Digital Citizenship Approach and Teacher Profile
Abstract The aim of this paper is to analyse ideas about digital citizenship in Mexican teachers of pupils from elementary through to intermediate level, taking the following as independent variables: gender, age, region and the educational level taught. The hypothesis is that such variables affect what the teachers believe digital citizenship to be. This research is carried out on a group of 220 elementary and intermediate education teachers in a state located in northeast Mexico. Findings show that male teachers are more inclined to use indicators related to the improvement of academic performance, and less interested in indicators related to harmony in the group/school environment. In addition, young teachers tend to work with ideas that are more student-focused and less teacher-led, in contrast to their older peers, who favour more teacher-focused ideas over student-centred ones. Finally, elementary education teachers seek to focus their ideas on parents and the community instead of on students, while those teaching at intermediate level target their ideas more on students and less towards their parents and the community. If schools are planning to focus on the development of competences for digital citizenship, it is important to consider as part of the educational strategy how the profile of the teacher in terms of gender, age, and the educational level at which they teach influences their ideas.
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Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: the influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers and Education, 121, 143–161. doi:https://doi.org/10.1016/j.compedu.2018.03.005
Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers and Education, 107, 100–112. doi:https://doi.org/10.1016/j.compedu.2017.01.002
Conte, E., & Filippozzi, R. (2015). As tecnologias na educacao: umaquestaosomente técnica? Educacao & Realidade, 40(4), 1191–1207. doi:https://doi.org/10.1590/2175-623646599
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Goulart, R. (2015). Discursossobre a inclusao digital. Educacao, 38(3), 319–328. doi: https://doi.org/10.15448/1981-2582.2015.3.21771
Guajardo-Leal, B. E., & Valenzuela-González, J. R. (2017). Transdisciplinary Design of Virtual Learning Environments: The Case of a xMOOC on the Study of Electrical Energy. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145424
Hutson, E., Kelly, S., & Militello, L.K. (2018). Systematic review of cyberbullying interventions for youth and parents with implications for evidence-based practice. Worldviews on Evidence-Based Nursing, 15(1), 72–79. doi:https://doi.org/10.1111/wvn.12257
Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media and Society, 18(9), 2063–2079. doi:https://doi.org/10.1177/1461444815577797
Karaduman, H. (2017). Social studies teacher candidates’ opinions about digital citizenship and its place in social studies teacher training program: a comparison between the USA and Turkey. Turkish Online Journal of Educational Technology, 16(2), 93–106.
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Educational Technology and Society, 21(1), 155–171.
López, M., & Bernal, C. (2016). La cultura digital en la escuela pública. Revista interuniversitaria de formación del profesorado, 30(1), 103–110.
Lucena, S. (2016). Culturas digitais e tecnologiasmóveis na educacao. Educar em Revista, 59, 277–290. doi:https://doi.org/10.1590/0104-4060.43689
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Educational Technology & Society, 21(1), 213–224.
Martuccelli, D. (2016). Condición adolescente y ciudadanía escolar’ [Teenage condition and school citizenship]. Educacao & Realidade, 41(1), 155–174. doi:https://doi.org/10.1590/2175-623660050
McGillivray, D., McPherson, G., Jones, J., & McCandlish, A. (2016). Young people, digital media making and critical digital citizenship. Leisure Studies, 35(6), 724–738. doi:https://doi.org/10.1080/02614367.2015.1062041
Morales Romo, N. (2017). The articulation between digital contexts and Social Justice for schoolchildren and elderly people in rural areas. Prisma Social, 18, 278–308.
Ozansoy, K (2017). Developing strategies for the prevention of cyberbullying in secondary education, Ponte, 73(8), 34–42. doi:https://doi.org/10.21506/j.ponte.2017.8.3
Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Educational Technology and Society, 21(1), 225–236.
Thannimalai, R., & Raman, A. (2018). Principals technology leadership and teachers technology integration in the 21st century classroom. International Journal of Civil Engineering and Technology, 9(2), 177–187. doi:https://doi.org/10.29333/iji.2019.12428a
van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. Curriculum Journal, 29(1), 116–133. doi:https://doi.org/10.1080/09585176.2017.1369136
Viñals, A., & Cuenca, J. (2016). El rol del docente en la era digital. [The teacher’s role in the digital era]. Revista Interuniversitaria de formación del profesorado, 30(2), 103–114.
Yasuda, H. (2010). A risk management system to oppose cyber bullying in high school: warning system with leaflets and emergency staffs. Informatica (Ljubljana), 34(2), 255–259.
Zhou, H., Yin, B., & Zhou, X. (2017). Research on innovation modes of ideological and political work in colleges under the context of informationization. Agro Food Industry Hi-Tech, 28(1), 218–221.
Carter, M. A., & Goldie, D. (2017). Educational media: potential impacts on tertiary students’ mental health. International Journal of Innovation, Creativity and Change, 3(3), 61–88.
Choi, M. (2016). A concept analysis of digital citizenship for democratic citizenship education in the internet age. Theory and Research in Social Education, 44(4), 565–607. doi:https://doi.org/10.1080/00933104.2016.1210549
Choi, M., Cristol, D., & Gimbert, B. (2018). Teachers as digital citizens: the influence of individual backgrounds, internet use and psychological characteristics on teachers’ levels of digital citizenship. Computers and Education, 121, 143–161. doi:https://doi.org/10.1016/j.compedu.2018.03.005
Choi, M., Glassman, M., & Cristol, D. (2017). What it means to be a citizen in the internet age: Development of a reliable and valid digital citizenship scale. Computers and Education, 107, 100–112. doi:https://doi.org/10.1016/j.compedu.2017.01.002
Conte, E., & Filippozzi, R. (2015). As tecnologias na educacao: umaquestaosomente técnica? Educacao & Realidade, 40(4), 1191–1207. doi:https://doi.org/10.1590/2175-623646599
Dias, L. (2015). Tecnologia e educacao: quais os desafios? Educacao. Revista do Centro de Educacao, 40(2), 295–309. doi:https://doi.org/10.5902/1984644417446
Elcicek, M., Erdemci, H., & Karal, H. (2018). Examining the relationship between the levels of digital citizenship and social presence for the graduate students having online education. Turkish Online Journal of Distance Education, 19(1), 203–214. doi:https://doi.org/10.17718/tojde.382801
García, V., Aquino, S., & Ramírez, N. (2016). Programa de alfabetización digital en México: 1.1. Análisis comparativo de las competencias digitales entre niños de primaria. CPU-e’ [Digital literacy program in Mexico: 1.1. Contrasting analysis of the digital competences among children in primary school]. Revista de investigación Educativa, 23, 24–44. doi:https://doi.org/10.25009/cpue.v0i23.2158
García-Galera, M. C., Muñoz, C. F., & Pedrosa, L. P. (2017). Youth empowerment through social networks. Creating participative digital citizenship. Communication and Society, 30(3), 129–140. doi:https://doi.org/10.15581/003.30.3.129-140
García-Valcárcel, A., Basilotta, V. &, Mulas, I. (2016). Fomentando la ciudadanía digital mediante un proyecto de aprendizaje colaborativo entre escuelas rurales y urbanas para aprender inglés. Profesorado [Encouraging digital citizenship by means of a collaborative learning project among rural and urban schools to learn English. Faculty]. Revista de currículum y formación de profesorado, 20(3), 549–581.
Gleason, B., & von Gillern, S. (2018). Digital citizenship with social media: participatory practices of teaching and learning in secondary education. Educational Technology and Society, 21(1), 200-212.
González-Pérez, L. I., Ramírez-Montoya, M. S., & García-Peñalvo, F. J. (2016). Open access to educational resources in energy and sustainability: Usability evaluation prototype for repositories. In F. J. García-Peñalvo (Ed.), Proceedings of the Fourth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’16) (Salamanca, Spain, November 2-4, 2016) (pp. 1103-1108). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3012430.3012654
González-Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., & Quintas Cruz, J. E. (2017). Usability evaluation focused on user experience of repositories related to energy sustainability: A Literature Mapping. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145385
González Pérez, L. I., Ramírez-Montoya, M. S., García-Peñalvo, F. J., Valenzuela-González, J. R., & Pinto-Llorente, A. M. (2018). Validity and reliability of a survey to know the technological acceptance of an institutional repository: The case of resources on energy and sustainability. In F. J. García-Peñalvo (Ed.), TEEM’18 Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (Salamanca, Spain, October 24th-26th, 2018) (pp. 281-288). New York, NY, USA: ACM. doi:https://doi.org/10.1145/3284179.3284228
Goulart, R. (2015). Discursossobre a inclusao digital. Educacao, 38(3), 319–328. doi: https://doi.org/10.15448/1981-2582.2015.3.21771
Guajardo-Leal, B. E., & Valenzuela-González, J. R. (2017). Transdisciplinary Design of Virtual Learning Environments: The Case of a xMOOC on the Study of Electrical Energy. In J. M. Dodero, M. S. Ibarra Sáiz, & I. Ruiz Rube (Eds.), Fifth International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM’17) (Cádiz, Spain, October 18-20, 2017) New York, NY, USA: ACM. doi:https://doi.org/10.1145/3144826.3145424
Hutson, E., Kelly, S., & Militello, L.K. (2018). Systematic review of cyberbullying interventions for youth and parents with implications for evidence-based practice. Worldviews on Evidence-Based Nursing, 15(1), 72–79. doi:https://doi.org/10.1111/wvn.12257
Jones, L. M., & Mitchell, K. J. (2016). Defining and measuring youth digital citizenship. New Media and Society, 18(9), 2063–2079. doi:https://doi.org/10.1177/1461444815577797
Karaduman, H. (2017). Social studies teacher candidates’ opinions about digital citizenship and its place in social studies teacher training program: a comparison between the USA and Turkey. Turkish Online Journal of Educational Technology, 16(2), 93–106.
Kim, M., & Choi, D. (2018). Development of youth digital citizenship scale and implication for educational setting. Educational Technology and Society, 21(1), 155–171.
López, M., & Bernal, C. (2016). La cultura digital en la escuela pública. Revista interuniversitaria de formación del profesorado, 30(1), 103–110.
Lucena, S. (2016). Culturas digitais e tecnologiasmóveis na educacao. Educar em Revista, 59, 277–290. doi:https://doi.org/10.1590/0104-4060.43689
Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle school students’ social media use. Educational Technology & Society, 21(1), 213–224.
Martuccelli, D. (2016). Condición adolescente y ciudadanía escolar’ [Teenage condition and school citizenship]. Educacao & Realidade, 41(1), 155–174. doi:https://doi.org/10.1590/2175-623660050
McGillivray, D., McPherson, G., Jones, J., & McCandlish, A. (2016). Young people, digital media making and critical digital citizenship. Leisure Studies, 35(6), 724–738. doi:https://doi.org/10.1080/02614367.2015.1062041
Morales Romo, N. (2017). The articulation between digital contexts and Social Justice for schoolchildren and elderly people in rural areas. Prisma Social, 18, 278–308.
Ozansoy, K (2017). Developing strategies for the prevention of cyberbullying in secondary education, Ponte, 73(8), 34–42. doi:https://doi.org/10.21506/j.ponte.2017.8.3
Pedersen, A. Y., Nørgaard, R. T., & Köppe, C. (2018). Patterns of inclusion: Fostering digital citizenship through hybrid education. Educational Technology and Society, 21(1), 225–236.
Thannimalai, R., & Raman, A. (2018). Principals technology leadership and teachers technology integration in the 21st century classroom. International Journal of Civil Engineering and Technology, 9(2), 177–187. doi:https://doi.org/10.29333/iji.2019.12428a
van de Oudeweetering, K., & Voogt, J. (2018). Teachers’ conceptualization and enactment of twenty-first century competences: exploring dimensions for new curricula. Curriculum Journal, 29(1), 116–133. doi:https://doi.org/10.1080/09585176.2017.1369136
Viñals, A., & Cuenca, J. (2016). El rol del docente en la era digital. [The teacher’s role in the digital era]. Revista Interuniversitaria de formación del profesorado, 30(2), 103–114.
Yasuda, H. (2010). A risk management system to oppose cyber bullying in high school: warning system with leaflets and emergency staffs. Informatica (Ljubljana), 34(2), 255–259.
Zhou, H., Yin, B., & Zhou, X. (2017). Research on innovation modes of ideological and political work in colleges under the context of informationization. Agro Food Industry Hi-Tech, 28(1), 218–221.
Arredondo Trapero, F. G., Vázquez Parra, J. C., & González Martínez, M. de J. (2020). Digital Citizenship Approach and Teacher Profile. Education in The Knowledge Society, 21, 11. https://doi.org/10.14201/eks.22735
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