Why We Need to Deliberately Integrate Digital Citizenship into our schools

Equity

Immigrant and high poverty families often do not have a culture of digital citizenship. Teaching students helps them to teach their families. Throughout the U.S. districts are integrating technology at a rapid pace. This might mean classroom sets of computers or expanded computer labs, but many districts are also implementing one to one programs and beefing up their network infrastructures to handle increased traffic. Districts are adopting Learning Management Systems (LMSs) like Canvas, Schoology, Blackboard, etc. and classroom pedagogy is changing: educators are assigning much more practice and project work online, students are collaborating on projects and peer editing, and learning is happening in ways that would not have been possible just a few short years ago. Most of our students, though, have not had a formal in depth instruction on digital citizenship. Although many students get some instruction at home, many of our high poverty and immigrant families do not have the background to do this. In fact, research has shown that it is often students who are teaching their parents about technology. This landscape necessitates a formal and deliberate approach to teaching digital citizenship.

www.digitalequityforlearning.org

Future Ready

We need to teach students to be efficient, effective, collaborative, and ethical users of technology. Digital Citizenship refers to the concept of using technology resources appropriately, ranging from etiquette and communication skills, to copyright issues and the legal implications of one’s actions. Educators and our communities expect that all students demonstrate respect, compassion, integrity, and self-discipline in face-to-face environments as well as online and in digital environments. We are not training students for one year but are setting them up for a lifetime of success in our technology driven society.

Safety

We need to teach students to protect themselves and to protect others. Cases of cyber bullying and cruelty are increasing throughout U.S. schools and in Beaverton. We have a moral imperative to keep our children safe. The old educational philosophy of “it is out of our jurisdiction” does not apply anymore. It is also not realistic to create a system based on punishment and fear. The real key to safety is to teach students the importance of building healthy online interactions and communities and to alert others when something is not going right. Students need to own their online actions and to become partners in digital safety.

Mandate

Digital Citizenship instruction is a necessary component in preparing students to engage safely with the connected world. It is also a mandatory requirement of CIPA (Children’s Internet Protection Act) and a key facet of Future Ready schools. As of July, 2012, the latest CIPA (Child Internet Protection Act) requirements (part of the Broadband Data Improvement Act, AKA Protecting Children in the 21st Century Act) mandate that districts applying for federal E-Rate funding must actually have programs in place for educating students about “appropriate online behavior including interacting with other individuals on social networking websites and in chat rooms, and regarding cyberbullying awareness and response.” In other words, districts must be teaching digital citizenship. Simply including anti-bullying policies in a school handbook, for instance, will not meet the requirement. Sources: CIPA, EGUSD Digital Citizenship

In the end, it does not suffice to teach digital citizenship in an all school assembly or have it designated to a few lessons at the start of the year. It is an ongoing process that should involve all teachers and the entire school community. It is about building a culture of critical thinking and reflection and includes all stakeholders. Integrating digital citizenship into our schools is critical for all students, but it can have a particularly profound impact on our students from families of poverty.