Digital Citizenship and the SK Curriculum

Technology has changed tremendously over the years. With this change, social media sites have become very prominent. As educators it is essential that we teach our students the benefits of the internet and technology, as well as the downfalls. With the downfalls, we must also educate our students on how to be safe while using the internet. In my #ecmp355 class we learned about digital citizenship and what it means to be a safe and responsible contributor to the internet. Ribble’s 9 Elements of Digital Citizenship were very helpful in describing the aspects of #digcit. During one of our classes myself and a couple other classmates were asked to take a deeper look at Element #6 :Digital Law. This is what the website describes as digital law:

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Taken from:

Plagiarism is a huge problem in schools and universities, and my group talked about the importance of teaching our students what plagiarism is, the consequences of plagiarizing and how to properly use and cite information. Another aspect of digital law that we talked about was stealing someone else’s identity. This actually happened to my grandfather. Someone made a Facebook profile that was identical to his original one, added all of his friends, and messaged them asking for money. The internet can be a scary place sometimes and young people need to understand this from the get go. If anyone ever has the same issue that my grandpa did, follow these steps. 

We were also asked to check out the sask curriculum to see if there were any outcomes and indicators that fit in with digital citizenship. This is what I found:


  • USC6.1 Analyze the factors that influence the development of personal standards and identity, and determine the impact on healthy decision making (including cultural norms, societal norms, family values, peer pressures, mass media, traditional knowledge, white privilege, legacy of colonization, and heterosexual privilege).

-Here, students can explore what identity is and how the media and internet can influence a persons identity. In regards to the nine elements, I believe this would fit under #8 Digital Health and Wellness.

  • USC8.4 Demonstrate an understanding of the impact of violence (including but not limited to emotional abuse, physical abuse, sexual abuse, spiritual abuse, and neglect) on the well-being of and the supports needed for self, family, and community.

-This is a big one for me. After watching numerous documentaries about Amanda Todd, it is important to teach young people that abuse can happen over the internet. There are many internet stockers out there and young people, especially young women, need to know the consequences of certain internet chat sites.


  • CR7.4 : View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs) and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic novels, broadcast media, videos, and promotional materials.

    -This outcome fits very well into digital citizenship and element #4 Digital Literacy.

  • CR8.4 : View critically and demonstrate comprehension of a variety of visual and multimedia texts including videos, television broadcasts, informational presentations, dramatic presentations, websites, and news programs to locate and interpret key messages and details, to develop conclusions, opinions, and understanding, and to evaluate the effectiveness of the text.

    – This outcome also falls under element #4 as well as digital law and digital health and wellness. Students can explore and critically analyze viewpoints seen on the internet and form their own values and opinions.

Social Studies

  • RW8.2 Assess the implications of personal consumer choices.

-For this outcome students can explore online consumerism and how much it has grown over the years. This outcome falls under element #2 Digital Commerce.

  • PA6.3 Explore examples and explain how people, such as ethnic minority groups, the disabled, youth, and the elderly, may be affected by injustice or abuses of power.

-this outcome also hits home for me because we can take a deeper look at online predators and how they gain a sense of power over young women.

As you can see, it is quite easy to fit digital citizenship into the curriculum. I specialize in middle years therefore the outcomes I listed are only from grades 6-8. However, check out Amy’s blogpost for digital citizenship outcomes for highschool.



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