In-Service Teachers' Perspectives on Digital Citizenship in Pre-K–12 Schools

• In Event: Marriott Roundtable Session Seven
  In Roundtable Session: Interrogating Digital Citizenship Research in Pursuit of Truth: Changing Technological Agency for Teaching and Learning (Table 6)

Abstract

In P-12 schools, concerns related to the productive and responsible use of technology are typically addressed through lessons promoting digital citizenship, behaviors associated with character development, and digital maturity that reinforce “the positive aspects of technology so that everyone can work and play in this digital world” (Ribble, 2015, p. 7). There is no shortage of definitions, frameworks, and resources to guide educators on how to teach students to be responsible, safe, and effective when engaging on the internet and on digital devices (James et al., 2021; Mossberger et al., 2008; Ribble, 2017).

Research on digital citizenship has increased since 2015, however, few studies have centered on P-12 educators (Richardson et al., 2021). Hollandsworth et al.’s (2017) updated perspective on the state of digital citizenship in education informed by a survey of K-12 media/technology specialists noted that while gains have been made in terms of awareness, the misuse of technology continues to dominate the focus of digital citizenship. Skills that address plagiarism and copyright were taught more extensively than skills related to digital health and wellness or digital communication and collaboration. Two recent studies quantitatively examined inservice teachers’ perceptions of student digital citizenship practice (Martin et al., 2019) and experiences from professional development on digital citizenship (Martin et al., 2020).

These studies contribute to an overall picture of digital citizenship in P-12 schools. However, these studies primarily used quantitative methods to examine the perceptions of inservice teachers or media/technology specialists. We wondered how the overall general picture of digital citizenship would be enhanced by qualitatively examining inservice teachers’ points of view related to digital citizenship education and practice in their classroom or specialist contexts.

The present study examined inservice teachers’ contributions to an asynchronous online discussion about digital citizenship. The purpose of this study was to understand the ways these perspectives aligned with and elaborated the state of digital citizenship and to represent teachers’ voices that are missing from the literature. In doing so, we hoped to provide recommendations to teacher educators on how to support teachers as citizens who “inspire students to positively contribute to and responsibly participate in the digital world” (International Society for Technology in Education, 2016, n.p.)

This roundtable presents findings from a qualitative analysis of 38 inservice teachers’ contributions to an asynchronous online discussion activity dedicated to describing and unpacking digital citizenship efforts in their contexts. Findings aligned with, elaborated, and illuminated current literature on the state of digital citizenship in P-12 schools, but also challenged the concept of digital citizenship. Implications for teacher education are discussed.

Authors

• Dawn Marie Hathaway, George Mason University
  Presenting Author

• Matthew Korona, Loudoun County Public Schools
  Presenting Author