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Running Head: Digital Natives To Digital Citizens 1
Running Head: Digital Natives To Digital Citizens 1
Lamar University
DIGITAL NATIVES TO DIGITAL CITIZENS 2
industrial, commercial, medical, and other industries, technology impacts everyday professional and
personal lives. The Internet is an element of technology that informs and entertains those that engage in it.
We can become consumers and creators at the same time? What happens when someone engages in poor
decision-making regarding their technology or Internet use? Our access in the digital world plays an
integral role in our lives. If we are to be a member of society, we should have good citizenship to respect
ourselves and the members of that society. What happens when we enter the digital environment of the
Internet? As scholars, teachers, administrators of technology education, we become equipped with the
tools necessary to apply the best practices of good digital citizenship. It is our duty and responsibility to
model, practice, and demonstrate responsible behaviors and practice what it means to have good digital
citizenship. Students are vulnerable, wide-eyed to their discovering world. With persons as young as nine
having a cell phone, they have the Internet at their ever reach. They do not always know what the best
decision-making choice is. According to Dr. Still she stated, “Kids they sometimes they leave our
campuses and walk home, it [behaviors they engage in] leaves our campus. It is student life that [is]
outside of our protected school environment. It walks home with them because they are always digitally
connected. They are part of that connectivity. We want to look at not just the protected environment
(2020). Educators have an opportunity to empower and educate our students and model the best practices
and behaviors of what defines good digital citizenship, applying the nine elements of digital citizenship,
and to create a safe environment where they can practice good digital citizenship, while accessing
As an educator, it is important to model appropriate online behavior. Students will follow these
practices. When educators and administrators set the tone for what responsible, respectful, and
appropriate technology use looks like, we are teaching our students to respect themselves and others
around them in their personal lives and digital lives. Educators can model that using technology and
online environments comes with restrictions. There must be some moderation in terms of how long a
person is on the Internet and understand the consequences of poor choices. We must first and foremost
DIGITAL NATIVES TO DIGITAL CITIZENS 3
implement that using online tools always poses a security risk. We need to remind our students to not
reveal any private information that puts them or others at risk. Educators can emphasize that when we are
using technology the pathway to communicate globally is ever-present. We must stress that freedom of
speech is allowed on the Internet but remind them that different audiences are reading their content.
Sometimes the readers of that content can impose consequences. We need to stress being safe when going
online. Teachers can also emphasize that we can use technology to learn and strengthen our skillset and
knowledge of the subject matter to problem-solve, analyze, and deconstruct ideas that can impact and
change our world. When students understand digital citizenship on an everyday level, they will become
digital citizens of the world. To better equip teachers with further understanding of digital citizenship one
Our students may be “digital natives,” but they do not have a complete understanding of the rules
of their digital environments. Ribble (2015) prolifically characteristics the nine elements of digital
citizenship—digital access, digital commerce, digital communication, digital literacy, digital etiquette,
digital law, digital health and wellness, and digital security. Digital access implies that citizens have
different levels of access (Still, 2020). Equity is an important factor that allows all persons to participate
in various opportunities. All persons having full access should be a goal of citizenship (Still, 2020).
Equity is an important factor that allows all persons to participate in various opportunities. Do schools ask
if we are preparing students for their future with technology? (Ribble, 2015, p. 25). Digital
(Still, 2020). We need to emphasize safe practices when purchasing online. As Ribble states, “learning to
become an intelligent consumer is an important aspect of good citizenship. For example, not knowing
how and where to buy items online can leave kids vulnerable to Internet scams and identity theft (2015, p.
28). Digital communication identifies the many ways people can communicate while addressing citizens'
need to make wise decisions in what and how they communicate (Still, 2020). Cellphones house the most
immediate access to technology students have access to. They “provide many advantages and freedoms,
but there needs to be a distinction between freedom and the responsibility that comes with it. Careful
DIGITAL NATIVES TO DIGITAL CITIZENS 4
consideration needs to be given to how appropriate use is taught” (Ribble, 2015, p. 32). Digital
literacy discusses the technological literacy required of citizens to keep up with digital changes. Digital
literacy issues consist of teaching proper digital basics and usage of search engines, browsers, email, and
downloading images. Ribble (2015) suggests that exploring and developing online learning modes and
follow etiquette when communicating with others (Still, 2020). Digital etiquette is the element that needs
to be addressed in all classes regarding rules and expectations of online access. Students need to be aware
of how their actions affect each other. This element needs to be addressed in all classes regarding the rules
and expectations of online access. The essential questions Ribble asks, “are students aware of others when
they use technology? Do students realize how their use of technology affects others? These are key to
assessing student’s understanding of digital citizenship and etiquette and digital etiquette emphasizes a set
of electronic standards of conduct or procedure” (Ribble, 2015, p. 39). Digital law states citizens behave
ethically while understanding the laws that govern them (Still, 2020). Having these rights comes with
responsibilities. Students use the Internet and online tools without knowing the legal implications of their
actions nor any consequences (Ribble, 2015, p. 42). Digital rights and responsibilities state that the rights
of users are a shared equal idea (Still, 2020). Being part of any society as a member of it comes with
rights and responsibilities. Educators need to instill that being a digital citizen in a digital affords them
rights and responsibilities that are given to all members and that these members should live within the
parameters of that society (Ribble, 2015, p. 46). Digital health and wellness shed light on any
psychological and physical issues surrounding technology use when ergonomics and other issues are not
addressed with moderation. According to Ribble (2015) “using proper ergonomics and avoiding repetitive
motion injuries and becoming addicted to the Internet or video games and withdrawing from society [are
examined] digital health and wellness issues (p. 52). Digital security states that citizens must take action
to protect their information (Still, 2020). These elements can include anything from viruses,
cybersecurity, password strengths, and digital safety to protect all users in a digital environment.
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When the nine elements are batched into three elements, teachers and administrators can better implement
these principles. According to Ribble (2015), “to help teachers and technology leaders better understand
how these different elements interconnect, they have been grouped into three categories based on their
identified need to the typical school environment; these categories combine the elements that directly
affect student learning and academic performance, affect the overall school environment and student
behavior, and affect student life outside the school environment” (p. 55). Within our classrooms,
educators can provide safe learning environments and opportunities for students to succeed while
We can provide a safe learning environment for students to practice these skills while developing
as digital citizens. Teaching digital citizenship should be a requirement in all schools across the world. It
works best when it is given throughout the year, modeled, and practiced. It is incumbent that we provide
we stress digital citizenship should be a mindset, a culture, not a curriculum. We can teach and model the
nine elements of digital citizenship by teaching equitable lessons that respect all learner’s backgrounds.
When we teach, we can remind our students that not everyone has digital access, how to safely shop and
inquire as safe online consumers, emphasize the various modes of digital communication, such as social
media need to be done with careful consideration. Educators need to emphasize that digital literacy is
required to keep up with the changing technological factors, by keeping up-to-date with current
technology trends, digital etiquette emphasizes that everyone respects themselves and each other in an
online environment. Finally, teachers can provide a safe environment by emphasizing digital law, that
Teachers and administrators have the responsibility to equip our students with the tools and
philosophies of good digital citizenship to help them make safe and responsible decisions while utilizing
technology and the Internet. Classrooms should not only be equipped with technology to reach the needs
and engagement of all learners, but it should be a safe space where students and teachers can discuss
DIGITAL NATIVES TO DIGITAL CITIZENS 6
issues surrounding technology its impact and effect on themselves and society from being safe online,
cyberbullying, cybersecurity issues, and making good choices that affect their digital footprint. These
environments produce students who become empathetic. Ribble suggests classroom lessons by
emphasizing the STEP (Stop, Think, Empathize, and then Post) Process while [accentuating] how bad
situations might have been avoided” (Ribble, 2015, p. 34). Students should feel safe to identify and
address anything that is inappropriate they come across. Only through modeling good digital citizenship
practices, equipping ourselves with understanding the nine elements of digital citizenship Ripple
demonstrates, and through providing a safe digital learning environment can students become better
equipped to learn, practice, and become exude digital citizenship as digital natives of their digital worlds.
.
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References
Ribble, M. (2015). Digital citizenship in schools: Nine elements all students should know.
https://lamar.adobeconnect.com/pixp82hg6ybd/.