Abstract

Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators’ digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified.

摘要

数字公民是指表现出负责任的数字习惯以在数字世界中发挥作用。这项混合方法研究的目的是根据参加专业发展的数字公民研究生课程，检查K-12教育者的经验。四十五名教育工作者参加了这一课程。除了从评估和调查中收集的知识和态度数据外，在课程结束时，十名教育工作者还参加了后续访谈。结果表明，在此期间，教育者的数字公民知识显着增加。定性数据表明，由于个人，与学生相关，与课程相关以及与学校相关的原因，教育工作者可以将课程内容转移到他们的学校环境中并注册课程。