When it comes to digital citizenship – I have a lot to learn myself.
Photo by TheDigitalArtist on Pixabay
When asked in class about our personal experience with digital citizenship or cyber safety in school… My answer was – NONE. I graduated high school in 1995. (Sasktel announced the first wave of internet access to customers in March 1995).
But I am a parent of elementary school children.
At the start of the year I sit with them and we read through the digital citizen contract the school sends home to be signed. But once they are in class – I get the sense that critical, or at least mindful, engagement on the internet really isn’t being taught.
The tools they use, like Google Classroom, are something they’re just expected to understand. I had to walk my own kid through using Google Drive after realizing she had assignments on there and had no idea how to use the application.
Photo by TheDigitalArtist on Pixabay
So what approach will I bring to my own future classroom?
I know for certain that I want to approach thoughtful engagement online through doing. I want my students to be participating, contributing, and critically thinking about how they navigate online, accuracy of digital research sources, the opportunities and drawbacks of AI, and how they can use technology to support their learning journey.
I plan to build digital citizenship and Ribble’s Nine Elements of Digital Citizenship INTO my lessons across the curriculum is key to consistent immersive learning. In our everyday lives, in work and entertainment, digital technologies are embedded in our experience of the world. So building awareness of etiquette, fluency, rights and responsibilities needs to be ingrained in our everyday classroom exchanges and learning.
What does that look like in the classroom?
It may include carefully crafting the use of AI into research assignments or creative writing, providing spaces for critical reflection and conversations about digital responsibility and misinformation (hallucinations) within the lessons. Or, incorporating digital health and safety into Health Ed units that explore identity, body image, ethics and wellbeing.
Sometimes it might be more overt, so that what they are learning can be applied more broadly at home and in the classroom. This CBC article is relevant and references lateral reading techniques, and initiatives like the Teen Fact Checking Network and the digital literacy resource CTRL-F (resources that I’ll be digging into myself to build my own capacity in teaching digital citizenship).
As a community-engaged artist, what I find exciting is considering the possibilities. How can opportunities to practice digital citizenship be merged with material and relational explorations and hands-on learning? How can we teach digital collaboration through lessons that also connect us to communities that broaden kids’ perspectives and world views? How can conversations about AI also draw attention to environmental implications of technology, encouraging sustainable and responsible use of these tools.
A Personal Anecdote
During the pandemic I was the artistic director for a community arts organization. One of our programs was specific to working in long term care facilities. An exciting pandemic adaptation I helped to lead was the integration of school kids into this program. Students were partnered with a senior at the home. Seniors worked with staff to write short stories about their lives and record memories. These stories were shared with the students, who then created miniature ‘diaromas’ representing the senior’s stories. As part of this process, seniors and students met online and students asked questions to get more details for their artworks. These conversations didn’t just teach the students about etiquette or about the history and importance of older members of the community. They also learned about how the technology aided or hindered the seniors’ access. Could those with hearing impairment manage to communicate or did it cause frustration? Did seeing kids from their community support their wellness during isolation? Layers of learning were gained through using this tool as part of the project.
Hey Shaunna!
When it comes to this blog post I appreciate how you not only provided links, but more importantly, you showcased images throughout the post. I find this very beneficial. Secondly, I like how instead of providing titles for the sub headers, you initiate the new topic with a question. This is quite innovative.
Shaunna, throughout my elementary and highschool years, every teacher I had utilized Google Classroom. This software application is quite useful for teachers because it provides them with more organization. This is because in Google Classroom, teachers have the ability to post there course material (e.g., syllabus, assignments and assignment guidelines, rubrics, and the grades of their students). I am quite used to Google Classroom myself.
Another quote I love from this blog post Shaunna, is when you stated the following, “at the start of the year I sit with them and we read.” This quote piqued my interest because it pretty much summarizes the definition of the term, assessment. In one of my previous education courses, I learnt that the term assessment, is latin for sitting beside. Therefore, I highly uphold the fact that without doing this, an individual will not be able to cultivate connections.
Thank you Shaunna!
Shaunna!
Thank you for such an honest and inspiring reflection! I really appreciated your perspective as both a parent and future educator—especially your awareness of the gaps in digital citizenship instruction and how that impacts students’ understanding of tools like Google Drive. Your commitment to embedding Ribble’s Nine Elements throughout the curriculum is so important, and I love how you’re thinking critically about AI, research accuracy, and online engagement. Your story about the seniors and students connecting during the pandemic was beautiful—it really highlights how digital tools can deepen relationships and learning when used with care and creativity. I’m excited to see how you bring this thoughtful, community-engaged approach into your future classroom!
Hi Shaunna!
First off, I would like to say that I absolutely LOVE that story of the students working with Seniors. I think that there are so many amazing lessons that can be learned from creating opportunities like this for students and I would love to hear more about it! Secondly, thank you for sharing such a thoughtful reflection. As a parent and someone who also grew up with minimal technology in the classroom, I really enjoyed how you highlighted that digital citizenship isn’t just a single lesson, but something that needs to be woven through everything we teach. The way you laid out your approach to Ribble’s Nine Elements was well thought out and I’m excited to see how you continue to bring these ideas into your teaching!