Essential Question: If we deconstruct the area of inquiry known as digital citizenship, what are its constituent parts? How do they interrelate?
Digital Citizenship is about repetition." | |
Dr. Mike Ribble's "Nine Elements of Digital Citizenship" make so much sense. They are clearly parts of a greater whole, and while some seem more important to me as an educator, as a parent and grandparent, and as a technology user myself, all of Ribble's elements are important to our understanding of what digital citizenship is all about. If we are to be responsible digital citizens, then we must pay attention to all of the elements...and we must ensure that students learn to appreciate, respect, and observe the value of each and every element.
Ribble's "Digital Citizenship" website defines digital citizenship as "the norms of appropriate, responsible behavior with regard to technology use." It's a clean, concise definition; it sounds like something a student would be asked to copy into his or her notes and memorize for a Friday quiz. As Dr. Ribble deconstructs this definition in his book and in the online lecture, however, it quickly becomes apparent how complicated the concept of digital citizenship really is. Fortunately, the "nine elements" make a highly complex area of inquiry manageable for stakeholders across the board. "As schools and society become more intertwined with digital technology, there needs to be a structure that can teach students (and parents) how to act with respect to this technology" (Ribble, p. 9), and the author's framework provides that structure.
Ribble's "Digital Citizenship" website defines digital citizenship as "the norms of appropriate, responsible behavior with regard to technology use." It's a clean, concise definition; it sounds like something a student would be asked to copy into his or her notes and memorize for a Friday quiz. As Dr. Ribble deconstructs this definition in his book and in the online lecture, however, it quickly becomes apparent how complicated the concept of digital citizenship really is. Fortunately, the "nine elements" make a highly complex area of inquiry manageable for stakeholders across the board. "As schools and society become more intertwined with digital technology, there needs to be a structure that can teach students (and parents) how to act with respect to this technology" (Ribble, p. 9), and the author's framework provides that structure.
"These nine elements and their core questions form the backbone of Digital Citizenship and the creation of a digital citizenry," writes Ribble. "All users of technology must act, as well as teach others in appropriate ways. These should be the duties of all digital citizens" (p. 11). Not only do the nine elements address components of digital citizenship that the average educator might not consider when creating a lesson or unit for students (digital commerce, for example), but the Essential Questions, issues, examples, and keywords presented make the vastness of the topic accessible. Furthermore, practical lesson ideas present educators with a realistic approach to teaching digital citizenship in its full glory...and not merely throwing a few slides up on the first day of school during an obligatory "online safety" presentation.
I'll admit it: Ribble's nine elements as presented in Digital Citizenship in Schools has honestly provided me with the first holistic and realistic understanding of the topic I have ever encountered. After years and years of using technology in classrooms, school-wide, and promoting its use at the district level, I have failed to truly "get" what digital citizenship in our schools should address. How wonderfully serendipitous to encounter Ribble's text and lessons at this point in time, when our district is reviewing K-12 technology expectations. Ensuring that we include all of the elements in our continuum for students will result in students who are more aware and better prepared to play their roles in an increasingly technology-immersed society and world.
I'll admit it: Ribble's nine elements as presented in Digital Citizenship in Schools has honestly provided me with the first holistic and realistic understanding of the topic I have ever encountered. After years and years of using technology in classrooms, school-wide, and promoting its use at the district level, I have failed to truly "get" what digital citizenship in our schools should address. How wonderfully serendipitous to encounter Ribble's text and lessons at this point in time, when our district is reviewing K-12 technology expectations. Ensuring that we include all of the elements in our continuum for students will result in students who are more aware and better prepared to play their roles in an increasingly technology-immersed society and world.
References:
Fractus Learning. (2014). Nine Elements of Digital Citizenship -- Printable Poster. Retrieved from http://www.fractuslearning.com/2014/09/09/digital-citizenship-poster/
Ohler, J. (2014). Digital Citizenship Ribble Final. YouTube video. Retrieved from https://www.youtube.com/watch?v=96IiePBBRsI
Ribble, M. (2011). Digital Citizenship in Schools. (Second Edition).
Zhang, X. (11 Jan. 2012) Be a Digital Citizen. YouTube video. Retrieved from https://www.youtube.com/watch?v=FdEXijFXfD8
Fractus Learning. (2014). Nine Elements of Digital Citizenship -- Printable Poster. Retrieved from http://www.fractuslearning.com/2014/09/09/digital-citizenship-poster/
Ohler, J. (2014). Digital Citizenship Ribble Final. YouTube video. Retrieved from https://www.youtube.com/watch?v=96IiePBBRsI
Ribble, M. (2011). Digital Citizenship in Schools. (Second Edition).
Zhang, X. (11 Jan. 2012) Be a Digital Citizen. YouTube video. Retrieved from https://www.youtube.com/watch?v=FdEXijFXfD8