2 The Teachers and the Learners in the Digital World

OVERVIEW

Teachers are the forefront of the march towards the full integration of ICT in the educational
system. Hence, it is imperative that the teachers possess the adequate and relevant competence to
partake in the enormous task of contributing to the country’s national development through ICT.

Today’s generation of learners is completely different from the older generation, more so the
older generation of teachers. The generation gap presents myriad scenarios that should be bridged
for genuine understanding to flourish.

Drawing on one’s digital experiences, an individual need to think about his/her digital literacy
and digital footprint and strive to develop positive strategies to proactively take control of his/her own
digital identity. It makes sense to assume that the more digitally literate teachers are, the more will
they employ these skills in the classroom, which will in turn, foster a strong sense of digital citizenship
in their students.

The world of today is characterized by the pervasiveness of technology, hence, the term digital
world. As citizens living in this digital world, people are expected to know the responsibilities of living
in this kind of world, as much as people are expected to know the responsibilities of living in the
society. In this context, teacher education students should address how learners should act when
using digital tools, interacting with others online, and what should be taught to help the next
generation be better stewards of technology.

In this module, the learners will be oriented on standards that teachers have to adhere to in
terms of ICT, describes the digital natives as the kind of learners in this digital age, introduction to the
concept of digital literacy and what new skills are needed in order to engage with the digital world
responsibly and effectively, and be acquainted with the concept of digital citizenship.

LEARNING OUTCOMES

Specifically, after learning the module, you are expected to:

 explore different competency standards for teachers along ICT.
 define a digital native;
 differentiate digital natives from digital immigrants;
 discuss the myths on digital natives;
 explain the effect of the digital divide to learning;
 underscore how today’s teachers can educate digital natives;
 define digital literacy;
 enumerate principles and components of digital literacy;
 discuss the relation of information, media and technology skills to other skills in the 21 st
century framework;
 identify essential skills needed to attain digital literacy;
 enumerate ways on how to foster digital literacy in the classroom;
 describe a digital citizen;
 discuss the elements of digital citizenship; and
 explain the interrelationship of the elements of digital citizenship.

2.1. ICT and Teacher Standards

Teachers are the forefront of the march towards the full integration of ICT in the educational
system. Hence, it is imperative that the teachers possess the adequate and relevant competence to
partake in the gargantuan task of contributing to the country’s national development through ICT.

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Learning Task 1

MY ATTITUDE TOWARDS ICT

Read each statement below. Express the level of your agreement or disagreement by checking
the space corresponding to your answer.

Statements Strongly Agree Not sure Disagree Strongly

Agree Disagree
1. ICT is an essential tool for
21st century learning.
2. There can be good teaching
even without the use of ICT.
3. ICT plays an important role
in the professional
development of teachers.
4. I am comfortable in using
various ICT tools.
5. I spend time trying to learn
how to use new ICT tools.
6. New technologies are
intimidating.
7. I feel embarrassed when
students are better at
computers than me.
8. I discuss ICT trends with
peers and colleagues.
9. I actively participate in
educational technology
trainings.
10. Technologies are
complicated and time-
consuming to use in the
classroom.

Assess your over-all attitude towards ICT by reflecting on statements which you agree or
disagree with. Do you favor the use of ICT in the teaching-learning process?

UNESCO’s ICT CST

The ICT competency standards for teachers (ICT CST) have been designed by the United
Nations Educational Scientific and Cultural Organization (UNESCO), in cooperation with Cisco, Intel
and Microsoft, as well as the International Society for Technology in Education (ISTE), and the
Virginia Polytechnic Institute and State University, to help educational policy-makers and curriculum
developers identify the skills teachers need to harness technology in the service of education
(UNESCO, 2008).

The standards consist of three parts: a policy framework explaining the rationale, structure and
approach of the project; a competency standards modules’ structure, which crosses the components
of educational reform with various policy approaches to generate a matrix of skill sets for teachers;
and implementation guidelines providing a detailed syllabus of the specific skills to be acquired by
teachers within each skill set or module.

The standards are based on three approaches to education reform that correspond to
approaches to improve a country’s workforce and fostering economic growth:

• Technology literacy approach. This is done by increasing the technological uptake of the
workforce by incorporating technology skills in the curriculum.

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 • Knowledge deepening approach. This is done by increasing the ability of the workforce to use
knowledge to add value to economic output by applying it to solve complex, real-world
problems.
• Knowledge creation approach. This is done by increasing the ability of the workforce to
innovate and produce new knowledge and of citizens to benefit from this new knowledge.

The standards, shown in table, also address six components of the educational system. The
standards, which do not merely focus on ICT skills, but also include training on ICT skills as part of a
comprehensive approach to education reform that includes: policy, curriculum and assessment,
pedagogy, the use of technology, school organization and administration, and teacher professional
development. Moving across the approaches, a country’s students and ultimately its workforce and
citizenry acquire increasingly sophisticated skills needed to support economic growth and an
improved standard of living.

UNESCO competency standards for teachers (UNESCO, 2008)

Approach
Technology Literacy Knowledge Deepening Knowledge Creation
Teachers should be able to:
Components
• identify key • identify key concepts • design, implement,
characteristics of and processes in and modify school
classroom practices content areas; level education
and specify how these describe the function reform programs that
characteristics serve to and purpose of implement key
implement policies. simulations, elements of national
visualizations, data education reform
collection tools, and policies
data analysis
Policy
software and how
they support
students’
understanding of
these key concepts
and processes and
their application to
the world outside the
classroom.
Curriculum and • match specific • identify key concepts • identify and discuss
Assessment curriculum standards and processes in the how students learn
to particular software subject area, and demonstrate
packages and describe the function complex cognitive
computer applications and purpose of skills, such as
and describe how subject-specific tools information
these standards are and how they support management,
supported by these students’ problem solving,
applications. understanding of collaboration, and
• help students acquire these key concepts critical thinking.
ICT skills within the and processes and • help students use ICT
context of their their application to to acquire the skills of
courses. the world outside the searching for,
• use ICT to assess classroom. managing, analyzing,
students’ acquisition of • develop and apply integrating, and
school subject matter knowledge- and evaluating
knowledge and to performance-based information.
provide students with rubrics that allow • design units and
feedback on their teachers to assess classroom activities
progress using both students’ that integrate a range
formative and understanding of key of ICT tools and
summative subject matter devices to help
assessments. concepts, skills, and students acquire the

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 processes. skills of reasoning,
planning, reflective
learning, knowledge
building, and
communication.
• help student use ICT
to develop
communications and
collaboration skills.
• help students develop
both knowledge- and
performance-based
rubrics and apply
them to assess their
own understanding of
key subject matter
and ICT skills and
concepts and the
understanding of
other students, as
well as use these
assessments to refine
their products and
learning.
Pedagogy • describe how didactic • describe how • explicitly model their
teaching and ICT, can collaborative, project- own reasoning,
be used to support based learning and problem solving, and
students’ acquisition of ICT can support knowledge creation
school subject matter student thinking and while teaching
knowledge. social interaction, as students.
• incorporate appropriate students come to • design online
ICT activities into understand key materials and
lesson plans so as to concepts, processes, activities that engage
support students’ and skills in the students in
acquisition of school subject matter and collaborative problem
subject matter use them to solve solving, research, or
knowledge. real-world problems. artistic creation.
• use presentation • identify or design • help students design
software and digital complex, real-world project plans and
resources to support problems and activities that engage
instruction. structure them in a them in collaborative
way that incorporates problem solving,
key subject matter research, or artistic
concepts and serves creation.
as the basis of • help students
student projects. incorporate
• design online multimedia
materials that production, web
support students’ production, and
deep understanding publishing
of key concepts and technologies into
their application to their projects in ways
real world problems. that support their
• design unit plans and ongoing knowledge
classroom activities production and
so that students communication with
engage in reasoning other audiences.
with, talking about, • help students reflect
and using key on their own learning.
subject matter

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• structure unit plans
• implement
Use of technology • describe and • operate various
demonstrate the use of
common hardware
technologies.
• describe and
demonstrate the basic
tasks and uses of word
processors, such as
text entry, editing text,
formatting text, and • evaluate the
printing.
• describe and
demonstrate the
purpose and basic
features of
presentation software
and other digital • use an authoring
resources.
• describe the purpose
and basic function of
graphic software and • use a network and
use a graphic software
package to create a
simple graphic display.
• describe the Internet
concepts while they
collaborate to
understand,
represent, and solve
complex real-world
problems, as well as
reflect on and
communicate
solutions.
and classroom
activities so that
open-ended tools
and subject-specific
applications will
support students in
their reasoning with,
talking about, and
use of key subject
matter concepts and
processes while they
collaborate to solve
complex problems.
collaborative, project-
based unit plans and
classroom activities,
while providing
guidance to students
in support of the
successful
completion of their
projects and their
deep understanding
and key concepts.
• describe the function
open-ended software and purpose of ICT
packages production tools and
appropriate to their resources
subject matter area, (multimedia recording
such as visualization, and production
data analysis, role- equipment, editing
play simulations, and tools, publication
online references. software, web design
tools) and use them
accuracy and to support students’
usefulness of Web innovation and
resources in support knowledge creation.
of project-based • describe the function
learning with the and purpose of virtual
subject area. environments and
knowledge building
environment or tools environments (KBEs)
to design online and use them to
materials. support increased
knowledge and
appropriate software understanding of
to manage, monitor, subject matter and
and assess progress the development of
of various student online and face-to-

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 and the World Wide projects. face learning
Web, elaborate on • use ICT to communities.
their uses, and communicate and • describe the function
describe how a collaborate with and purpose of
browser works and use students, peers, planning and thinking
a URL to access a parents, and the tools and use them to
website. larger community in support students’
• use a search engine to order to nurture creation and planning
do a keyword Boolean student learning. of their own learning
search. • use the network to activities and their
• create an email support student continuous reflective
account and use it for collaboration within thinking and learning.
a sustained series of and beyond the
email correspondence. classroom.
• describe the function • use search engines,
and purpose of tutorial online databases,
and drill and practice and email to find
software and how they people and
support students’ resources for
acquisition of collaborative
knowledge of school projects.
subjects.
• locate off-the-shelf
educational software
packages and Web
resources and
evaluate them for their
accuracy and
alignment with
curriculum standards
and match them to the
needs of specific
students.
• use networked record
keeping software to
take attendance,
submit grades, and
maintain student
records.
• use common
communication and
collaboration
technologies, such as
text messaging, video
conferencing, and
web-based
collaboration and
social environments.
School • integrate the use of a • place and organize • play a leadership role
organization and computer laboratory computers and other in creating a vision of
administration into ongoing teaching digital resources what their school
activities. within the classroom might be like with ICT
• manage the use of to support and integrated into the
supplemental ICT reinforce learning curriculum and
resources with activities and social classroom practices.
individuals and small interactions. • play a leadership role
groups of students in • manage student in supporting
the regular classroom project-based innovation in their
so as not to disrupt learning activities in a school and
other instructional technology-enhanced continuous learning

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 activities in the class. environment. among their
• identify the appropriate colleagues.
and inappropriate
social arrangements to
use with various
technologies.
• use ICT resources to • use ICT to access • continually evaluate
enhance their and share resources and reflect on
productivity. to support their professional practice
• use ICT resources to activities and their to engage in ongoing
support their own own professional innovation and
acquisition of subject development. improvement.
matter and • use ICT to access • use ICT resources to
pedagogical outside experts and participate in
knowledge. learning communities professional
Teacher to support their communities and
professional activities and their share and discuss
development own professional best teaching
development. practices.
• use ICT to search
for, manage,
analyze, integrate,
and evaluate
information that can
be used to support
their professional
development.

ISTE Standards for Educators

In 2017, the International Society for Technology Education (ISTE) introduced the Standards for
Educators, a road map to help students become empowered learners. These standards deepen the
teacher’s practice, promotes collaboration with peers, challenges teachers to rethink traditional
approaches and prepares students to drive their own learning. In the standards, the teacher assumes
seven roles (ISTE, 2017), the first three of which features the educator as an empowered profession
while the latter four describes the educator as a learning catalyst.

1. Learner. Educators continually improve their practice by learning from and with others and
exploring proven and promising practices that leverage technology to improve student
learning. As a learner, educators:
1.1 set professional learning goals to explore and apply pedagogical approaches made
possible by technology and reflect on their effectiveness;
1.2 pursue professional interests by creating and actively participating in local and global
learning networks; and
1.3 stay current with research that supports improved student learning outcomes, including
findings from the learning sciences.

2. Leader. Educators seek out opportunities for leadership to support student empowerment
and success and to improve teaching and learning. As a leader, educators:
2.1 shape, advance, and accelerate a shared vision for empowered learning with
technology by engaging with education stakeholders;
2.2 advocate for equitable access to educational technology digital content and learning
opportunities to meet the diverse needs of all students; and
2.3 model for colleagues the identification, exploration, evaluation, curation, and adoption
of new digital resources and tools for learning.

3. Citizen. Educators inspire students to positively contribute and responsibly participate in

the digital world. As a citizen, educators:
3.1 create experiences for learners to make positive, socially responsible contributions and
exhibit empathetic behavior online that build relationships and community;

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 3.2 establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency;
3.3 mentor students in safe, legal, and ethical practices with digital tools and the protection
of intellectual rights and property;
3.4 model and promote management of personal data and digital identity and protect
student data privacy

4. Collaborator. Educators dedicate time to collaborate with both colleagues and students to
improve practice, discover, and share resources and ideas, and solve problems. As
collaborator, educators:
4.1 dedicate planning time to collaborate with colleagues to create authentic learning
experiences that leverage technology;
4.2 collaborate and co-learn with students to discover and use new digital resources and
diagnose and troubleshoot technology issues;
4.3 use collaborative tools to expand students’ authentic, real-world learning experiences
by engaging virtually with experts, teams and students, locally and globally; and
4.4 demonstrate cultural competency when communicating with students, parents, and
colleagues and interact with them as co-collaborators in student learning.

5. Designer. Educators design authentic, learner-driven activities and environments that

recognize and accommodate learner variability. As designer, educators:
5.1 use technology to create, adapt, and personalize learning experiences that foster
independent learning and accommodate learner differences and needs;
5.2 design authentic learning activities that align with content area standards and use
digital tools and resources to maximize active, deep learning; and
5.3 explore and apply instructional design principles to create innovative digital learning
environments that engage and support learning.

6. Facilitator. Educators facilitate learning with technology to support student achievement of

the ISTE Standards for Students. As facilitator, educators:
6.1 foster a culture where students take ownership of their learning goals and outcomes in
both independent and group settings;
6.2 manage the use of technology and student learning strategies in digital platforms,
virtual environments, hands-on makerspaces, or in the field;
6.3 create opportunities that challenge students to use a design process and computational
thinking to innovate and solve problems; and
6.4 model and nurture creativity and creative expression to communicate ideas,
knowledge, or connections.

7. Analyst. Educators understand and use data to drive their instruction and support students
in achieving their learning goals. As analyst, educators:
7.1 provide alternative ways for students to demonstrate their competency and reflect on
their learning using technology; and
7.2 use technology to design and implement a variety of formative and summative
assessments that accommodate learners’ needs, provide timely feedback to students,
and inform instruction.

NICS Teacher

A join initiative of the Department of Education and the Human Capital Development Group –
Commission on Information and Communications Technology, the National ICT Competency
Standard for Teachers, acronymed NICS Teacher, defines the competency outcomes, and the
supporting knowledge and skills needed to deploy ICT in performing the job roles related to teaching
(NICS Teacher, n.d.)

The NICS Teacher, shown in table, is comprised of four domains. Each domain is composed of
standards, statements and indicators. The domains and standards are shown in the table below.

The National ICT Competency Standards for Teachers

Domain Standards

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Social and Ethical. The domain
includes competencies related to
social, ethical, legal and human
issues, and community linkage.
Technological. The domain
includes competencies related to
technical operations and concept,
and productivity.
Pedagogical. The domain includes
competencies related to the use of
technology in the following
components of an instruction
process: 1) planning and designing
effective learning environments and
experiences supported by
technology; 2) implementing,
facilitating and monitoring teaching
and learning strategies that
integrate a range of information and
communication technologies to
promote and enhance student
learning; and 3) assessing and
evaluating student learning and
performances.
Teachers can:
1.1 understand and observe legal practices in the use of
technology.
1.2 recognize and practice ethical use of technology in both
personal and professional levels.
1.3 plan, model and promote a safe and sound technology-
supported learning environment.
1.4 facilitate equitable access to technology that addresses
learning, social and cultural diversity.
Teachers can:
2.1 demonstrate knowledge and skills in basic computer
operation including basic troubleshooting and
maintenance
2.2 use appropriate office and teaching productivity tools
2.3 understand and effectively use the Internet and network
applications and resources
2.4 demonstrate knowledge and skills in information and
data management.
3.1 Planning and Designing
Teachers can:
3.1.1 identify technology resources and evaluate them for
appropriateness
3.1.2 plan strategies to facilitate student learning in a
technology-enhanced environment.
3.1.3 design developmentally-appropriate learning
opportunities that use technologically-enhanced
instructional strategies
3.1.4 access technology resources for instruction planning
and design
3.1.5 utilize best practices and research results on teaching
and learning with technology in designing learning
environments and experiences
3.1.6 plan strategies to manage learning in technology-
enhanced environments
3.2 Implementing and Monitoring
Teachers can:
3.2.1 apply technology to develop students’ higher order
thinking (HOTS) and creativity
3.2.2 use technology to support learner-centered strategies
3.2.3 facilitate technology-supported student learning
experiences
3.2.4 manage a technology-enhanced teaching-learning
environment
3.3 Assessing and Evaluation
Teachers can:
3.3.1 use technology to collect, process and communicate
information on student learning to students, parents,
colleagues and other stakeholders.
3.3.2 apply technology tools for rapid and accurate
assessment and evaluation.
3.3.3 apply a variety of methods to evaluate the
appropriateness of students’ use of technology in
learning.
3.3.4 evaluate effectiveness and efficiency of ICT integration
in the teaching-learning process.
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 Professional. The domain includes
competencies related to
professional growth and
development, research, innovation
and collaboration.
Teachers can:
4.1 proactively engage in exploring and learning new and
emerging technologies.
4.2 continuously evaluate and reflect on the use of
technology in the profession for development and
innovation.
4.3 share experiences and expertise, and collaborate with
peers and stakeholders in advancing the use of
technology in education and beyond.

PPST Standards

The Philippine Professional Standards for Teachers (PPST), which was founded on the
National Competency-based Teacher Standards (NCBTS), articulates what constitutes teacher quality
in the K to 12 curriculum. This set of standards makes explicit what teachers should know, be able to
do and value to achieve competence, improved student learning outcomes, and eventually quality
education (DepEd, 2017).

The PPST is expressed through well-defined domains, strands, and indicators that provide
measures of professional learning, competent practice, and effective engagement. The PPST
standards which are bases of how a teacher should be competent as far as technology integration is
concerned are reflected on Domain 1 on Content Knowledge and Pedagogy, composed of seven
strands, one of which is that teachers should be able to nurture “positive use of ICT” and Domain 4 on
Curriculum and Planning, which includes five strands, part of which is the teachers’ development of
“teaching and learning resources including ICT”.

The PPST also describes the competence of a teacher in a progression of four stages, from a
novice to an expert. The Beginning teacher has gained the qualifications recognized for entry into the
teaching profession. The Proficient Teacher is professionally independent in the application of skills
vital to the teaching and learning process. The Highly Proficient Teacher consistently displays a high
level of performance in their teaching practice. The Distinguished Teacher embodies the highest
standard for teaching grounded in global best practices.

Applying the stages of PPST to the particular domains, particularly on the “positive use of ICT”,
a Beginning teacher shows skills in the positive use of ICT to facilitate the teaching and learning
process; a Proficient teacher ensures the positive use of ICT to facilitate the teaching and learning
process.; a Highly proficient teacher promotes effective strategies in the positive use of ICT to
facilitate the teaching and learning process, while a Distinguished teacher mentors colleagues in the
implementation of policies to ensure the positive use of ICT within or beyond the school.

In developing teaching-learning resources to include ICT, the Beginning teacher shows skills in
the selection, development and use of a variety of teaching and learning resources, including ICT, to
address learning goals; the Proficient teacher selects, develops, organizes and uses appropriate
teaching and learning resources, including ICT, to address learning goals; the Highly proficient
teacher advises and guides colleagues in the selection, organization, development and use of
appropriate teaching and learning resources, including ICT, to address specific learning goals; while
the Distinguished teacher models exemplary skills and lead colleagues in the development and
evaluation of teaching and learning resources, including ICT, for use within and beyond the school.

Assessment Task 1

1. Compare the different competency framework and standards on ICT competence. What
do you think are the most common teacher competencies highlighted by the standards?

2. In your assessment, which standard gives a more comprehensive view of the

competence of a teacher in integrating ICT?
Assessment Task 2

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  Knowing the different competencies and roles of a teacher in dealing with ICT, create
an ACROSTIC, a POEM, or a SONG which could summarize these competencies
and roles.

2.2. Digital Natives: Learners of the Digital Age

Today’s generation of learners is completely different from the older generation, more so the
older generation of teachers. The generation gap presents myriad scenarios that should be bridged
for genuine understanding to flourish. The classroom is a perfect avenue to bridge these gaps, at
least to enhance the quality of education that the digital age offers.

Learning Task 2

Analyze the picture on the left.

What does the picture tell about today’s generation and

the older one?

Share some similar experiences.

Source: https://medium.com

Digital Natives Defined

Prensky (2001) posited that today’s students have not just changed incrementally from those of
the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened
between generations previously. Today’s students represent the first generations to grow up with a
new technology. They have spent their entire lives surrounded by and using computers, videogames,
digital music players, video cams, cell phones, and all the other toys and tools of the digital age.
Computer games, email, the Internet, cell phones and instant messaging are integral parts of their
lives.

Today’s students think and process information fundamentally differently from their
predecessors. While some refer to the “new” students of today as the N-gen (or net generation) or D-
gen (or digital generation), Prensky (2001) termed them as digital natives. Students today are all
“native speakers” of the digital language of computers, video games and the Internet.

Digital Natives vs Digital Immigrants

While digital natives are generally born after the 1980s and are comfortable in the digital age,
digital immigrants are the older generation. The term mostly applies to individuals who were born
before the spread of digital technology and who were not exposed to it an early age (Cut, 2017).
Digital immigrants are those who have slowly adapted to web surfing, emailing, texting, and the
instant world of social media and on demand entertainment (https://unicheck.com).

The website https://unicheck.com enumerated some differences between the digital natives and
digital immigrants in table, namely:

Difference between digital natives and digital immigrants

Digital natives Digital immigrants
 Born during or after the digital age  Adopters of the web technologies
 Always on, attached to a phone or other
 Prefer to talk in person
device
 Intuitive learners  Logical learners
 Multitask and rapidly task-switch  Focusing on one task at a time

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  Prefer to have interaction with one or few
 Extremely social
people rather than many
 Get information from traditional news
 Multimedia oriented
sites

Ch’ng (2019) adds that while digital immigrants value ‘proper’ English in texting and prefer
formal communication channels, digital natives use texting and instant messaging shorthands and
internet slang, which are not understood by the digital immigrants.

Digital natives are further categorized into (Cut, 2017):

1. Avoiders. These are digital natives who do not feel affinity for digital technologies and social
networking. They have cell phones but do not use emails and social media accounts.
2. Minimalists. These are digital natives who use technology minimally and only when they
perceive it as necessary. They surf the Internet if they have to and check social media
accounts once a day.
3. Enthusiastic participants. They comprise most of the digital natives. They enjoy technology
and gadgets. They have more than one social media account. They thrive on instant
communication and turn to Google when they want to know something.

Cut (2017) also further categorized digital immigrants into:

1. Avoiders. These are digital immigrants who prefer a relatively minimal technology, or
technology-free lifestyle. They do not have an email account and/or smartphone. They do not
see the value in social media.
2. Reluctant adopters. These are digital immigrants who accept technology and are trying to
engage with it, but feel unintuitive and hard to use technology. They have a cell phone but do
not use texting, occasionally uses Google but do not have social media account.
3. Enthusiastic adopters. These are digital immigrants who have the potential to keep up with
the digital natives. They embrace technology and this group sees the value of technology.
They use social media accounts and emails regularly.

Are millennials digital natives?

A millennial is broadly defined as someone who was born between 1980 and 2000. The term is
often used synonymously with digital natives, though not all digital natives are millennials – as the
members of the newest generation, the Gen Z, are also digital natives. Moreover, not all millennials
are digital natives, as some millennials have limited access to ICT while growing up, in the case of
those who are living in poverty (Moran, 2016).

Digital natives – the myths

There are widespread misconceptions about digital natives as expressed in the following myths
(Moran, 2016).

 Myth 1: Digital natives possess inferior social skills or are more likely to avoid personal
interaction in favor of digital interaction.

The finding of a Pew Research Center study in America suggests that young adults
supplement vocal interactions with textual ones, rather than replacing them because of fear
of interaction with other people. For many digital natives, person-to-person contact is still a
reliable and effective solution to their problems, not something they fear or avoid.

 Myth 2: Digital natives are much better at multitasking than digital immigrants.

Psychology researchers have demonstrated the negative impact of chronic multitasking on

efficiency and cognitive performance. The research of Gloria Mark and colleagues showed
that frequent context switching in millennial college students is correlated with higher stress.
Digital natives may be more likely to choose to multitask, but they are not more efficient
multitaskers.

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  Myth 3: Digital natives have natural instincts about how to use or fix computers and other
digital products.

In a survey of Pew Research Center, it was found out that young adults performed better
than older adults on questions about internet conventions. However, the young adults were
no more knowledgeable about the underlying structure of the web, among others. Because
of their short attention span which makes young generation spend less time on a given page,
they are more likely to make errors.

The Digital Divide

One of the biggest issues that confront digital natives of today is digital divide. While all are
born in a digital age, not all have equal opportunities to use the tools that give the comforts of this
generation.

Digital divide is a term that refers to the gaps in access to ICT (www.oecd.org). It also refers to
the fact that certain parts of the population have substantially better opportunities to benefit from the
new economy than other parts of the population (Nielsen, 2006).

Nielsen (2006) classified digital divide into:

1. Economic Divide. In its simplest form, the digital divide is manifested in the fact that some
people can’t afford to buy a computer. For poor developing countries, computers remain out
of the average citizen’s reach.
2. Usability Divide. This type of digital divide underscores the fact that technology remains
complicated that many people couldn’t use a computer even if they get one for free. Lowest
literacy is the web’s biggest accessibility problem.
3. Empowerment Divide. Even if computers and the Internet were extraordinarily easy to use,
not everybody would make full use of the opportunities that such technology affords. Because
of the lack of initiative and skill to take matters in their own hands, some users remain at the
mercy of other people’s decisions.

Teaching the digital natives

Prensky (2001) considers digital immigrant teachers as the single biggest problem facing
education today. These teachers speak an outdated language and are struggling to teach a
population that speaks an entirely new language. Digital immigrants typically have very little
appreciation for these new skills of the natives. Digital immigrants don’t believe their students can
learn successfully while watching TV or listening to music, because the immigrants can’t. Some
digital immigrants think learning can’t be fun. Digital immigrant teachers assume that learners are the
same as they have always been, and that the same methods that worked for the teachers when they
were students will work for their students now.

Prensky (2001) further asks “should the digital native students learn the old ways, or should
their digital immigrant educators learn the new? Unfortunately, no matter how much the immigrants
may wish it, it is highly unlikely the digital natives will go backwards. In so doing, digital immigrant
teachers need to reconsider both methodology and content.

Today’s teachers have to learn to communicate in the language and style of their students. This
doesn’t mean changing the meaning of what is important, or of good thinking skills. But it does mean
going faster, less step-by step, more in parallel, with more random access, among other things.

There are now two kinds of content: “legacy” content (the computer term for old systems) and
“future” content. “Legacy” content includes reading, writing, arithmetic, logical thinking, understanding
the writings and ideas of the past, etc. – all of the “traditional” curriculum. “Future” content is to a large
extent, not surprisingly, digital and technological. But while it includes software, hardware, robotics,
nanotechnology, genomics, etc. it also includes the ethics, politics, sociology, languages and other
things that go with them. This “Future” content is extremely interesting to today’s students.

36
As educators, Prensky (2001) highlighted the need to think about how to teach both Legacy and
Future content in the language of the digital natives. The first involves a major translation and change
of methodology; the second involves all plus new content and thinking. It is important for educators to
understand how digital natives learn and design better teaching and learning strategy that suits the
need of the digital natives (Ch’ng, 2019).

Assessment Task 3

1. Who is a digital native?

2. How is a digital native different from a digital immigrant?

3. What are the types of digital divide?

4. How is the digital divide affecting the development of human beings?

5. How can today’s teachers, especially those who belong to the digital immigrant group,
cope with the demands of the Generation Z learners?

Assessment Task 4

 Create memes about the characteristics of digital natives. Make the memes a little
humorous, but still highlighting what digital natives are at their best.

2.3. Digital Literacy Skills

Drawing on one’s digital experiences, an individual need to think about his/her digital
literacy and digital footprint and strive to develop positive strategies to proactively take control of
his/her own digital identity. It makes sense to assume that the more digitally literate teachers
are, the more will they employ these skills in the classroom, which will in turn, foster a strong
sense of digital citizenship in their students.

Learning Task 3

ASSESSMENT OF DIGITAL SKILLS

(patterned from https://europass.cedefop.europa.eu)

Presented below is a list of skills related to technology. Assess your competence in the skills
mentioned by ticking in the space corresponding to your answer. Your competence will be categorized
into Basic, or beginning; Independent, or average; and Proficient, or advanced.

Skill Basic Independent Proficient

I can look for information online using a search engine.
I can detect if an online information is reliable.
I can save or store files or content (e.g. text, pictures,
music, videos, web pages) and retrieve them once saved
or stored.
I can communicate with others using mobile phone, e-mail
or chat – using basic features (e.g. voice messaging,
SMS, send and receive e-mails, text exchange).
I can share files and content using simple tools.
I can use digital technologies to interact with services (as
governments, banks, hospitals).
I can apply communication rules (e.g. when commenting,
sharing personal information) when using digital tools.
I can produce simple digital content (e.g. text, tables,
images, audio files) in at least one format using digital

37
 tools.
I can make basic editing to content produced by others. I
know that content can be covered by copyright.
I can apply and modify simple functions and settings of
software and applications that I use (e.g. change default
settings).
I can take basic steps to protect my devices (e.g. using
anti-viruses and passwords).
I can take steps not to reveal private information online.
I can take measures to ensure that using digital
technology will not affect my health.
I can take basic measures to save energy.
I can find support and assistance when a technical
problem occurs or when using a new device, program or
application.
I can solve some routine problems (e.g. close program,
re-start computer, re-install/update program, check
internet connection).
I can use the digital tools I know to solve technological or
non-technological problem.
I can take steps to update my digital skills regularly.

Looking at your answers, in what level do your skills mostly fall?

Definitions of Digital Literacy

In today’s world, literacy goes beyond just the basic ability to comprehend text. Most students
today have more knowledge about technology than their teachers, but most have not had instruction
on how and when to use technology appropriately. Too often the focus is on learning the technology
itself, with little time given to discussing what is or isn't appropriate (Rubble & Bailey, 2007). Today’s
students will also need to master a new skill—digital literacy.

Cornell University defines digital literacy as “the ability to find, evaluate, utilize, share, and
create content using information technologies and the Internet.” Digital literacy is the ability to use
information and communication technologies to find, evaluate, create and communicate information,
requiring both cognitive and technical skills (American Library Association). Digital literacy is more
than technological know-how; it includes a wide variety of ethical, social, and reflective practices that
are embedded in work, learning, leisure, and daily life (www.mediasmarts.ca).

Jones-Kavalier & Flannigan (2008) suggested that digital literacy represents a person’s ability
to perform tasks effectively in a digital environment; digital meaning information represented in
numeric form and primarily use by a computer, and literacy including the ability to read and interpret
media, to reproduce data and images through digital manipulation and to evaluate and apply new
knowledge gained from digital environments. Aviram and Eshet-Alkalai (2006) described digital
literacy as a combination of technical-procedural, cognitive and emotional social skills. Erstad (2007)
defined it as “skills, knowledge and attitudes in using digital media to be able to master the challenges
in the learning society”. Similarly, Eshet-Alkali and Amichai-Hamburger (2004) gave a broad meaning
to the term to consist of five major digital skills: photo-visual skills (“reading” instructions from
graphical displays), reproduction skills (utilizing digital reproduction to create new, meaningful
materials from existing ones), branching skills (constructing knowledge from non-linear, hypertextual
navigation), information skills (evaluating the quality and validity of information), and socio-emotional
skills (understanding the “rules” that prevail in cyberspace and applying this understanding in online
cyberspace communication). In addition, one more skill was added to the list: real-time thinking skill
(the ability to process and evaluate large volumes of information in real time (Aviram & Eshet Alkalai,
2006).

Digital literacy is one component of being a digital citizen – a person who is responsible for how
they utilize technology to interact with the world around them.

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Digital Literacy – what it is and what it is not?

Digital literacy is –
 understanding how to use web browsers, search engines, email, text, wiki, blogs,
Photoshop, PowerPoint, video creation/editing software, etc. to showcase learning.
 evaluating online resources for accuracy/trustworthiness of information.
 using online classes to enhance learning in the classroom
 choosing appropriate media to showcase learning – understand what platforms will best
illustrate message and learning to peers and educators.
 using an interactive whiteboard in the classroom for lessons and allowing students to use
the interactive whiteboard on a daily basis.
 encouraging students to use technology to showcase their learning.
 using the web (web sites video, music) to enhance the learning of students.
 students and teachers creating online content to be utilized both in and out of the
classroom.

However, digital literacy is not –

 learning just how to use multi-media to research and investigate a specific topic.
 having a computer lab in your school.
 technology as a special class separate from the daily classroom.
 typing papers (research, opinion or narrative stories) on a computer or using search
engines only to find information.
 children dropping out of school to independently learn without guidance.
 using online media without any knowledge of guidelines on how to judge whether the
information is accurate or trustworthy

Principles of digital literacy

Competencies for digital literacy can be classified according to three main principles
(www.mediasmarts.ca), namely:

1. Use. This represents the technical fluency that is needed to engage with computers and
the Internet. Skills and competencies that fall under this principle range from basic technical
know-how – using computer programs such as word processors, web browsers, email and
other communication tools – to the more sophisticated abilities for accessing and using
knowledge resources, such as search engines and online databases, and emerging
technologies such as cloud computing.

2. Understand. This refers to the set of skills that help us comprehend, contextualize, and
critically evaluate digital media to make informed decisions about what is done and
encountered online. This principle also includes recognizing how networked technology
affects behavior and perceptions, beliefs and feelings about the world.

3. Create. This refers to the ability to produce content and effectively communicate through a
variety of digital media tools. Creation with digital media is more than knowing how to use a
word processor or write an email, it includes being able to adapt what is produced for
various contexts and audiences.

Components of digital literacy

Digital literacy operates on seven components (www.webwise.ie), namely:

1. Critical thinking
2. Online safety skills
3. Digital culture
4. Collaboration and creativity
5. Finding information

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 6. Communication and netiquette
7. Functional skills

Reynolds (2008) and Reynolds (2016) note that definitions of digital literacy are often skills, and
practically in uses of related technologies, thus tethering them to a given historical moment in time.
The definition frequently used is a confident and important use of ICT for work, leisure, learning and
communication (InfoNet, 2012; Hall, Nix & Baker, 2013).

Digital literacy in the 21st century skills framework

In today’s digital age, educators are expected to integrate 21 st century skills into the teaching of
academic subjects. To accomplish this, the Partnership for 21 st century organization has developed a
unified, collective vision for learning known as the Framework for 21st Century Learning. This
Framework describes a blend of content knowledge, specific skills, expertise and literacies that
students must master to succeed in work and life.

In the 21st century skills framework shown in Figure 7, one of the three sets of essential skills
within the framework, which comprise “21st century student outcomes” is Information, Media, and
Technology Skills.

People in the 21st century live in a technology and media-suffused environment, marked by
various characteristics, including: 1) access to an abundance of information, 2) rapid changes in
technology tools, and 3) the ability to collaborate and make individual contributions on an
unprecedented scale. To be effective in the 21st century, citizens and workers must be able to exhibit
a range of functional and critical thinking skills related to information, media and technology
(www.P21.org).

The information, media and technology skills is subdivided into three literacies: information
literacy, media literacy, and ICT literacy. The specific skills for the three literacies are as follows:

1. Information Literacy

1.1 Access and Evaluate Information

 Access information efficiently (time) and effectively (sources)
 Evaluate information critically and competently

1.2 Use and Manage Information

 Use information accurately and creatively for the issue or problem at hand
 Manage the flow of information from a wide variety of sources
 Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of information

2. Media Literacy

2.1 Analyze Media

 Understand both how and why media messages are constructed, and for what
purposes
 Examine how individuals interpret messages differently, how values and points
of view are included or excluded, and how media can influence beliefs and
behaviors
 Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of media

2.2 Create Media Products

 Understand and utilize the most appropriate media creation tools,
characteristics and conventions
 Understand and effectively utilize the most appropriate expressions and
interpretations in diverse, multi-cultural environments

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 3. ICT (Information, Communications and Technology) Literacy

3.1 Apply Technology Effectively

 Use technology as a tool to research, organize, evaluate and communicate
information
 Use digital technologies (computers, PDAs, media players, GPS, etc.),
communication/networking tools and social networks appropriately to access,
manage, integrate, evaluate and create information to successfully function in a
knowledge economy
 Apply a fundamental understanding of the ethical/legal issues surrounding the
access and use of information technologies

The website www.techboomers.com presents the types and examples of digital literacy that
improve lives, namely:

Digital literacy in the home

Obtaining basic digital skills around the house will be the backbone of the ability to integrate
these skills into other aspects of life. These skills are some of the easiest to learn and integrate into
the daily routine, which is one of the best ways to start improving technical skills.

 Computer skills. Understanding how the hardware and software of a computer works, and
how computers process and deliver information is something many people skim over and
don’t bother to learn in-depth. However, they are very important components of digital
learning.
 Communications. This is one of the key skills to gain, and is the reason many people want
to get online in the first place. Setting up an email account with a service like Gmail, or setting
up an online video chat profile with a website like Skype, can greatly improve ability to
communicate with others.
 Social media. Right in line with communications, social media helps to keep up-to-date on
what’s going on with family, friends, the latest news, and so much more. Facebook, Twitter,
and Instagram are three main networks to start setting up accounts and to increase one’s
online social presence.
 Internet navigation. Getting on the Internet and actually knowing how to find what one is
looking for is the key. Understanding how to find information with services like Google
Search is a great way to start.
 Making use of personal devices and apps. Obtaining devices (such as a desktop
computer, laptop, tablet, and/or smart phone) is one of the best ways to hone skills. Using
devices regularly, and integrating them into the daily routine, is the best way to learn new
things and practice current skills.
 Determining the validity of a source. A key component of navigating through the Internet is
avoiding the countless websites out there with false information. Understanding if a website is
truthful will help prevent from falling victim to online scams or Internet fraud.
 Protecting privacy. Many websites ask to enter one’s personal information as a requirement
to use them. To know when a website is securely storing information and protecting privacy is
a very important digital skill to acquire.

Digital literacy in school

Whether one is a student or teacher in a classroom, or an instructor or participant in an adult-

learning course, one cannot ignore that digital technologies are a part of learning. Whether one is
learning or helping others learn, these skills will help advance abilities in the classroom.

 Online safety. Staying safe online is a very important skill that people should learn almost as
soon as they start using technology. Understanding how to protect safety and privacy online,
including how to interact safely with others online, should always be one of the first things to
master.

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  Learning how to utilize personal devices appropriately. Instructors are no longer able to
ignore that their students will bring digital devices into the classroom. So, instead of trying to
forbid these devices, think of useful ways to integrate them into lessons. It also wouldn’t hurt
to teach students about when using their devices is socially appropriate and when it is not.
 Note-taking and organization. A great way to improve skills as a student is to learn how to
digitally record and organize information. One can make use of great notetaking programs,
such as Evernote, to help store all important class-related information in one, easy-to-access
place.
 Online courses. Learning never stops! There are great resources online for taking free (and
some paid) educational courses, even out of university institutions! Check out websites
like Udemy, Lynda, and Coursera to start learning, and expand knowledge, on a variety of
topics, including courses on digital literacy.
 Teaching skills to others. Even if one begins as a student, gaining the ability to teach others
provides one with a deeper understanding of the concepts one is teaching, and helps to
spread technology skills among even more people.

Digital literacy in the workplace

Specific technological skills are often requirements for landing a job in the digital technology
sector. However, even if not hired, it’s still important to know when it is or isn’t appropriate to integrate
technology into the workspace.

 Word processors, spreadsheet generators, and presentation software. The ability to use
these types of computer programs used to be noteworthy on résumés, but today, it’s
mandatory for many office-based jobs. Microsoft Word, Excel, and PowerPoint are probably
the most popular programs to master, but Google Docs, Sheets, and Slides are great to learn,
too.
 Safely storing company data. The data the company creates and stores is very important.
Therefore, there is a need to make sure to choose a secure service to keep company files
with, as well as inform employees about proper practices when it comes to storing data. Make
sure co-workers understand how digital data is stored and secured, and – more importantly –
how not to lose it.
 Choosing an appropriate platform to showcase content and media. How business
conducts outreach is very important, but there may be more than one way to describe what
the company does. The ability to recognize the best way to use digital media to present
information is a very valuable skill.
 Colleague collaboration. Many positions require working as part of a team. If work requires
input from multiple people, consider learning how to use a service like Dropbox, Google Drive,
or Evernote. These services help get work done as part of team by allowing team members
to see real-time updates changes made to project documents.
 Creating a professional online profile. Once all skills are down, make sure to set up a
LinkedIn profile to showcase everything one can do to a future employer. If one is the boss,
be sure to check out LinkedIn and other online networks of professionals to see what the
potential future employees can do.

Digital literacy in personal hobbies and endeavors

Not as much of a buzzword as these other categories, but honing skills to help pursue goals or
find ways to make hobbies easier (or more fun) is equally as important. Today, gaining publicity and
showing off talents is all about being online – and doing it well.

 Starting one’s own blog. Got something to say (or otherwise share)? An easy way to get
some content online is by setting up one’s own blog (short for “web log”); a website
like WordPress can help to do this. Besides just letting to write down thoughts and opinions,
many modern blog services also allow adding pictures, videos, and whatever else inspiring! If
the blog gets popular, people may start following, sharing, and responding to the entries!
 Creating one’s own website. If there is a great idea or collection of work to show off, but
have no coding experience, try a drag-and-drop website builder like Wix or Weebly. One can
learn how to use it as one goes, and create absolutely anything one can imagine.

42
  Video creation and editing. Knowing how to work with digital video is a great skill for
personal life. In addition, many people find success creating a good recurring series of videos
online. If one is serious about this, but don’t have a website, start a YouTube channel and get
videos on YouTube.
 Lifelong learning. Though it may not seem like it, having the drive to learn at any age is one
of the most important skills to have! Even if one has many of the skills listed, one has to make
the effort to constantly practice them. Additionally, one has to keep up with the changing
trends of the technology industry.

Fostering digital literacy in the classroom

Most students already use digital technology, such as tablets, smartphones, and computers, at
home. Many students already know how to navigate the web, share images on social media, and do a
Google search to find information. However, true digital literacy goes beyond these basic skills.

Because digital literacy is so important, educators are increasingly required to teach students
digital literacy in the classroom. In many ways, this is similar to what educators have always done in
teaching students to read and write. In other ways, however, digital literacy is a brand new skill.

Many teachers are using technology in the classrooms to support different learning styles and
to engage students. What is missing are guidelines to help teachers do this in ways that promote
innovative thinking and collaborative work, promote ethical practices, and strengthen their own
professional development. Some suggested activities to promote digital literacy, higher order thinking
and construction of meaning in the classroom are to:

 use an interactive whiteboard as often as possible to design and deliver lessons.

 allow students to maintain blogs, wikis, web pages related to their learning.
 engage in email/video chat exchanges with students from other countries.
 utilize storytelling media to allow students to create and publish stories.
 set up a blog site/Facebook page and post weekly discussion questions for students to
respond to and encourage them to respond to each other too.
 use video cameras to dramatize stories, record scientific experiments and expose students to
video editing software to create video productions of learning.
 engage students in discussions about how and why various media work well to showcase
learning and why others do not.

Assessment Task 5

1. What is digital literacy?

2. Why is digital literacy important?

3. Compare the seven components of digital literacy according to www.webwise.ie and the
information, media, and technology skills of the 21st century skills framework. Are the
components similar? Do they have differences?

4. Give three examples of digital literacy skills at home, in school, in the workplace and in
personal hobbies. Explain each.

5. How do we apply digital literacy in the classroom?

6. How can digital literacy improve our lives?

7. Is it enough that a student is capacitated only with skills in operating computers and
other technological gadgets?

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 Assessment Task 6

 The following statements are myths, or misconceptions about digital literacy (Levy,
2018). Explain why each statement is a myth.

1. Digitally literate teachers know everything.

2. All digital tools are created equal.
3. Teaching digital literacy interrupts traditional teaching.
4. Digital literacy is a separate skill.
5. Digital literacy is only about functionality.
6. Digital natives are inherently digitally literate.
7. Technology turns students into zombies.
8. Handing over technology to students is all that matters.
9. You have to be a digital expert to teach digital skills.
10. Teachers don’t have the time for technology.
11. Cell phones in class creates chaos.

2.4. Digital Citizenship

The world of today is characterized by the pervasiveness of technology, hence, the term digital
world. As citizens living in this digital world, people are expected to know the responsibilities of living
in this kind of world, as much as people are expected to know the responsibilities of living in the
society. In this context, teacher education students should address how learners should act when
using digital tools, interacting with others online, and what should be taught to help the next
generation be better stewards of technology.

Learning Task 4

The pictures below show different scenarios involving technology use. Kindly tick the “thumbs
up” if you think it is a good decision and a “thumbs down” if you believe it’s a bad
decision.

Posting a rude Doing online Reporting

Not opening a
social media research cyberbullying to
suspicious
update about a without fact- parents or
looking email
classmate checking teachers

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 Reflect on these questions:
 With the scenarios above, which of it had your worst decision? Why do you think so?
 Of the “good” actions, which do you do?

Definitions of Digital Citizenship

Karen Mossberger, Caroline Tolbert and Ramona McNeal (2008) coined the term digital
citizenship in reference to the state of having access to the internet that provides equal opportunities
for online participation, a digital democracy, human rights, and technology skill. Digital citizenship
refers to the responsible use of technology by anyone who uses computers, the Internet, and digital
devices to engage with society on any level (Applied Educational Systems). Digital citizenship also
refers to the norms of appropriate, responsible behavior with regards to technology use
(www.waccglobal.org). Further, it is a holistic and positive approach to helping children learn how to
be safe and secure, as well as smart and effective participants in a digital world
(mcc.gse.harvard.edu). As technology continues to advance, so does the potential to abuse it
(intentionally or otherwise). Digital citizenship skills give students the right tools to engage with the
digital world in ways that promote healthy online communities (www.waterford.org).

A digital citizen is a person using information technology in order to engage in society, politics,
and government (Wikipedia). The term also refers to a person who has the knowledge and skills to
effectively use digital technologies to communicate with others, participate in society and create and
consume digital content (Digital Technologies Hub). Mossberger posits that digital citizens are those
who use the internet regularly and effectively. With technology as a massive force in our daily lives,
everyone who is using digital technologies, like students and teachers, is called a digital citizen.

Digital citizenship is about confident and positive engagement with digital technologies. By
educating students about digital citizenship, they will have the opportunity to develop an
understanding about digital and information literacy; internet safety; privacy and security;
cyberbullying, relationships, etiquette and communication; creative credit and copyright; and digital
footprint (Digital Technologies Hub).

Elements of Digital Citizenship

According to Ribble (2020), there are nine (9) elements of digital citizenship enumerated as
follows:

1. DIGITAL ACCESS

Digital access is the ability to fully participate in digital society. This includes access to tools
and technologies, such as the Internet and computers that allow for full participation. Technology
provides opportunities for large numbers of people to communicate and interact very quickly.

However, not everyone has access to all the tools of the digital society. Because of
socioeconomic status, disabilities, and physical location (among other factors), these opportunities are
not equally available to all students or teachers.

This element suggests that educators help to make sure every learner has equal access to
technology and understand the limitations and drawbacks when this access is withheld. In schools
where a majority of students do not have access to technology in the home, additional opportunities
such as open computer labs, evening access to school libraries, and extracurricular activities should
be offered to make up the difference.

Issues on Digital Access include –

• equitable access for all students
• accommodations for students with special needs
• programs for increasing access outside schools

Appropriate Digital Access Inappropriate Digital Access

• District administrators work toward • Schools ignore or overlook the digital

45
 providing technology opportunities for
all students within their schools.
• Technology leaders provide technology
to students for use in school and out,
such as a one-to-one laptop program.
needs of disenfranchised groups (e.g.,
not viewed as important).
• Teachers fail to accommodate students
who do not have access to technology.

2. DIGITAL COMMERCE

Digital commerce is the activity of buying or selling of goods and services through multiple
digital channels. Digital commerce can also encompass the entire processes of development,
marketing, and servicing through a digital channel as well.

This element teaches people how to be effective consumers in a digital economy. Digital
commerce is often the most difficult element of digital citizenship for educators to address in the
classroom. Teachers may believe it is not their responsibility to teach students to be informed and
careful consumers (except in certain business courses). However, online purchasing has become an
important factor in students’ lives. Learning to become an intelligent consumer is an important aspect
of good citizenship.

Issues on Digital Commerce include –

• Online buying through commercial sites, auction sites, and other Internet locations
• Online selling through auction sites and other Internet locations
• Media subscriptions and purchases made through media software such as iTunes
• Buying and selling “virtual merchandise” for online games

Appropriate Digital Commerce Inappropriate Digital Access Commerce

• Students become informed consumers
so they can safely purchase items
online.
• Students spend the time to research
what they want to purchase, then take
the time to identify “safe” sites with the
best prices.
• Students purchase goods online without
knowing how to protect their identity
(leaving them open to identity theft).
• Students fail to realize that poor online
purchasing practices lead to poor credit
ratings.

3. DIGITAL COMMUNICATION

This refers to the electronic exchange of information. Cell phones, social networking, and
texting have changed the way people communicate. These forms of communication have created a
new social structure governing how, when, and with whom people interact. This element is concerned
on how to make appropriate decisions when faced with different digital communication options, such
as when and how to send an email versus a text message or causal social media connection.

Issues on Digital Communication include –

• Email
• Cell phones
• Personal video calls (Skype)
• Instant messaging
• Text messaging
• Blogs
• Wikis
• Social networking

Appropriate Digital Communication Inappropriate Digital Communication

• Students and teachers use digital • Students text during class time.
communication devices when they will • Students use text messaging and email
not interrupt what is going on in the shorthand for class assignments when

46
 school or classroom. asked to give complete answers.
• Digital communication technologies • Students use text messaging to cheat
such as social networking sites are used on tests.
to support student activities in the
classroom, such as sharing ideas or
writings with others.
• Teachers use blogs to inform parents of
classroom activities.

4. DIGITAL LITERACY

This refers to the process of teaching and learning about technology and the use of technology.
One of the most important aspects of technology is understanding how that technology works so that
it can be used in the most appropriate manner. Technology-infused learning is becoming more
commonplace every year and is becoming as transparent as the chalkboard and pencil.

However, teaching how to use technology appropriately has not kept pace. Learning with
technology does not always include instruction on appropriate and inappropriate use. Too often, the
focus is on learning the technology itself, with little time given to discussing what is or isn’t
appropriate.

Issues on Digital Literacy include –

• learning the digital basics: browsers, search engines, download engines, and email
• evaluating online resources (determining the accuracy of content on websites and wikis,
assessing the trustworthiness and security of online vendors, recognizing phishing attacks,
and so on)
• exploring and developing online learning modes and distance education

Appropriate Digital Literacy Inappropriate Digital Literacy

• Students take online courses (or mixed
delivery—part face-to-face, part online)
that are designed to keep them
interested in the material.
• Teachers use digital technologies in
new and innovative ways, such as
creating content for the web that can be
accessed by students away from the
classroom.
5. DIGITAL ETIQUETTE
• Students choose alternative educational
opportunities because their school or
district does not offer online classes or a
distance education program.
• Teachers do not provide resources and
materials that students can get from
digital sources (e.g., blogs, websites,
podcasts).

Digital etiquette or netiquette is a basic set of rules pertaining to behavior that needs to be
followed to ensure the Internet is better for all users. Basically, it means the use of good manners in
online communication such as e-mail, forums, blogs, and social networking sites.

This element emphasizes the tenet of treating other Internet users with respect and avoiding
inappropriate behavior. More than just being able to recognize inappropriate behavior, good digital
citizens should know how to act appropriately online.

Issues on Digital Etiquette include –

• using technology in ways that minimize the negative effects on others
• using technology when it is contextually appropriate
• respecting others online: not engaging in cyberbullying, flaming, inflammatory language, and
so forth

Appropriate Digital Etiquette Inappropriate Digital Etiquette

• Students work with their teachers to • Students use cell phones to text in class
understand what information can be on topics that are not class-related.
shared from their cell phones or • Students communicate on a social

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 netbooks and when it is appropriate to networking site without knowing the
do so. rules or responsibilities.
• When communicating in a chat room,
users learn the rules of the group before
becoming involved in the conversation

6. DIGITAL LAW

Digital law refers to the legal rights and restrictions governing technology use.

The Internet has made it easy to post, locate, and download a vast array of materials. Indeed,
this ability to share information easily is one of the strengths of the Internet. However, in today's world,
many people are not responsible digital citizens. Users often do not consider what is appropriate,
inappropriate, or even illegal when posting or accessing information on the Internet. The issues of
intellectual property rights and copyright protection are very real, and have very real consequences for
violations.

Issues on Digital Law include –

• using file-sharing sites
• pirating software
• subverting Digital Rights Management (DRM) technologies
• hacking into systems or networks
• stealing someone’s identity
• sexting and sharing of illicit photos

Legal Technology Use Illegal Technology Use

• Students understand what can be
downloaded without charge and what is
considered copyrighted material and
should be paid for.
• Students inform an adult of others
sharing nude or semi-nude photographs
(sexting).
• Students download copyrighted music
from social networking or file-sharing
sites (e.g., Kazaa).
• Students scripting (using computer
code) to bypass firewalls or other
network protection.

7. DIGITAL RIGHTS AND RESPONSIBILITIES

Digital rights and responsibilities refer to the right and freedom to use all types
of digital technology while using the technology in an acceptable and appropriate manner. As a user
of digital technology, one has the right to privacy and the freedom of personal expression. However, it
is a corresponding duty of people to make sure these rights remain available for everyone by treating
other users fairly and respecting their privacy.

Membership in the digital society allows users to use digital content while enjoying certain
protections. In the digital world, users should expect that if they post information to a site (whether it is
a poem, a picture, a song, or some other form of original research or creative expression), others will
enjoy it without vandalizing it, passing it off as their own, or using it as a pretext to threaten or harass.

Issues on Digital Rights and Responsibilities include –

• following acceptable use policies and using technology responsibly both inside and outside
school
• using online material ethically, including citing sources and requesting permissions
• using technology to cheat on tests and assignments
• reporting cyberbullies, threats, and other inappropriate use

Appropriate Digital Rights and Responsibilities
• Students cite websites or other digital
media sources when using information
for class projects.
• Educators inform students of their rights
Inappropriate Digital Rights and Responsibilities
• Students use material from the Internet
without properly citing the source.
• Students violate their school’s AUP
because they view it as unfair.

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 when using digital technologies, but also
instruct them on their responsibilities.

8. DIGITAL HEALTH AND WELLNESS

Digital health and wellness refers to physical and psycho-social well-being in a technological
world. Given the ever-increasing frequency with which people use technologies, particularly in their
personal lives, health and wellness are areas that need to be addressed in the interest of developing
well-balanced future citizens.

In the physical health domain, the ergonomics of the work station have become more important
than ever, given the frequency and duration of use of technologies. In the psycho-social domain, it is
recognized that a cultural shift is occurring with respect to what is expected of individuals in social
settings, in relationship with others and especially in relationships with others through and with
technology. The nature of highly mobile and highly connected technology will continue to place
pressure on the nature of social connectedness, both physical and virtual.

Issues on Digital Health and Wellness include –

• using proper ergonomics and avoiding repetitive motion injuries
• becoming addicted to the Internet or to video games and withdrawing from society

Appropriate Digital Health and Wellness
• Technology leaders learn how to
promote health and wellness with
technology.
• Teachers model digital safety in their
classrooms and expect their students to
do the same.
Inappropriate Digital Health and Wellness
• Administrators and teachers ignore the
possible harmful physical effects of
technology on students.
• Teachers do not model proper
ergonomics when using technology.

9. DIGITAL SECURITY

Digital security is an all-encompassing term which includes the tools used to secure identity,
assets and technology in the online and mobile world. The tools that can be used to protect identity
include anti-virus software, web services, biometrics and secured personal devices carried every day.

As more and more sensitive information is stored electronically, a correspondingly robust

strategy should be developed to protect that information. At the very least, students need to learn how
to protect electronic data (e.g., using virus protection software, erecting firewalls, and making
backups).

Issues on Digital Safety and Security include –

• protecting hardware and network security
• protecting personal security: identity theft, phishing, online stalking
• protecting school security: hackers, viruses
• protecting community security: terrorist threats

Appropriate Digital Security Inappropriate Digital Security

• Users take the time to make sure their
virus protection and firewalls are
properly updated and configured to
protect personal information.
• Teachers and parents talk to students
about the dangers of providing
information to anyone over the Internet.
• Teachers or students fail to maintain
current software updates or patches
that protect their computers from
viruses and exploitation.
• Students fail to protect their identity
when using email, social networking, or
text messaging.

The Elements of Digital Citizenship interrelated

These elements are interconnected to each other. In order to provide clear perspectives on
these elements, these elements are combined categorically. To wit:

49
 • elements which directly affect student learning and academic performance,
• elements which affect the overall school environment and student behavior,
• elements which affect student life outside the school environment.

Shown in the figure in the next page, these categories are presented in a schematic diagram
that will be of great help to teachers and school heads in addressing issues in school in the use of
digital technologies.

Student Learning and Academic Performance

• Digital Literacy
• Digital Communication
• Digital Access

Core Goals
School Environment and Student Behavior
• Improving learning
• Digital Security
outcomes and preparing
• Digital Etiquette
students to become
• Digital Rights & Responsibilities
21st-century citizens

Student Life Outside the School Environment

• Digital Health & Wellness
• Digital Law
• Digital Commerce

Schematic diagram showing the model of how the elements of digital citizenship relate and connect

In the same light, Ribble (2020) grouped the elements under three (3) categories – Respect,
Educate, and Protect, as follows:

• Digital etiquette
RESPECT • Digital access
• Digital law
• Digital literacy
EDUCATE • Digital communication
• Digital commerce
• Digital rights and responsibility
PROTECT • Digital safety and security
• Digital health and welfare

The nine elements were also classified by www.digitalcitizenship.net as levels of support

named as the S3 framework, which stands for Safe, Savvy, and Social.

 Safe is about protecting digital citizens, being protected from or unlikely to cause
danger, risk, or injury to oneself or to others. This forms the base of digital citizenship.
 Savvy is about creating educated digital citizens, the wisdom and practical knowledge
and the understanding to make good judgments.
 Social is about respecting oneself as a digital citizen, creating cooperative and
independent relationships and understanding of others. This level prepares the full
realization of the possibilities of an online experience.

Assessment Task 7

1. What is digital citizenship?

2. Explain the elements of digital citizenship. Give a specific example of the elements.

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 3. In your opinion, what element have you mastered so far at this point in your life as a
student?

4. How are the elements of digital citizenship interrelated with each other?

Assessment Task 8

 Make a brochure or flyer featuring tips on how to be good digital citizens.

 Digital Citizenship and Multiple Intelligences. After ascertaining your dominant multiple
intelligence, do ONE (1) of following performance tasks.
a. Linguistic intelligent group. Write an essay on how knowledge of digital citizenship
could help in creating a better world. Give it an appropriate and creative title.
b. Bodily-kinesthetic intelligent group. Do a solo role play on appropriate and
inappropriate activities along the elements of digital citizenship.
c. Logical-mathematical intelligent group. List appropriate and inappropriate activities
on the digital citizenship elements. Conduct a simple survey if students are doing or
not the said activities. Make a tally and present the data through a graph.
d. Musically intelligent group. Compose a song or a rap on how to become good digital
citizens.
e. Visual-spatial intelligent group. Make a poster incorporating the elements of digital
citizenship.

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