issues that technology has brought us.
We need not only to educate our children on the issues that are occurring
with technology but provide resources
for our teachers and parents as well.
The nine elements that we have
identi ed provide a good launching
point for users, but they are only
the beginning. They are not enough to
prepare our children to live, work, and
play in this new digital society. What
we also need is a process for implementing these ideas into their daily
lives. All technology users need help
deciding what to do with the information when they look at a new technology (or even one that they have
worked with for years). That is why
we created the four-stage cycle of
technology integration.
This cycle of integration helps the
user begin to internalize those issues.
It is a cycle because there is no real
end to learning. We are constantly
learning, relearning, and unlearning
information about technology. This
cycle helps users to begin focusing on
their actions when using technology
and re ecting on what they are doing
correctly as well as what they need to
work on. The four stages in the reflection model are intended to enhance
understanding of digital citizenship.
Similar stages have been used in
other learning models, and they provide a framework for helping children
understand why being good digital
citizens is important.
By using this re ection model,
teachers, parents, or anyone can begin
discussing the issues with children,
students, or other users. This will help
to open the conversation of technology
use in the home, school, or within the
community so that we can focus on
using the technology appropriately in a
safe environment. Once users are part
of the community, they will be expected to practice appropriate technology
use as members of that society. Here
are some directions for how each stage
should be discussed and implemented:
Four-Stage Technology Learning Framework for Teaching Digital Citizenship
Stage 1: Awareness
Awareness means engaging students
to become technologically literate. The
awareness stage goes beyond just basic
knowledge or information of hard-
ware and so ware. Users also need
to understand examples of misusing
and abusing both. Students need to
learn what is appropriate and not ap-
propriate when using di erent digital
technologies.
Stage 2: Guided Practice
Following awareness activities, educators need to provide their students
with opportunities to use the technology under their guidance by focusing
on “appropriate use of technology.”
Students need to be able to use technology in an atmosphere where exploration and risk taking are promoted.
During this same period, students
may make mistakes and need the
support of their teachers. The school
needs to become a place where students can investigate with technologies they use every day.
Stage 3: Modeling and Demonstration
Teachers need to plan time with their
students to focus on appropriate technology use at school, home, and in
society. Students need to see that their
teachers are following the proper technology-based citizen behaviors being
taught to them. Digital citizenship activities and dialogue between students
and teachers help teach digital citizenship. Adults need to be positive role
models of good digital citizenship so
students can follow their example. In
fact, kids need numerous technology
role models to gain a thorough understanding of these complex concepts.
With the new NETS•T, teachers will
also be asked to provide guidance in
digital citizenship.
Stage 4: Feedback and Analysis
The school should be a place where
students and their teachers can discuss
their use of technologies to see how
they can use them more appropriately.
Adults need to provide constructive
criticism on how students should use
We need not only to educate our children on the issues that are
occurring with technology but provide resources for our teachers
and parents as well.
