Towards a radical digital citizenship in digital education

Emejulu, Akwugo; McGregor, Callum

doi:10.1080/17508487.2016.1234494

Cited by 160 publications

(101 citation statements)

References 33 publications

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“…Specifically, this drew upon the idea of a 'radical digital citizenship', through which: individuals and groups committed to social justice critically analyse the social, political and economic consequences of digital technologies in everyday life and collectively deliberate and take action to build alternative and emancipatory technologies and technological practices (Emejulu and McGregor 2019: 140) This appears to be one valuable way of perceiving, not only the critical thrust of the postdigital as a theoretical intervention in education, but also the suggestions of a possible form of practice through which educational activity might productively engage in the building of its own technologies. While Emejulu and McGregor (2019) are sceptical about their suggestions for a radical digital citizenship, such a form for postdigital education also seems somewhat unlikely given the immense power of the technology industry and its growing influence on educational activity. Nevertheless, as part of what might be considered an ongoing struggle to define education in an increasingly datafied society, such an approach might point the way to reclaiming an affirmative form of the digital-a 'postdigital'-for continuing educational research and practice.…”

Section: Discussionmentioning

confidence: 99%

What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice

Knox

2019

Postdigit Sci Educ

204

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This paper examines what the term 'postdigital' might mean for education through the discussion of human-technology relationships. It begins with a summary of two general interpretations of the postdigital: firstly, to understand the 'post' as meaning simply 'posterior to' the digital, suggesting a different stage in the perception and use of technology; and secondly, to consider the 'post' as signalling a critical appraisal of the assumptions embedded in the general understanding of the digital. Subsequently, the paper outlines three critical perspectives on the digital with specific relevance for educational concerns. The first examines the economic rationales underpinning digital technology, focusing on the idea of the platform and the assumed benefits of sharing. The second discusses the role of the digital in educational policy and the compound effects of the metrification of institutional quality. The third section explores the digital as 'material', and the increasing attention paid to issues of labour and the exploitation of natural resources required to produce digital technologies. These perspectives suggest an understanding of the postdigital in terms of profound and far-reaching socio-technical relations, which have significant consequences for thinking about the purpose, focus, and governance of education in contemporary times.

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Section: Discussionmentioning

confidence: 99%

What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice

Knox

2019

Postdigit Sci Educ

204

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“…This also includes "updating the quality of science, technology, engineering and mathematics education at the secondary level", bringing in career skills and guidance at an earlier stage and encouraging "critical thinking, creativity, cognitive flexibility and emotional intelligence" [4]. Digital literacy is at the core of this transformation, developing the capabilities for young people to live, learn and work in the 21st Century digital society and going beyond purely functional technical skills to encompass a rich set of digital behaviours, practices and identities [10]- [12].…”

Section: Introductionmentioning

confidence: 99%

Technology-Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom

Dele-Ajayi

Strachan²,

Anderson

et al. 2019

2019 IEEE Frontiers in Education Conference (FIE)

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This research to practice paper uses a Technology Acceptance Model (TAM) to explore the factors that affect teachers' intentions to use digital educational games in the classroom. Research shows that using computers and other digital technologies like digital games is one way to influence young people's career aspirations and improve their digital literacy. This is particularly important as the world of work is changing and emerging jobs becoming more intensive in their use of digital technologies. In the developing world and in particular Nigeria, there have been calls to improve the digital literacy skills of young people to help them make informed career choices, and fully participate effectively and equally in the digital world. However, many of the computing and digital technology education initiatives have not produced the positive results intended. The lack of awareness, readiness and buy-in of the relevant stakeholders are some of the factors that has been identified as a barrier here. For example, for computing and digital technology-based projects in schools, the success largely depends on the support and attitude of teachers. As one of the major stakeholders in the classroom, teachers need to be consulted in decisions that affect the way they deliver their lessons; especially when novel ideas and approaches that challenge tradition are introduced. It is therefore important to consider their acceptance or otherwise of digital games in the classroom. A Technology Acceptance Model (TAM) was modified to include constructs previously identified by teachers that potentially influence their intention to use digital games in the classroom. The extended TAM was developed into a questionnaire and tested with 220 teachers in Nigeria. Analyses of the results show that syllabus connectedness, perceived usefulness and self-efficacy are significant predictors of the intention of teachers to adopt digital game-based learning in the classroom. Furthermore, the teachers' demographics including experience of teaching, age and gender all mediated the intention of the teachers to use digital game-based learning. The results and findings present recommendations for school leaders and developers of digital educational games. The practical insights from this are also important here and helpful for guiding the deployment of such games particularly in areas where such technological interventions have not been used before.

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“…Some may confuse the term of "digital citizenship" (Mossberger, Tolbert, & McNeal, 2007;Ribble, 2011Ribble, , 2014 with the term of "digital literacy" (Buckingham, 2010). Digital literacy can be considered as having internet and computer technical and intellectual skills, whereas the particular emphasis within digital citizenship is given to practice appropriate online social skills and engagements acting as an umbrella concept (Emejulu & Mcgregor, 2019). Ethics, literacy, engagement, and critical participation are thus essential in the establishment and endowment of digital citizenship (Choi, 2016).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

Ata

Yıldırım

2019

JITE:Research

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Aim/Purpose: The principal aim of this study was to reveal digital citizenship levels of pre-service teachers enrolled in 1st and 2nd year in the education faculty at the Muğla Sıtkı Koçman University in Muğla, Turkey. Pre-service teachers’ perceptions of digital citizenship and their patterns of knowledge of digital citizenship were explored. Background: This study examines the concepts of digital citizenship, including digital communication, digital rights / responsibilities, critical thinking, digital participation, digital security, digital skills, digital ethics, and digital commerce, of pre-service teachers and their interaction with instructional technology. This research study will inform policies and strategies to enhance teacher trainings and education in Turkey. Methodology: A mixed methodology of data sources including a survey and open-ended questions were collected to explore pre-service teachers’ perceptions of digital citizenship. The Digital Citizenship Scale was used as the quantitative data collection instrument. Various statistical techniques and tests such as ANOVA, t-Test, and Tukey HSD were used in the analysis of the data. Contribution: This study contributes to existing literature knowledge by demonstrating the patterns of digital citizenship that influence Turkish pre-service teachers’ professional development and deepening the discussion of change in policies and strategies in education programs in Turkey. Findings: Results indicated that there was a statistically significant difference of digital citizenship scores of male and female pre-service teachers with male participants scoring higher than female participants. However, participants’ mean scores did not significantly differentiate by their departments. Similarly, it was observed that participants’ mean scores did not significantly differentiate by the high school types. As far as parent educational background was concerned, the mean scores of the participants did not indicate a significant difference by the education level of the mother, but the scores differed significantly by the father’s education level. Similar responses emerged in the open-ended questions. Participants expressed that they felt competent in digital communication and digital participation and their parents are partly influential in the improvement of these skills. In addition, the majority of the participants stated that the major they enrolled did not have any contribution to their digital skills so far. Recommendations for Practitioners: Recommendations for practitioners to include in their teacher education programs training pre-service teachers to become digital citizens. Recommendation for Researchers: Recommendations for researchers to include identifying practical activities that enhance pre-service teachers’ digital citizenship skills. Impact on Society: The findings and results of this study will help display a universal digital citizenship model for pre-service and veteran teachers in Turkey as well as to strengthen their interaction with instructional and information technologies through policy and strategy changes in educational settings. Future Research: Further studies should be undertaken, especially in developing countries. Future research can further explore pre-service teachers’ perceptions of digital citizenship such as digital rights, responsibilities, and ethics as well as evaluating the opinions of school administrators, students, and parents regarding their perceptions of digital citizenship in educational settings.

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Towards a radical digital citizenship in digital education

Cited by 160 publications

References 33 publications

What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice

What Does the ‘Postdigital’ Mean for Education? Three Critical Perspectives on the Digital, with Implications for Educational Research and Practice

Technology-Enhanced Teaching: A Technology Acceptance Model to Study Teachers’ Intentions to Use Digital Games in the Classroom

Turkish Pre-service Teachers’ Perceptions of Digital Citizenship in Education Programs

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