Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula

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Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
26
Turkish Online Journal of Qualitative Inquiry (TOJQI)
Volume 10, Issue 1, January 2019: 26-51
DOI: 10.17569/ tojqi.438333
Research Article
Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
Uğur Başarmak
1
, Hamza Yakar
2
, Erhan Güneş
3
, Zafer Kuş
4
Abstract
The aim of this study is to analyze the secondary education curricula in terms of the subdimensions of
digital citizenship. Curricula used for secondary education (High School 1st, 2nd, 3rd and 4th Grades) in
the 2017-2018 academic year were used as data source. The curricula examined in this scope belong to
the following courses: Computer Science, English, Geopgraphy, Democracy and Human Rights,
Religion and Ethics, Philosophy, French, Visual Arts, Music, Medical Knowledge and Traffic,
Revolution History and Atatürkism, History, Turkish Language and Literature and Contemporary
Turkish and World History. The study was carried out with qualitative research methods, and data were
collected through document review. In the analysis of the data, induction analysis method was used on
the basis of “Digital Citizenship Scale for the Young” developed by Kuş, Güneş, Başarmak and Yakar
(2017). The present study reveals that the courses having the highest number of references to digital
citizenship in the curricula are “computer science” and “democracy and human rights”. Although
computer science curriculum gives wide coverage to digital skills, the coverage of rights and
responsibilities in the digital environment and ethical and critical thinking skills is limited. In the
curricula of the other courses, contents related digital citizenship are highly limited.
Key words: Citizenship, digital citizenship, secondary education curriculum, content analysis
1
Asst.Prof.Dr., Ahi Evran University, Faculty of Education, Department of Computer Education & Instructional
Technology, ugurbasarmak@gmail.com. https://orcid.0000-0002-2762-1806
2
Res.Asst., Ahi Evran University, Faculty of Education, Department of Social Sciences and Turkish Education,
hmzyakar@gmail.com, https://orcid.org/0000-0002-9334-3525
3
Asst.Prof.Dr., Ahi Evran University, Faculty of Education, Department of Computer Education & Instructional
Technology, guneserhan@gmail.com. https://orcid.org/0000-0002-4268-4645
4
Assoc.Prof.Dr., Ahi Evran University, Faculty of Education, Department of Social Sciences and Turkish
Education, zaferkus@gmail.com, https://orcid.org/0000-0002-4371-8114
Received: 28.06.2018 Accepted: 30.01.2019

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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Ortaöğretim Programlarının Dijital Vatandaşlık Konu İçeriklerinin Analizi
Öz
Bu araştırmanın amacı ortaöğretim programlarının dijital vatandaşlığın alt boyutları açısından analiz
edilmesidir. Araştırmada 2017-2018 eğitim-öğretim yılında, ortaöğretim düzeyinde (Lise 1, 2, 3, 4 sınıf)
uygulanan öğretim programları veri kaynağı olarak kullanılmıştır. Bu kapsamda incelenen ortaöğretim
programları: Bilgisayar Bilimi, İngilizce, Coğrafya, Demokrasi ve İnsan Hakları, Din Kültürü ve Ahlak
Bilgisi, Felsefe, Fransızca, Görsel Sanatlar, Müzik, Sağlık Bilgisi ve Trafik, T.C. İnkılap Tarihi ve
Atatürkçülük, Tarih, Türk Dili ve Edebiyatı, Çağdaş Türk ve Dünya Tarihi dersleridir. Araştırma, nitel
araştırma yöntemiyle gerçekleştirilmiş, araştırma verileri doküman incelemesi yoluyla toplanmıştır.
Verilerin çözümlenmesinde, Kuş, Güneş, Başarmak ve Yakar (2017) tarafından geliştirilen “Gençlere
Yönelik Dijital Vatandaşlık Ölçeği” esas alınarak tümevarım analizi yöntemi kullanılmıştır. Araştırma
sonucunda, dijital vatandaşlıkla ilgili en fazla içeriğe “bilgisayar bilimi” ile “demokrasi ve insan
hakları” öğretim programında yer verildiği görülmektedir. Bilgisayar bilimi dersi öğretim programında
dijital becerilere geniş yer bir şekilde verilmesine ragmen; dijital ortamdaki hak ve sorumluluk, etik ve
eleştirel düşünme becerilerine çok az yer verilmiştir. Diğer derslerin öğretim programında ise dijital
vatandaşlıkla ilgili oldukça sınırlı içeriğe rastlanılmaktadır.
Anahtar Sözcükler: Vatandaşlık, dijital vatandaşlık, ortaöğretim programı, içerik analizi

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Introduction
The fact that internet becomes more accessible to the masses day by day and thus spreads
rapidly makes significant contributions to social development. Positive impacts, innovations
and benefits of internet on many aspects of daily life such as communication, exchange of
information, journalism and media, promotion and advertisement, travel and holiday, public
services, banking, trade, entertainment, social relations and intercultural interaction,
environment, health and education are now acknowledged by everybody (Bayzan, 2011).
Intense exchange of information, intense content production and possibility of both good and
bad intentions in the production/sharing of information have led to the need of using internet
in a conscious, reliable and effective manner. To this end, an internet user needs to act
consciously against possible risks in an internet environment (Çubukçu & Bayzan, 2013). In
this scope, it is seen that competence areas such as command over technology, innovation,
communication and cooperation, research and obtaining information, providing solutions for
problems and “digital citizenship” have come to prominence for the students (ISTE, 2008).
Being one of the competence areas concerning the youth, digital citizenship has become even
more important in recent years. Ribble and Bailey (2005) defines digital citizenship as
“teaching of appropriate technological behaviors”. Also, digital citizenship is expressed as
responsible behavior norms related to the use of technology. A person who knows how to
correctly use technology and the digital tools coming into our lives together with technology,
respects ethical rules and individual rights in digital platforms, as well, and uses digital tools
safely and with a sense of responsibility is called “digital citizen” (Mossberger, Tolbert, &
McNeal, 2008).
With the decision numbered 184 and dated 2005, the Board of Education of Discipline decided
to restructure Science High Schools, Anatolian High Schools, Anatolian Fine Arts High
Schools, Sports High Schools, Anatolian Teacher Training High Schools, Anatolian
Vocational and Technical High Schools, Technical High Schools, Religious High Schools and
Anatolian Religious High Schools (Ünal & Ünal, 2010). Similarly, it was stated in the Ninth
Development Plan covering the years between 2007 and 2013 that the secondary education
curricula would be based on program diversity instead of school diversity (Ninth Development
Plan, 2006). Today this structure of secondary education continues. Ministry of National
Education renewed the curricula of 21 secondary education courses in the 2017-2018 academic

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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year and pusblished them on the website of the Board of Education and Discipline. In the
renewed programs, it was emphasized that basic skills and competences, which are required
and demanded for success of the students in daily life, were determined and comparisons were
made with the programs of different countries and their experiences were considered (MEB,
2018). When the secondary education course schedules are examined, it is seen that students
studying in different types of high schools have different compulsory and elective courses. The
curricula renewed in 2018 were prepared in consideration of basic skills and competences.
Among these basic skills and competences, information and communication technologies
literacy, which reflects the features of the concept of digital citizenship, stands out. In this
scope, the following were listed as the competences that students need to possess among the
basic skills and competences of the curricula (MEB, 2018).
 Information and communication technologies literacy is needed for keeping up with the
age.
 A student needs to have a positive attitude towards the use of information and
communication technologies for satisfying the need of information and communication
technologies literacy.
 A student should use information and communication technologies effectively.
 A student should manage the flow of information from various sources.
 A student should pay attention to the security warnings concerning access to and use of
information.
 A student should act in compliance with laws and moral rules.
 A student should have media literacy and digital literacy skills (MEB, 2018).
These skills and competences stated in the secondary education curricula renewed in 2018 are
directly related to digital citizenship. It is striking that these skills and competences are related
to the subdimensions of digital citizenship such as “digital skill”, “critical thinking”, “digital
security”, “digital ethics” and “rights and responsibilities”.
In Turkey, the frequency of internet usage is significantly higher among the young population
aged between 16 and 24 than the other age groups (TÜİK, 2016). Therefore, high school
students stand out as the group having the highest level of internet usage. Widespread use of
digital technologies among the young is accompanied by certain opportunities as well as certain
risks. For instance, abuse of personal information, exposure to inappropriate content or cyber

Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
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bullying, insult, calumniation and use of private information or inappropriate images with the
aim of inflicting damage etc. are commonly encountered. Individuals should be assisted in
becoming digital citizens through the teaching of responsibility and ethics (Farmer, 2010). At
this point, formal environments are of great importance in helping the youth to be digitally
literate citizens in digital environments. Also, there are various environments where children
can gain digital literacy skills apart from the formal education environment provided by the
schools. In schools, course contents are determined by the curricula. In line with the principle
that education prepares an individual to life, students should be raised in accordance with the
requirements of the world in which students will take part as adults (Tüzel, 2013). In this scope,
it is important that curricula include digital citizenship skills which are the main requirements
of this century.
When considered in terms of digital citizenship, a course titled “Information and
Communication Technologies” was delivered at the secondary education level until 2017.
Examining the curricula of the course of Information and Communication Technologies
(2017), Peker stated that aims of the course (3 aims), units of the course (2 units) and subjects
of the course (12 subjects) included the elements of digital citizenship. However, in accordance
with the secondary education course schedule published in 2018, this course was removed from
the course schedule and was replaced by a course titled “Computer Science” which would be
given to the students phase by phase and was designed in the form of two classes. Thus,
considering that curricula and course structures were changed in 2018, determining the skills
and competences that the students are required to acquire with respect to digital citizenship
from all curricula renewed at the secondary education level and detecting the deficiencies in
this area are important.
In the literature review, it is seen that studies concerning digital citizenship are quantitative
survey research mainly directed at students and teachers (Altınay, 2016; Bardakcı, Akyüz,
Samsa-Yetik, & Keser, 2014; Çepni, Oğuz, & Kılcan, 2014; Çiftçi & Sakallı, 2016; Çubukçu
& Bayzan, 2013; Elçi & Sarı, 2016; Kocadağ, 2012; Öztürk, 2015).There is only one domesitc
study examining the curricula in terms of digital citizenship. Peker (2017) analyzed the
curricula of the course of “information and communication technologies” in terms of the
elements of digital citizenship. However, digital citizenship is not only related to information
and communication technologies or computer science. Digital citizenship is an area which
concerns all aspects of life and all courses. Therefore, analysis of the curricula of other courses

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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at the secondary education level is important. Based on this thought, the present study aims at
analyzing the secondary education curricula in terms of the subdimensions of digital
citizenship.
Method
Research Model
The present study was carried out by using the qualitative research model. Qualitative research
allows for the presentation of the research results on the basis of codes and categories through
the reading of data one by one (Merriam, 1998).
Data Sources of the Research
In this study, curricula implemented at the secondary education level (High School 1st, 2nd,
3rd and 4th grades) in the 2017-2018 academic year were used as data source. In this scope,
the curricula examined belong to the courses of Computer Science, English, Geography,
Democracy and Human Rights, Religion and Ethics, Philosophy, French, Visual Arts, Music,
Medical Information and Traffic, Revolution History and Atatürkism, History, Turkish
Language and Literature and Contemporary Turkish and World History. These curricula are
used in the Anatolian High Schools, Anatolian High Schools with Preparatory Class, Science
High School, Social Sciences High School, Anatolian Religious High Schools, Science High
Schools, Fine Arts High Schools, Sports High Schools and Anatolian Religious High Schools
as per the decision numbered 56 and dated 19.02.2018 of the General Directorate for Secondary
Education. When the secondary education course schedule is examined, the status of some
courses as compulsory or elective (such as the course of computer science) changes depending
on the type of the high school. Within the scope of the study, all secondary education courses
included in the course schedule with compulsory and elective ones were analyzed. However,
courses included in the Curricula of the Anatolian Religious High Schools such as Islamic law,
hermeneutics, hadith and professional Arabic etc. were not included in the scope of the study
and were not analyzed.

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Collection and Analysis of Data
Data were collected through document review. Document review encompasses the analysis of
the written materials containing information on the phenomenon or phenomena to be examined
(Yıldırım & Şimşek, 2011).
In the analysis of the data, induction analysis method was used. Main aim of this analysis
method is to reach concepts and relations which may explain the collected data. In the study,
the steps stated below were taken by following the phases of coding data, determining the
themes, organizingand identifying the data by codes and themes and interpreting the findings
(Yıldırım & Şimşek, 2011).
I. First, a form was designed to examine the content of the secondary education curricula
related to digital citizenship. This form was based on “Digital Citizenship Scale for the
Young” developed by Kuş, Güneş, Başarmak and Yakar (2017). This scale consist of
eight subdimensions, which are communication, righs and responsibilities, critical
thinking, participation, security, digital skills, ethics and commerce.
II. Secondly, curricula were analyzed on the basis of eight subdimensions of digital
citizenship. All texts in the curricula were read by two researchers (excluding
questions), and the statements determined were coded in the relevant value box. When
content is related to two subdimensions, it was coded to both subdimensions separately.
Sample data analysis performed in this process is shown in Table 1.
Table 1
Sample Data Analysis by Digital Citizenship Subjects of Secondary Education Curricula
Codes
Subtheme
Theme
Making them individuals having a good understanding of
technological concepts, systems and processes as digital
citizens…
Digital Skills
Digital
Citizenship
They benefit from information technologies in their
research and sudies related to music.
They take measures for ensuring protection of personal
data and information security in internet environment…
Digital
Security
Necessary cautions should be made and necessary
measures should be taken for safe use of internet.
Materials downloaded from internet and used should not
be plagiarised and ethical rules and coprights should be
respected.
Ethics
While listening music in internet, ethical rules should be
paid attention.

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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III. Lastly, results of the analyses conducted by two researchers separately were
compared and coding made by both researchers was marked as “Consensus” or
“Dissensus”. Agreement percentage formula was used with the aim of determining
reliability in the content analysis. Agreement percentage was calculated as
“Reliability = Consensus / (Consensus + Dissensus) x 100” (Miles and Huberman,
1994). According to Yıldırım and Şimşek (2011), if agreement percentage is or
exceeds 70 % in reliability calculations, it is accepted that reliability percentage is
reached. In the present study, agreement percentage of coding was found to be 0.81
for the first question by using this formula. In the incompatible codes, opinion of
an expert was received and coding was repeated in the relevant value box.
Categories were created under the eight subdimensions by combining these codes
and findings were presented for each course curriculum. Texts of secondary
education curricula were directly quoted during the presentation of the findings.
Findings
Findings of the study where secondary education curricula were analyzed in terms of
subdimensions of digital citizenship are as follows. Availability of emphasis on digital
citizenship in the curricula first in terms of subdimensions of digital citizenship and then in
terms of the courses in the curricula is shown in the form of tables. Also, explanations were
made by making direct quotations from the texts of secondary education curricula.
Table 2
Availability of Subdimensions of Digital Citizenship in the Curricula
Subdimensions
Course Name
f
Digital Skills (34)
Computer Science
23
English
4
Music
2
Medical Knowledge
1
Revolution History and Atatürkism
1
Turkish Culture and Civ. History
1
Religion and Ethics
1
Visual Arts
1

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Subdimensions
Course Name
f
Digital Security (15)
Computer Science
6
Music
4
Visual Arts
2
Turkish Language and Literature
2
English
1
Ethics (12)
Music
4
Democracy and Human Rights
3
Computer Science
3
Revolution History and Atatürkism
1
History
1
Communication (9)
Computer Science
6
English
2
Turkish Language and Literature
1
Digital Participation (7)
Democracy and Human Righs
4
Computer Science
3
Rights and
Responsibilities(4)
Computer Science
2
Democracy and Human Rights
2
Critical Thinking (2)
Computer Science
1
Philosophy
1
Digital Commerce (1)
Geography
1
As seen in Table 2, the course curriculum including the subdimensions of digital citizenship
the most is the curriculum of the Computer Science course. In the Computer Science course,
the subdimension included in the curriculum the most is “digital skills” while subdimensions
of “rights and responsibilities” and “critical thinking” are included at the least. Subdimension
of “digital commerce” is not included at all. Following the computer science course, curriculum
of democracy and human rights course includes digital citizenship the most. The subdimension
included in the curriculum of this course the most is “digital participation”.
Curricula of English, music, visual arts, Turkish language and literature and revolution history
and Atatürkism courses emphasize certain subdimensions of digital citizenship, as well. In the
curricula of the courses of Turkish culture and civilisation history, geography, religion and
ethics, philosophy and medical knowledge, there is only one reference to digital citizenship.
The subdimensions to which the curricula of these courses refer the most are “digital skills”
and “digital security”. On the other hand, the subdimensions referred in the curricula at the
least are “critical thinking” and “digital commerce” and “rights/responsibilities”.
Subdimension of digital commerce is emphasized in the curricula only once and this stands out

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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as a significant deficiency in terms of digital citizenship. Findings showing the secondary
education courses highlighting digital citizenship and those having significant deficiencies in
this issue are given in Table 3.
Table 3
Availability of Subdimensions of Digital Citizenship in Different Curricula
Course Name
Subdimensions
f
Computer Science 44
Digital Skills
23
Digital Security
6
Communication
6
Ethics
3
Rights and Responsibilities
2
Digital Participation
3
Critical Thinking
1
Democracy and Human Rights (9)
Digital Participation
4
Ethics
3
Rights and Responsibilities
2
Visual Arts (3)
Digital Security
2
Digital Skills
1
Music 10
Digital Security
4
Ethics
4
Digital Skills
2
Medical Knowledge (1)
Digital Skills
1
Revolution His. and Atatürkism (2)
Digital Skills
1
Ethics
1
History (1)
Ethics
1
Turkish Culture and Civ. His. (1)
Digital Skills
1
Geography (1)
Digital Security
1
Religion and Ethics (1)
Digital Skills
1
Philosophy (1)
Critical Thinking
1
Turkish Language and Literature (3)
Digital Security
2
Communication
1
English (7)
Digital Skills
4
Communication
2
Digital Security
1
When Table 3 is examined, it is seen that there is emphasis on the subdimensions of digital
citizenship in 13 courses in the secondary education curricula and statements and explanations
related to the subdimensions of digital citizenship are not available in the other nine courses.
When the courses highlighting the subdimensions of digital citizenship are examined, it is seen
that they are generally “verbal courses”. Also, it is striking that there is no emphasis on digital
citizenship in non-verbal courses such as physics, biology, chemistry and mathematics.

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In the curricula, references to digital citizenship exist under the title of “Competences” in the
introduction part, which is common in all curricula. In the part titled “digital competence”
under the title of competences, emphasis is laid on the security, critical thinking, digital skill
and communication subdimensions of digital citizenship. This competence statement common
in all curricula is as follows:
“It covers the use of information and communication technologies for business,
daily life and communication in a safe and critical manner. This competence is
supported by basic skills such as use of computers for access to information as well
as evaluation, storage, production, presentation and exchange of information and
participation in common networks and communication through internet.”
Computer Science
Computer science curriculum consists of two parts as Level 1 and Level 2. When students take
this course for the first time, they learn the attainments containing key issues related to
computer science in the Level 1. When the course is taken for the second time, it is envisaged
that students learn the attainments containing advanced level subjects in the Level 2. It has
been determined that elements of digital citizenship are included in the general aims of the
curriculum, skills specific to the courses and Level 1 attainments of the course. When the
computer science course is evaluated in terms of digital citizenship, the following conclusions
are reached:
Digital Skills
In the computer science curriculum, digital skills are included in different items in the part
related to general aims. In the general aims, it is stated that the target is to raise individuals who
understand technological concepts and systems, use information technologies in line with the
purpose, can use internet-based services effectively, have acquired the problem solving skills,
seek for opportunities for learning in the internet environment and can conduct works on web
design.
As content, digital skills are included in the 3rd unit titled “programming”. In this unit,
attainments are generally related to project development in online tools, cooperation and

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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problem solving. Digital skills are given wide coverage in the part titled “skills specific to
course”. In this part, reaching different information in internet, evaluating social skills,
effective use of technological tools and developing original products by using technological
tools are emphasized.
Digital Security
In the part related to the general aims, with respect to digital security, it is stated that the target
is to ensure protection of personal data in the internet environment and information security.
In the part titled skills specific to the course, ability of the students to provide information
security in the electronic tools is emphasized.
In the unit titled “Ethics, Security and Society”, which is one of three units of computer science
course, a separate title is opened for security and attainments related to digital security are
included here. Under the title of security, attainments related to knowledge about information
security and threats and safe identity management are included. The following attainments can
be given as example for these references:
“Student explains the threats related to information security.” (Level 1; Unit 1;
Subject 2)
“Student carries out the processes for providing information security in the
personal computer and network environment.” (Level 1; Unit 1; Subject 2)
Communication
Communication dimension of digital citizenship is referred to in the part dedicated to skills
specific to the course. With respect to communication, it is emphasized that these skills will
allow for correct and effective use of Turkish, improved listening and speaking skills of
students in audiovisual tools, communication with different students and intercultural
interactions by increasing communication skills through the use of different communication
technologies.

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Ethics
The first subject title of the computer science course curriculum is “ethical values”. In the
attainments under this title, ethical dimension of digital citizenship is given wide coverage. At
this point, it is emphasized that ethical values and code of ethics are applicable in the internet
environment, programs and communications in the virtual platforms. In the part related to the
aims specific to the course, awareness about compliance with online reputation management
and intellectual property rights is emphasized. The following attainments can be given as
example for digital ethics:
“Student explains the ethical principles that should be respected during the use and
management of information technologies and internet environment.” (Level 1; Unit
1; Subject 1)
“Student gives examples for cases of breach of ethical principles.” (Level 1; Unit
1; Subject 1)
Rights and Responsibilities
There is reference to the “rights and responsibilities” dimension of digital citizenship only in
the part titled “skills specific to the course”. In this part, it is emphasized that the students will
know their rights and responsibilities in the online environments and display positive, safe,
legal and ethical behaviors in the use of technologies. In the attainments part of the curriculum,
there is no reference to the “rights and responsibilities” dimension of digital citizenship.
Digital Participation
“Digital participation” dimension of digital citizenship is included in the parts related to general
aims, skills specific to the course and attainments in the computer science curriculum. In this
respect, development of innovative and creative projects for the solution of problems
experienced by the old or the disabled in daily life and new ideas for real world problems is
emphasized.

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
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Critical Thinking
There is only one emphasis on the “critical thinking” subdimension of digital citizenship iin
the part titled “skills specific to the course”. Under the title of “restructuring information” in
the part related to the skills specific to the course that the computer science course curriculum
targets to make students adopt, it is emphasized that students should evaluate the accuracy,
reliability and suitability of the information, media, data or other sources they reach. The part
on attainments does not have a reference to “critical thinking”, which is another important
subdimension of digital citizenship.
Democracy and Human Rights
Democracy and human rights curriculum includes the concepts of digital citizen, digital
citizenship and cyber bullying. As skill, the skill of “using information and communication
technologies” is mentioned. Also, references are made to “ethics”, “digital participation” and
“rights and responsibilities” subdimensions of digital citizenship in the curriculum of the
democracy and human rights course.
Ethics
In the curriculum of democracy and human rights course, basic principles are specified in the
part titled “learning-teaching process”. One of these principles is “effective use of information
and communication technologies in line with ethical principles”, which is specified in the ninth
article. In the explanations made under this article, use of information and communication
technologies in line with ethical principles, active participation in democratic and social life
and observance of ethical principles in this process (compliance wiith public decency, not
misleading others, not taking actions considered crime by laws etc.) are emphasized.
Digital Participation
In the last attainment explanation of the theme titled “Living the democracy: active citizenship”
in the curriculum of democracy and human rights course, participation in democratic life
through social media tools is emphasized.

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Rights and Responsibilities
In the last attainment of the theme titled “Living the democracy: active citizenship”, it is stated
with respect to the subdimension of rights and responsibilities that students should use
information and communication technologies in a responsible manner without misleading or
causing damage to other people and should not engage in actions considered crime by laws.
Visual Arts
Curriculum of the visual arts course gives coverage to the digital security and digital skills
subdimensions of digital citizenship.
Digital Security
In the part titled “points to consider” in the curriculum of the visual arts course, warnings
related to the safe use of internet and information technologies are given. Concept of “cyber
security” is used, and it is emphasized that security principles should be explained to the
students during the lectures.
Digital Skills
In the area titled “Cultural Heritage” of the visual arts course curriculum, there is an attainment
related to the preparation of a webpage and promotion presentations on the museums and art
galleries. The following is emphasized in the explanation of this attainment:
“Students are made to create and present webpages, brochures, school
newspapers, posters or promotion presentations for museums and art galleries by
making use of the information they obtained…” (12th Grade; 2nd Learning Area).
Music
Out of subdimensions of digital citizenship, “digital security”, “ethics”, “digital skills” stand
out in the music course curriculum. There is no statement related to the other subdimensions
in this curriculum.

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
41
Digital Security
In the part related to the learning areas, attainments and explanations at the level of 9, 10, 11
and 12th Grades of the curriculum, the necessity of paying attention to “cyber security” while
listening to music in the internet environment is emphasized separately for each grade. The
following attainment statement can be given as example from the relevant curriculum:
“It is reminded that cyber security and ethical rules should be respected while
listening to music in the internet environment.” (9th Grade, 3rd Learning Area, 2nd
Explanation)
Digital Skill
In an attainment specified in the learning area titled “musical creativity” applicable to all class
levels in the music course curriculum, use of information technologies in the research and
studies related to music is emphasized. Also, in the explanation of an attainment for the 12th
grade students, it is emphasized that students should create a music archive as digital data by
making use of the information technologies. The following examples can be given for the
references in the curriculum:
“Student benefits from information technologies iin the research and studies
related to music.” (Grade 11, Learning Area 3, Attainment 3)
“Students create a music archive as both written and digital data with the support
of various information technology tools (computer, various memory units etc.).”
(Grade 12, Learning Area 4, Attainment 3).
Ethics
In the part related to learning areas, attainments and explanations applicable to all grades in the
curriculum of the music course, the necessity of abiding by the ethical rules while listening to
music in the internet environment is repeated in all classes.

Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
42
“Students are reminded that cyber security and ethical rules should be observed
while listening to music in the internet environment.” (Grade 10, Learning Area 3
and Attainment 2).
Medical Knowledge
In the part titled “points to consider” of the curriculum of the medical knowledge course, there
is only one explanation concerning the subdimension of digital skill of digital citizenship. In
this explanation, it is emphasized that students should use information technologies actively
and visit official webpages. Other than this, there is no reference to digital citizenship in the
curriculum of medical knowledge course.
Revolution History and Atatürkism
In the curriculum of Revolution History and Atatürkism course, subdimensions of digital
citizenship are emphasized only in the part of points to consider in the implementation of the
curriculum. In this part, there are references to the subdimensions of digital skill and ethics. In
the curriculum, use of sources such as internet in practices including historical research method
is emphasized. Also, in the part related to the points to consider in the implementation of the
curriculum, avoidance of plagiarism and observance of ethical rules and copyrights in the use
of materials downloaded from internet are expressed as follows:
Rules determined by the Ministry of National Education should be respected in the
use of digital sources. In particular, sources should be properly cited in the use of
materials downloaded from internet to avoid plagiarism and ethical rules and
copyrights should be observed (points to consider in the implementation of the
curriculum).
History
As in the course of Revolution History and Atatürkism, ethics subdimension of digital
citizenship is emphasized in the curriculum of the history course. With respect to this, it is
stated that sources downloaded from internet should be cited properly to avoid plagiarism and
ethical rules and copyrights should be respected in the part titled points to consider in the
implementation of the curriculum.

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
43
Turkish Culture and Civilisation History
In the curriculum of the Turkish culture and civilisation history course, there is reference only
to the digital skill subdimension of digital citizenship. In this reference, it is stated that students
should be directed to the digital sources in the part related to the points to consider in the
implementation of the curriculum. Other than this, there is not any attainment statement or
reference to digital citizenship.
Geography
Unlike the curricula of other courses, geography course curriculum makes reference to digital
commerce subdimension of digital citizenship. In the unit titled “human systems” of the
curriculum for the 12th grade geography course, there is an attainment stating that the
importance of cyber security in e-commerce should be emphasized. This statement is as
follows:
“Importance of cyber security in e-commerce is emphasized by including commerce
practices.” (Grade 12, Learning Area 2, Attainment Explanation 11).
Religion and Ethics
In the curriculum of the religion and ethics course, there is reference only to digital skill
subdimension of digital citizenship. In the part related to the attainments, it is recommended
that contemporary information sources should be used. The relevant statement in the
curriculum is as follows:
“It is emphasized that dreams, revelation and inspiration are not accepted as
information sources by Islamic scholars. Also, contemporary information sources
(like digital records) are mentioned. (Grade 9, Unit 1, Attainment Explanation 1)
Philosophy
In the curriculum of the philosophy course, there is reference only to the critical thinking
subdimension of digital citizenship. Other than this, there is no emphasis on digital citizenship

Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
44
in the attainment statements or explanations. It is stated that students should discuss the
information shared in internet and social media in terms of value and reliability of the
information.
“It is ensured that students discuss the information shared in newspaper and
magazine news, internet, social media and TV programs in terms of value and
reliability of the information.” (Grade 10, Unit 3, Attainment Explanation 2)
Turkish Language and Literature
In the curriculum of the Turkish language and literature course, there are references to the
digital security and communication subdimensions of digital citizenship. With respect to the
subdimension of digital security, it is stated in the part related to the points to consider in the
implementation of the curriculum that rules related to the use of digital sources and security
measures should be respected. In the part of contents, it is stated that personal information
should be secured while writing e-mails. Also, there is reference to the communication
subdimension of digital citizenship in the part of contents and it is stated that “students should
carry out e-mail writing studies in accordance with the phases of letter writing”.
English
There are references to the subdimensions of digital security, communication and security of
digital citizenship in the curriculum of the English course.
Digital Skills
In the part related to the attainments of the curriculum of the English course, it is emphasized
that students should be able to write online/digital stories in cooperation, to analyse different
professions through websites and to identify the jargon related to technology and web. Also,
it is stated that students should be able to write an e-mail to a hotel or a friend. It is emphasized
that they should visit websites and learn more information about the companies. These
references are made in the curriculum as follows:
“Students will be able to write an online/digital story in cooperation.” (Grade 10,
Theme 8, Subtheme of writing, Attainment 2)

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
45
“Students will analyse different job advertisements from newspapers/websites to
match with the CVs.” (Grade 11, Theme 1, Subtheme of Reading, Attainment 1)
“Students will be able to identify a jargon related to a webpage or a written word.”
(Grade 12, Theme 9, Subtheme of Reading, Attainment 1)
Discussion and Conclusion
The following conclusions were reached in the present study where secondary education
currciula were analysed in terms of the subdimensions of digital citizenship.
At the level of secondary education, the highest number of references to digital citizenship was
found in the computer science course curriculum. This curriculum gives wide coverage to
digital skills such as understanding technological concepts, using technological systems and
processes, using information technologies effectively and solving a problem encountered. This
finding is quite normal. However, coverage of rights and responsibilities in digital platforms
as well as ethics and critical thinking skills is highly limited and this is a signigicant problem.
It is highly important that individuals use their digital skills in line with rights and
responsibilities and ethical principles. Also, individuals should have the capacity to make an
assessment on the validity and reliability of the information that they want to reach since the
information provided in digital platforms might be wrong, incorrect or deficient. In this sense,
individuals should be able to think critically. However, it is seen that curriculum of the course
of computer science scarcely addresses this skill. When considered in connection with
computer literacy, course of computer science plays a key role in helping students acquire
certain skills. In this scope, students taking this course should have the skills to determine the
social, economic and ethical results and to use computer effectively in daily life, which are the
most important skills following knowledge about software and hardware (Korkmaz &
Mahiroğlu, 2009). Peker (2017) analysed the curriculum of the information and communication
technologies course in terms of the elements of digital citizenship and concluded that this
course included the elements of digital citizenship in a highly limited manner. Öztürk (2015,
p.95) concluded that “digital citizenship should be taught with sample activities in a more
effective and practical manner in the courses of computer technologies and citizenship and
democracy education in the schools to raise a good citizen and a good digital citizen”. In all
stages of education, education system should take digital learning environments into

Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
46
consideration in order to promote learning and personal development and global citizenship
skills and values should be incorporated into the system (Granberg, 2009; Seale, Draffan, &
Wald, 2010: cited by Altınay, 2016).
Technology has had a significant impact on citizenship education as well as all other areas.
Although difficulty of using internet in a controlled manner makes it hard to take conscious
steps with respect to the impact of technology on social change, many young citizens living in
the contemporary world are interested in contributing to the society (Ribble, Bailey, & Ross,
2004). In this respect, it is important to determine how the young citizens are affected by
technology and how the curricula direct them during citizenship education. The findings of this
study show that course of “democracy and human rights” follows computer science course in
terms of coverage of digital citizenship in the curriculum. The curriculum of this course states
that students should participate in democratic life from digital platforms in an effective manner
by using information and communication technologies in accordance with ethical principles
but this reference is highly insufficient. Also, coverage of rights and responsibilities in the
digital environment is very limited. However, as stated by Çubukçu and Bayzan (2013), all
individuals, as digital citizens, have responsibilities against the injustice and illegal contents
available in the internet environment. Thus, rights and responsibilities against all risk groups
in the internet cannot be ignored.
“Democracy and human rights” course is of great importance for teaching the students at the
secondary education level their rights and responsibilities. However, a serious paradox shows
up at this point. While instructors still focus on traditional citizenship education, the young and
even children are taking part in the “digital environments” much more and going beyond the
borders of the current citizenship education. In this sense, the young have put the interactive
information technologies at the center of social life (Bennett, 2008). This paradox has created
significant gaps between the “citizenship rights and responsibilities taught in te school” and
“rights and responsibilities in the digital environments” in which the young frequently take
part. Turkey is at the top in terms of the number of internet users (Bayzan & Özbilen, 2011).
Also, when statistics are examined, it is seen that the frequency of internet usage is quite high
especially among the young population when compared to the other age groups (TÜİK, 2017).
Additionally, nation-wide information projects such as e-state and FATIH (Movement of
Enhancing Opportunities and Improving Technology) Project in Education are considerably
important developments to ensure that Turkey uses technology in an effective and correct

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
47
manner in the digitalising world (Çubukcu & Bayzan, 2013). However, it is thought-provoking
that subdimensions of digital citizenship are not addressed sufficiently in the course of
“democracy and human rights”, which might teach students at the secondary education level
their rights and responsibilities in the digital environments.
Digital citizenship is not only related to the course of computer science and democracy and
human rights. Digital citizenship and its subdimensions are closely associated with the other
courses, as well. Thus, curricula of the other courses include references to digital citizenship
and its subdimensions. For instance, references to digital security, ethics and digital skills are
encountered in the music course curriculum. It is stated that cyber security and ethical rules
should be respected in particular while listening to music in the internet environment. In
internet environment, security is explained as all kinds of unauthorized access to the defined
information including reading, learning, modifying or deleting (Tennant, Ober, Lipow, Lynch,
& Tonta, 1996). Mason (1986) determined ethical problems of the information age under four
main titles, which are copyright, accuracy, confidentiality and access. Considering this
comprehensive definition and types of digital security and ethics, it is striking that secondary
education curricula are insufficient in this regard. Subjects of digital security and ethics, which
are found to be deficient in the secondary education curricula, are actually related to the concept
of “information ethics”. Information ethics does not concern only those working in the
information sector or institutions and organisations providing services in this field, and its
boundaries cannot be drawn clearly. It is of particular concern to all individuals and institutions
directly or indirectly associated with science and technology (Fidan, 2016).
In the curriculum of the English course, digital citizenship is emphasized with respect to the
use of English in the internet environment (digital skills) and communication in English.
References to digital citizenship are highly limited (only once or twice) in the curricula of the
courses of medical knowledge, revolution history and Atatürkism, history, Turkish culture and
civilisation history, geography, religion and ethics and philosophy. In these courses, references
are related to the use of digital sources and compliance with ethical principles.
Considering the duration of internet usage by the students at the secondary education level, it
is important to design the curricula in a manner to raise awareness among the students, families
and schools for the use of internet for beneficial purposes (Kahraman, Yalçın, & Çevik, 2011).

Uğur Başarmak, Hamza Yakar, Erhan Güneş, Zafer Kuş
48
At the secondary education level, subdimensions of digital citizenship covered by the curricula
most frequently are digital skills and digital security while the subdimensions included in the
curricula at the least are critical thinking, digital commerce and rights/responsibilities.
Nevertheless, as stated by Hollandsworth, Dowdy and Donovan (2011), the concept of digital
citizenship covers a wide spectrum of behaviors having various risks and probable negative
outcomes.
Recommendations
Within the scope of this study, secondary education curricula were assessed in terms of the
subdimensions of digital citizenship and courses were compared. Inclusion of digital
citizenship and its subdimensions in the curricula of the courses at the secondary education
level can be considered to be a positive result. However, considering that digital environments
are various, digital sources are abundant and rates of the young to be present in the digital
environment are high in today’s world, it can be recommended that courses give wider
coverage to the skills required by digital citizenship. When the digital skills envisaged by the
curricula are taken into account, subdimensions of digital citizenship can be associated with
the relevant subjects in all courses at the secondary education level. With a broad perspective,
digital citizenship and its subdimensions should not be associated only with computer science
course and the curricula of the other courses should include the information and skills required
by digital citizenship. Also, course of democracy and human rights should give wider coverage
to the teaching of rights and responsibilities in the digital environment. In our country, if the
young, who have high rates of computer and internet usage, know how to use information and
communication technology tools and internet correctly, many problems in daily life can be
eliminated.

Analysis of Digital Citizenship Subject Contents of Secondary Education Curricula
49
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