Digital competency deserves separate attention as a distinct course curriculum.
In today's highly connected world, the need for digital citizenship and literacy education in schools is more crucial than ever. With the widespread use of digital devices such as computers, tablets, smartphones, and even smartwatches, students rely increasingly on technology for learning and life.
Digital citizenship encompasses norms of appropriate, responsible, and empowered technology use, including respect, safety, digital etiquette, security, and rights and responsibilities. It is a critical skill set that prepares students to be responsible and informed users of technology in a digital society.
Many schools and districts, like Broward County Public Schools, are taking digital citizenship seriously by integrating specialized curricula and tools into their school programs. These resources comprehensively address digital citizenship skills and knowledge areas from kindergarten through to high school.
Experts, such as Mike Ribble and education researchers, emphasize that digital citizenship is not just a teaching tool; it is an essential preparation for participation in society in the digital era.
Regarding digital literacy, experts at Stanford University highlight the urgency of helping students navigate misinformation, distinguish fact from fiction, and critically evaluate information—skills that are crucially needed in the AI era. Such literacy should be integrated across subjects or delivered intentionally to bridge students' digital experiences with academic learning.
Digital skills are not merely technical but involve ethical use, critical thinking, and an understanding of evolving digital landscapes. This justifies dedicated instructional time and resources distinct from but complementary to traditional subjects.
However, the assumption that owning a smartphone implies knowing how to navigate it and use it responsibly is not always accurate. The lack of effective and responsible use of technology, especially among grade school students, is a concern.
Common Sense, a leading advocate for children's safe and healthy use of technology, offers various resources for teaching digital citizenship in schools. These resources include a one-hour, self-paced course called Modeling Healthy Digital Habits for educators and the opportunity for teachers to become a Common Sense Recognized Educator.
Digital citizenship and literacy skills are essential for functioning in today's society. Unfortunately, these skills are not often taught as separate subjects. To address this gap, some experts suggest the need for a dedicated digital citizenship/literacy curriculum. Lisa Nielsen, Melissa Jacobs, and Tali Horowitz are among those who discuss this need. Some propose on-demand classes for gaining experience in digital citizenship, while others suggest having mandatory advisory periods where every teacher is teaching digital citizenship so that every student is getting it.
The number of educators with the skill sets to teach digital citizenship and literacy has decreased, making it necessary for teachers to take digital citizenship courses as part of their teacher program, as Horowitz suggests. The one-hour, self-paced course by Common Sense is not intended for teachers to teach digital citizenship but to lead by example.
In summary, the evidence supports formal, intentional instruction in digital citizenship and literacy, either as a separate subject or as a well-supported, integrated curriculum strand. This targeted focus equips students to manage technology responsibly, engage safely online, and think critically about digital content, making it indispensable in modern education.
