Due to developments in technology, schools have adopted the use of the internet and electronic devices, making students digital citizens. However, just like any citizenship, there are rights and responsibilities. These values are fundamental in determining the character traits of the digital citizen.
Access and etiquette
Just like you are taught to observe good behavior, the internet requires you to conduct appropriately.
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You should be given access to the internet; however, during classes, you will be restricted. You will not use your electronic devices unless instructed by the instructor.
You should enroll in computer literacy classes
You should avoid the use of obscene language
Respect for one’s self and others
You should avoid sending, posting, or sharing information, images, or videos that are disrespectful to others.
You should avoid responding to disrespectful posts online.
You should never impose on other users’ privacy, do not go into their online space without invitation.
Protect yourself and other users.
You probably know about bullying. The internet is no different; this act also happens.
Do not make fun, troll, harass or bully another user online
Report if someone sends you images, videos or information that appears bulling
A student should not steal
You should always credit owners of the work you used and ask for permission from owners before using copyrighted works.
You should avoid distributing and downloading games, videos, and music in ways that violate licensing agreements.
You should not steal other people’s identities or change theirs in their online interactions.
Observe security measures
You should always keep privacy settings on and use trusted sources when browsing
You should set strong passwords and codes
You should avoid using or sharing personal information such as check-ins, home, or phone addresses.
You should be cautious of what you download and the sites you download from.
Policy Evaluation
How The Policy Incorporates Principles of Digital Citizenship
Digital citizenship has nine main principles to which policy developers abide by.
Law, Rights, And Responsibilities.
Digital citizenship owns its rights and duties for its citizens ( Kim & Choi, 2018 ). The policy serves to explain to students that they have the freedom to accessing and use information from the internet. Also, it gives students the responsibility of ensuring the information posted or shared is relevant, not destructive, and ensuring they protect themselves and others from threats. Students are warned to avoid crimes such as theft committed by giving credit to other people’s works and not to breach copyright laws.
Literacy and Access.
These principles ensure the development of a platform to connect students with other students and instructors through a worldwide library of information ( Kim & Choi, 2018 ). Schools provide electronic devices to students in the library. However, the computer to student ratio is low; students are allowed to bring their own devices to school. Accessing these devices is not possible without basic knowledge to operate electronic appliances and internet usage. The policy ensures that students are enrolled in computer literacy classes and that they are not denied access to devices, and the internet unless, when in class, and instructed to keep them off or away by teachers.
Communication and Etiquette.
Through internet interactions, students express their ideas, receive feedback, and can evaluate themselves based on the information and others. However, conducting themselves in a socially acceptable manner is crucial. The policy enables students to communicate through the internet without restrictions. Students are advised to communicate in ways that are not harmful to others and not to use obscene language ( Kim & Choi, 2018 ). They are cautioned against disrespecting other internet users.
Security
Ensuring one's safety while using the internet is essential. Different people use the internet for various purposes. Others are goons who stalk other people’s profiles and attack them later. The policy informs learners not to share their private details or give information that can help criminals to track them easily. Also, it cautions them against using the internet to bully others while those who are bullied are counseled to report.
Health and Wellness
The students’physical and psychosocial health are imperative. The policy provides for other activities offline to prevent eye strain and stress injuries caused by the persistent use of electronic devices. Also, the psychological health of students is catered for in the security measures placed to avoid bulling and such acts. This policy thus ensures the wellness and health of the students.
Commerce
Some information and programs on the internet are available for sale ( Kim & Choi, 2018 ). The policy serves to ensure students purchase and download programs such as games through the right way to avoid breaking laws. It also explains to them the dangers of violating copyright policies.
How this Policy Reflects the Guidelines For Online Safety
The use of the internet is essential and beneficial; however, people are exposed to threats each day ( Paukova, A. (2019). ). With the development of technology, the risks are changing and growing by the day. Online safety measures are essential to ensuring effectiveness and security for all digital citizens. Any policy developed for digital purposes must reflect on these rules of safety (Shillair, 2015). The policy I developed, captures online safety rules.
The policy emphasizes the benefits of maintaining privacy by not sharing personal information on social media, maintaining privacy settings at all times through the use of secure codes and passwords. Students are encouraged to be watchful of their posts to ensure it is not harmful to themselves and others. It also emphasizes on providing the credibility of sites before downloading and be careful of what they download. These guidelines help to protect students against threats and hackers.
How the Policy Incorporates the C3 Matrix and the CIPA
The Children’s Internet Protection Act (CIPA) and the Cyber Security, Safety, and Ethics give guidelines for educators to take measures and address children's protection against threats from using the internet((Chen and Shen, 2016). The policy offers students a mandatory computer training program for students where they are impacted with skills to use of electronic devices and the internet. Through this program, they gain awareness and knowledge and participate actively to be ethical, responsible, and productive digital citizens. The policy captures technology protection measures such as ensuring students do no send or receive harmful information. Although there is full access to the internet for all students, it has been filtered to ensure pornographic, destructive, and obscene information is inaccessible to students. By use of these policy guidelines, the students apply them to access responsible and safe materials from the internet independently.
Safety Guidelines for Grade One
Children in grade one are young and might be an easy target for internet predators and hackers (Chen and Shen, 2016). It is important to note that criminals may pose as fellow children and ask for information from them. For this setting, parents and teachers should be actively involved in all internet interactions. They should block access to obscene and harmful information from the internet when the children are using devices. Guide the children into appropriate and responsible use of electronic devices and the internet.
The children must not share any personal information, for example, the name of their school, neighborhood, home, and phone address. They should also use screen names and not share their passwords with other people or fellow internet users. They should always report any threats or disrespectful information they receive through the internet to parents and teachers. They also ought not to tell harmful things to others as a way of having fun. They should not download anything on the internet without the guidance of an elder.
How the Policy Assists Students to Develop a Positive Digital Footprint
The policy alone does not assure the development of a positive footprint since it applies only when they are in school. However, it gives guidelines to model, practice, and develop it over time. The policy encourages students to be cautious about their safety, to use appropriate in settings passwords, being watchful of what they post and share. It guides them to be responsible at acknowledging owners' work that they used and not to breach copyright rules. It emphasizes learners maintaining their identity, not creating fake identities, or impose on other people’s online spaces. They maintain theirs and other people’s mental hygiene by not posting harmful information others and reporting threats for assistance.
Plan For a Positive Online Learning Community
To develop an effective action plan to promote a positive online learning community in my classes, I will involve the parents and school management. At the beginning of the year, I will invite them into a meeting to discuss the importance of imparting knowledge of computers and safety to learners. I will make it mandatory that students will not be allowed to access the internet without going through the safety program that I have developed. Through internet control, learners' online interactions will be monitored to ensure the guidelines are observed.
A trial program will come in the middle of the year during an ‘online safety day’ where students’ knowledge and application will be put to practice. Students will discuss with teachers and parents of their rights, responsibilities, and safety measures while using the internet. Students will be given opportunities to talk to people in the community about online safety through class projects and assignments. At the end of the year, this program will be subjected to evaluations to assess the students’ effectiveness in utilizing these guidelines.
Responsibilities And Appropriate Online Behavior For Student And Teachers As Digital Citizens
There are responsibilities that digital citizens ought to follow for the safety and protection of the people they interact with ( Kim & Choi, 2018 ). For students and teachers to demonstrate an appropriate behavior they should be able to use Information Communication Technology (ICT), understand their rights and issues related to technology. They do not violate theirs and other users’ privileges. They apply critical thinking to conduct themselves in ethically acceptable manners and promote personal and other people’s respect. They respect others’ opinions and ideas and use appropriate language in their interactions. Such students and teachers understand how to maintain safety and manage threats imposed through the use of technology. They do not impose on other people’s privacy in online platforms. They use it for meaningful and positive reasons; they connect with other people outside their school community for economic, cultural, and educational events to expand knowledge and understanding. Such learners do not use other people’s materials without permission and acknowledge the owners.
Safe Educational Environment
A safe educational environment is crucial when students and educators are engaged in online interactions ( (Shillair, 2015). To create a safe, educational environment that adheres to the standard of digital citizenship and responsibility, a teacher needs to impact stakeholders, learners, and educators with the knowledge on ICT and safety use of the internet. Involve the school community in developing policies to protect students against harm and present ways of managing risks to them. Involve students in discussions and communicate to them online safety policies that are designed and emphasize on their responsibilities as online citizens.
In an attempt to ensure safe environments in educational institutions, the internet needs to be controlled. Students’ online searches will be monitored and blocked from harmful information. Develop ways to curb inappropriate use of the internet, take note of complaints from students who report cases of cyberbullying. Give opportunities for students to interact and communicate with fellow internet and encourage them to conduct themselves in ethical ways. Also, introduce repercussions for students who fail to abide by the policies. For example, deny access for a student who involved themselves the use of inappropriate language that seemed to make fun of another student for a week.
Classroom Plan for Device Management
With the increase in the use of technology in schools, it is essential to develop plans for device management. Some students carry their own electronic devices to school; however, in most cases, the schools make them available. For effective management of these devices, teachers need to put into practice a check-in and check out technique. Whenever the electronic appliances are not required for use, teachers collect them as students get to class, ensure they sign as they hand in devices, and when you return them. If these devices are for the school and you require your students to use them in class, assign the devices to them. Ensure students sign when they take and return them. Find appropriate storage for the devices and protect them against damage, dirt, or scratches. Ensure to involve students in cleaning and disinfecting these electronic devices using proper tools and measures.
Develop policies to guide learners on appropriate and meaningful usage of devices. Make plans for learners to sign policies and abide by the provided rules. Also, create a classroom management terms that you will consistently use in class during lessons to ensure orderliness and effectiveness of learning objectives. Always communicate the classroom management plans for devices with the students. Make them understand the importance of managing them. Involve them in activities of taking care of their devices, such as organizing recharging sessions where students are the ones plugging devices to chargers.
References
Chen, I. L., & Shen, L. (2016). The cyberethics, cybersafety, and cybersecurity at schools. International Journal of Cyber Ethics in Education (IJCEE) , 4 (1), 1-15.
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Journal of Educational Technology & Society , 21 (1), 155-171.
Paukova, A. (2019). Online risks and information protection of children on the pages of pedagogical press of the USA. Вісник Житомирського державного університету імені Івана Франка. Педагогічні науки , (3 (98)), 69-77.
Shillair, R., Cotten, S. R., Tsai, H. Y. S., Alhabash, S., LaRose, R., & Rifon, N. J. (2015). Online safety begins with you and me: Convincing Internet users to protect themselves. Computers in Human Behavior , 48 , 199-207.
