Digital Citizenship in Schools, Second Edition is an essential introduction to digital citizenship. Starting with a basic definition of the concept and an explanation of its relevance and importance, author Mike Ribble goes on to explore the nine elements of digital citizenship. He provides a useful audit and professional development activities to help educators determine how to go about integrating digital citizenship concepts into the classroom. Activity ideas and lesson plans round out this timely book.
Best-selling author and educator Jason Ohler addresses how today's globally connected infosphere has broadened the definition of citizenship and its impact on educators, students, and parents.
Developing a critical perspective on the challenges and possibilities presented by cyberspace, this book explores where and how political subjects perform new rights and duties that govern themselves and others online.
"Using the Internet can be an exciting adventure. But it is important to use it safely. How can you use computers responsibly? And how can you be a good digital citizen? Read this book to find out!"--Page 4 of cover.
With pervasive use of mobile devices and social media, there is a constant tension between the promise of new forms of social engagement and the threat of misuse and misappropriation, or the risk of harm and harassment. Negotiating Digital Citizenship explores the diversity of experiences that define digital citizenship. These range from democratic movements that advocate social change via social media platforms to the realities of online abuse, racial or sexual intolerance, harassment and stalking. Young people, educators, social service providers and government authorities have become increasingly enlisted in a new push to define and perform ‘good’ digital citizenship, yet there is little consensus on what this term really means and sparse analysis of the vested interests that drive its definition. The chapters probe the idea of digital citizenship, map its use among policy makers, educators, and activists, and identify avenues for putting the concept to use in improving the digital environments and digitally enabled tenets of contemporary social life. The components of digital citizenship are dissected through questions of control over our online environments, the varieties of contest and activism and possibilities of digital culture and creativity.
Being online, well-being online, and rights online: information, tools and good practice Digital citizenship competences define how we act and interact online. They comprise the values, attitudes, skills and knowledge and critical understanding necessary to responsibly navigate the constantly evolving digital world, and to shape technology to meet our own needs rather than to be shaped by it. The Digital citizenship education handbook offers information, tools and good practice to support the development of these competences in keeping with the Council of Europe’s vocation to empower and protect children, enabling them to live together as equals in today’s culturally diverse democratic societies, both on- and offline. The Digital citizenship education handbook is intended for teachers and parents, education decision makers and platform providers alike. It describes in depth the multiple dimensions that make up each of ten digital citizenship domains, and includes a fact sheet on each domain providing ideas, good practice and further references to support educators in building the competences that will stand children in good stead when they are confronted with the challenges of tomorrow’s digital world. The Digital citizenship education handbook is consistent with the Council of Europe’s Reference Framework of Competences for Democratic Culture and compatible for use with the Internet literacy handbook.
This analysis of how the ability to participate in society online affects political and economic opportunity finds that technology use matters in wages and income and civic participation and voting. Just as education has promoted democracy and economic growth, the Internet has the potential to benefit society as a whole. Digital citizenship, or the ability to participate in society online, promotes social inclusion. But statistics show that significant segments of the population are still excluded from digital citizenship. The authors of this book define digital citizens as those who are online daily. By focusing on frequent use, they reconceptualize debates about the digital divide to include both the means and the skills to participate online. They offer new evidence (drawn from recent national opinion surveys and Current Population Surveys) that technology use matters for wages and income, and for civic engagement and voting. Digital Citizenship examines three aspects of participation in society online: economic opportunity, democratic participation, and inclusion in prevailing forms of communication. The authors find that Internet use at work increases wages, with less-educated and minority workers receiving the greatest benefit, and that Internet use is significantly related to political participation, especially among the young. The authors examine in detail the gaps in technological access among minorities and the poor and predict that this digital inequality is not likely to disappear in the near future. Public policy, they argue, must address educational and technological disparities if we are to achieve full participation and citizenship in the twenty-first century.
This thesis makes use of a genealogical approach to map out and explainhow and why computers and citizenship have become so closely connected.It examines the historical continuities and disruptions, and the role thatpopular education has played in this interrelation. Drawing on previousresearch in the overlap between Swedish popular education history andhistorical computer politics, this thesis adds knowledge about howimaginaries of popular education, operating as silver bullet solutions toproblems with computerization, have had important functions as governingtools for at least 70 years. That is, Swedish popular education has since the1950s been imagined as a central solution to problems with computerization,but also to realize the societal potentials associated with computers. Specifically, this thesis makes two contributions: 1) Empirically, the thesisunearths archived, and in many ways forgotten, discourses around thehistorical enactment of the digital citizen, and the role of popular education,questioning assumptions that are taken for granted in current times; 2)Theoretically, the thesis proposes a conceptual model of educationalimaginaries, and specifically introduces the notion (and method) of‘problematizations’ into these imaginaries. Denna avhandling använder sig av ett genealogiskt tillvägagångssätt för att kartlägga och förklara hur och varför datorer och medborgarskap har kommit att bli så tätt sammankopplade och vilken funktion folkbildning har och har haft i denna relation. Avhandlingen undersöker historiska kontinuiteter och avbrott i perioden från 1950-talet till 2010-talet. Genom att bygga vidare på tidigare forskning i överlappningen mellan svensk folkbildningshistoria och historisk datapolitik bidrar avhandlingen med kunskap om hur folkbildning, och föreställningar om folkbildning, fungerat som en historisk och nutida universallösning, dels för att söka förekomma förutsedda problem med datorisering, men också för att realisera samhälleliga förhoppningar förknippade med den samma. Avhandlingens bidrag är dubbelt: 1) Empiriskt lyfter avhandlingen fram arkiverade och, på många sätt, bortglömda diskurser och folkbildningssatsningar kring datorisering och medborgarskap, samt påvisar dessas relevans för nutida föreställningar om den digitala medborgaren. 2) Teoretisk föreslår avhandlingen en konceptuell modell över framtidsföreställningar kring utbildning, samt introducerar specifikt begreppet (och metoden) ’problematisering’ i dessa föreställningar.
Students today have always had technology in their lives, so many teachers assume their students are competent tech users — more competent, in fact, than themselves. In reality, not all students are as tech savvy as teachers might assume, and not all teachers are as incompetent as they fear. Even when students are comfortable using technology, they may not be using it appropriately. Likewise, educators of all skill levels may not understand how to use technology effectively. Both students and teachers need to become members of a digital citizenry. In this essential exploration of digital citizenship, Mike Ribble provides a framework for asking what we should be doing with respect to technology so we can become productive and responsible users of digital technologies.
