Post 5: Law and Policy in K-12 Schools

Law and Policy in K-12 Schools

For the last blog post in this series, we are going to look at the relationship between Law and Policy in K-12 Schools and how this relationship continues to evolve. In the rapidly changing landscape of technology, where digital interactions have become an integral part of daily life, the concept of digital citizenship has gained increasing importance. While ensuring the safety of individuals online through "appropriate use" policies is crucial, there is a growing realization that fostering responsible use is equally vital in shaping well-rounded digital citizens. 


Digital citizenship, as already covered in previous posts, refers to the responsible and ethical use of technology, encompassing a range of skills, attitudes, and knowledge that empower individuals to navigate the digital world effectively. Many digital citizenship policies have typically centred around "appropriate use" guidelines, outlining acceptable or unacceptable online behaviour. While these guidelines are essential for establishing a baseline for online conduct, they often need to address the complexities of the digital realm.


A more holistic approach to digital citizenship is necessary in today's global society, where information knows no boundaries. Encouraging critical thinking skills and fostering global ethical decision-making should be integral components of any comprehensive digital citizenship policy. This approach moves beyond the controlling nature of "appropriate use" and empowers students to make informed and empathic choices in the digital world (COE, 2024). One of Ribble's nine elements of digital citizenship is digital law. Digital citizens need to be equipped to analyze information critically, evaluate the credibility of sources, discern between reliable and unreliable content, and think about the implications of what they are posting online. Youth often need to remember how easily information can be stolen or spread in the digital world. Therefore, it is essential for students to critically evaluate what they are posting on the internet (Ribble, 2015). 


We should emphasize global ethical decision-making when developing any digital citizenship policy as it encourages individuals to consider the broader impact of their online actions. The internet has no geographical boundaries; people connect with various cultures and backgrounds. A Responsible digital citizen understands the global implications of their online behaviour and strives to contribute positively to the digital community. While this concept can be challenging to teach in a classroom setting, it is fundamental. As educators, we must ensure our students are prepared for what they may encounter in the digital world.


As technology continues to shape our interactions and experiences, the importance of digital citizenship cannot be overstated, especially for youth. While "appropriate use" policies are essential for establishing a baseline of online conduct for students, they are insufficient in preparing students for the challenges of the digital world. By prioritizing the teaching of critical thinking skills and global ethical decision-making, we can create a generation of responsible digital citizens who contribute to the evolving digital world. With this approach, we can empower students to take on the digital world with resilience, empathy, and a sense of global responsibility.

References:

Ribble, M. (2015) Digital Citizenship in Schools. 3rd edition, Washington, DC: International Society for Technology in Education
Concil of Europe . (2024). Ethics and Empathy. Digital Citizenship Education. https://www.coe.int/en/web/digital-citizenship-education/ethics-and-empathy

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