Digital Citizenship and the Curriculum

Ribbles‘ 9 elements of digital citizenship are something every classroom teacher should be familiar with. I don’t think we do enough to educate teachers on what types of digital citizenship skills they should be instilling in their students. Students come to us knowing more about technology than we do, yet they don’t understand the responsibility that comes along with that. Too often we just expect that because they are savvy with the new technology, they have the skills they need. These 9 elements very clearly lay out the important things that need to be addressed.

  • Digital Access: The issues of equitable distribution of technology can fit seamlessly into the Social Studies curriculum. It would tie into the Resources and Wealth outcomes more most grade levels. Specifically, in grade 6 RW6.1: Examine and analyze factors that contribute to quality of life, including material and non-material factors. Students could explore the difference between needs/wants and discuss the role of technology in that.
  • Digital Commerce: The first thing I think of then I read this one is incorporating it into the Mathematics curriculum. This is about buying, selling, and using money.
  • Digital Communication and Collaboration: This fits seamlessly into the ELA curriculum. It would cover the compose and create outcomes but also comprehend and respond. The Grade 8 ELA curriculum specific addresses issues of identity, social justice, and efficacy.
  • Digital Etiquette: This would fit into any outcome, and comes along with some of the skills we want our students to have that are not specifically addressed in the curriculum. Things such as respect, consideration for others, and empathy.
  • Digital Fluency: Compose and create outcomes address various forms of literacy and multimedia.
  • Digital Health and Welfare: This one is something I think could be better addressed in our Health curriculum. There are many Health outcomes that address overall health and wellbeing, but I think every grade should have an outcome specific to technology.
  • Digital Law and Digital Rights and Responsibilities: Social Studies curriculums often address law, rights and responsibilities. An examples is the grade 4 curriculum PA4.2 which specifically addresses rules, laws, rights, and responsibilities.
  • Digital Security and Privacy: This is another one that I don’t think is specifically addressed in the curriculum. It is something that should be addressed in all grade levels.

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