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Digital Citizenship in PSD
Digital citizenship is the integration and use of technology in an appropriate and responsible manner. It is not meant to be rule-bound but it does provide a framework to assist teachers, administrators and parents to support respectful use, protect one another and provide appropriate direction when engaging in the digital world.
This document is based on the research and work from
Churches, A. (2011) The Digital Citizen and Ribble, M. (2011). Digital Citizenship in Schools (2nd Ed). These elements are already integrated into PSD70’s Responsible Use of Technology Agreement for
, Staff and Trustees. It also connects to Policy Direction 1: Student-Centred Learning from Alberta Education’s Learning and Technology Policy Framework.
Two overarching categories arise from the above research; one being
and the other
. Within each category are specific elements. Below is a synopsis of these elements.
Rights and Responsibilities
– there are expectations and responsibilities when working, creating, consuming and collaborating online. The student expects to be safe and secure when online, shows respect for shared ideas and fair treatment of resources.
– protection of students, employees, resources and the educational organization is key through education, infrastructure and policy.
Health and Wellness
– refers to the physical and psycho-social well-being in a technological world.
– refers to the legal requirements, legal decisions and ethics that relate to digital environments. Canada has chosen to empathize and promote self-regulation over extensive legislation.
– new dynamic and mobile technologies allow teachers and students the opportunity to engage in the world around them at any time, any place.
– understanding the conduct expected within digital contexts is important since it is vastly different than etiquette found in the physical world.
– connection of students with a plethora of online information, other students, teachers, experts and people who can contribute to the learning environment.
– introductory skills and development of technical skills by students.
– understanding the aspect and influence of e-commerce (from iTunes to eBay to FarmVille ).
As you will see, within the category are four benchmarks. This makes note that students may enter at different benchmark points depending upon their experiences in the digital world, therefore having grade level or divisional-level benchmarks may not fit the nature of a digital learner.
This information was collected and compiled over 2013 with assistance from various ERLC members. The compilation above was created especially for Parkland School Division teachers via Nicole Lakusta.
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