Abstract
The chapter is a mixed-method study of knowledge, skills, and beliefs of pre-service elementary school teachers on digital citizenship. The quantitative data was gathered through surveying participants. The intervention in the form of a 30-hour module was introduced to participants to identify a change in perceptions. The qualitative data was obtained through the analysis of artefacts in the form of lesson plans. The author grounds the theoretical underpinning into the theory and principles of digital citizenship. The result of the posttest shows a positive change in the knowledge, skills, and beliefs of pre-service elementary school teachers on digital citizenship.
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