Digital Citizenship - Framework for Teaching Digital Citizenship Mike Ribble Instructional Services Coordinator College of Education Kansas State University Mike Ribble Instructional Services Coordinator College of Education Kansas State University

How are we to determine what is considered appropriate - and what is not? And if we have trouble determining what is appropriate, how will our children and students make that determination? Will our definition of what is appropriate change over time, or in the next generation?

1. Awareness -- knowledge of technology and how it affects others and myself. Many people use technology without having even a basic awareness of the purpose of a digital technology. Students need to “see themselves” using technology before using it. Without awareness, many problems emerge without users realizing it. Questions: Do I recognize when there is an issue of inappropriate use of technology? Why or why not? Have I considered the appropriateness of my actions? Why or why not? Can I differentiate which of my actions are considered misuse or abuse? Why or why not? Am I aware of the implications of my actions when using technology? Why or why not?

2. Understanding -- ability to grasp the uses of technology that are considered appropriate or inappropriate. Once there is awareness of how a technology works, then users need to identify which uses are considered misuse or abuse to better understand appropriate technology use. Users need to have an idea of the outcome of their actions prior to it happening. Questions: Am I violating laws, policies, or moral codes by using technology in this way? Why or why not? Have I seen, read, or heard of similar situations? What was the outcome? Does Digital Citizenship provide direction for determining the appropriateness of my actions? How?

3. Action -- using technology in the most appropriate way with the information available. Being able to use technology by understanding its implications to others and self is a critical process in Digital Citizenship. Too often users only are concerned with this stage without reflecting on the other parts of Four-Stage Technology Learning Framework. But by moving through the earlier stages they and others around them can have a better experience using technology. Questions: Given the information available, have I made the best decision in this situation? Why or why not? How would others, who I respect, act in a similar situation? Do the tenants of Digital Citizenship support my action in this situation? Why or why not?

4. Evaluation -- thinking about how technology was used and determining if it was appropriate. It can be difficult to “go back” and think about one’s actions after they occurred. It is a necessary part of the process to decide if the user was correct or not. Without time to contemplate, this action will most be the same action in the future. Questions: Am I satisfied with my decision? Why or why not? Am I satisfied with the outcome of the situation? Why or why not? Did my behavior have a positive or negative influence on others? Why? Do I go back and evaluate how I used the technology and look for changes that might be considered for the future? Why or why not? Do I think about the nine areas of digital citizenship and see if there are improvements that should be evaluated? Why or why not?

Digital Reflection: Using the Four-Stage Technology Learning Framework for Understanding Digital Citizenship Lisa’s Birthday Present Lisa wants a cell phone. She feels “out of touch” with her friends because they “all have cell phones and they want to keep in touch with her.” Lisa’s parents are concerned about having their daughter act responsible when using a cell phone. They have seen friends’ children use cell phones inappropriately on numerous occasions (e.g. talking to their friends when they are with their parents, talking loudly in public, taking pictures without people’s permission). They are especially concerned about safety issues (such as driving a car while using a cell phone). After careful thought, Lisa’s parents decide to buy her a cell phone for her upcoming sixteenth birthday. As Lisa’s birthday gets closer they go out and begin to look at different phones and wireless plans. Lisa would like a small cell phone with a built-in camera so that she can take pictures of her friends. Her parents are not sure if having a phone with a camera is a good idea, but their price is almost the same as the regular cell phones. On her birthday, Lisa’s parents present her with the cell phone. But they make one request. Before she begins using the cell phone, she must follow the Four-Stage Learning Framework (engage in Digital Reflection) before using her cell phone on a regular basis.

Stage 1: Awareness After Lisa receives the cell phone, Lisa’s parents sit down with her and discuss their excitement as well as their concerns about having a cell phone. They provide Lisa with information about cell phone usage and they take time to discuss their concerns that include etiquette as well as driving safely when using the cell phone. They identify websites such as andwww.cellmanners.com/ that will allow Lisa to become more aware of the issues related to cell phones. They identify specific expectations of her behavior when using the cell phone. Her parents take her back to the company where they purchased the phone. They let Lisa ask questions and listen carefully to the conversation. Lisa and her parents also speak to other parents and friends who use cell phones.

Stage 2: Understanding As Lisa and her parents learn more about the cell phone technology, they began to talk about the implications of her Digital Citizenship behavior. The conversation focuses on appropriate and inappropriate uses of the cell phone. However, they stress appropriate ways of using the cell phone rather than over-focus on the negative. Next, they ask Lisa find the policies of her school concerning cell phone use. Basically, they want her to find out if she can take it to school (when, where, how, etc.). Lisa brings home the Acceptable Use Policy (AUP) that deals with cell phone use on school property. They engage in a series of conversations dealing with scenarios (situations) where they ask her to indicate how she will use the cell phone in school and with her friends. The purpose of the conversations is to ensure that she has a good grasp of the issues and that her friends may not always be good role models.

Stage 3: Action Lisa’s parents begin to allow her to use her phone on a limited basis. They make it a point to discuss school events and ask her to reflect on previous conversations dealing with cell phone use. Lisa relates how she is using the cell phone. She freely discusses some of her mistakes such as forgetting to turn her cell phone to vibrate when she is having a private conversation. Lisa’s parents try not to be overly harsh and assure her that this is a learning process. They indicate that they have made similar mistakes when they got their cell phone.

Stage 4: Deliberation Lisa is granted more privileges because she proves herself to be responsible. Lisa and her parents sit down and talk about her use of the cell phone on a weekly basis. They discuss how she feels when using the phone. They also talk about how others use cell phones and examine situations (scenarios) that constitute misuse and abuse. Lisa’s parents ask Lisa to keep a short diary dealing with cell phone use. They ask her to record her cell phone behavior for two weeks. Lisa’s parents ask her to think about mistakes or any bad habits she has developed and how she plans to avoid future mistakes. Lisa continues to get additional privileges because she is becoming responsible. Digital Reflection and parental guidance appear to be strategies that help her in refining her Digital Citizenship behavior.

Digital Compass

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