Digital Citizenship Education Research Articles

Digital Citizenship Education: Shaping Digital Ethics in Society 5.0

The strong current of globalization has driven the rapid development of the digital era and technology so that the term digital citizenship has emerged. The emergence of Society 5.0 era demands a balance between technology and the environment. But on the other hand, the emergence of the Society 5.0 era was not matched by the formation of digital ethics in society. The rise of cybercrime cases such as the spread of fake news (hoaxes), hate speech, and cyberbullying shows the lack of digital ethics in society. The formation of digital ethics is an important thing that must be done, one of which is through digital citizenship education in society. The method used in this research is qualitative with a case study approach. Data collection was carried out through observation and in-depth interviews with several main sources, namely the community board of Kampung Cyber and community members based on purposive sampling and snowball sampling techniques. The results showed that the emergence of the Kampung Cyber community became the main forum for the implementation of digital citizenship education in society, especially in shaping ethics. The application of norms in society becomes the main control for any deviant actions in the use of technology. It takes the development of competencies and digital ethical values that are in accordance with the era of Society 5.0, such as technological literacy, responsibility, honesty, critical thinking, problem solving, creativity, equality and local wisdom. The existence of a key figure as a model in social learning will shape people's behavior according to digital ethical competencies in the era of Society 5.0. In addition, it is necessary to create a good environment and strong ties in society that will encourage the successful formation of ideal and ethical digital citizenship in the era of Society 5.0.

Promoting digital citizenship education in junior secondary schools in Hong Kong: supporting schools in professional development and action research

PurposeThis study investigated the effectiveness of a professional development project on digital citizenship education (DCE) conducted by a team at the Education University of Hong Kong. The project aimed to promote digital citizenship education in local junior secondary schools in Hong Kong and support the professional development of in-service teachers.Design/methodology/approachThis study was based on a departmental knowledge transfer and curriculum development project that provided professional development training workshops to in-service teachers from seven partner schools. This paper analyses some findings from the quantitative research questionnaires, lesson observations and qualitative interviews.FindingsEleven of the 12 participants reported that they were satisfied with the training workshops in the end. We also conducted paired sample t-tests of inferential data. The results show that after the workshops, the teachers tended to teach their students more about aspects of digital law, digital commerce and digital safety and security when teaching digital citizenship. This selection helps us to better understand the priorities of teachers in teaching digital citizenship.Originality/valueThis paper is the product of an original knowledge transfer and curriculum development project supported by the Education University of Hong Kong in the Hong Kong Special Administrative Region (Hong Kong SAR) of China. The topic of digital citizenship education has also been under developed since citizenship education has always been about conventional citizenship in the physical world.

디지털 시민성교육을 위한 교수학습모형 개발연구

디지털 시민성교육을 위한 교수학습모형 개발연구

Directing the Digital Moral Compass

As technology advances, so do the techniques for abusing it. While traditional crime has not increased in some countries, cyber crime is becoming increasingly common and steadily growing. One of the duties of teacher librarians is to teach the learning community about digital citizenship so everyone can understand, address, and prevent technology abuse. This paper defines digital citizenship, discusses its ramifications on individuals and the learning community at large, and recommends strategies for digital citizenship education.

Based on the new old crowd digital currency consciousness Design of knowledge service system

China is facing the rapid development of digital technology torrent and the increasingly serious aging population problem, the development of technology has led to a digital economy and cashless society. While people conveniently carry out economic activities through digital means, social problems such as network fraud, theft of others' privacy, digital divide and other social problems have gradually become prominent. Older people are more likely to fall victim to digital isolation and online fraud due to their ability (especially cognitive ability) decline and behavioral fixation, derailment from the experiences learned in the cash society, and lack of appropriate digital citizenship education. Starting from the concept of service design and starting from the current situation of the demand of people aged 50-70 (referred to as the new elderly people), the content framework of the new elderly people in the era of digital economy is summarized, and a sustainable knowledge service system of "people-contact-environment" interaction is constructed with mobile applications as the carrier.

Digital Citizenship Education in the Platform Society

Digital Citizenship Education in the Platform Society

Needs and Perceptions of Middle and High School Students for Digital Citizenship Education

본 연구는 중・고등학생의디지털 시민성 인식과 그들이 지각하는 시민성의 중요수준과 현재수준을 분석하고, 이를 바탕으로 요구도를 도출하여 그 우선순위를 파악함으로써 중・고등학생의 디지털 시민성 증진을 위한 디지털 시민성 교육 방안을 탐색하였다. 이를 위해 본 연구에서는 서울과 경기도 소재 중・고등학교 학생을 대상으로 설문조사를 실시하였다. 설문조사 결과 수집된 714명의 자료를 바탕으로 디지털 시민성 요구도 분석을 위하여 t검증, Borich 요구도 분석, The locus for focus 모델을 활용하였으며, 디지털시민성 교육에 관한 인식을 살펴보기 위해서 t검증, χ2분석도 실시하였다. 연구결과는 다음과 같다. 먼저, 디지털 시민성의 하위영역 및 문항별 중요수준과 현재수준 간에는 모두 의미 있는 차이가 있었으며, 학교급별 분석에서도 고등학생의 경우 18개 문항 중 2개 문항을 제외한 모든 문항에서 중요수준이 현재 수준보다 통계적으로 유의미하게 높게 나타났다. 또한 디지털 시민성 요구도 전체와 학교급별로 우선순위가 높게 도출된 영역은 ‘디지털 보안’, ‘디지털 자아정체성’의 영역이었으며, 이는 1사분면에 위치하여 교육요구도 우선순위가 가장 높음을 확인할 수 있었다. 둘째, 디지털 시민성 교육에 대한 인식을 분석한 결과 디지털 시민성 교육을 배운 경험이 부족한 것으로 나타났으며 학교교육에서 이런 교육이 반영되기를 바라고 있었다. 중・고등학교 학생들을 대상으로 디지털 시민성 요구도 및 인식을 분석한 본 연구는 현대 4차 산업혁명 시대를 맞이하여 중・고등학생을 대상으로 디지털 시민성을 교육하기 위한 지침 및 기초자료로 활용될 수 있을 것이다. 본 연구에서는 이러한 분석결과를 바탕으로 논의 및 한계점을 제시하였다.The purpose of this study was to explore digital citizenship education methods for promoting digital citizenship of middle and high school students. To that end, the study surveyed 714 middle and high school students in Seoul and Gyeonggi Province. The findings are as follows. There were significant differences in both the lower and current levels of digital citizenship, and in the analysis by school level: and the importance level of high school students was statistically more significant than the current level, except for two out of 18 questions. Areas where digital citizenship needs were also highly prioritized by overall and school level were areas of “digital security” and “digital self-identity.” Second, an analysis of the perception of digital citizenship education showed that there was a lack of experience in learning digital citizenship education and hopes that such education would be reflected in school education. This study, which analyzed digital citizenship needs and perceptions of middle and high school students, could be used as a guideline and for basic data for educating middle and high school students in digital citizenship in the wake of the modern Fourth Industrial Revolution.

СУЧАСНІ ПІДХОДИ ДО РОЗВИТКУ ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ЛЮДИНИ ТА ЦИФРОВОГО ГРОМАДЯНСТВА В ЄВРОПЕЙСЬКИХ КРАЇНАХ

Стаття присвячена сучасним підходам до розвитку цифрової компетентності людини та цифровому громадянству, що є новим для країн Європи. Представлено сучасні європейські підходи до використання цифрових засобів у навчальному процесі, зокрема в професійній діяльності вчителів, які підтримують новий рівень спілкування і взаємодії всіх учасників навчально-виховного процесу і спрямовані на розвиток цифрової компетентності суб’єктів навчального процесу. Подано визначення поняття «цифрове громадянство» у контексті сучасних європейських тенденцій, яке передбачає здатність людини позитивно, критично та грамотно брати участь у цифровому середовищі, спираючись на навички ефективного спілкування та творення, практикувати форми соціальної участі, які поважають права та гідність людини завдяки відповідальному використанню технологій. Виокремлено складові та надано характеристики цифрового громадянства. Подано три його ключові елементи: цифрова взаємодія, цифрова відповідальність та цифрова участь. Окреслено роль та важливість цифрової компетентності в здійсненні цифрового громадянства. Подано бачення Ради Європи щодо освіти з цифрового громадянства як розширення можливостей для молоді та набуття компетентностей для навчання та активної участі в цифровому суспільстві. Зосереджено особливу увагу на запровадженні у країнах Європи «цифрової громадянської освіти» з метою заохочення молоді до розвитку цифрових навичок та їх використання в Інтернет-просторі, що передбачає особисте залучення та творчість, а також усвідомлення юридичних наслідків власної онлайн діяльності. Підкреслено важливість набуття знань, умінь та компетентностей для вчителів та учнів щодо здійснення та відстоювання своїх демократичних прав та обов'язків в Інтернеті, а також для просування та захисту прав людини, демократії та верховенства права в кіберпросторі. Особлива увага зосереджена на необхідності адаптування інструментів з використанням інформаційно-комунікаційних технологій для навчання до аудиторії. Підкреслено важливість того, щоб онлайн засоби, які використовує вчитель, були різнобічними та використовувались як засоби надання зворотного зв’язку для створення можливості краще зрозуміти власні сильні та слабкі сторони використання ІКТ та знаходження власних шляхів досягнення успіху.

Social Studies Teacher Candidates’ Perception of Digital Citizenship

<p style="text-align:justify">With the rapid pace of technological and digital change, the use of mass communication and digital communication tools, and internet usage have become very prevalent and thus digital citizenship education has become a necessity for individuals so that they can effectively use these technologies. In this respect, in-class and out-of-class activities play a crucial role in developing students’ digital citizenship competencies in social studies education. Teacher candidates’ perception of digital citizenship will influence students as well. The objective of the current study is to identify the perception of the social studies teacher candidates towards digital citizenship. A descriptive cross-sectional screening model was utilized in the study. The sample of the study is composed of senior teacher candidates attending the Social Studies Teaching Department, Faculty of Education of Ege University in the 2016-2017 academic year. Digital Citizenship Attitude Scale was employed to identify the perceptions of teacher candidates towards digital citizenship. The analysis of the results in the context of subdimensions indicates that no statistically significant difference was found by the gender variable, however significant differences was observed in digital citizenship levels of the teacher candidates according to the variables of owning a personal computer, age and years of experience in computer use.</p>

Educating Digital Citizens Through Curricular Incorporation

With the increased focus on e-education and closing the digital divide through access to ICT's in South Africa, foundation and secondary school curricula are increasingly becoming the location for ICT integration. There is however no overt focus on introducing digital wellness and digital citizenship education information into the curriculum, leaving students vulnerable in terms of information seeking, use, and production even with infrastructure access being available. This treats the problem of the digital divide in South Africa as a purely access-based issue, ignoring the influence of information poverty and digital citizenship on the digital divide. Through examining the existing curriculum this article attempts to suggest a possible integration of these topics within the existing curricular structure.

Hacia una educación para la ciudadanía digital crítica y activa en la universidad.

We start with the neo-republican model of citizenship proposed by Habermas to situate it in the context of the digital age. The digital citizen is defined as a person who exercises their rights on the Internet of citizenship from ethical and critical principles consistent with a political activism, in order to promote social change. This study has focused on the evaluation of digital citizenship through the Digital Citizenship Scale of Choi, Glassman and Cristol (2017), with the aim of ascertaining, what profile, dimensions and needs of digital citizenship characterize the university students interviewed (n = 250). The results show that young university students have high digital skills and technical skills, as well as a very regular use of digital media. However, the dimensions of critical approach and political activism o cyberactivsim are deficient. Finally, the fact of seeking information or information through digital means significantly leads to greater digital citizenship, while the accomplishment of activities and academic university tasks does not bring any increase. In conclusion, the university educational level faces the challenge of promoting critical and active digital citizenship education, especially in its dimension of activism or online engagement in all aspects of the teaching-learning process.

Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs

The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.

Sosyal Bilgiler Dersinde Dijital Vatandaşlığa Dayalı Etkinliklerin Öğrencilerin Dijital Vatandaşlık Tutumlarına Etkisi ve Dijital Vatandaşlık Anlayışlarına Yansımaları-The Effects of Activities for Digital Citizenship on Students' Attitudes toward Digital

Bu arastirmanin amaci, 6. sinif sosyal bilgiler dersinde dijital vatandasliga dayali olarak gerceklestirilen etkinliklerin, ogrencilerin dijital vatandaslik tutumlarina etkisini belirlemek ve gerceklestirilen etkinliklerin ogrencilerin dijital vatandaslik anlayislarina yansimalarini incelemektir. Arastirmada deneme modellerinden on test-son test ve kontrol gruplu yari deneysel model tercih edilmistir. Ayrica 6. sinif sosyal bilgiler dersinde dijital vatandaslik dayali etkinliklerinin uygulanma surecini betimlerken arastirmanin gecerligini ve inanirligini artirmak amaciyla deneysel desen ile birlikte nitel veriler kullanilmistir. Arastirma sonucunda elde edilen bulgular, dijital vatandasliga dayali etkinliklerin sosyal bilgiler dersinde uygulanmasinin ogrencilerin dijital ortamdaki tutumlarini olumlu yonde etkiledigini gostermektedir.