Running Head: DIGITAL CITIZENSHIP IS A MINDSET 1

Digital Citizenship is a Mindset

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.

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
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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.

Project Reflection

Describe in detail your reasoning for selecting your topic. I chose my topic because educators

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 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. Students should feel safe to identify and address anything that

is inappropriate they come across. Include what went well; what went wrong or did not turn out how

you planned. Elements of this reflective essay and project that went well were this reflective essay was a

metanalysis of the project. This reflective essay provided the script and outline for my project,

specifically the presentation video. I incorporated my mantra/brand, definitions of digital citizenship, and

nine elements of digital citizenship, from various journal reflections, and assignments. I used the logos

from CyberPatriots and from Public Domain Vectors. I liked both elements and felt a mashup of their

digital characteristics would make for my brand/mantra—digital citizenship is a mindset. What could

you have done differently? If I were an illustrator, I would have liked to have done my video

presentation in an animation sequence. The animated images engage viewers better than still images made

into a video. Include a brief reflection on your experience preparing your project, using your

selected format. Why did you select this format? I chose a video instead of a PowerPoint or a Google

Slide because a video option can incorporate more graphics and filters. I used Adobe Spark, Adobe

Premiere, and some PowerPoint for the text edit files. I chose to use Adobe Spark because of its ease of

use, Creative Commons Copyrighted images, incorporation of Mp3s, and built in video editor. What is it
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about this format that was effective? I also used it because I can export the presentation as an MP4 and

upload it to YouTube. It comes equipped with the ready-made templates and allowed me to create this

presentation at a faster pace.

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

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