When taking a glance at the different outcomes across a few subjects, the closest connection to anything online that I can see is in Health Education, although there are not very many specific topics or discussion ideas specifically related to the idea of digital citizenship or having an online presence. However, there are topics that are discussed that could be seen to be at a similar level or have linking elements to digital citizenship.
For example, in the grade 2 Health Education curriculum, the outcome USC2.4: examine social and personal meanings of “respect” and establish ways to show respect for self, persons, living things, possession, and the environment has students learning what “respect” is and the different forms that it can look in different situations and contexts, as well as with different people. This outcome can be connected to the fourth element of digital citizenship, described by Mike Ribble (2017) as Digital Etiquette, which “refers to electronic standards of conduct or procedures and has to do with the process of thinking about others when using digital devices.” Having respect for another person’s opinion is important online and offline. Teaching students how to respect other people is a steppingstone in being able to have them know how to respect other people online.
In grade 4, the outcome USC4.3 examine healthy interpersonal skills and determine strategies to effectively develop new relationships and/or negotiate disagreements in relationships could also be looked at as skills needed for Digital Etiquette, as well as Digital Fluency which focuses on the process of understanding technology and its use, such as supporting others instead of making negative comments (Ribble, 2017). It could also be linked to the element Digital Communication and Collaboration which focuses on the electronic exchange of information which is an important part of conversing with other people. Many of USC4.3’s indicators talk about healthy ways to talk with people, respecting other points of view, practicing how to disagree healthily, and other similar topics.
Another grade 4 outcome, USC4.4 determine basic personal responsibility for safety and protection in various environments/situations, can be linked to the element Digital Health and Welfare which refers to the physical and psychological well-being in a digital world as well as Digital Rights and Responsibilities which focus on the requirements and freedoms extended to everyone in a digital world (Ribble, 2017). USC4.4 has two specific indicators that correlate with understanding safety and the risks that are involved with digital citizenship; d) examine cyber safety etiquette and related safety risks and strategies, and j) examine one’s responsibility to use electronic networks in an ethical and safe manner.
Overall, I feel that there is a limited number of outcomes/indicators directly linked to digital citizenship and online safety, but there are multiple outcomes and indicators that focus on learning different skills that would help to pave the way towards teaching about it. Health education seems to be the main subject that allows ways to directly speak about digital citizenship and online safety, but there could be opportunities to speak about it through other subjects depending on the topic or even if a certain situation arises in the classroom where it would be a beneficial time to talk about it. For example, if students are tasked with researching or with creating an online presentation, it would be important to share about the potential risks involved with googling information or with providing personal information in making online accounts.
As a teacher, I would want to make it a priority to have general discussions and rules consistently around digital citizenship and online safety, especially if I am placed into a middle year’s classroom where technology use is a bit more prevalent inside and outside of the classroom. I want to make it clear to my students my stance on technology and the importance I hold in keeping them safe while also holding them accountable in keeping themselves safe online and when using different kinds of technology. There also shouldn’t be a requirement for a certain subject to be taught in order to bring up digital citizenship or online safety. It is a topic that can be and should be brought up in every subject if there is ever natural place to input it. Even if it is unnatural to bring it up or might not seem to fit perfectly with the topic at hand, it needs to be brought up enough that students are aware of their roles and responsibility with technology. Part of a teacher’s role is protecting their students and teaching their students how to take protect themselves.
Thank you for your post! I completely agree with you that there is very limited information suggesting to teach the topic of digital citizenship. I think there should at least be indicators suggesting the topic of digital citizenship/the variety of elements in digital citizenship. I do think as an educator it is our responsibility to teach these skills and incorporate them into everyday routines with use of technology so students can learn these skills young and carry them throughout their lives and online explorers.