Digital Citizenship and Social Media: A Curriculum Perspective

Law, Nancy; Chow, Siu-Lun; Fu, King‐Wa

doi:10.1007/978-3-319-71054-9_3

Cited by 7 publications

(4 citation statements)

References 24 publications

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“…While Ata & Yildirim (2019) examines teacher candidates' perceptions of digital citizenship. Law et al (2018) examine students' conceptions of digital citizenship and the challenges in its implementation in civic education. The researchers emphasized that digital citizenship education is one of the important competencies to be able to participate safely and ethically which is often neglected in education.…”

Section: Introductionmentioning

confidence: 99%

The Perceptions on Digital Citizenship Among Prospective Teachers: A Survey-Explorative Study in Westkalimantan-Indonesia

Djudin

Kartono

2021

JETS

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Digital citizenship has become a priority in education almost all over the world. This study aims to explore the level of perception of prospective teacher students regarding digital citizenship and analyze differences in the level of perception of digital citizenship in terms of gender, educational background, and various regional geographical characteristics. This research applies descriptive method with survey-explorative study. A total of 345 student teacher candidates in the sixth semester of the 2020/2021 Academic Year at Westkalimantan of Educational Personnel Education Institute (LPTK) were involved as samples. To explore the level of perceptions of digital citizenship of prospective teachers, this study adopted a questionnaire of Likert scale. Based on data analysis, it was found; (1) the perception profile of students (prospective teachers) about digital citizenship is quite varied; (2) there is no significant difference in the level of perceptions between female and male students; (3) there are significant differences in the level of student perception in terms of various educational backgrounds and geographical conditions from the area where they live. Prospective teachers need to be trained on the knowledge, skills, and values of digital citizenship before they provide learning services in schools.

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Section: Introductionmentioning

confidence: 99%

The Perceptions on Digital Citizenship Among Prospective Teachers: A Survey-Explorative Study in Westkalimantan-Indonesia

Djudin

Kartono

2021

JETS

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“…Thus, pedagogical competences become an important component of the ICT model (Knezek and Christensen, 2016), close to the concept of digital fluency (Alexander et al, 2019). Likewise, ethical competences form a subset with their own dimensionality in ICT competences (Law et al, 2018).…”

Section: Discussionmentioning

confidence: 99%

“…Secondly, ethical competences influence both technological and pedagogical competences. Ethical competences, also known as digital citizenship (Alexander et al, 2016;Law et al, 2018), have increased within ICT competence frameworks, but the scope of their definition is subject to problems (Law et al, 2018). This problem has been transferred to studies about ICT competences because very few studies have included ethical competences as a subset of competences (Arras et al, 2011;Calvani et al, 2010;Díaz-García et al, 2016;Kabakci Yurdakul & Coklar, 2014;Torres-Gastelú & Kiss, 2016), and even fewer studies have investigated the relation of ethical competences in ICT to other subsets of competences;…”

Section: An Ict Competences Model For University Students: Basic Stru...mentioning

confidence: 99%

University students’ competences in ICT: A view from the education domain

Díaz‐García

Cerveró

Suárez-Rodríguez

et al. 2023

AJET

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Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students’ ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students’ ICT competences, with training in ICT competences being an important element to consider. Implications for practice or policy: University leaders have to include the three ICT competence subsets in the curriculum. University teachers must promote the three ICT competence subsets in their classes. Instructional designers and educational technologists should include the three ICT competences subsets in their training plans.

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“…Ethics, literacy, engagement, and critical participation are thus essential in the establishment and endowment of digital citizenship (Choi, 2016). Law, Chow, and Fu (2018) examined what constitutes a digital citizenship curriculum and the challenges in its implementation on citizenship education. The researchers argued that digital citizenship education is considered within a competence for safe, ethical, and legal participation, and generally social and political concerns are ignored.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

Ata

Yıldırım

2019

JITE:Research

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Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings.

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Digital Citizenship and Social Media: A Curriculum Perspective

Cited by 7 publications

References 24 publications

The Perceptions on Digital Citizenship Among Prospective Teachers: A Survey-Explorative Study in Westkalimantan-Indonesia

The Perceptions on Digital Citizenship Among Prospective Teachers: A Survey-Explorative Study in Westkalimantan-Indonesia

University students’ competences in ICT: A view from the education domain

Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

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