ETL523 Module 01: What is digital citizenship? Notes

Siobhan WalkerETL523 Digital Citizenship in Schools

1.1: Contemporary Learning and Teaching

Learning and Teaching in a Post-Digital World

The concept of the post-digital world is not about the decline of digital technology but rather its complete integration into everyday life. In education, this means that technology is no longer viewed as an external tool but as an essential and embedded part of teaching and learning. The post-digital shift influences pedagogy, curriculum, and student experiences, requiring educators to develop new approaches to teaching that go beyond simply using technology in isolated instances.

Key aspects of post-digital education include:

  • Ubiquitous Technology Integration – Digital tools are seamlessly woven into learning, creating dynamic and interactive experiences.
  • Digital Literacy as a Core Competency – Students are not just consumers of digital content but also creators, critical thinkers, and collaborators in digital spaces.
  • Flexible Learning Environments – Learning extends beyond physical classrooms, allowing for blended learning, online resources, and adaptable structures.
  • Personalised Learning with Technology – Adaptive platforms and data-driven insights help tailor instruction to individual student needs.
  • Global Connectivity – Digital tools connect students with peers, educators, and resources worldwide, broadening perspectives and cultural understanding.

While the post-digital era offers numerous advantages, it also presents challenges, such as digital equity, ethical concerns, and the need for continuous professional development among educators. Teacher Librarians (TLs) play a crucial role in addressing these challenges by raising awareness of overlooked issues, supporting educators in navigating digital shifts, and ensuring that schools use technology responsibly.

There is also a growing focus on learning environments and spaces, both with and without technology, to support collaboration and 21st-century skills development.

Factors Impacting Contemporary Learning and Teaching

Traditional educational models, designed for previous centuries, are being reimagined in response to major global shifts. Three significant factors shaping contemporary education include:

  1. The COVID-19 Pandemic

    • The abrupt transition to online learning highlighted both the potential and challenges of digital education.
    • Success depended on factors such as educator preparedness, student engagement, and access to technology.
    • The pandemic underscored the need for flexible, adaptable learning environments that cater to diverse needs.

  2. Globalisation

    • Increased interconnectedness has led to a more multicultural learning environment.
    • Schools must incorporate global perspectives into their curricula to reflect diverse cultures and ideas.
    • Digital technologies provide access to a vast range of educational resources, supporting a broad, international view of learning.
    • The focus on 21st-century skills—critical thinking, collaboration, and digital literacy—is driven by global workforce demands.

  3. The Rise of Generative Artificial Intelligence (GAI)

    • AI-driven adaptive learning platforms can personalise education by tailoring content to individual student needs.
    • AI supports differentiation and can make learning experiences more engaging and student-centred.
    • However, ethical concerns such as data privacy, algorithmic biases, and responsible AI use must be carefully managed.
    • There is a risk that AI could lead to a more mechanised, content-driven education system, reducing opportunities for authentic, inquiry-based learning.
    • Educators, particularly Teacher Librarians, will play a vital role in guiding the ethical and effective use of AI.

The Role of the Teacher Librarian in Contemporary Education

Teacher Librarians (TLs) are increasingly important in supporting educators as they navigate contemporary teaching challenges. Their key contributions include:

  • Helping teachers integrate digital tools effectively and responsibly.
  • Ensuring equitable access to digital resources and advocating for digital literacy.
  • Curating diverse and high-quality resources to support curriculum needs.
  • Providing professional development on emerging technologies and best teaching practices.
  • Addressing ethical concerns related to AI and technology use in schools.
  • Fostering inquiry-based learning, critical thinking, and collaboration in students.

In essence, TLs serve as a bridge between traditional teaching methods and the evolving educational landscape, ensuring that educators are well-equipped to create balanced, inclusive, and future-focused learning experiences.

Huk (2021) – From Education 1.0 to Education 4.0: Challenges for the Contemporary School

Huk, T. (2021). From education 1.0 to education 4.0 – Challenges for the contemporary school. New Educational Review, 66(4), 36-46. https://doi.org/10.15804/tner.21.66.4.03

Introduction

The rapid development of digital media has led to social and cultural changes, significantly impacting education. The concept of Education 4.0 has emerged in response to these changes, aligning with the transformation seen in Industry 4.0. The article examines the historical development of education, from Education 1.0 to Education 3.0, before discussing the features, benefits, and challenges of Education 4.0.

Evolution of Education: From 1.0 to 3.0

Education 1.0 (Web 1.0) – Traditional Teacher-Centred Learning

  • Aligned with Web 1.0, which was static and one-way, with users passively consuming content.
  • Education 1.0 followed the traditional model, where teachers delivered knowledge, and students had limited interaction beyond receiving information.
  • Learning materials included textbooks, e-books, and early websites, but there was no interactivity or collaboration.

Education 2.0 (Web 2.0) – Interactive & Collaborative Learning

  • With the advent of Web 2.0, which allowed for user-generated content and collaboration, education also evolved.
  • Education 2.0 introduced student interaction, online collaboration, and knowledge sharing through wikis, blogs, and discussion forums.
  • Learning became more social, with students engaging in projects beyond the classroom.
  • The teacher’s role shifted towards facilitating discussions and guiding inquiry-based learning.

Education 3.0 (Web 3.0) – Personalised & Intelligent Learning

  • Artificial Intelligence (AI) and semantic web technologies enabled the internet to understand and process information like a human.
  • Education 3.0 focused on personalised learning, where students played a more active role in constructing knowledge.
  • The role of the teacher evolved into a guide and learning environment designer, encouraging innovation, creativity, and networking.
  • The emphasis was on lifelong learning and open-access educational resources.

Education 4.0: The Future of Learning

Education 4.0 is directly linked to Industry 4.0 and focuses on integrating cutting-edge digital technologies to enhance learning. It seeks to align education with real-world needs, ensuring students develop skills for an AI-driven, data-rich society.

Key Features of Education 4.0

  1. Remote & Flexible Learning – Internet 4.0 enables learning anytime, anywhere, promoting self-paced education.
  2. Personalised Learning Experiences – AI and adaptive learning platforms tailor instruction to individual needs.
  3. Bring Your Own Device (BYOD) – Students use personal devices to access learning materials.
  4. Project-Based Learning – Emphasises practical, real-world problem-solving and skill development.
  5. Data-Driven Learning – AI analyses student performance to provide targeted feedback and tailored resources.
  6. New Assessment Models – Focuses on competency-based assessments rather than traditional testing.
  7. Student-Centred Learning – Shifts educational responsibility to students, promoting self-regulation and autonomy.
  8. Integration of AI and Robotics – Technologies such as intelligent tutors, automated grading, and AI-driven resources support teaching and learning.

Technological Components of Education 4.0

Several emerging technologies are shaping Education 4.0, including:

  1. Internet of Things (IoT) –

    • Connects smart devices in classrooms, enhancing monitoring and automation.
    • Examples: Smart attendance tracking, adaptive seating, and AI-powered learning tools.

  2. Cloud Computing –

    • Provides instant access to learning materials, supports collaborative work, and enables scalable data storage.
    • Helps manage student records, assignments, and school infrastructure efficiently.

  3. Big Data Analytics –

    • Collects and analyses large datasets to optimise teaching methods, track student progress, and personalise learning.
    • Can predict student performance trends and suggest interventions for at-risk learners.

  4. Augmented Reality (AR) & Virtual Reality (VR) –

    • Enhances experiential learning by merging digital elements with real-world experiences.
    • Used for interactive field trips, simulations, and visualising abstract concepts.

  5. Autonomous Process Organisation –

    • Automates administrative tasks, including scheduling, teacher substitutions, and learning management.
    • Reduces teacher workload and improves efficiency.

  6. Advanced Robots & Co-Robots (Cobots) –

    • AI-driven robots support classroom activities, resource management, and student engagement.
    • Examples: Robotic teaching assistants, AI tutors, and automated feedback tools.

  7. Horizontal & Vertical Integration –

    • Ensures lifelong learning pathways, connecting primary, secondary, and higher education.
    • Emphasises cross-disciplinary and interdisciplinary education.

Challenges & Considerations for Implementing Education 4.0

While Education 4.0 presents exciting opportunities, it also raises significant challenges:

  • Equity & Accessibility – Not all students have equal access to technology, raising concerns about the digital divide.
  • Teacher Readiness – Many educators require training and professional development to integrate AI and emerging technologies effectively.
  • Ethical & Privacy Concerns – The use of AI and big data raises privacy issues, algorithmic biases, and ethical dilemmas.
  • Balance Between Technology & Human Interaction – Education must ensure that technology enhances rather than replaces teacher-student relationships.

Implications for Schools & Teacher Librarians

Teacher Librarians (TLs) play a vital role in supporting Education 4.0 by:

  • Curating digital resources and teaching information literacy.
  • Facilitating AI and technology integration into the curriculum.
  • Providing professional development for teachers on digital pedagogy.
  • Promoting digital ethics, equity, and responsible technology use.
  • Creating flexible learning spaces that support both digital and collaborative learning.

Conclusion: The Future of Education 4.0

Education 4.0 represents a fundamental shift in teaching and learning, driven by digital transformation and emerging technologies. While it offers personalised, data-driven, and flexible learning opportunities, it also presents ethical and logistical challenges that educators must address.

For successful implementation, schools must:

  • Ensure equitable access to technology.
  • Support ongoing teacher training and professional development.
  • Balance technology with meaningful human interaction.
  • Engage students as active participants in their learning.

Ultimately, Education 4.0 aims to prepare students for a rapidly evolving, AI-driven world, making lifelong learning, critical thinking, and adaptability essential competencies.

1.2: Digital Citizenship

Defining Digital Citizenship

Digital citizenship refers to the ethical, responsible, and participatory use of digital technologies in various online spaces. Unlike early interpretations that focused only on online safety and etiquette, contemporary perspectives incorporate civic engagement, digital activism, critical media literacy, and digital rights.

The International Society for Technology in Education (ISTE) defines digital citizenship as a core competency in education, emphasising:

  • Safe and ethical online behaviour.
  • Civic engagement in digital spaces.
  • Critical evaluation of digital content.
  • Active participation in global digital communities.

Meanwhile, Australia’s eSafety Commissioner defines digital citizenship as:

  • Harnessing digital technologies effectively in personal, professional, and civic life.
  • Communicating and collaborating responsibly while considering ethical, social, and security implications.
  • Creating and evaluating digital content with an understanding of misinformation and privacy concerns.

Models of Digital Citizenship

1. Ribble’s Nine Elements of Digital Citizenship (2015)

One of the most widely used frameworks in education is Ribble’s Nine Elements, which cover:

  • Digital Access – Equal access to technology.
  • Digital Commerce – Safe online buying and selling.
  • Digital Communication – Responsible interactions online.
  • Digital Literacy – Evaluating and creating content.
  • Digital Etiquette – Respectful behaviour.
  • Digital Law – Understanding legal and ethical responsibilities.
  • Digital Rights & Responsibilities – Online freedoms and duties.
  • Digital Health & Wellness – Physical and mental well-being.
  • Digital Security – Protecting data and devices.

2. The 4-D Model of Digital Citizenship (Choi, 2016)

This model divides digital citizenship into four dimensions:

  • Digital Ethics – Moral responsibility in digital spaces.
  • Digital Use – Responsible technology usage.
  • Digital Literacy – Critical consumption of digital content.
  • Digital Engagement – Active civic participation in online communities.

3. Digital Citizenship+ (Plus) Framework (Cortesi et al., 2020)

This model expands digital citizenship beyond safety and responsibility to include:

  • Civic Engagement and Digital Activism.
  • Data Literacy & AI Awareness.
  • Identity Exploration in Digital Spaces​.

 

1. Ribble (2015) – A Brief History of Digital Citizenship

Ribble, M. (2015). A brief history of Digital Citizenship. In Digital citizenship in schools: Nine elements all students should know (3rd ed., pp9-14). International Society for Technology in Education. https://search-ebscohost-com.ezproxy.csu.edu.au/login.aspx?direct=true&db=nlebk&AN=1072357&site=ehost-live&ebv=EB&ppid=pp_17

Key Developments in Digital Citizenship

  • 1950s-1980s: Early discussions on computer ethics focused on privacy and fair use.
  • 1990s: The rise of the internet led to new concerns about cybersecurity, digital piracy, and online ethics.
  • 2000s: Mobile computing and social media transformed digital behaviour, raising issues about privacy, misinformation, and online responsibility.
  • Present Day: Digital citizenship now includes AI literacy, misinformation detection, and digital activism.

2. Öztürk (2021) – Digital Citizenship and Its Teaching

Öztürk, G. (2021). Digital citizenship and its teaching: A literature review. Journal of Educational Technology and Online Learning, 4(1), 31-45. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_proquest_journals_2844067431

Findings on Digital Citizenship Education

  1. Students’ knowledge of digital citizenship is inconsistent – Many students lack awareness of cybersecurity, misinformation, and online ethics.
  2. Teacher training is insufficient – Most teachers are not adequately prepared to teach digital citizenship.
  3. Global education systems lack comprehensive digital citizenship policies – Some nations (e.g., Finland, Singapore) integrate digital literacy effectively, while others do not.

3. Buchholz, DeHart & Moorman (2020) – Digital Citizenship During a Global Pandemic

Buchholz, B. A., Dehart, J., & Moorman, G. (2020). Digital citizenship During a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11-17. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7405058

The COVID-19 pandemic significantly impacted digital citizenship.

Key Themes

  1. Equity & Access Gaps – Remote learning exposed digital inequalities, particularly for low-income students.
  2. Misinformation Crisis – The pandemic highlighted the dangers of unchecked digital content, increasing the need for fact-checking skills.
  3. Shift Toward Digital Activism – Online spaces became crucial for social movements and civic engagement.

4. Black et al. (2022) – In Their Own Words: Young People’s Digital Citizenship

Black, R., Walsh, L., Waite, C., Collin, P., Third, A., & Idriss, S. (2022). In their own words: 41 stories of young people’s digital citizenship. Learning, Media and Technology, 47(4), 524–536. https://doi.org/10.1080/17439884.2022.2044848

This study presents 41 narratives from Australian youth (ages 12–18), offering insights into their real-world experiences with digital citizenship.

Findings on Youth Digital Citizenship

  • Challenges adult-centric views – Young people are often seen as passive users in need of protection, but they actively shape online spaces.
  • Digital Citizenship is Relational – Young people develop their own strategies to manage privacy, misinformation, and digital identity.
  • Online Civic Participation – Many use digital platforms to engage politically, create content, and support social causes.

5. Cortesi et al. (2020) – Youth and Digital Citizenship+

Cortesi, S., Hasse, A., Lombana-Bermudez, A., Kim, S., & Gasser, U. (2020). Youth and digital citizenship+ (plus): Understanding skills for a digital world. Youth and Media, Berkman Klein Center for Internet & Society. https://dx.doi.org/10.2139/ssrn.3557518

This paper introduces the Digital Citizenship+ (Plus) model, which expands traditional definitions of digital citizenship.

Key Areas of Digital Citizenship+

  • Digital Security & Privacy – Managing personal data.
  • Civic & Political Participation – Engaging in activism.
  • Identity & Self-Expression – Exploring digital identity safely.
  • Data & AI Literacy – Understanding how social media platforms use algorithms to influence behaviour.

6. Emejulu & McGregor (2019) – Towards a Radical Digital Citizenship

Emejulu, A., & Mcgregor, C. (2019). Towards a radical digital citizenship in digital education. Critical Studies in Education, 60(1), 131-147. https://doi.org/10.1080/17508487.2016.1234494

This paper argues for a politically engaged, justice-oriented model of digital citizenship.

Key Themes

  • Challenges the “neutral” view of technology – Digital tools reinforce power structures and inequalities.
  • Calls for digital activism – Digital citizenship should empower individuals to challenge injustice online.
  • Encourages Critical Digital Literacy – Digital education should not just teach skills but help students question the ethics of digital technologies.

 

Discussion Forum 1.2 Activity

Digital citizenship has been a widely accepted term in education. However, as digital engagement evolves, I question whether it fully addresses the complexity of online life. As an educator, I have seen how students interact with digital spaces—not just as passive consumers but also as active participants. The traditional focus of digital citizenship on safety, etiquette, and legal responsibilities(Ribble, 2015) remains important, but it often feels limiting. The way students use digital platforms goes beyond simply being “good citizens”; we teach them to be content creators, influencers, and activists, which suggests a need for a broader, more inclusive term that reflects agency, participation, and critical literacy (Cortesi et al., 2020).

Through my teaching, I have noticed that students do not always see themselves as “citizens” of the digital world in the way we would automatically assume. They engage fluidly across different platforms, often without considering their actions as part of a broader digital society, resonating with Emejulu and McGregor’s (2019) critique that the term “digital citizenship” often overlooks power structures and inequalities embedded in digital technologies. For example, many of my students know and acknowledge how algorithms shape their social media feeds. They discuss feeling somewhat powerless in the face of data privacy issues—issues that require more than just responsible individual behaviour. Instead of only teaching them about “appropriate use,” I find myself guiding discussions about how technology can be questioned, challenged, and used for social change.

Another concern is that “citizenship” can be tied to nation-states and governance, which may not fully capture digital interactions’ global nature. A single authority does not govern Digital spaces, and students often exist in online communities that transcend borders. Black et al. (2022) highlight how young people create their own forms of digital engagement, developing independent strategies for managing risks and participating in an online culture. In my school, I have seen students collaborate on projects, participate in online activism, and engage with global conversations—actions that reflect a more participatory and networked role than “citizenship” neccessarily implies. I wonder if perhaps a term like “digital participation” or “digital agency” would better reflect this.

Despite these limitations, digital citizenship is still a helpful framework for introducing key digital literacy skills in schools. Concepts like privacy, misinformation, and ethical online behaviour remain fundamental skills to teach, and terms such as “citizenship” may help students connect these ideas to social responsibilities. However, as an educator, I believe we need to expand our terminology to reflect digital life’s dynamic and participatory nature. Students are not just citizens following predefined rules but creators, disruptors, and thinkers who need the appropriate tools to navigate and shape digital spaces in a meaningful way.

1.3: Digital Citizenship in the Curriculum

Why Should We Teach Digital Citizenship?

The integration of digital citizenship into school curricula is no longer optional—students are already active digital participants in online spaces. A planned, school-wide approach ensures that digital citizenship is not just an isolated subject but embedded into various aspects of learning.

Key reasons for integrating digital citizenship into the curriculum include:

  • Preparing students for their digital futures beyond school.
  • Building critical digital competencies, including online safety, media literacy, ethical use of technology, and civic engagement.
  • Encouraging lifelong learning in digital spaces, ensuring students adapt to evolving technologies​.

A school-wide approach requires collaborative conversations between educators, administrators, and families to embed digital citizenship in meaningful ways.

Embedding Digital Citizenship in the Curriculum: The General Capabilities Approach

In Australia’s national curriculum, digital literacy is classified as a General Capability, meaning it should be integrated across all subjects. The four elements of digital literacy include:

  1. Practising Digital Safety and Wellbeing – Understanding risks, privacy, and digital ethics.
  2. Exploring Digital Systems and Tools – Using different digital platforms effectively.
  3. Creating and Sharing Digital Content – Understanding intellectual property and ethical content creation.
  4. Investigating and Communicating in Digital Spaces – Evaluating online information critically.
  5. Globally, similar frameworks exist to ensure digital citizenship is woven into curricula, rather than taught in standalone lessons.

Who is Responsible for Teaching Digital Citizenship?

The responsibility for digital citizenship education should not rest solely on ICT teachers. Instead, it should be shared across all educators and staff within a school community.

  • Common Sense Media (2021) promotes a whole-school approach where digital citizenship is reinforced across all grade levels and subjects.
  • Ribble (2021) advocates for digital citizenship education that extends beyond students, involving teachers, parents, and communities.

This broader approach avoids digital citizenship being taught as a reactive measure, ensuring students develop critical skills over time rather than just being warned about online dangers.

Summaries of Referenced Articles

1. Bombardelli (2021) – Digital Citizenship and Lifelong Learning

Bombardelli, O. (2021). Digital Citizenship and Life Long Learning. In: Auer, M., May, D. (eds) Cross Reality and Data Science in Engineering. REV 2020. Advances in Intelligent Systems and Computing, vol 1231. Springer, Cham. https://doi-org/10.1007/978-3-030-52575-0_67

 

Bombardelli explores how digital citizenship is a lifelong process rather than a set of rules taught in school.

Key Themes:

  1. Digital Citizenship as an Extension of Traditional Citizenship

    • The EU Key Competences for Lifelong Learning (2018) define citizenship competence as the ability to participate in civic and social life with an understanding of social, economic, legal, and political structures.
    • Digital citizenship builds upon these foundations, incorporating critical digital literacy, online participation, and civic engagement

  2. The Role of Digital Tools in Political Participation

    • Digital platforms allow new forms of political engagement, from grassroots activism to open government initiatives.
    • However, online participation can also increase social fragmentation—digital citizens may become more isolated in ideological echo chambers.

  3. The Digital Divide and Inequality in Digital Citizenship

    • The digital divide remains a barrier to true democratic digital participation.
    • Those with higher education levels and financial resources are better equipped to engage in digital civic life, while marginalised communities face greater barriers.

  4. Lifelong Learning as a Core Principle of Digital Citizenship

    • Digital literacy is not a static skillset—it must evolve alongside emerging technologies.
    • Education systems must provide ongoing digital literacy development for students and adults

2. Krueger (2023) – 3 Ways to Weave Digital Citizenship into the Curriculum

Krueger, N. (2023). 3 Ways To Weave Digital Citizenship Into Your Curriculum. ISTE. https://www.iste.org/explore/ISTE-blog/3-ways-to-weave-digital-citizenship-into-your-curriculum

 

Krueger’s article focuses on practical strategies for integrating digital citizenship into everyday teaching rather than treating it as a separate subject.

Key Strategies:

  1. Incorporate Digital Citizenship into Student Projects

    • Every time students create digital content, educators should introduce discussions about copyright, fair use, and intellectual property.
    • Encourage students to reflect: How would you want others to use your work?.

  2. Use Historical and Literary Figures to Teach Digital Footprints

    • Students can create fictional social media profiles for historical figures or book characters.
    • This encourages reflection on digital identity and online personas (e.g., What would Abraham Lincoln’s Twitter feed look like?).

  3. Teach Digital Research Skills

    • Students should curate information from reliable sources, rather than relying on unverified Google searches.
    • Platforms like the Smithsonian Learning Lab provide authentic resources for evaluating digital information critically.

Krueger’s strategies reinforce digital citizenship within subject areas, ensuring students develop practical, transferable skills.

3. Ribble (2021) – Digital Citizenship in the Frame of Global Change

Ribble, M. S. (2021). Digital citizenship in the frame of global change. International Journal of Studies in Education and Science (IJSES), 2(2), 74-86.

 

Ribble’s article builds upon his Nine Elements of Digital Citizenship framework and adapts it for a rapidly evolving digital world.

Key Themes:

  1. Digital Citizenship Must Address Global Challenges

    • The COVID-19 pandemic highlighted global inequalities in digital access.
    • Remote learning increased concerns about screen time, misinformation, and online behaviour.

  2. The Need for a Holistic Approach (S3 Framework)

    • Ribble categorises digital citizenship into three key areas:
      • Safe – Protecting yourself and others online.
      • Savvy – Learning how to engage critically with digital content.
      • Social – Using digital tools to create a positive online community

  3. Addressing the Disconnect Between Students and Digital Ethics

    • Many students feel disconnected from digital responsibility because they assume online behaviour is separate from real-life consequences.
    • Schools need explicit instruction and modelling of digital citizenship skills.

  4. Expanding Digital Citizenship Beyond Schools

    • Educators, parents, and policymakers must collaborate to ensure students develop lifelong digital literacy skills.
    • Many teachers lack training in digital ethics, highlighting the need for professional development programs.

1.3 Discussion: Whose responsibility in schools it is to teach digital citizenship?

Teaching digital citizenship in schools should not be confined to a single teacher, subject, or department—it requires a whole-school approach that includes all educators, school leadership, students, families, and even the wider community. Digital citizenship is not just about technical ICT skills but about developing critical digital literacy, ethical online behaviour, and civic engagement—all of which extend beyond a single classroom.

Educators’ Role in Digital Citizenship Education

While Computing teachers often lead discussions on online safety, digital literacy, and cybersecurity, digital citizenship is not just a technology issue but a social, ethical, and participatory skill set. All teachers, across all subjects, should integrate digital citizenship concepts into their lessons. Krueger (2023) suggests embedding digital citizenship into existing curricula by incorporating it into student projects, digital research activities, and discussions about historical or literary figures’ digital footprints​, allowing students to develop ethical decision-making and digital responsibility in authentic, subject-specific contexts.

School Leaders and Administrators

School leadership must create policies and a culture that supports digital citizenship education. Ribble (2021) argues that digital citizenship should be part of school-wide strategic planning, with teachers receiving professional development to ensure they feel confident teaching these skills​. Schools must also ensure equitable access to technology and address the digital divide, so all students can engage meaningfully in online spaces.

Students as Active Digital Citizens

Digital citizenship is not just something taught to students—they must be seen as active participants in shaping their online environments. Black et al. (2022) highlight that students are already engaging in digital activism, self-regulating their online behaviour, and navigating digital risks independently​. Instead of a top-down approach, schools should encourage students to co-create digital norms and policies, reflecting their real experiences and concerns.

Families and the Wider Community

Parents and caregivers are key in reinforcing ethical digital behaviour at home. Studies show that students often receive digital guidance from parents first, followed by teachers (Ribble & Park, 2019). However, many parents lack confidence in addressing digital issues, meaning schools should provide resources, workshops, and discussions to support families in guiding their children’s digital engagement​.

Ultimately, teaching digital citizenship is a shared responsibility—educators, school leaders, students, and families must work together to ensure digital literacy and ethical participation become integrated, lifelong skills rather than a one-off lesson.

Additional Reading for Module 01 Summaries

1. Buchholz, DeHart & Moorman (2020) – Digital Citizenship During a Global Pandemic

Buchholz, B. A., Dehart, J., & Moorman, G. (2020). Digital citizenship During a global pandemic: Moving beyond digital literacy. Journal of Adolescent & Adult Literacy, 64(1), 11-17. https://primo.csu.edu.au/permalink/61CSU_INST/15aovd3/cdi_pubmedcentral_primary_oai_pubmedcentral_nih_gov_7405058

 

This article examines how COVID-19 transformed digital citizenship by accelerating online learning, misinformation challenges, and digital equity issues.

Key Themes:

  1. COVID-19 Forced a Shift from Digital Literacy to Digital Citizenship

    • Before the pandemic, digital citizenship was often seen as an optional, supplementary skillset.
    • The shift to remote learning and social distancing highlighted the urgent need for digital ethics, information literacy, and online engagement skills.
    • Schools needed to rapidly prepare students for fully digital interactions, but many educators were unprepared for this transition.

  2. The Rise of Misinformation and the Need for Critical Digital Literacy

    • The pandemic showcased how misinformation spreads quickly online.
    • Students were faced with misleading social media posts, conspiracy theories, and politically charged misinformation.
    • Digital citizenship education must now include fact-checking, bias identification, and ethical content sharing.

  3. Equity and Access: The Digital Divide Became More Visible

    • The pandemic exposed the gap between students who had reliable internet, devices, and digital literacy skills and those who did not.
    • Some students struggled due to lack of Wi-Fi, insufficient devices, or no quiet space for learning at home.
    • The authors argue that true digital citizenship cannot exist without addressing these inequities.

  4. Moving Beyond “Safe Use” to Digital Participation

    • Traditional digital citizenship models focus on avoiding online risks (e.g., privacy protection, cyberbullying).
    • The pandemic demonstrated that students need skills for civic participation in digital spaces, such as collaborating online, organising digital activism, and engaging with global conversations.

  5. New Ethical Questions in Digital Learning

    • The pandemic raised ethical concerns, such as:
      • Should teachers monitor students’ cameras during remote learning?
      • Who is responsible for ensuring students can access online education equitably?
      • How can educators help students develop a healthy relationship with screen time while requiring them to be online for school?

The authors conclude that digital citizenship education must expand beyond safety-focused models to prepare students for a world where online participation is essential for democracy, education, and social connection.

2. Douse (2021) – Let the Learners Lead

Douse, M. (2021). Let the learners lead: The worldwide transition into post-digital age, post-pandemic education. Educational Planning, 28(4), 63-75. https://files.eric.ed.gov/fulltext/EJ1338310.pdf

 

Douse argues that COVID-19 accelerated a fundamental transformation in education, creating an opportunity for student-led learning and increased digital integration.

Key Themes:

  1. A Post-Digital, Post-Pandemic Education Model

    • The pandemic shattered the traditional education system’s assumptions—such as the necessity of rigid curricula, standardised testing, and passive learning.
    • Education should embrace student agency, allowing learners to take control of their learning experiences.

  2. The Need for Digital Inclusion

    • The digital divide must be addressed, as education now depends on connectivity.
    • Schools must move beyond basic digital access to ensuring meaningful digital participation.

  3. Self-Directed Learning is the Future

    • Douse proposes a learner-centred approach, where students:
      • Choose their own learning pathways.
      • Develop skills beyond academic subjects, including critical thinking, problem-solving, and collaboration.
      • Engage in digital and real-world projects, rather than just completing set curricula.

  4. Assessment Must Change

    • Standardised tests do not measure modern learning needs.
    • Assessments should focus on personalised feedback, project-based learning, and student-led evaluations.

  5. Teachers as Guides, Not Directors

    • The teacher’s role should shift from instructor to facilitator, supporting students in:
      • Navigating digital spaces responsibly.
      • Exploring knowledge independently rather than passively absorbing information.
      • Engaging in real-world learning experiences rather than abstract concepts.

Douse argues that education systems must evolve, not return to “normal”. He calls for digital transformation and student-led education, ensuring students develop lifelong learning skills rather than just academic knowledge.

3. Jackson et al. (2022) – Reinvigorating and Reimagining Our Schools

ackson, J., Matthews, H., Ryan, J., Macklin, S. and Brown, C. (2022). Reinvigorating and reimagining our schools. Mitchell Institute, Victoria University. Melbourne. https://www.vu.edu.au/mitchell-institute/schooling/reinvigorating-reimagining-our-schools-a-vision-for-post-pandemic-schooling-in-australia

 

This article focuses on the future of education in Australia post-pandemic, calling for an education system built on equity, innovation, and collaboration.

Key Themes:

  1. Equity Must Be a Core Priority

    • The pandemic widened educational inequalities.
    • Schools must address learning loss, mental health struggles, and access disparities.
    • Equitable digital access must be integrated into school systems to prevent further marginalisation.

  2. Innovative, Student-Centred Learning

    • Schools must move beyond rigid, test-focused education models.
    • Learning should focus on problem-solving, creativity, and adaptability.
    • STEAM (Science, Technology, Engineering, Arts, Mathematics) approaches should be embedded into everyday learning.

  3. Collaboration Between Schools, Families, and Communities

    • Schools cannot function in isolation—they need community involvement, parental engagement, and cross-school collaboration.
    • Education should reflect the needs of students, society, and the workforce.

  4. New Assessment Methods

    • Traditional exams do not measure students’ full potential.
    • Generative assessment, where students demonstrate learning through projects and real-world application, is a better alternative.

  5. Education Should Be Future-Oriented

    • Schools must prepare students for a rapidly changing world.
    • Digital skills, critical thinking, and adaptability should be core priorities.

The authors argue that Australia’s education system needs a fundamental shift, focusing on adaptive leadership, student-driven learning, and equitable opportunities.

4. James, Weinstein & Mendoza (2021) – Teaching Digital Citizens in Today’s World

James, C., Weinstein, E., & Mendoza, K. (2021). Teaching digital citizens in today’s world: Research and insights behind the Common Sense K–12 Digital Citizenship Curriculum. (Version 2). San Francisco, CA: Common Sense Media. https://www.commonsense.org/system/files/pdf/2021-08/common-sense-education-digital-citizenship-research-backgrounder.pdf

 

This report outlines Common Sense Media’s digital citizenship framework, which focuses on developing students’ ethical and participatory skills in online spaces.

Key Themes:

  1. A Skills and Dispositions Approach to Digital Citizenship

    • Digital citizenship is not just about knowing online rules—students need ethical awareness, critical thinking, and responsibility.
    • The framework teaches students to navigate complex digital dilemmas.

  2. Five Core Dispositions of Digital Citizenship

    • Balanced Engagement – Managing screen time and digital well-being.
    • Informed Decision-Making – Understanding digital rights, privacy, and online risks.
    • Inclusive Participation – Contributing to online spaces in respectful and diverse ways.
    • Critical Inquiry – Evaluating digital content for bias, accuracy, and credibility.
    • Digital Responsibility – Using technology ethically and thoughtfully.

  3. Digital Footprint and Identity

    • Students must understand how their online behaviour shapes their identity and reputation.
    • Teaching students how to manage their digital footprint is a key part of digital literacy.

  4. Embedding Digital Citizenship Across Subjects

    • Digital citizenship should be woven into all subject areas, rather than being a stand-alone unit.
    • Schools should use real-world scenarios to help students navigate online challenges.

The report argues that digital citizenship is essential for student success, requiring a whole-school approach, continuous learning, and ethical engagement in online spaces.

 

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