Thesis

Understanding How Classroom Instruction Improves Students' Digital Citizenship Skills

School districts around the United States have been purchasing an abundance of electronic devices with Internet access for students with the hopes that teacher will create engaging lessons to support their learning and make them career ready for the competitive global society. Students are often instructed on how the device works, but do not see the ramifications of poor digital citizenship until it is too late. Unfortunately, these devices are placed into teachers’ classrooms without proper training and support on how to integrate such tools in the classroom. This study utilized action researcher based design to understand how classroom instruction improve students’ digital citizenship skills in a second and third grade classroom with one-to-one access. To determine the needs of the participants’ instruction, a pre/posttest model was used. Following the pretest, there were six lessons taught systematically and then a posttest was administered. Based on the data, the researcher could show growth of understating of its participants. This study suggested that with instruction on digital citizenship, students have the ability to gain insightful knowledge on how one’s digital presence is maintained. The educational implications and future directions are discussed.

Relationships

Items