RP6 Digital Citizenship and Cyber Bullying

Digital Citizenship in Schools, by Mark Ribble

This article outlines Mark Ribble's 9 Elements of Digital Citizenship for use in the classroom setting. These elements are meant to "provide a framework for understanding the technology issues that are important to educators." They are also meant to help us identify needs in our school and/or district's technology programs.

The first element is Digital Access, and it is defined as "full electronic participation in society." This section outlines the inequity of access to technology, which may include families without the financial ability to provide it, school districts with too few computers, rural districts that lack high speed internet access, and special needs students with inadequate access to tools designed for their use. This section also highlights disparities along racial lines.

The second element is Digital Commerce, defined as the "electronic buying and selling of goods," and is noted as the "most difficult element of digital citizenship for educators to address in the classroom." The important role that digital commerce plays in students' lives is addressed, as is the need for educators to help prepare students to become discerning, intelligent online consumers. As educators, one of our primary goals for students is to create educated citizens, so we "need to prepare them for interacting in a digital economy."

Element three is Digital Communication, and this is defined as the "electronic exchange of information." This section highlights how the way people communicate has been greatly changed by cell phones, texting, email, and social networking. It also notes how most communication lives on indefinitely in cyberspace, which can have both positive and negative consequences. It is also explained how cell phones, texting and social networking impacts teachers, classrooms, and schools in general and questions what kind of "digital footprint" they can leave behind.

Element four is Digital Literacy, which is defined as the "process of teaching and learning about technology and the use of technology." This section outlines the need for learning how to use technology in the classroom, but also more importantly, the difference between appropriate and inappropriate use of that technology--not just by students, but by teachers as well.

The fifth element is Digital Etiquette, and this is defined as the "electronic standards of conduct or procedure." This section notes the relationship between acceptable use of technology and how it coincides with basic human courtesy, and also how we all learn at least some behaviors for using technology from others around us. We are urged to consider how our technology use affects others, and to understand that "good digital citizens respect others and learn ways to use technology courteously and effectively." The word "netiquette" is highlighted here.

Element six is Digital Law, and is defined as the "electronic responsibility for actions and deeds." This section highlights important aspects of intellectual property rights and copyright protection laws, which many people (especially students) are ignorant about. The issues of file-sharing and sexting are highlighted, and point is made about the vital need for teachers and administrators to understand the law and help their students understand that "digital citizenship helps all technology users become more aware of the legal ramifications of technology use."

Digital Rights and Responsibilities is the seventh element and is defined as "those requirements and freedoms extended to everyone in a digital world." This section explains the assumption that members in a digital society expect to be afforded certain rights and protections by that membership. The "guiding principles of digital citizenship" are explained as a "means to achieve appropriate behavior in a digital society." And teachers are expected to help students understand and follow those principles by providing a "structure for technology use."

The eighth element is Digital Health and Wellness. This element is defined as "physical and psychological well-being in a digital technology world." Things that are highlighted here are carpal tunnel syndrome, eye strain, and even poor posture with the use of technology. "Internet addiction" is also noted as a double-edged problem that can cause physical and psychological harm. It is noted that teachers must encourage students to use the internet responsibly, and should model proper ergonomics and digital safety. 

The ninth and final element is Digital Security, defined as the "electronic precautions to guarantee safety." This section highlights the need to secure and protect sensitive digital information. Emphasis is placed on personal computer security features, such as virus protection, firewalls, and wireless network encryption. Other things are noted that students (and people in general) need to be educated on, such as phishing, spyware/adware, hackers, and other potentially harmful outside influences. 

The nine elements have been grouped together "to help teachers and technology leaders better understand how these different elements connect." The elements are combined based on whom and what they affect:

• student learning and academic performance,
• overall school environment and student behavior,
• student life outside the school environment.

It is noted that schools and teachers should decide what area of digital citizenship needs priority based on what is already happening and in place in their schools. "Technology leaders need to be constantly vigilant to new, emerging uses of technology, and have a thorough understanding of the nine elements of digital citizenship."

My Thoughts: I really like how Ribble has broken down Digital Citizenship into nine basic elements, and has defined and explained each of the elements, and provided scenarios with examples of each to include appropriate and inappropriate solutions. It makes everything so much more clear and easier to understand. Based on what I've read here, and in other articles related to digital citizenship I've read since beginning my graduate work, I honestly feel that digital citizenship should be offered as a stand alone class that all students should take. I think it should be introduced within various subjects at the elementary level, and then required in either junior high and/or at the high school level as a stand alone class that is required for all students. Of course, I also think there should be a class called Adulting 101, wherein students learn to balance a checkbook, file their own taxes, pay bills, and other basic adult tasks that many younger people don't seem to know how to do anymore. But hey, these are just my opinions, so I'm not holding onto any unrealistic expectations. ;)

Cyberbullying @ StopBullying.gov

This government websites breaks down the topic of Cyberbullying into three sections:

• What is Cyberbullying?,
• Prevent Cyberbullying,
• Report Cyberbullying.

Definition: Cyberbullying is defined as "Cyberbullying is bullying that takes place using electronic technology. Electronic technology includes devices and equipment such as cell phones, computers, and tablets as well as communication tools including social media sites, text messages, chat, and websites." This section also provides information about why Cyberbullying is different (can occur 24 hours a day, posted often anonymously, and is extremely difficult to delete), effects of cyberbullying (drug & alcohol use, skipping school, low self-esteem, poor grades, and health problems), and its frequency among students in grades 6-12.

Prevention: Cyberbullying is broken down here into three sections:

• Be aware of what your kids are doing online. Know their online habits and visits, express that you'll review their communication. Use parental control filter options. Ask for their passwords. Friend or Follow them where applicable. Encourage discussion about cyberbullying.
• Establish rules about technology use. Establish appropriate rules for use of computers, cell phones, and any other devices. Teach them responsible communication--and to understand what content they want others to see, since it can be online forever. Tell them not to share passwords with friends.
• Understand school rules. Get the school policy information from the child's school. Parents and their children should read and understand those rules.

Reporting: it is noted here that cyberbullying needs to be documented and reported so that the behavior can be addressed. Immediate steps should include not responding to nor forwarding the messages in question, keeping evidence, and blocking the person who is cyberbullying. It is also noted that "cyberbullying often violates the terms of service established by social media sites and internet service providers," so people should report cyberbullying whenever this is the case. It is also noted that certain forms of cyberbullying should be reported to law enforcement. These would include threats of violence, anything that could be child pornography or sexually explicit, photos/videos that violate privacy, and stalking & hate crimes. Mention is also made of schools using information about cyberbullying to help "inform prevention and response strategies;" and that many schools are required to have an anti-bullying policy.

 

My Thoughts: This website does a good job of explaining Cyberbullying, what parents and kids need to know about it, how it can be prevented, and when and how it should be reported. I think there's a lot that kids and parents do not know about what is considered cyberbullying, and what the consequences for it can be. During my recent long-term subbing job in Holgate, there was an assembly presented by an officer of the Sheriff's department about cyberbullying and sexting. It was actually a very condensed assembly (a 90 minute presentation condensed down to 20 minutes, due to time constrictions) and didn't seem to capture a lot of the kids' attention. I noticed many kids playing on their cellphones during the assembly, and not a single student asked any questions when prompted by the officer. I really think most kids are fairly ignorant about laws related to these topics, and they seem equally apathetic about them too. Again, I think this kind of thing should be included in a class for students in school, perhaps under the same overall topic previously discussed on Digital Citizenship?! 

 

When Playing Video Games Means Sitting On Life's Sidelines, by NPR Staff

This article focuses Seattle's reSTART center, setup in 2009 to treat a variety of technology addictions among young men--though the primary addiction is with video games. Seven patients at a time can be treated first with an intensive six-week rehab, and then they go to transitional apartment housing nearby.

The founder of the rehab program, Hilarie Cash, notes that the common thread between all addictions is that "addicts use the chemical or behavior to find either a high or relief." She notes that behavior becomes addiction when the behavior begins to control you. Cash says the gaming addiction has been growing for many years, and that many addicts begin to replace personal relationships with online activity. It is noted that for the rehab program to become effective for a patient, they have to learn boundaries for technology use and form a "life balance plan." Patients at reSTART learn to cook healthy meals, meditation, and find new ways to relax outside of technology.

My Thoughts: As a grandparent of a an almost thirteen-year-old grandson who loves gaming, this was an interesting read for me. I don't feel that my grandson has an unhealthy addiction at this point, but this article gave me some things to think about for future reference. Especially since it seems that most of these addictions among young occur in or after high school. I also think that many of us, myself included, spend too much time on computers/online. And I think many of us may have what could be considered occasional addictive tendencies when it comes to technology. However, I think though that if we have a good awareness of what we're doing and why, and have no issue in "turning it off" from time to time, then we're not in much danger of being a true "addict." 

Reflection

What I take away from this week's readings is that Digital Citizenship is an important topic, not just for teachers and schools, but also for parents and children as well. We all need to know how use technology effectively and responsibly. We all need to understand those 9 elements described by Mark Ribble, because they all affect us as we live in an ever-evolving digital age. His elements are explained as they relate to teachers and technology leaders within schools and classrooms, but these elements affect us and our students as individuals in our society as well. We are all affected by digital access, commerce, communication and the other elements, and we are all affected in some way by cyberbullying and internet addiction (whether directly or indirectly). Information technology isn't going away any time soon, and it impacts us all at school, at work, and at home in more and more pervasive ways. If we don't understand its use or the consequences thereof, then we are failing as a society.

 

I also seriously think that Digital Citizenship, Cyberbullying, and technology addictions are all topics that should be covered in schools. Having an occasional assembly here and there is not enough to create informed students or responsible digital citizens. Any school that isn't currently teaching about digital citizenship should be, in my opinion, especially when technology is being used more and more in schools--whether it's with 1to1 initiatives, online learning, or anything else. Do we hand sixteen-year-old kids the keys to a car and tell them to drive--without educating them first on HOW to do it, both technically and responsibly? Of course not. And since the effects and consequences of technology can be far-reaching, sometimes global, and/or permanent, it seems to me that it should be incumbent upon us to make sure our children--our citizenry--our educated in how to use it.

Self-Evaluation