Teaching students about digital citizenship begins with teaching them about their digital footprint. Before students will buy into digital citizenship, they need to understand that everything they do or post on the internet leaves a trace. What's more, they need to learn this as early as possible because our students, before even entering school, are immersed in technology. I would argue that any child interacting in a digital environment needs to learn digital citizenship appropriate to their age level (Davis & Lindsay, 2010). For example, young children using FaceTime or Skype need to know about the dangers of communicating with strangers on the Internet.
It is interesting to think about my own digital footprint, as I believe that would be an effective way to demonstrate the importance of good digital citizenship. Teachers must "lead by example" when it comes to digital citizenship (Davis & Lindsay, 2010). I have seen teachers post a private photo to Facebook and ask for likes to prove that nothing is private. Students can't necessarily grasp how vast the digital world is so allowing them to make a meaningful connection to seeing their teacher on Facebook or doing a google search of their teacher might make a stronger impression.
My digital footprint probably started in high school or college, before the term "digital citizenship" existed (at least to my knowledge). When I was in college, Facebook was launched and I was a little suspicious. It took many friends to wear down my resolve to not join the site. However, I did and my suspicions probably protected me; I was very cautious about what I posted. I do have an opinionated, but respectful presence on Facebook. I have a few professional blogs, a web quest, and a classroom website. Knowing what I do know about my digital footprint and digital citizenship, I feel content with what I have contributed to the digital community.
Teaching digital citizenship has become a major responsibility for educators. We need to guide children to value technology and the Internet to communicate, collaborate, create and think critically (Blair, 2012). Students need to learn to navigate online safely and ultimately, independently. Though we can monitor them while they are at school, students spend many hours on technology outside of school. They need to internalize and transfer those codes of conduct from one environment to another, realizing that everything on the Internet is connected.
Respect, Educate and Protect
References
Blair, N. (2012) Technology Integration for the New 21st Century Learner. Retrieved from http://www.naesp.org/
Davis, V. & Lindsay, J. (2010). Navigate the digital rapids. Learning & leading with technology. Retrieved from http://www.flatclassroomproject.org/file/view/DigitalCitizenship_Mar2010.pdf
Ribble, M. (2012). Nine elements: Nine themes of digital citizenship. Retrieved from http://www.digitalcitizenship.net/Nine_Elements.html
Great point about teachers have an increased responsibility when it comes to social networking and digital citizenship. Teachers need to be aware of what their students are posting on educational social networks. This takes an increased amount of responsibility for sure. Teaching digital citizenship is key in today's society. Students need to realize that everything they post is permanent even when it doesn't seem that way. You ended your post perfectly- Students surely need to "internalize and transfer those codes of conduct from one environment to another, realizing that everything on the Internet is connected".
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