In the Age of Digital Citizenship

What is Digital Citizenship? 

Digital citizenship is the practice of appropriate and responsible behavior in regards to technology use. Digital citizenship is a complex system with nine elements of digital use. 

The first element of digital citizenship is digital access. Digital access is the universal access to digital use. This means that full electronic participation in society is encouraged. Under digital access it is important for technology users to understand that not everyone has equal access to technology. Since not everyone has equal access, it is unfair to deny access to those with limited technology resources. As a productive member of society, it is important for everyone to make sure that no one is denied access to digital technology.

With technology advancing so rapidly in the twenty-first century, commerce has taken on a new platform in the technology world. Digital commerce is the second element of digital citizenship. With more businesses online, customers are encouraged to buy and sell goods through the digital world. Digital commerce indicates that technology users need to be aware of the problems with it. Citizens need to understand that while there are legal goods and services on the internet, there is also a good deal of goods and services being sold online that do not follow the laws and morals of the nation. Examples of this can include pornography, illegal downloading and gambling as well. Technology users need to be aware on how to be effective consumers in the digital age.

Next, the third element of digital citizenship is digital communication. Digital communication encourages the exchange of information through an electronic platform. There are various platforms for electronic communication such as email, texting, instant messaging, and even video chatting such as Skype. It is important for users to understand how to communicate appropriately and effectively through the use of digital medial.

With many problems occurring in the digital world, digital literacy is very important. Digital literacy is the process of teaching and learning about technology and its uses. As an educator, it is very important to educate children about the appropriate uses of technology. As technology rapidly advances, digital users need to be able to learn anything, anytime, and anywhere. In schools, students need to be taught how to utilize different resources in technology that will help them in the work place. Many employers look for people with the ability to use and create multiple different works using technological programs. Since workers need immediate information, it is important for students to be taught how to use technology responsibly.

Digital etiquette is a very important element of digital citizenship. It is the electronic standards of conduct or procedure. Often in the technological world today, users are attacking and verbally abusing other users. This most often occurs on celebrity posts with users shaming not only the celebrity but often other users commenting on the post as well. It is important for every citizen to be taught digital etiquette to become responsible digital citizens. 

Along with digital etiquette comes digital law. Digital law is the electronic responsibility for actions online. Digital law deals with unethical use of technology such as stealing or other crimes. Users need to be informed that causing damage to other people's work, identity, or property online is a crime. Digital laws help protect users from unethical behavior caused online.

As a user of technology, each person is required to follow the digital rights and responsibilities rules. The digital rights and responsibilities is like the bill of rights in the American constitution. It outlines the responsibilities of users along with the rights they have while using and sharing information online. Basic rights must be addressed and understood in the digital world. With rights and responsibilities, users need to help define how to appropriately use technology.

With many users worldwide, it is important for users to understand the physical and psychological well-being in the digital world. Digital health and wellness focuses on educating users on the negative consequences of technology on the body. While technology can be great, it comes with serious health consequences such as internet addiction, eye safety, and repetitive stress syndrome. These are just a few of the negative consequences of technology on human health.

Lastly, the ninth element of digital citizenship is digital security. Through the use of digital media, fraud is much easier to occur. While using technology, users need to provide the same level of protection as they do their houses. In order to protect information users are encouraged to have virus protection, back ups of data, and surge control of our equipment. Along with this, users need to utilize site security options to protect their information from being available to others online. In the video posted below, it discusses the importance of teaching digital citizenship in classrooms.

How to Incorporate into Foreign Language Classrooms:

Teaching students the rules of appropriate and responsible use of technology is something very important to teach. Without teaching students digital citizenship, there is more room for unethical behavior to occur in the digital world. Teaching students about the appropriate use of technology starting at an early age helps form them into law abiding citizens on the worldwide web. 

In order to teach technology into a foreign language classroom, educators need to make sure their lessons follow the states standards on education technology. Following North Carolina's standards of teaching, I have chosen North Carolina Standard NC.7.TT.1.3 and NC.7.SE.1.1.

 North Carolina standard 7.TT.1.3 is the appropriate use of technological tools to design products that share information with others. The second standard I chose, 7.SE.1.1 is applying ethical behavior when using resources. Both of these standards teaches the element of digital literacy. 

Using both these standards it is now time to create a lesson teaching digital law in a foreign language classroom. First, pick a theme. For this example, the theme being used is the house theme and all of it's belongings. This lesson is going to be a research based project. At the end of the unit, have students use technology to find houses for sale online in a foreign country. Some realtor sites for foreign countries include, World Properties, Viviun, and Realtor.

Before starting the project, assign students random amounts of money that they can use to "buy" their house. Using online resources, have students find houses in a foreign country for the price they have been assigned. After students have found their homes and printed out a copy of it, it is now time to write a description of the house. Students will be required to create a powerpoint, brochure, poster, flyer, portfolio or three dimensional model of their house. Included in the description of the house, students will be required to describe each room, what is in each room, how many floors the house has, and what is around the house, such as a pool, garage, or garden. After students have completed the project, they will need to present their information to the class and describe their house. Students are required to attach a bibliography at the end of their project.

This lesson teaches digital literacy because it is teaching students how to use the internet to find what they are looking for. This also teaches digital literacy because in relation to standard 7.SE.1.1 students are using ethical behavior by not violating copyright laws. Students are not allowed to use information that is not theirs and are required to cite the sources they used. Students are not allowed to use web translators either. By using a web translator, it is violating the copyright by copying and pasting their information. Using a web translator does not provide accurate translations so it is evident when a middle schooler uses a web translator in their project. By requiring students to submit a bibliography, students are practicing ethical behavior by not violating copyright. Standard 7.TT.1.3 is being used to teach digital literacy because students are using a variety of digital tools to create products in order to share information. Both of these standards teach digital literacy and digital law because students are encouraged to use a wide variety of digital tools while not violating or stealing other people's information.

Another lesson that applies to both these standards is a lesson around the art theme. At the end of the unit students will be required to create a powerpoint or a slideshow with their voice recording describing a night of the arts. In this research based project students have to choose a place where their event is being held (in a foreign country), a theme for their art night, several works of art including a piece of art from a famous artist from that country relating to the theme, a menu of the dinner they are providing with food from their chosen country, and a form of entertainment relating to their theme such as a movie or dance. This lesson also teaches digital literacy because students are using a wide variety of digital tools to create and share information with others. Also students are being taught digital law because they have to follow copyright laws as well with the pieces of art, menu, and the entertainment. Students will not violate copyright laws as they will be creating a bibliography of all the sites and tools that were used. For additional examples of lesson plans on how to teach digital literacy, check out Common Sense.

Responsible Use of Social Media in the Classroom

In Twenty- First Century classrooms, teachers are encouraged to collaborate and communicate more with not only other educators but students as well. Each school district outlines their policies regarding the safe and professional use of social media in the classroom on their website or the teacher handbook.

Guilford County School District defines social media in their Social Media Guidelines Packet as, "User-created content online designed in a collaborative environment where users share opinions, knowledge and information with each other." Through social media, there are many platforms for educators to use. Some platforms include but are not limited to; Twitter, Facebook, Blogger, WordPress, Instagram, Pinterest, Google Sites, Wiki pages, and Tumblr.

Educators are encouraged to use social media in the classroom but are to keep all of their accounts private and unable to be seen by peers. Stated in their Social Media policy, Guilford County School District encourages educators to keep up with their social media outside of the school district. The policies writes, "Response and Post Regularly To encourage readership. Don’t post to your blog and then not post for three weeks. Readers won’t have a reason to follow you if they cannot expect new content regularly. Respond to other’s posts. Answer questions; thank people even if it’s just a few words. Make it a two-way conversation." This statement encourages educators to keep up to date with their social media and to create a reader based site.

Although teachers are encouraged to use social media, they are also warned about the irresponsible uses of technology. Outlined in the Social Media Guidelines Packet, Guilford County Educators are not allowed to accept any "friend requests" online from any students or parents. Educators are reminded repeatedly throughout the packet that they are employees of Guilford County Schools and are required to professionally represent the district. This means that there is to be no rude or negative comments, inappropriate posts, or inappropriate conversations held online. Educators are to express their ideas in a clear and concise matter. if errors are made, educators are expected to take ownership for their mistakes and politely correct them. Online, Educators are representing the school district and the values instilled. As a rule of thumb, Guilford County School District states, "if a post would be inappropriate for the classroom, then it is deemed inappropriate to post online."

Why Use Social Media in the Classroom?

There are a lot of cons to using social media but through the right training and information, educators are able to safely use it in the classroom. Social media is encouraged in the classroom for a variety of reasons such as:

• Teaching appropriate online behaviors based on learning and communication 
• Extending classroom learning beyond the school day 
• Connecting authentically with other peers, teachers, and experts outside the classroom 
• Promoting student driven engagement in an accessible forum. 

William J. Ward is a pioneer in using digital and social learning technologies for professional development. Dr. Ward currently holds position as dean at the Social Media Creative Diploma at Cannes Lions International Festival of Creativity in Cannes, France. In the video, Dr. Ward gives a TED talk on why educators should use social media in the classroom. This video discusses the benefits of social media in the classroom and how it helps the economy. Dr. Ward does a wonderful job at providing detailed information on why we should use social media in the classroom.

How to Incorporate Social Media into the Classroom:

Before incorporating social media in the classroom, there are several steps educators need to take in order to make sure it is safely and appropriately incorporated. A Hershey, Pennsylvania Native Teacher, Brianna Crowley, outlines three important steps educators should take. First, the educator needs to choose his or her platform(s). After he or she has chosen their platform, educators should contact their building administrator to make sure that they are following district social media policies. Lastly, teachers should communicate with parents to get their permission for their student to participate in the use of social media in the classroom.

Ms. Crowley, an English teacher and instructional technology coach wrote a blog post reflecting on incorporating social media in her classroom. The platforms utilized were Twitter, Facebook, Instagram, Flickr and various blogging platforms. Ms. Crowley states, "after trying to develop our platforms, I agree that starting with one or two platforms makes sense." This statement later goes on to say that if an educator knows how to connect multiple platforms than it may be easier to incorporate multiple platforms.

At the end of the year, Ms. Crowley reflected on the use of social media in her classroom and how well it went. She wrote, "Last year, driven by a suggestion from a student, we created “social media teams” based on student preference. This year, I will again offer that option, but integrate class time for those teams to work. I also will not make it optional--each person has to commit to sharing through one of our classroom platforms." Based on this statement, it is a good indication of how well the use of social media went in her classroom. As indicated by this statement, Ms. Crowley plans on continuing the use of social media in her classroom and require it to be mandatory to encourage more student involvement. Ms. Crowley also stated that the co-ownership between students and educators may be more difficult to incorporate social media in elementary education classrooms as easy as it is for secondary or post secondary education classrooms.

How to Incorporate Social Media in Foreign Language Classrooms:

Before discussing how to incorporate social media in foreign language classrooms, it is important to understand the three modes of communication. Communication is very important in a foreign language classroom because educators can teach about the Spanish language but cannot teach students how to communicate in the native language.

The first mode of communication is the the interpretive mode. The interpretive mode is characterized by a student's understanding of written and spoken language. Examples of activities that use social media and focus on the interpretive mood are:

• Use the language proficiency site developed by UTexas. This site has native Spanish speakers talking about a variety of themes and the videos are organized based on proficciency levels.
• Read news articles, literature, poems, and blogs. Veinte Mundos has articles written for students in French, Spanish, German, and English.
• Watch the news online.

The second mode of communication is the interpersonal mode. The interpersonal mode focuses on person-to-person communication through a conversation or a written letter or email. Some activities focusing on the interpersonal mode and incorporates social media are:

• Youtube- create scenes relating to the chapter. Have students perform a small skit (about 2 minutes) and video tape it. Upload to youtube. If this is to public, create a Facebook group including the students in the class. Set the group settings to private and have students upload their videos there. Students will have to comment on each groups videos in Spanish and communicate with each other.
• Respond to a class blog. 
• Create comic strips and write a story describing the activities. 
• Play "20 Questions" where students have to ask each other questions and answer them. 

The third mode of communication is the presentational mode. Presentational mode is the creation of one way written and spoken languages. Activities including social media focusing on the presentational mode of communication are:

• Comic Strips 
• PowerPoint 
• Movies- iMovie, YouTube 
• Story Books 
• Brochure regarding a "night out." This will be for the art chapter in which students will have to look up a place to host their event, food from the native country, a theme, works of art and their artists and a movie. Students can also use this idea for powerpoint. 
• Posters 

The last thing to remember is the 5 Rules of the 3 Modes. These rules help educators create unique ideas in order to incorporate social media into their classrooms.


1. Activities must be authentic.
2. Activities must always be engaging.
3. There should be a variety of activities.
4. Activities should be focused around the unit theme.
5. Activities should force students to use the target language.

Before incorporating social media in your classroom, be sure you know your district's policies on the use of social media. Decide the platforms you are going to use. It is extremely important that educators are well informed about each platform's privacy and security options. It is very important that educators utilize social media while protecting their information along with their students. Once an educator has found a platform, it is important that they understand how to use it as well. After the lesson ideas are created, it is recommended to run the idea past your building administrator to make sure it is okay and follows district policies. Lastly, contact the parents whether its through email or phone call to get permission for their children to use social media in the classroom. If parents have concerns it is important to reassure them about the use of your platform and how you feel it will add to the environment and benefit students. There are many social media platforms available. Find one you like and work to incorporate it in your classrooms! Social Media in the classroom is highly recommended!