Teaching students about being a respectable digital citizenship with all nine elements.Teaching All Nine ElementsThe difference between an intentional and unintentional footprint is being aware and in control of one's online identity. Students have the advantage of learning from a young age to build themselves a positive profile. According to Ribble, the three main categories are classified under REP which stands for respect, educate and protect. These three categories can be used as a tool that helps discuss the happenings within technology and the appropriate respect required.Digital etiquette, access, and law fall under the respect category. It is valuable to teach students that everyone has the same full digital access but may not have the advantage other might. The leaders have to advocate the equal digital rights for all students. Modeling this for example by giving students the same office 365 account and assigning project rubrics, so that all students will have full participation. Following digital access is digital law, the ethical and unethical displays itself by abiding by the laws of society electronic responsibilities for actions and deeds. Applying it back into the classroom students have to respect the digital privacy, intellectual property, and others rights online. Students can lack the understanding of some laws but can show respect through digital etiquette. In this new online society, students need to be aware of appropriate and inappropriate online conduct. Spending more time discussing and teaching online standards because they are reflections of who they are as individuals. Curran (2012) mentions a script that was used for a study that focused on iCtizenship and it reflected the following: The script included the need for more students to have a voice in creating solutions and having empathy for other students. In the final reflection, all 13 candidates mentioned in some way the importance of modeling and teaching iCitizenship. Modeling the responsible actions and demonstrating non-examples talking through different scenarios and ensuring students are using technology in the appropriate manner.
Digital communication, literacy, and commerce. In Ohler’s (2012) article it mentions, “if we want to pursue a future that celebrates success not only in terms of abundance but also in terms of humanity, we must help our digital kids balance the individual empowerment of digital technology use with a sense of person, community, and global responsibility.” Students are using online communication as a major source of “hanging out.” The proper education of how to communicating effectively should resemble clear and respectful conversations. Appropriate and inappropriate examples of online conversations applied in the classroom at the start of a semester will clarify citizenship expectations. Perrins (2015) article, it states that age is strongly correlated with social media usage: “Those ages 18-29 have always been the most likely users of social media by a considerable margin. Today 90% of young adults use social media, compared with 12% in 2005, a 78-percentage increase.” There has been a great increase in technology merging into schools. The leaders on campuses should continue educating their staff of learning through the digital society. Educators are able to take the concept of learning anything, anytime, anywhere back into their classrooms for students to adapt to the new digital literacy. In the article by Long (2015), “believes network neutrality is essential to ensuring a fair and equal online experience. If you pay for internet access you should be the one to choose the content, websites, and applications you want to access – not your ISP.” Most school districts get a discounted rate for internet success on a large scale the equality should be the same for educational content as entertainment and commercial content. In relation to Net Neutrality, certain content is blocked within a schools ISP. On one hand, this can limit the criminal interruptions of illegal downloading, inappropriate websites, connecting and sharing private information with strangers. On the other hand, Net Neutrality affects lessons for educators, student creativity, and free speech. There is a possibility that web tools and content would load slowly because of the schools ISP. Digital commerce is growing rapidly among young students buying and selling online. Teaching students to become effective digital consumers at school will guide their future online commerce decisions.
Protect yourself and Others. Digital rights and responsibilities are intended freedoms for all digital users. These basic rights are freedom of speech, religion, privacy etc. Students are applying critical thinking to all online resources. Not sharing and participating in fake news or unhealthy advertisement. This aligns with digital security and self-protection. The same way physical protection is needed, online security is just as valuable. Responsible digital citizens are taught to use electronic precautions to ensure safety. For example, setting passwords, not sharing personal information, having virus protection and the severity of copyright laws and policies. Stealing can happen online but the correct procedure to ensure respecting others rights can be applied in the classroom by the teacher modeling asking permission and or citing. It is illegal for someone to violate the rights provided by the copyright law. The Fair Use Doctrine is the concept that allows the use of copyrighted material without the permission of the original owner. According to the Association of Research Libraries (2012), “copying, quoting and generally re-using existing cultural and scientific material can be critically important part of generating new research and culture and promoting intellectual exchange.” Using others works as resources can enhance the topic or concept but using it responsibly keeps the owner and user safe. Collaborating with digital protection is health and wellness, the physical and psychological well-being in a digital technology world. Educating students about the inherent dangers, the internet can have on themselves and or others. Students have to be aware the same character traits they build face to face reflect the same as our online identity. Their digital footprint reflects the image they have made for themselves online. Students have the advantage of learning from a young age to build themselves a positive profile. Cyberbullying is a continuous issue that all parties involved are hurting their reputations. Essex 2016, “involves the use of electronic devices to send or post harmful, embarrassing text or images intended to create anxiety, intimidation or emotional distress in another person.”  Cyberbullying could include posting, sending and sharing negative, false or mean content about someone else. These relationships are affecting a person’s rights and well-being. In the state of Texas according to David’s Law Bill 179 (2011), “if cyberbullying interferes with a student’s educational opportunities or disrupts the orderly operation of a classroom, school or school-sponsored activity,” it is grounds for consequences. This law protects Texas children from cyberbullying. Govern Greg Abbott signed Senate Bill 179 in 2017. It allows schools to communicate and collaborate with law enforcement if cyberbullying is life-threatening.
Conclusion
In Ohler’s (2012) article it mentions, “if we want to pursue a future that celebrates success not only in terms of abundance but also in terms of humanity, we must help our digital kids balance the individual empowerment of digital technology use with a sense of person, community, and global responsibility.” Having digital etiquette, access and law ensure respecting tools are in place. Educating teachers and students about the literacy, communication, and commerce of digital citizenship, should be continuous with the evolving technology in the classroom. Having protection for oneself and others when using technology embeds and reflects the rights and responsibilities, safety, health, and welfare. Teaching students that the internet can be used for good (2012). Educators are setting the solid foundation by teaching the rights, laws, policies and modeling the respectful and responsible digital citizens character traits.  

References

              Code of best practices in fair use for academic and research libraries. (2012) Retrieved from

 https://luonline.blackboard.com/bbcswebdav/pid-3155828-dt-content-rid

45693272_1/courses/11736.201860/code-of-best-practices-fair-use%281%29.pdf

               Essex, N. L. (2016). School law and the public school: A practical guide for educational leaders. (6^th ed.) (pp.111-114). Boston: Pearson Education, Inc. Essex_Cyberbullying.pdf

                H.B. No. 1942 (2011). Retrieved from https://capitol.texas.gov/tlodocs/85R/billtext/pdf/SB00179F.pdf

               Long, C. (2015). What net neutrality means for students and Educators. Retrieved from http://neatoday.org/

               Ohler, J. (2012). Digital citizenship means character education for the digital age. Education Digest: Essential Readings Condensed for Quick Review, 77(8), 14-17.

                Polgar, D. R., & Curran, M. B.F.X. (2015). We shouldn't assume people know what digital citizenship is. Retreived from http://www.teachthought.com/technology/we-shouldnt-assume-people-know-what-digital-citizenship-is/

                   Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know (3^rd ed.). Eugene, OR: International Society for Technology in Education