Examining how teachers define and integrate digital citizenship into core content area curriculum

Abstract

This study explored K-12 core content area teachers’ experiences teaching digital citizenship. It specifically examined how teachers define digital citizenship and integrate it into their core content area. A basic qualitative approach was used including interviews with a follow-up questionnaire to gather data. The data was analyzed using a six-step, hybrid approach of inductive and deductive coding and theme development. The S3 Guiding Principles for digital citizenship were use to summarize how core content area teachers define digital citizenship. Teachers’ experiences integrating digital citizenship into their core content curriculum revealed three major themes: Responsibility, Student Behavior, and Non-Cognitive Competencies.