Development of the digital and socio-civic skills (DIGISOC) questionnaire

Educational technology research and development - Recognizing that digital citizenship includes the capacity to foster growth opportunities and also, can help to minimize risks and divides from the...     

Interpersonal communication competence and digital citizenship among pre-service teachers in China’s teacher preparation programs

Abstract

The Internet, new media and social change have created issues requiring digital citizenship education, particularly within the socio-cultural context of Chinese education. Recent digital citizenship standards for education developed by organizations such as the International Society for Technology in Education (ISTE) highlight the importance of this issue. Researchers have explored digital citizenship with some mediated behavioral determinants; however, the critical influence of interpersonal communication competence (ICC) has not yet been explored. To expand understanding of the components needed for improving the appropriateness of digital citizenship among future role models of society, this study investigates the relationship between ICC skills and digital citizenship with a sample of 905 pre-service teachers. The results showed that 10 ICC skills were positively predictive of digital citizenship. Environmental control and immediacy were found to be the strongest predictors of digital citizenship among the skills examined. These results theoretically emphasize the importance of ICC skills in mediated behavior and provide practical direction for improving pre-service teachers’ digital citizenship, which can positively enable the behavior instructors display and convey to their future students.     

Educators’ Perceptions of Student Digital Citizenship Practices

Abstract

Digital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators’ perceptions of their students' digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators' perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators' perceptions of their students' digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students' digital citizenship practices.     

Digital Citizenship: You Can’t Go Home Again

In the July/August 2011 edition of TechTrends, a group of AECT members and academic professionals explored the state of digital citizenship for students in K-12 through an article entitled: Digital Citizenship in K-12: It Takes a Village. Identified was a significant need for digital citizenship awareness by parents, educators, and students through a series of interviews, exploration of resources, reports, and surveys. In this current article, the purpose is to provide an updated perspective of the state of digital citizenship in the K-12 academic and professional environments as gathered from re-administering the 2010 survey and interviewing experts quoted in the 2010 article. Results showed the need for teaching digital citizenship at an earlier age, improved digital citizenship awareness by both educators and administrators, and a continued focus on the misuse and abuse of technology.     

Towards a radical digital citizenship in digital education

In this article, we attempt to define and explore a concept of ‘radical digital citizenship’ and its implications for digital education. We argue that the ‘digital’ and its attendant technologies are constituted by on-going materialist struggles for equality and justice in the Global South and North which are erased in the dominant literature and debates in digital education. We assert the need for politically informed understandings of the digital, technology and citizenship and for a ‘radical digital citizenship’ in which critical social relations with technology are made visible and emancipatory technological practices for social justice are developed.     

培养负责任的数字公民——国际数字公民教育政策文本的多维比较

数字公民教育受到国际组织和各国的关注。国际数字公民教育政策文本的比较分析对于公民教育政策制定具有重要意义。通过体系架构、总体目标、发布机构与起草人员、内容比较四个维度,分析国际上七个具有代表性和影响力的数字公民教育政策文本,结果发现,当前国际数字公民教育政策文本呈现出教育主体多元、教育内容动态更新、教育目标鲜明、政策制定多方协同的特征。     

回顾与展望:日本中小学公民教育管窥

尽管日本在"二战"后非常重视学校公民教育的开展,但时至今日,其学校公民教育却发展得仍然不够充分。在回顾日本学校公民教育发展历程的基础上,分析其学校公民教育的政策制定、价值目标、课程实施及地位影响,探究其学校公民教育存在的问题,并展望其未来发展,有助于我们进一步了解日本学校公民教育的特质与局限性,也为我国学校公民教育的开展提供参考与镜鉴。     

Digital media as a reflective tool: creating appropriate spaces for students to become introspective

Global citizenship and competency development have become integral parts of political, economic and education discourses. This is particularly true in the USA, where higher education institutions are answering the global citizenship call through the promotion of short-term study abroad. Unfortunately, the ‘just do it’ analogy too often influences the ideology of study abroad, whereby simply providing students with an international experience is perceived to be sufficient in shaping global citizenship. Global citizenship, as an educational outcome, is optimally facilitated when educational experiences are married with appropriate pedagogy, including the shaping of subsequent understandings and actions with critical reflection. We postulate that reflective experiences can be further enhanced by meeting students on the platforms and forums where they live, communicate and already engage. Specifically, this communication, using the context of short-term study abroad programmes, will argue that: (1) critical reflection is an essential step to fostering global citizenship and (2) digital story telling (mobile pedagogy) can be a powerful tool for enriching the critical reflection process.     

Behind the By-Lines

Abstract

This article uses a critique of modernity to examine the perceived relationship between global citizenship education (GCE) and digital democracy (DD). We review critiques of citizenship education in the global imperative and of the relationship of technology to democratic engagement. An analogy expresses the problematic way that GCE and DD are both mutually compatible and complicit in ethical global justice issues. We end with a suggestion of a pedagogical framework through which educators can engage with an ethical approach to GCE and DD.     

公民资格与公民教育

当前我国正逐渐步入公民时代,公民教育承担着国家构建和发展的艰巨责任。公民资格和公民教育相互影响,密不可分。公民资格的法理确认是现代公民教育的基点,公民资格的充分践行是公民教育的根本诉求。回顾公民资格理论及其演变历程和公民教育发展历程,可以理清公民资格与公民教育的内在关系,从而对我国的公民教育提供借鉴。     

Engaging students as digital citizens

ABSTRACT

Learning and teaching on physical university campuses have been enhanced by digital technology both in formally scheduled learning and teaching events and in the less formal spaces in which the higher education experience unfolds. The digital skills and know-how with which students arrive at university will arguably develop throughout the academic journey, though the extent to which they will underpin students’ growth into digital citizens, that is, confident and competent participants in a broader range of digitally enhanced social and professional communities, is likely to vary. The present article is the outcome of a research project which explored how students experience learning, teaching and communicating through digital technologies on a range of undergraduate courses at a UK university. Focus groups with fifty-five students in different years of study across twenty-three undergraduate courses revealed a nuanced understanding of the notion of ‘digital native’, yet a lack of readiness to link participation in digital spaces to digital citizenship and to articulate attributes of an effective participant in digital communities. The focus groups highlighted inconsistent alignment between personal, academic and professional digital spaces. They clearly signalled a need to explore further the commonalities and points of intersection between the three, moving beyond a skills mindset, and paying particular attention to the way in which participants in higher education construct and take up virtual identities, how they negotiate access to digital environments, the degree of control they are able and ready to exercise over digital spaces, and the contribution that universities can make to facilitate the complex developmental journeys towards digital citizenship.     

英国公民教育的历史变革与现状分析

经过20世纪90年代的激烈讨论，英国的公民教育结束了长期以来缺乏统一的局面，于21世纪初成为国家课程。在教育的目的、管理主体、方式和内容方面完成了重要的变革，但在教育实施的环境、课程指导、师资培训、评价制度等方面仍存在问题。对此进行分析有助于管窥当前西方公民教育的特点与趋势，为我国教育实践提供借鉴依据。     

Changing society using new technologies: Youth participation in the social media revolution and its implications for the development of democracy in sub-Saharan Africa

This paper considers the adequacy of simple access to technology for acquiring active citizenship skills. The paper posits questions and then provides tentative answers to the questions: Is acquiring the latest technology a prerequisite for Kenyan students to join the social media revolution? Is access to the latest developments in digital social media networks an absolute prerequisite for training our students to be responsible citizens in democracies? What other components of good citizenship education for building democracies exist? How can we incorporate them into Kenyan classrooms so that when the digital social media revolution finally arrives in Kenya for all, her young people will more likely to be involved as responsible citizens rather than mindless revolutionaries following a mob without knowing why.     

#NeverAgainMSD Student Activism: Lessons for Agonist Political Education in an Age of Democratic Crisis

In this essay, Kathleen Knight Abowitz and Dan Mamlok consider the arguments for agonist political education in light of a case study based in the events of the 2018 mass shooting at Stoneman Douglas High School in Parkland, Florida, and the subsequent activism of its survivors. We use this case to examine agonist expressions of citizenship, and to present an argument for framing agonist politics through the lens of Deweyan transactional communication combined with the critical concept of articulation. A major lesson in this case is the significance of citizenship learning that prioritizes challenging the political status quo along with working to reestablish new political relations on grounds that are more just. The authors argue that the endgame of agonist-informed political education should be that which helps students, as present and future citizens, reconstruct existing political conditions. Knight Abowitz and Mamlok conclude with suggestions for four domains of knowledge and capacities that can productively shape agonist citizenship education efforts: political education, lived citizenship, critical political literacies, and critical digital literacies.     

“谁是大学好教师?”——大学教师组织公民行为特点的实证研究

本研究通过对664名大学教师采用自编的教师组织公民行为问卷,探讨了大学教师组织公民行为的现状特点。结果表明:本研究自编的大学教师组织公民行为量表达到心理测量学上所认可的信度和效度,它包括三个维度:热爱学校、帮助同事和自我发展。大学教师组织公民行为在年龄和职称上有显著的差异,年龄越大,组织公民行为越多,但在50岁后开始下降;在职称上出现"两头高中间低"的现象,初级职称和高级职称的大学教师的组织认同公民行为得分要高于中级职称的大学教师。     

Investigating contingency in school history: an aid to rich,meaningfully critical citizenship?

A common charge levelled at English and Welsh citizenship education, whether taught as a separate subject or incorporated into other disciplines, is that it encourages compliance more than it inspires critical thought. There is room within the compulsory citizenship framework, however, for teachers to advance genuinely critical attributes in students. My aim here is to suggest that school History has particular potential for this, and to argue more specifically that the historical study of contingency in human affairs could advance a rich, meaningfully critical form of citizenship that contributes to Gutmann's ideal of ‘conscious social reproduction’. Gutmann's vision for citizenship centres on the idea that through critical scrutiny of present norms and institutions, students can be equipped to take part in the collective shaping of their future. Drawing on the work of social and political theorists as well as that of educationalists and philosophers of history, I argue that contingency can be rigorously and fruitfully investigated in school History, and that this could – at best – help students to develop three vital capacities for critical citizenship and conscious social reproduction: discernment of historical possibility, subtle normative reflection, and enriched political imagination.     

培养高中生公民意识的实践研究

公民意识教育的有效载体是社会实践,将公民意识的培养紧密地与社会实践教育相结合,以社会实践活动为载体,积极实践、探索培养学生公民意识教育的针对性、实效性,主要在内容安排、方法选择、资源挖掘、机制评价四个方面进行探索,着重培养学生的社会公德意识、责任意识和爱国意识。在“引领学生更好发展”的办学理念指引下,坚持公民意识的教育,为了每一个学生健康、和谐成长作出更大努力。     

基于“组织公民行为”理论的高校学生干部管理策略

学生干部的“组织公民行为”是指在非基本工作要求条件下,学生干部自发表现出的超越角色标准的主动、积极、正面、尽职、利他的行为。这种行为不仅有益于他人,更有助于学校管理效能的提升。高校学生干部工作中,应充分了解现有学生干部的“组织公民行为”指数,有针对性地培养学生干部,借以触发他们的“组织公民行为”,为高校学生干部管理提供新的理论支撑。     

Measuring Young People's Citizenship Competences

Citizenship has recently been introduced into the educational curriculum. Instruments to determine the effects of citizenship education are scarce. In this article, the concept of citizenship competences is explored in order to develop a measurement instrument. Four social tasks were derived from the literature as representative of young people's citizenship practices: acting democratically, acting in a socially responsible manner, dealing with conflicts, and dealing with differences. What adequate fulfilment of each social task presupposes in terms of knowledge, attitudes, skills, and reflection is defined per task and operationalised into items for a questionnaire. The sample (N = 16,000) concerns a representative sample of students in grade 6 and grade 9. Confirmatory factor analyses were conducted to determine the extent to which the structure in the data corresponded to the structure expected on theoretical grounds. The study reveals a reliable and valid instrument for the measurement of young people's citizenship competences. Future research should provide insight into how these competences relate to citizenship behaviour and whether measures of citizenship competences and behaviour will help schools to evaluate the effectiveness of their efforts.     

加强核心价值观，超越差异——应对多元文化挑战的英国公民教育

英国是一个种族、民族、信仰多元化的国家,如何使公民教育在加强学生对英国传统价值观的继承的情况下,促进他们对不同文化的理解和尊重,并对种族和信仰多元化有更深刻的认识,学会如何正确面对和处理种族分歧问题,成为构建多元文化社会和发展多元文化社会中的公民教育的核心之一。