At Home in the World: Supporting Children in Human Rights, Global Citizenship, and Digital Citizenship

Bennett, Linda; Aguayo, Rebecca C.; Field, Steve

doi:10.1080/00094056.2016.1180892

Cited by 15 publications

(7 citation statements)

References 7 publications

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“…Researches show that pedagogical interventions should focus on open pedagogical approaches, aimed on the development of autonomous learning strategies within problem solving contexts, in which learners initiate and undertake projects that integrate digital technologies (Gouvernement du Québec, 2016;Jones & Mitchell, 2016;Organisation internationale de la Francophonie, 2012). In addition to developing technical digital skills, this pedagogical vision highlights soft skills, such as collaboration, creativity and communication, which are extremely important in a global and digital world (Bennett & al., 2016;Kligler-Vilenchik, 2017;Jenkins & al., 2016;Alberta Education, 2012).…”

Section: Innovative Pedagogical Practicesmentioning

confidence: 99%

Digital Citizenship: What It Means and What We Can Do to Develop It

LeBlanc¹

2019

Proceedings of the 2019 AERA Annual Meeting

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Section: Innovative Pedagogical Practicesmentioning

confidence: 99%

Digital Citizenship: What It Means and What We Can Do to Develop It

LeBlanc¹

2019

Proceedings of the 2019 AERA Annual Meeting

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“…Moreover, the prevalence of international migration has contributed to regional diversity (Choi, 2016;Guo, 2014), resulting in a broader spectrum of cultural values that prevent the concrete definition of community membership. The evolution of global digital citizenship is often described as recognizing and respecting how emerging technology has removed barriers between citizens of the globe by enhancing communication, collaboration, dialogue, and debate throughout society (Bellanca & Brandt, 2010;Bennett et al, 2016;Global Digital Citizenship Foundation, 2022). Given students' strong connections to the global community through social media (Gleason & von Gillern, 2018) and widespread access to smartphones (Anderson & Jiang, 2018;Statistics Canada, 2021), there exists a need for democratic citizenship education that not only prepares students to engage with societal issues at a local level, but also to responsibly participate in digital communities and critically analyze and respond to global concerns.…”

Section: Introductionmentioning

confidence: 99%

Educating for a Just World: Empowering K-12 Students as Global Democratic Digital Citizens

Hughes,

Robb,

Gadanidis

2024

JDLL

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Given the incredible growth in online activity since the global pandemic, there is a need for an updated approach to digital citizenship education that positions students as critical designers and producers who use their learning to inform, to support, and to offer opportunities for change in their communities. In this paper, we examine some of the recent conceptualizations of digital citizenship, human rights education, and global citizenship to identify their intersections and move toward the development of a Global Democratic Digital Citizenship framework for K-12 education. We argue that current frameworks target distinct skills and competencies that enable individualistic performance of global and digital citizenship actions but neglect the development of democratic characteristics and the ways in which these are mediated by digital technologies. Students must understand how to engage respectfully with others, make their voice heard, become interculturally intelligent, and act responsibly and democratically online. Citizenship entails participation in representative democracy; therefore, citizenship education must empower youth to actively engage in local and global democratic processes through both physical and digital channels.

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“…The fact that a child or young person can connect with others without leaving the house can also be thought of as being safer than venturing into the outside world. However, there is also a variety of risks associated with online activities (Bennett et al, 2016). According to Sari et al (2020), because younger generations prefer to use various digital technologies in their daily life activities, this situation increases internet risks, for instance sharing personal data, bullying, hoaxes, hate speech and access to pornographic contents.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico

Trapero¹,

Parra

González-Martínez

2021

OTH

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Purpose The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico. Design/methodology/approach This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues. Findings Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society Research limitations/implications This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts. Practical implications This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students. Originality/value Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

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At Home in the World: Supporting Children in Human Rights, Global Citizenship, and Digital Citizenship

Cited by 15 publications

References 7 publications

Digital Citizenship: What It Means and What We Can Do to Develop It

Digital Citizenship: What It Means and What We Can Do to Develop It

Educating for a Just World: Empowering K-12 Students as Global Democratic Digital Citizens

Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico

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