(Wharton, 2021)
Underpinning the school’s vision for digital citizenship, the key considerations are:
- Online safety and digital identity
- Ethical and fair interaction with others
- Digital workflow in knowledge and application of technology
- Digital fluency in reading and making meaning of the web 2.0
These four areas are broad and constitute the main elements of digital citizenship (Lindsay and Davis, 2010). The recently reworked International Society for Technology in education (ISTE) standards for students, released in 2016, provide a compendium of digital citizenship standards, that provide an example of how digital citizenship could be incorporated within a kind of 21st Century learner profile (ISTE, 2021). Using the Batelle approach to embedding digital citizenship standards in the curriculum the following standards may be incorporate into unit plans in a cross curricular approach in order achieve coverage across the curriculum.
1. Students manage their online identity with awareness of safety and the permanence of their actions in an interconnected digital world.
1a Students use a range of strategies to cultivate a digital identity.
1b Students are aware of their personal data and privacy and of tracking technologies that may be employed.
1c Students understand the permanency of their digital footprint or ‘tatoo’.
2. Students demonstrate understanding of integrous online social interaction and respect for the rights of others in sharing and using intellectual property.
2a Students engage in safe, ethical, legal behaviour in online interactions.
2b Students can copy and paste images or texts with respect for parametres of permissions.
2c Students cite and give credit to the rights of others.
2d Students understand Creative Commons and other licensing systems when sharing work online.
3. Students strategically utilise and demonstrate competency in using a wide variety of technological devices and digital applications.
3a Students demonstrate their ability to use and troubleshoot a wide variety of technologies appropriate for identified learning goals.
3b Students participate and co-construct digital learning environments in ways that further the learning process.
3c Students seek and give feedback using a variety of technologies.
4. Students effectively source information, construct meaning into knowledge and communicate it purposefully in a digitally connected world.
4a Students can critically evaluate a digital resource using a variety of criteria.
4b Students synthesise information from digital sources using a variety of tools.
4c Students choose from a range of digital appropriate tools and use them proficiently to express and demonstrate their learning.
These standards should be embedded into curriculum learning via an integrated transdisciplinary approach and should be assessed in the same manner.