A proposal for developing third intermediate grade’s computer and information technology textbook in the light of digital citizenship dimensions

Abstract

The problem and the aim of the study. Digital Citizenship has become a force affecting the construction and the implementation of the curriculum, and the idea of including its knowledge, skills and values in the school curriculum experiences has become an educational goal and a basic standard of the national standards for learning digital technology in the Kingdom of Saudi Arabia, believing in its effective role in preparing learners for life, and preparing them to deal constructively with the transformations that The Kingdom of Saudi Arabia and the world are witnessing it. This research aimed to present a proposal for developing third grade’s Computer and Information Technology Textbook in the light of digital citizenship dimensions. Research methods. To achieve this goal, the researcher used the descriptive approach and designed a content analysis card with digital citizenship dimensions that consists of digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibility, digital health, and digital security. There are adequate 48 standards that represent the digital citizenship dimensions. The researcher double-checked the card's validity and reliability. Twenty-five experts in the field have reviewed the card, and it has achieved a high score for reliability 96,24%. Results. The content analysis results indicated that the dimension of digital literacy had the highest degree of availability in the computer and information technology book with a percentage of 74,62%, while the rest of the dimensions were not sufficiently covered in the book. Digital law had the lowest availability percentage at 0,38%, followed by digital health at 0,57%, digital etiquette at 0,76%, digital commerce at 1,14%, digital security at 1,23%, digital rights and responsibility at 1,42%, and digital communication at 4,83%. Finally, digital access came in at 15,06 %, in ascending order of percentage availability. Conclusion. According to the results, the researcher presented a proposal to include digital citizenship dimensions in the Computer and Information Technology textbook for third grade intermediate level. The researcher suggested adding educational activities and tasks to the current units of the book to increase the level of availability of digital citizenship dimensions. Furthermore, the researcher created a proposed unit based on digital citizenship dimensions to achieve knowledge continuity. Finally, many recommendations were presented to curriculum designers in Saudi Arabia, those who are responsible for developing the infrastructure of public education schools, and those who are in charge of professional development for teachers.