Promoting Digital Citizenship and Social Perspective-Taking Through Technology-Enhanced Civic Learning Curriculum in Elementary Classrooms

• In Event: Exploring Technology-Enhanced Learning Environments to Support Cognitive, Emotional, and Civic Development

Abstract

This study examines the effectiveness of a civic learning curriculum in promoting elementary students’ digital citizenship and social perspective-taking (SPT). Fourth- and fifth-grade students (n=371) participated in the quasi-experimental study and were assigned into treatment or control groups. The treatment group engaged in technology-enhanced civic learning curriculum, where they participated in dialogue-rich online and offline activities to collaboratively resolve complex civic issues. The control group received regular instructions. Multilevel models were conducted to examine conditional effects in post-intervention digital citizenship and SPT. Results showed that the treatment group experienced more positive changes in SPT and digital citizenship than the control group. The findings speak to the promise of the innovative curriculum in cultivating emerging citizens for the digitalized society.

Authors

• Ziye Wen, The Ohio State University

• Tzu-Jung Lin, The Ohio State University

• Michael Glassman, The Ohio State University

• Eric M. Anderman, The Ohio State University