Feature

Digital Citizenship Focus Questions for Implementation

By Mike S. Ribble and Gerald D. Bailey Subject: Appropriate technology use

Grades: K–12 (Ages 5–18)

Standards: NETS•S 2; NETS•T VI; NETS•A VI (http://www.iste.org/ standards/)

12 Learning & Leading with Technology Volume 32 Number 2 Copyright © ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected]. All rights reserved. Feature

re you irritated at the Personal misuse and abuse of technology have thoughtless technology- reached epidemic proportions in school as well related interruptions in pub- A as in our daily lives. lic places? Are you tired of having to “police” staff and/or students who use technology inappropriately? Are you an Action Plan on p. 14 for several tops, desktops, or PDAs during class. concerned that schools ban certain overall strategies for getting started. Users need to remember that what forms of technology in schools only they do in public affects others. 1. Etiquette: electronic standards of to see students using and misusing Where and when should digital conduct or procedure it after the last school bell rings? A etiquette be taught? Outside school, 2. Communication: electronic ex- growing consensus among technol- violations of digital etiquette are change of information ogy leaders is that we must begin ignored or tolerated by members of 3. Education: the process of teaching society. Inside schools, we create rules educating teachers, students, and and learning about technology and (AUPs) and regulations or even ban administrators in the day-to-day use the use of technology the technology being used inappro- of technology. Simply put, personal 4. Access: full electronic participation priately. The nine themes of digital misuse and abuse of technology have in society citizenship should be discussed and reached epidemic proportions in 5. Commerce: electronic buying and understood in relation to all curricu- school as well as in our daily lives. selling of goods lum areas. Digital Citizenship must become part 6. Responsibility: electronic responsi- of our school culture—not just a class bility for actions and deeds Communication. How does a school or lesson but the way we do business 7. Rights: those freedoms extended to district create a digital citizenship in education. everyone in a digital world program that affords students the The following discussion briefl y 8. Safety: physical well-being in a opportunity to make good decisions reviews the nine categories of digi- digital technology world when faced with many options? Tech- tal citizenship we described in the 9. Security (self-protection): electronic nology leaders need to provide timely September issue of L&L 2004. (See precautions to guarantee safety training on what is available and ap- “Digital Citizenship: Addressing Ap- propriate. The training of teachers, propriate Technology Behavior,” pp. Focus Questions staff, and students on the precepts of 6–11.) The nine categories emerged Etiquette. How do technology lead- digital citizenship should be ongoing from an extensive search of hundreds ers maximize a culture of high tech- throughout the school year. of articles that spoke to the issue of nology use while minimizing poor What form of communication is digital citizenship, which can be de- technology etiquette? Technology most appropriate under any given set fi ned as the norms of behavior with leaders must provide a solid example of circumstances? Use face-to-face regard to technology use. (Editor’s for faculty and students. Students and communication instead of electronic note: See Resources on p. 15 for a teachers should be required to silence communication when the situation partial list.) We follow that with focus (i.e., mute or vibrate) or turn off their involves sensitive, personal, or nega- questions and suggestions by category own electronic equipment (e.g., cell tive information. Electronic com- for how administrators and tech phones, personal digital assistants or munication is used to convey basic leaders can begin to create education PDAs) during class. Students and information for the sake of effi ciency environments conducive to teaching teachers should not play games or use and effectiveness. digital citizenship. Also see Creating on portable lap- Education. Students need just-in-time information. This process requires so- Digital citizenship can be defi ned as the norms of phisticated searching and processing behavior with regard to technology use. skills (i.e., information literacy and

October 2004 Learning & Leading with Technology 13 Copyright © ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected]. All rights reserved. Feature Creating an Action Plan Digital Commerce. The rise of the digital economy does not change the Though there is no step-by-step plan for dealing with teaching digital citizenship, technology leaders should consider the following strategies: issue of right and wrong, but it does make buying and selling goods easier, 1. Make digital citizenship a priority in your district and building which magnifi es the issue of illegal technology plan by explaining its importance in society. activities. How do technology lead- 2. Empower your technology leadership teams by providing examples ers ensure that students learn how to of problems that occur in the 10 areas of digital citizenship. Discuss and debate the areas, especially the positive examples. operate in the new digital economy? Students must be taught how to make 3. Enlist all stakeholders by explaining the urgency—both in schools and wise decisions for purchasing goods out—of teaching digital citizenship. Engage parents in dialogue using the focus questions for all 10 areas of digital citizenship. legally and the consequences of not doing so. 4. Empower technology leadership committees to identify and prioritize What are the new technical skills the steps needed to deal with digital citizenship in curriculum, staff development programs, and board policy, by providing a clear required to participate in a digital understanding of what technology and literacy skills are needed in economy? Students should be taught this new digital society. how to electronically purchase goods with emphasis on , identity technology skills). In other words, race, age, ethnicity, and physical or theft, and credit card protection. learners must be taught to learn any- mental challenges? They can be shown how to shop thing, anytime, anywhere because Technology leaders must be aware for the best bargains using specifi c society has begun to learn in this of and support electronic access for research strategies, such as buying manner. How do technology leaders everyone to create a foundation for a book online. teach necessary technology standards? digital citizenship. Providing the Schools and school districts need resources to allow everyone to par- Digital Responsibility. Digital re- to develop information literacy and ticipate in a digital society is neces- sponsibility deals with the ethical technology skill curriculum materials sary. Both elementary and secondary use of technology. What is ethical matched to content standards and a students need to have access to up- or unethical in a digital community plan to implement that curriculum. to-date computers, software, digital (inside school and outside school)? How do schools begin to work cameras, and so on. Assistive tech- Students should not be able to steal with business, military, medicine, and nologies such as page readers for word or cause damage to other people’s government as well as other segments processing, spreadsheets, and work, identity, or property. Creating of the workplace to achieve a mutual use should be provided for students Web sites that are belittling and/or understanding of technology needs with special needs. School libraries are slanderous to others is destructive be- and uses for productive citizenship? open to the public after school and havior. Hacking into another person’s Schools can develop plans, programs, on weekends, which allows for access computer information, downloading and/or partnerships for preparing students may not have at home. music illegally, plagiarizing, or creat- electronic workers for technology-rich How do we provide equal access ing and distributing worms, viruses, work environments. Digital citizen- for those who cannot or choose not to or Trojan Horses are unethical acts ship involves educating a new breed use technology? Some people have the regardless of whether school or per- of person—information workers with resources to allow them to participate sonal property is involved. a high degree of information literacy in the digital society. Others cannot How do school leaders focus on skills. Educators need to take notice afford the technology. Still others the positive side of technology inte- outside their fi eld for help. may choose not to use the technol- gration without over-emphasizing ogy. Schools and society must provide rules and regulations? Students can Digital Access. Digital exclusion access while leaving the choice to be- be taught about ethical and unethi- of any kind minimizes the growth come a participating member in the cal technology behavior in a manner of human beings in an electronic digital community up to the that allows them to make decisions society. Many factors contribute to individual. and understand the consequences of the , including econom- ic, social, and even personal reasons. How do technology leaders ensure In other words, learners must be taught to learn that everyone has equal access to anything, anytime, anywhere because society has technology regardless of gender, begun to learn in this manner.

14 Learning & Leading with Technology Volume 32 Number 2 Copyright © ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected]. All rights reserved. Feature Resources Students should be taught how to electronically Articles purchase goods with emphasis on privacy, Fryer, W. A. (2003). A beginner’s guide to school security. Technology & Learning, , and credit card protection. 24(2), 9. Hafner, K. (2003). Eluding the Web’s snare. those decisions. Students, teachers, ensure that the entire district is aware Available: http://www.nytimes.com/2003/ administrators, and parents can work of and skilled in digital safety mea- 04/17/technology/circuits/17shun.html?e x=1063339200&en=b2b9d72b27138633 with community members to create a sures? Digital citizenship includes a &ei=5070. forum for dialogue about ethical and school culture where technology users Harmon, A. (2003). New parent-to-child unethical technology behavior in the are taught how to protect themselves chat: Do you download music? Available: workplace. through education and training. http://www.nytimes.com/2003/09/10/ technology/10MUSI.html?th. . Basic rights are ex- Digital Security (self-protection). It is Harmon, A. (2003). Digital vandalism spurs tended to every digital citizen. Digi- not enough to trust other members in a call for oversight. Available: http:// www.nytimes.com/2003/09/01/ tal citizens should have the right to the community for our own safety. In technology/01NET.html?ex=1063339200 privacy, free speech, and so on. What our own homes, we put locks on our &en=6c9adcbdd0cb5f11&ei=5070. are digital rights for administrators, doors and fi re alarms in our houses to Mitchell, W. J. (2003). Designing the space. teachers, students, parents, and com- provide some level of protection. The Syllabus, 17(2), 10. same must be true for digital security. Reuters. (2003). Blaster suspect a typical teen? munity members? Students can be Available: http://www.wired.com/news/ taught about basic freedoms such as We need to have virus protection, technology/0,1282,60263,00.html. speech, privacy, and right to property backups of data, and power surge Rimer, S. (2003). A campus fad that’s be- and how they apply to technology control devices on our equipment. ing copied: Internet plagiarism. Available: Students should be taught how to use http://www.nytimes.com/2003/09/03/ use. Students can work with local, education/03CHEA.html?th. state, national, and international surge protectors in their homes with Salpeter, J. (2003). Professional development: agencies or citizens to learn how digi- their own computers, to back up data, 21st century models. Technology & Learn- tal rights are violated or protected. and to use passwords to protect their ing, 24(1), 34. electronic work. Toppo, G. (2003). Who’s watching the class? Schools can work with local business- Webcams in schools raise privacy issue. es or agencies to establish internships How can a technology staff de- Available: http://www.usatoday.com/ and community service programs that velopment program be initiated to usatonline/20030811/5396054s.htm. ensure that the entire district is aware focus on digital rights. Web Sites What school district and classroom of and skilled in digital security mea- PBS’s Digital Divide series: http://www. policies must be in place to protect sures? School districts could develop pbs.org/digitaldivide/themes.html. the digital rights of everyone? Basic partnerships with local, state, and fed- World Wide Web Consortium’s Curriculum eral agencies to protect users online. for Web Content Accessibility Guidelines: digital rights must be addressed, http://www.w3.org/WAI/wcag-curric/. discussed, and codifi ed in the school The school district could create a plan district. for protecting district data in case of MikeMike S. Ribble servesserves as the emergencies or attack by hackers (e.g., instructionalinstructional serservicesvices coorcoordina-dina- Digital Safety. Eye safety, repetitive backup systems). tor for the College of EducationEducation stress syndrome, and sound ergonom- at Kansas StateState UUniversity.niversity. HeHe ic practices are included in the digital has workedworked as a networknetwork man- Conclusion ager at NortheastNortheast Community safety category. Students must be The debate and necessary dialogue College in Norfolk,Norfolk, NNebraska.ebraska. taught that there are inherent dangers about digital citizenship are long over HeHe was an assistant principal and beforebefore that a of technology use. How do a board of due. If we hope to create citizens who science teacher at Bishop Carroll High School in education, superintendent, and prin- know right from wrong and appropri- Wichita,Wichita, Kansas. cipal initiate a digital safety program ate from inappropriate behavior in Dr.Dr. GeraldGerald D. BaileyBailey is profes-profes- without unduly alarming the school the 21st century, technology leaders sor of educational leadership community? The school district can must make digital citizenship a top in the College of EducationEducation at Kansas StateState UUniversity.niversity. HisHis implement a program dealing with priority in their school districts. The areasareas of specialty areare technologytechnology safe use of equipment and give each old adage seems quite appropriate leadership and staff develop-develop- teacher responsibility for teaching when gauging the importance of digi- ment. PriorPrior to earningearning his doc- digital safety. tal citizenship education: “If not here toratetorate at the UniversityUniversity of Nebraska,Nebraska, he workedworked as a classroom teacher, demonstration teacher, How can a technology staff de- (schools), where? If not now, when? If and supervisor in the Lincoln (Nebraska) Public velopment program be initiated to not you, who?” Schools.

October 2004 Learning & Leading with Technology 15 Copyright © ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), [email protected]. All rights reserved.