Different Socioeconomic Backgrounds have Different Digital Citizenship Behaviors

Ribble and Miller (2013) divided the nine elements of digital citizenship into three dimensions.

The study that I read was centered on gaining a knowledge of the digital citizenship behaviors of college students at a regular college located in the middle of China who came from a variety of socioeconomic backgrounds. Communities of all sizes were analyzed, from little towns to major metropolises. The Digital Citizenship Scale was applied in the research in order to evaluate all three dimensions of the nine different aspects of digital citizenship.

These findings showed that, despite the normality of computer use, there is still a digital divide in terms of digital citizenship behaviors among college students from various socioeconomic backgrounds (Xu et al., 2017). The findings pointed to the existence of a second-level digital divide, which highlights how the growing number of people utilizing computers and the Internet has turned the focus of the digital divide issue away from access and onto the variations in how different individuals utilize technology (Xu et al., 2017).

In conclusion the study found that all college students exhibited less suitable behavior when it came to the dimension of protecting oneself and others (Xu et al., 2017). In addition, it was discovered that students who originated from socioeconomic regions with a higher standard of living exhibited more appropriate behaviors regarding digital citizenship in the Educate Yourself/Connect with Others and Protect Yourself/Protect Other dimensions than students who originated from socioeconomic regions with a lower standard of living (Xu et al., 2017).

With more practice, the process of locating articles and obtaining the information that is necessary for the article analysis has gotten much simpler. The reading that we did from the book that we are using has been an excellent resource for me because it has assisted me in comprehending the intricate aspects of research.

  

References

Ribble, M., Miller, T.N.: Educational leadership in an online world: Connecting students to technology responsibly, safely, and ethically. J. Asynch. Learning Net. 17, 137—145 (2013)

Xu, S., Yang, H. H., Zhu, S., & MacLeod, J. (2017). Understanding the digital citizenship behaviors of college students from differing socioeconomic origins. 2017 International Symposium on Educational Technology (ISET). https://doi.org/10.1109/iset.2017.50

Understanding Quantitative Reports – Article Analysis 2

 

The article I summarized was quantitative, nonexperimental, survey design. The researcher of the report described trends about digital citizenship in higher education. The quality of the research was high quality, scoring a quality of 17 according to the rating scale.

Key Elements	0 = Poor	1 = Fair	2 = Good	3 = Excellent	Reasoning
Choice of the research design is appropriate and justified.				X	The survey design is appropriate for the study's purpose. A convincing explanation was provided for why the specific design was chosen. The researcher wanted to know how university students feel and act when it comes to digital citizenship.
Good quantitative procedures are used to select and assign participants.		X			Because the survey respondents attended a private college or university, the results do not represent general trends for ALL higher education students. However, this is an excellent starting point for further investigation.
Good quantitative data collection procedures are used.		X			A survey about digital citizenship was given to 435 students at a private university. The survey included demographic information as well as questions on a 5-point Likert scale. A semi-structured interview format was used with the students.
Good quantitative data analysis procedures are used.				X	Participants were given a redesigned Digital Citizenship Scale (DCS) with 26 items scored on a 5-point Likert scale. The scale's content was translated after being converted. Two specialists in ESL and IT assessed the scale. The overall Cronbach's alpha was 0.88. Survey data were examined descriptively and inferentially. Factor analysis was used to discover DCS variables. T-test and ANOVA were used to compare groups and collect data. SPSS Statistics 20 was used for the required analyses.
Good quantitative results and conclusions are reported.				X	Five factors were discovered based on the original DCS scale's 26 elements. The outcomes are comprehensive. For the five discovered factors, percentile rankings were used. The findings are in line with the overall research design.
The study used a rigorous research design.				X	The study's many components—problem, goal, methods, findings, and conclusions—all fit together logically and coherently.
The use of the quantitative design addressed the study purpose.				X	The research aim of the study is achieved by the results and conclusion of the research design, which offer a thorough explanation of the trends of variables.
Overall Quality 1-10 = Low Quality 11-16 = Adequate Quality 17-21 = High Quality		2		15	Total = 17

 Despite the fact that this study had significant limitations as a result of the fact that all of the survey participants attended a private college, it offers a solid platform for further research into the trends that are occurring in higher education about digital citizenship.

Higher education is usually overlooked while looking into digital citizenship. Many times, research on digital citizenship focuses on teachers or K–12 students. Not all students are created equally, and this must be kept in mind. Some people may have lacked the opportunity to develop skills essential to successful participation in the digital world because of limited access to computers and mobile devices. Students at any level of study would benefit from a refresher course in digital citizenship literacy.

My literature review is provided below.

https://docs.google.com/document/d/1LjVJOJOfE-x2RRC0JMWniHLeiRoWM2IMK1CBLHjN0zQ/edit?usp=share_link

https://drive.google.com/file/d/1HsZucKSLsOvyzWGL-y4f5vS0RamP7XZy/view?usp=share_link

Research Analysis Retrospective

 

As I started my investigation into the first article, I reflected on the subject I had chosen for my investigation, and I instantly came to the conclusion that I should have picked something else. I chose "digital citizenship" because I thought it would be a simple subject to discuss, however I was incorrect about that. Instead, digital citizenship is a broad concept that can be interpreted in a number of different ways by a variety of different groups. Additionally, digital citizenship is not equally distributed due to digital divides all over the world.

I started out by searching for information in various internet databases, such as ERIC, EBSCO, and Google Scholar. The search term "digital citizenship" turned up thousands of articles but adding the phrase "trends in higher education" and narrowing the results to only those that were "peer reviewed" produced very few results. I sat down for a few hours with the intention of locating an article of high quality.

When I finally located the piece of writing that I was interested in analyzing, I took some notes on the most important features of the source that I had chosen and arranged them in a manner that made sense to me.

The primary subject of the piece that I critiqued came up right away. Following that, two further subtopics were recognized, and from them, five overarching themes were derived. It has just recently dawned on me how one may represent all of this information on a literature map.

My chosen paper and literature review are provided below. 

https://docs.google.com/document/d/1NxtPte9iyQU0Yq6Zccypd0FIdLYQ-XtqLC83cyCp5q0/edit?usp=sharing 

https://docs.google.com/document/d/10hpIW5Tk76vAUyuASUWv4aoyEr6KAc0StXHlaX6OoJU/edit?usp=sharing 

Digital Citizenship

Image credit (Berman et al., 2020)

What is Digital Citizenship?

Mike Ribble describes "digital citizenship" as "the norms of appropriate, responsible behavior with reference to the use of technology" in the book that he authored titled "Digital Citizenship in Schools." Although having excellent citizenship and having digital citizenship go hand in hand, there are certain variations between the two. The primary distinction is in the feature of having a face-to-face conversation with a person (Bearden, 2016). The anonymity afforded by social media apps may give some the impression that principles of ethics no longer apply. It is critical to understand the elements that complicate digital citizenship (Bearden, 2016).

Internet Safety

Students should learn about internet safety, which encompasses how to manage any unpleasant online circumstances, such as exposure to explicit content, online bullying, and unwanted advances from random people on social media (Bearden, 2016).

It is crucial to teach kids how to weigh the benefits of using the Internet against the hazards, including the opportunity to work with others outside of the classroom, produce and distribute information, and have their opinions heard by others other than their peers and teachers (Bearden, 2016).

Privacy and Security

A key life skill is having a thorough awareness of online privacy and security. The fundamentals of online security and how to protect one's personal information must therefore be taught. The operation of targeted marketing and the dangers to students' privacy posed by related information gathering must be explained to them (Bearden, 2016). They should be aware of the significance of personalizing privacy controls and how to use privacy controls on mobile devices and web browsers (Bearden, 2016). They require specific instructions on how to comprehend privacy rules and how to remove third-party sharing (Bearden, 2016). By making our children aware of the privacy dangers associated with using mobile apps and the online, we give them the power to make informed decisions (Bearden, 2016).

Relationships and Communication

The absence of body language makes it easy for written words to be misunderstood, and individuals say things online — especially when they are anonymous — that they would never say in person (Bearden, 2016). It is important to actively teach students conflict management and how to politely and professionally communicate when using email, text messages, or other interactive media (Bearden, 2016).

Relational and communicative digital citizenship can be an effective means of establishing and maintaining connections with people all over the world. Virtual meeting rooms, video conferencing software, and other online resources have made it easier than ever to have face-to-face conversations with people all over the world (Bearden, 2016).

Digital Footprints and Reputation

A digital footprint is data about a particular individual that is online because of that person's online activities. It is essential to keep in mind that social media can help you generate both a positive and bad digital footprint. It is crucial to demonstrate children how digital media may help them promote their achievements in school, work, projects, and community service (Bearden, 2016).

Self-Image and Identity

Young people are often inspired by the lives of celebrities they see on social media and may want to emulate those people's appearance, personality, or behavior (Bearden, 2016). Because of this, many kids make poor decisions or engage in hazardous behaviors. This highlights the significance of teaching students how to build up good reputations and relationships in the virtual world (Bearden, 2016).

Information Literacy

Learners in today's world need to have information literacy since it fosters diverse ways of approaching problems and improves thinking abilities. Because not everything that is on the internet is factual, teachers have a responsibility to educate their learners criteria for evaluating and ranking the sources of content found online (Bearden, 2016).

Creative Credit and Copyright

Teachers should instruct students in the usage of both public domain and Creative Commons licensed work to help them better grasp when and how to use conventionally copyrighted materials under fair use principles (Bearden, 2016). (With Creative Commons, authors can grant broad permission to share their work with the public under certain stipulations.) Understanding their rights as content creators and knowing how to use Creative Commons to license their own works is an important skill that should be taught to students (Bearden, 2016). Plagiarism (whether intentional or otherwise) is now as easy as pressing a button, making it more important than ever for teachers and students to know their rights and those of others in the digital age (Bearden, 2016). Understanding creative credit and copyright is an essential ability in the world today because of the ethical and legal implications (Bearden, 2016).

Now that you know the fundamentals of good digital citizenship, how well-versed do you believe yourself to be in the eight sub-fields described above?

 

 

Resources

Bearden, S. (2016). Digital Citizenship: A community-based approach. Corwin/A SAGE Publishing Company.

Berman, J., Hinduja, S., Sohn, D., & Tynes, B. (2020, March 5). Strategies for encouraging ethical digital citizenship: Can it be taught? State of the Net. Retrieved November 8, 2022, from https://www.stateofthenet.org/strategies-for-encouraging-ethical-digital-citizenship-can-it-be-taught/

Couros, A. (2015, March 17). Identity in a Digital World: Alec Couros: Tedxlangleyed. YouTube. Retrieved November 8, 2022, from https://youtu.be/pAlIBTgYfDo

Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know. International Society for Technology in Education.

Digital Literacy and Digital Citizenship

Image credit Educlario

 

Youth in today's society take in vast quantities of information from a variety of media venues, while at the same time concurrently producing and disseminating their own messages through the use of digital technology (Berson & Berson, 1970). As a result of the rapid influx of technology and Internet access into schools, the best approach to protect pupils from being exposed to violent, racist, and sexual content, and other detrimental messages, is through education (Berson & Berson, 1970).

The goal of digital literacy is to teach students the abilities they need to use the Internet and other information technologies to find, process, and evaluate all kinds of information and communication (Berson & Berson, 1970). This includes having an awareness of other viewpoints or perspectives, having the analytical and critical thinking skills to assess the reliability of information, having access to a variety of information sources, and having experience in digital contexts (Berson & Berson, 1970). These ideas serve as descriptions of good citizenship. The term "digital citizenship" refers to all of the same topics that are included in "digital literacy," however, it also integrates the idea of safety into the conversation.

Students do not necessarily apply their capacity for critical thinking to the activities they engage in on digital devices (Berson & Berson, 1970). Many young people are distracted from practicing respect, accountability, honesty, fairness and equality, compassion, and moral responsibility across a variety of contexts as a result of the contrived differences between the regulations for digital activities and experiences in reality (Berson & Berson, 1970).

With the occurrence of the pandemic, there is greater emphasis on instructors to teach digital citizenship and Ribble’s (2015) nine elements of digital citizenship.

1.       Digital Law - The concept of "improper behavior" and "violation of actual laws" is central to the study of digital law, which seeks to define the parameters of both concepts (Curran & Ribble, 2017).

2.       Digital Security - strategies, norms, and processes that people use to ensure that their Internet use does not negatively impact other aspects of their lives, so teaching good passwords, managing infection, and deciding on cybersecurity are all significant components (Capuno et al., 2022).

3.       Digital Etiquette - Interacting and participating with civility to the extent that they clarify their reasons when disagreeing online, avoid online confrontations, and comply to mobile phone limitations. Digital residents are well-mannered online (Capuno et al., 2022).

4.       Digital Literacy - refers to the skill to use computers and technology to take part in the digital world (Curran & Ribble, 2017).

5.       Digital Communication – refers to appropriate exchange of information received through technology (Capuno et al., 2022).

6.       Digital Access - the idea that everyone should have equal access to technology resources that allow people with disabilities to take part in society in a normal way (Capuno et al., 2022).

7.       Digital Commerce – refers to the importance of teaching people about safe ways to pay and about websites that keep their information safe (Capuno et al., 2022).

8.       Digital Health and Wellness – means teaching safe ergonomic techniques to avoid physical problems like constant eyestrain, bad posture, pain, numbness, and other nerve-related problems that can come from using a computer (Capuno et al., 2022).

9.       Digital Rights and responsibilities – refer to the rules and freedoms that everyone has in the digital world. Teachers need to help students understand what is and isn't okay, because everyone who uses digital technology is responsible for what they do online (Capuno et al., 2022)

 

Resources

Berson, I. R., & Berson, M. J. (2003). Digital literacy for effective citizenship. (Advancing Technology). Social Education, 67(3), 164+. https://link.gale.com/apps/doc/A100735002/AONE?u=acd_aone&sid=googleScholar&xid=e46fd1f1

Ribble, M. (2015). Digital citizenship in schools (3rd ed.). Eugene, OR: International Society of Technology in Education.

Curran, M. X., & Ribble, M. (2017). P-20 model of digital citizenship. New Directions for Student Leadership, 2017(153), 35–46. doi:10.1002/yd.20228

Capuno, R., Suson, R., Suladay, D., Arnaiz, V., Villarin, I. & Jungoy, E. (2022). Digital citizenship in education and its implication. World Journal on Educational Technology: Current Issues. 14(2), 426-437. https://doi.org/10.18844/wjet.v14i2.6952