1. Digital Access and Divide Question 1

2. What is digital citizenship?
Digital citizenship can be defined as the norms of appropriate, responsible behaviour with regard to technology use.

3. The nine elements of digital citizenship
1. Digital Access: full electronic participation in society.
Technology users need to be aware that not everyone has the same opportunities when it comes to technology.
Working toward equal digital rights and supporting electronic access is the starting point of Digital Citizenship.
Digital exclusion makes it difficult to grow as a society increasingly using these tools.
Helping to provide and expand access to technology should be goal of all digital citizens.
Users need to keep in mind that there are some that may have limited access, so other resources may need to be provided.
To become productive citizens, we need to be committed to make sure that no one is denied digital access.

4. Digital Commerce: electronic buying and selling of goods.
Technology users need to understand that a large share of market economy is being done electronically.
Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it.
The mainstream availability of Internet purchases of toys, clothing, cars, food, etc. has become commonplace to many users.
At the same time, an equal amount of goods and services which are in conflict with the laws or morals of some countries are surfacing (which might include activities such as illegal downloading, pornography, and gambling).
Digital Communication: electronic exchange of information.
One of the significant changes within the digital revolution is a person’s ability to communicate with other people.
In the 19th century, forms of communication were limited.
In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., , cellular phones, instant messaging).

5. 4. Digital Literacy: process of teaching and learning about technology and the use of technology.
5. Digital Etiquette: electronic standards of conduct or procedure.
6. Digital Law: electronic responsibility for actions and deeds
7. Digital Rights & Responsibilities: those freedoms extended to everyone in a digital world.
8. Digital Health & Wellness: physical and psychological well-being in a digital technology world.
9. Digital Security (self-protection): electronic precautions to guarantee safety.

6. The 5 fluencies required are:
Solution Fluency
Our education system has taught problem-solving in a show-and-tell manner (we show students the problem, and tell them how we got the answer) that has fostered a culture of dependency, rather than discovery. But if you look at today’s economy, you’ll discover that most left-brain tasks are already automated or outsourced via Internet in a global economy, leaving jobs that require whole-brain thinking. This means creativity and problem-solving applied in real time. The 6D system is a logical, thorough, and relevant approach for tackling problems.

7. Information Fluency Creativity Fluency
Because of Info-Whelm, data is increasing dramatically, facts are becoming obsolete faster, and knowledge built on these facts is less durable. Information fluency is the ability to unconsciously interpret this avalanche of data in all formats, in order to extract the essential and perceive its significance.
Creativity Fluency
Creativity fluency how artistic proficiency adds meaning through design, art, and storytelling. We are all creative people. This means that creativity can be taught and learned like any other skill. It’s a whole brain process that involves both hemispheres working together. There are 5 Is to Creativity fluency: - identify the desired outcome and criteria.
- Inspire your creativity with rich sensory information.
- Interpolate and connect the dots by searching for patterns within the inspiration that align with your desired outcome and criteria from Identify.
- Imagine is the synthesis of Inspire and Interpolate, uniting in the birth of an idea.
- Inspect the idea against the original criteria and for feasibility.

8. Collaboration Fluency
Media Fluency
In our multimedia world, communication has moved far beyond the realm of text. Our visual learning capacity needs stimulation with rich media from a variety of different sources. But it’s more than just operating a digital camera, creating a podcast, or writing a document. There are two components of Media fluency—one for input and one for output.
Collaboration Fluency
More and more, working, playing, and learning in today’s digital world involves working with others. It is the spirit of collaboration that will stimulate progress in our global marketplace, in our social networks, and in our ability to create products of value and substance. Collaboration fluency is the ability to successfully work and interact with virtual and real partners.

9. Digital Access and Divide
QUESTION 1.2

10. What is digital access?
Digital Access is defined as "full electronic participation in society" (Ribble, 2007).

11. There are two major issues that parents should be aware of including:
Equitable access and assistive technology for those students requiring accommodations.
Equitable access refers to the opportunity for all students to have equal access in using technology.
While we must recognize that not every district, school and classroom may have the exact same opportunities available due to limited financial resources and so forth, the opportunities that exist for one child in a classroom should exist for the other children within that same classroom.

12. Knowledge Firstly, let’s look at Knowledge. Knowledge is what we know.
Think of this as the map of the World we build inside our brains.
Like a physical map, it helps us know where things are – but it contains more than that. It also contains our beliefs and expectations.
“If I do this, I will probably get that.”
Crucially, the brain links all these things together into a giant network of ideas, memories, predictions, beliefs, etc.
There are two sources that the brain uses to build this knowledge - information and data.

13. Data Data is/are the facts of the World.
For example, take yourself. You may be 5ft tall, have brown hair and blue eyes. All of this is “data”.
You have brown hair whether this is written down somewhere or not.
In many ways, data can be thought of as a description of the World.
We can perceive this data with our senses, and then the brain can process this.

14. Information
Information allows us to expand our knowledge beyond the range of our senses.
We can capture data in information, then move it about so that other people can access it at different times.
Here is a simple analogy for you.
If I take a picture of you, the photograph is information. But what you look like is data.
I can move the photo of you around, send it to other people via etc. However, I’m not actually moving you around – or what you look like.
I’m simply allowing other people who can’t directly see you from where they are to know what you look like.
If I lose or destroy the photo, this doesn’t change how you look.

15. References
Behrens, J., Digital Citizenship. [Online]
Available at:
[Accessed 21 February 2016].
Infogineering , Infogineering. [Online]
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Ribble, M., Digital Citizenship. [Online]
Available at:
[Accessed 19 February 2016].
Seboye, The Chronicals of a Digital Citizenship. [Online]
Available at:
Malepa, Tlhogi. "Digital Citizenship and Digital Access". Blog Spot Web. 21 Feb