5 Common Misconceptions About Digital Citizenship

#1 Common Misconception About Digital Citizenship

If it’s on the web, then it must be true!

One of the elements of digital citizenship is “Digital Literacy”.

Digital Literacy is the knowledge and skills required to differentiate between real and fake contents and how to manage the information on the web.

Not every information on the internet is real and fake on the same time.

More so, not all websites or URL is worth visiting.

Teachers and students need to learn how to use their time on the web judiciously on the web and also how to get the right content.

Digital literacy helps to know what content to avoid in order to live a balanced life void of inappropriate behaviors and actions.

#2 Common Misconceptions About Digital Citizenship

“With children spending more and more time on devices, parents and teachers should try to heavily restrict their screen time.”

Parents who heavily restrict their children’s access to the internet tend to have children who experience reduced exposure to risk, but also get fewer opportunities for learning and engagement. Outright ban of activities, such as using social media or playing video games, can have consequences for young people, who may feel cut off from their peers or unable to access information and support.

Recognise that media use is no longer an optional extra and that ‘screen time’ is not an inevitably problematic activity.

Parents and teachers can achieve a balance with their children or students by educating them and making them involved in the process of media use. Adults need to model digital well-being so that young people have something to fall back on.

Research says: What you can do? Move beyond ‘screen-time’ as a basis for guidance and help parents and children recognise the difference between problematic, normal and beneficial use.

#3 Misconceptions About Digital Citizenship

“Parents and teachers need to decide what content and websites have to be restricted for their children.“

“Not involving children in making decisions can be a missed opportunity to build a sense of trust and ownership over media use within the family.”

Go beyond giving the message to parents that their main responsibility is to limit and control.

Encourage them to use their digital expertise to engage with their children, and not to police them.

Teachers can also engage students in discussions about media use, help them understand the issues and take part in making these choices.

Context-specific rules (e.g no phones at the table) are harder to enforce than activity constraints(e.g no Snapchat). Activity constraints are restrictive. Although they reduce a child’s access to certain sites, they do not educate them on how to engage with technology.

Use a balanced approach. Combine activity constraints. For example, employ technical restrictions to ban some websites on school WiFi with active and enabling approaches like engaging students in a discussion about their digital behaviour.

#4 Common Misconceptions About Digital Citizenship

“Research prescribes a specific number of screen hours for different age groups.”

There is no one-size-fits-all approach. Lack of evidence had meant that experts have found it hard to recommend a cut-off for children’s screen time.

Parents and teachers should adjust their strategies with the age, interests and needs of their children, remembering that they need support and encouragement across the full age range, from infants to older teenagers.

What you can do?

Move beyond ‘screen-time’ as a basis for guidance and help parents and children recognise the difference between problematic, normal and beneficial use.

#5 Misconceptions about Digital Citizenship

One of the common misconceptions about digital citizenship or the right use of technology in this age is that, parents’ and teachers’ digital skills are inconsequential when it comes to managing their children’s media balance.

This statement is not true in the sense that a parent who is digitally- skilled will be confident to be a guide to children on the correct usage of technology, hence, helping them to model the right use. On the flip side, a parent who isn’t skilled will hinder or stop children from being engaged digitally and also learning the right behaviour online.

As educators, we should not be intimidated by technology but embrace it. When we embrace this new normal, it will make our work easier and easy to connect with the learners in our class.

Some of the students in our classrooms have the technical know how of some digital tools which can promote and enhance learning. A teacher who is flexible, teachable and a lifelong learner should be ready to learn from anyone including his or her learners.

Parents’ and teachers’ digital skills are inconsequential when it comes to managing their children’s media balance.

*Digitally -skilled parents are more likely to be confident mediating their children’s internet use, no matter what tactic they adopt.

As teachers, the same rule applies to you too. Do not be intimidated by technology. Build your own digital skills and gain confidence in facilitating your students to become responsible digital citizens. Encourage parents to do the same!

Culled from the article: 5 Common Misconceptions About Digital Citizenship