Running head: DIGITAL NATIVES TO DIGITAL CITIZENS 1

Empowering Digital Natives to Become Digital Citizens in Their Digital Worlds

Elizabeth Fuentes Malin

Lamar University
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We are immersed in society driven by technology. Whether in an academic setting, entertaining,

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

technology, and Internet safety.

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
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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

should refer to the ideas of Dr. Mike Ribble.

            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

commerce describes how consumers should be aware of their consumption in an online environment

(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
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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

distance education (p. 36). Digital etiquette emphasizes that citizens have a responsibility to

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

practicing good digital citizenship behaviors.

            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

emphasizes legal ramifications, digital rights and responsibilities share an equal part in society,

that digital health and wellness are essential to balancing mind and physical health, and digital

security are important for protecting against cybersecurity elements. 

            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
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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.

(3rd ed.). Eugene, OR: International Society for Technology Education.

Still, M. (2020). EDLD 5316 week 1 web conference. Lamar University.

https://lamar.adobeconnect.com/pixp82hg6ybd/.