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Digital Citizenship Means Character Education for the Digital Age

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Jason Ohler at Fielding Graduate University
Jason Ohler
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Abstract

The digital age beckons us to usher in a new era of character education, aimed directly at addressing the opportunities and challenges of living a digital lifestyle.
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May 2017
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... However, understanding a life where technology is a part of the everyday routine at school gives teachers a chance to teach children about Internet responsibility (Ohler, 2011). Due to their false sense of anonymity, students publish harmful content and act irresponsibly online. ...
Digital Citizenship Practices and Implementation of Learning Modalities in the Higher Education Institutions under the New Normal in General Santos City
Article
Full-text available
  • Oct 2024
While the shift to technology-mediated learning in higher education has been widely documented, less is known about the interplay between digital citizenship practices within institutions, particularly in Mindanao. One of the means to address this gap is by investigating the relationship between these two factors within higher education institutions in General Santos City. While some argue that technological infrastructure and pedagogical innovation are sufficient for effective online and blended learning, this study posits that a strong foundation of digital citizenship is essential for maximizing the benefits of these modalities. Specifically, the research examined four key elements of digital citizenship: digital identity, digital netiquette, digital footprint, and digital privacy, alongside the implementation of learning modalities across curriculum development, supervision of instruction, faculty development, and research and extension services. Data were collected through a structural survey questionnaire. Findings revealed a high level of digital citizenship practices and a very satisfactory implementation of learning modalities. The data indicate that students and teachers alike are well-versed in digital ethics, demonstrating awareness of online safety protocols and responsible internet behaviors. This strong foundation in digital citizenship can be leveraged to develop further the critical thinking and information literacy skills required for navigating the digital landscape of the 21st century. Furthermore, a significant positive relationship was observed between these two factors across all domains. This suggests that strong digital citizenship within HEIs contributes to a more effective adaptation to a technology-driven educational environment.
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... Komunikasi dan kolaborasi online yang aman dan bertanggung jawab telah membawa konsep kewarganegaraan konservatif mengarah ke kewarganegaraan baru yaitu kewarganegaraan digital. Aturan untuk penggunaan teknologi yang benar dan bertanggung jawab yang memberikan panduan kepada masyarakat tentang cara berkehidupan sebagai warga negara di dunia digital sangat diperlukan untuk menghadapi keadaan ini (Capuno et al., 2022;Ohler, 2011). Karena dengan perkembangan teknologi dan perpindahan kegiatan sehari-hari ke dunia digital, muncul sebuah komunitas baru di dunia digital yang dikenal dengan warga negara digital. ...
Pemenuhan Hak Warga Negara Untuk Menyampaikan Pendapat dalam Memperkuat Digital Citizenship Melalui Sambat Online Pemerintah Kota Malang
Article
Full-text available
  • Sep 2024
This research aims to describe citizen participation in submitting complaints via Complain Online, a strategy to fulfill citizens' rights in digital citizenship, and the obstacles faced in fulfilling these rights. The method used is qualitative with a descriptive approach, collecting data through interviews, observation and documentation. The validity of the data was tested by triangulation and analysis using an interactive analysis model. The results of this research show that community participation through Complain Online increasing in quantity, but there is still a lack of responsibility in the use of digital media. The government needs to invest in efforts to improve the community's ability to express opinions as well as resources to develop ways to strengthen its realization digital citizenship. This can be done by developing a strategy to fulfill the right to opinion, including providing it website, socialization, electronic forms and platform development. In order for this strategy to be effective, the public must be given adequate understanding and provision regarding their responsibilities in utilizing these facilities. Also, efforts need to be made to overcome internal obstacles including rapid turnover of ASN and lack of technological skills and external obstacles including budget limitations and the cessation of socialization. --------------------------------Abstrak Penelitian ini bertujuan mendeskripsikan partisipasi warga dalam menyampaikan aduan melalui Sambat Online, strategi pemenuhan hak warga dalam digital citizenship, dan hambatan yang dihadapi dalam pemenuhan hak tersebut. Metode yang digunakan adalah kualitatif dengan pendekatan deskriptif, mengumpulkan data melalui wawancara, observasi, dan dokumentasi. Validitas data diuji dengan triangulasi dan analisis menggunakan model analisis interaktif. Hasil penelitian ini menunjukkan bahwa partisipasi masyarakat melalui Sambat Online meningkat secara kuantitas, namun masih ada kurangnya tanggung jawab dalam penggunaan media digital. Pemerintah perlu berinvestasi dalam upaya meningkatkan kemampuan masyarakat dalam berpendapat serta sumber daya untuk mengembangkan cara-cara untuk memperkuat terwujudnya digital citizenship. Hal ini, dapat dilakukan dengan menyusun strategi pemenuhan hak berpendapat mencakup penyediaan website, sosialisasi, formulir elektronik dan pengembangan platform, Agar strategi ini dapat berjalan efektif, masyarakat harus diberikan pemahaman dan pembekalan yang memadai terkait tanggung jawab mereka dalam memanfaatkan fasilitas tersebut. Serta, perlu adanya upaya mengatasi hambatan internal termasuk pergantian ASN yang cepat dan kurangnya keterampilan teknologi dan hambatan eksternal meliputi keterbatasan anggaran dan terhentinya sosialisasi.
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... Bennett (W.L. (2008) explains that contemporary attitudes such as the trend towards sophisticated tools for digital users personally and socially in cyberspace shape digital citizens who play a role in shaping a safe digital society and environment. Digital citizenship can embrace, educate and teach individuals to be aware of the risks posed by the online environment and Digital users to consciously and appropriately use digital technologies and platforms based on ethical and international principles (Ohler, J., 2011).When building a safe society and a safe environment, it is important to determine the level of digital citizenship of students in terms of personal and social development in cyberspace (Greenhow, C. , Robelia, B. & Hughes, J.E., 2009). ...
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... The pedagogical dimensions of both DCE and active interventions must be further explored, especially with regard to children in primary and early childhood education (Fediy et al., 2021). Such enquiries must focus equally on DC as it relates to responsible online behavior (Jones and Mitchell 2016), psycho-emotional aspects of personality (Ohler, 2011), social engagement (Frau-Meigs et al., 2017), and as a crucial skill for responding to the increased demands of the digital world (Ribble, 2015). ...
Digital Citizenship Education in Primary Schooling in Greece: Teachers’ Perceptions During the first wave of the COVID-19 Pandemic and Post-COVID Educational Recovery
Article
Full-text available
  • Jan 2023
The present quantitative research investigated the implementation of Digital Citizenship Education (DCE) in primary education, during the first wave of pandemic in Greece. A total of 141 teachers responded that they perceive Digital Citizenship (DC) as identical with digital social responsibility and participation in the digital society. Within this frame, human rights, knowledge, and critical understanding of them are crucial. Teachers approached topics of DC mainly through cooperating teaching. During the implementation of emergency remote teaching, inadequate infrastructure, technological equipment, and teacher’s training, and restrictions imposed by the curriculum, are the most important obstacles against the effective implementation of DCE.
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Dijital Oyunlardaki Davranışlarına İlişkin Öğretmen Adayı Görüşlerinin Değerler Bağlamında İncelenmesi
Article
  • Oct 2024
Dijitalleşmenin her alanda etkisini hissettirdiği gibi dijital oyunlar da yaygınlaşmaya başladı. Günlük hayatta bizi ilgilendiren ahlak kurallarının dijital ortamlarda da geçerli olması beklenir. Bu araştırmada sınıf öğretmeni adaylarının çevrimiçi dijital oyunlardaki ahlaki davranışlarının incelenmesi amaçlanmıştır. Araştırmanın çalışma grubu amaçlı örnekleme yöntemlerinden kartopu örnekleme seçilerek oluşturulmuştur. Çalışma grubunu bir devlet üniversitesinin Eğitim Fakültesi’nde okumakta olan beş öğretmen adayı oluşturmaktadır. Araştırmada veriler bu araştırma için hazırlanmış olan yarı yapılandırılmış görüşme formu kullanılarak yapılan görüşmeler ile elde edilmiştir. Veriler, içerik analizine uygun olarak analiz edilmiş, analizler sonucunda dijital oyun kullanımı, dijital oyun içinde ve dışında etkileşim ve kişisel bilgi paylaşımı, dijital oyundaki ahlaki davranışlar, hile kullanımı temaları ortaya çıkmıştır. Araştırmada elde edilen bulgular sonucunda öğretmen adaylarının çoğunlukla gerçek hayatta uyguladıkları ahlaki kurallara dijital oyun esnasında da dikkat edip davranış olarak sergiledikleri sonucuna ulaşılmıştır. Bununla birlikte katılımcıların dijital oyunlardaki bu ahlaki davranışlarının oyundan aldıkları zevk ve eğlenme duygularına bağlı olarak değişmekte olduğu da görülmüştür.
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Empowering Hearing-Impaired Learners for Digital Citizenship: A Thai MOOC-Based Design Thinking Approach
Article
Full-text available
  • Jul 2024
In today's technology-driven world, digital citizenship is vital in fostering responsible technology use and essential skills for learning, problem-solving, and community participation. However, a significant focus emerges within digital citizenship—empowering individuals with disabilities. This research addresses this crucial area by spearheading the creation of a specialized Thai Massive Open Online Course (MOOC) meticulously designed for hearing-impaired learners. The core objective is to equip these individuals with indispensable digital citizenship skills for seamless integration and active engagement in digital environments. The study progresses through three key phases. Phase 1 involves crafting the MOOC course to meet the needs of hearing-impaired individuals. Phase 2 develops a course on the Thai MOOC platform, using the MOOC-based Design Thinking Model and universal design learning principles. Phase 3 assesses 20 hearing-impaired learners in the "Utilizing Online Media as Digital Citizenship Course." The research reveals two significant outcomes, highlighting the course's impact. First, an evaluation of digital media quality and learning activities was conducted by five experts with 15 to 30 years of experience in the field, the result was an impressive performance rating of 4.56 on a 5-point Likert scale, indicating the course's high suitability for hearing-impaired learners. Such findings validate the precise alignment of the course with its intended objectives. Second, the outcomes of learning achievement tests on the Thai MOOC platform involving 20 high school hearing-impaired learners revealed that 15 learners scored above 70 (passing), representing 75%. The average post-test score was higher than the pre-test, with an average score of 72.05 points. These results demonstrate the course's effectiveness in improving learning outcomes and meeting predetermined criteria, while also indicating that adopting the MOOC-based Design Thinking model has led to the creation of high-quality media that delivers tangible results for hearing-impaired individuals. This research contributes to the eLearning field by addressing the specific needs of hearing-impaired individuals in digital citizenship education through tailored online learning courses designed to bridge existing gaps.
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Character Education Perspective KH. Hasyim Asy'ari’s and its Relevance in the Digital Age
Article
Full-text available
  • May 2024
Character education, in general, is still at the level of memorizing or introducing values but has not yet reached the level of appreciation of values, let alone to the level of making these values individual commitments in life in today's digital era. The purpose of this study is to analyze the concept of character education from the perspective of KH. Hasyim Asy'ari and its relevance in the digital era. The method used is literature study, data analysis uses content analysis, and descriptive studies related to character education according to KH. Hasyim Asy'ari uses primary and secondary data sources obtained from previous studies in the form of books or journals. The results of the study explain that character education according to KH. Hasyim Asy'ari who focuses on Islamic education is to make a complete human being who has a balance between strong faith and knowledge, high scientific competence, is mentally strong, and has good social mental toughness in the family, school, and community environment. This concept is certainly relevant to be internalized in today's digital era to become human beings who are adaptive to the times and still maintain noble character values.
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Digital Community, Digital Citizen
Book
  • Jan 2010
Best-selling author and educator Jason Ohler addresses how today's globally connected infosphere has broadened the definition of citizenship and its impact on educators, students, and parents.
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Educating hearts and minds: A comprehensive character education framework
  • Jan 2001
  • E F Deroche
  • M M Williams
DeRoche, E. F., and M. M. Williams. 2001. Educating hearts and minds: A comprehensive character education framework, 2nd ed. Thousand Oaks, CA: Corwin Press.