The concept of digital citizenship promises to revolutionize the way students engage with technology to achieve optimal learning outcomes. The concept refers to the capability to participate in society online and to use technological tools conscientiously, legally, ethically, safely and responsibly (Alam & McLoughlin, 2010). When applied to virtue e-learning, digital citizenship opens up new possibilities for building capacity and ensuring that students maintain a positive attitude to learning with technology. Having undertaken distance learning programs that required me to maintain discipline and responsibility, I am convinced that digital citizenship is important as it can be used to prepare online learners to become responsible global citizens by modeling the use of technological tools in a socially responsible, participatory and inclusive manner.
The adoption of new technologies may face several difficulties. For example, education establishments that are located in poor regions and people who leave there are not likely to be provided with the needed equipment. Proximity to connectivity is also vital as there is no sense to apply something new if there is no connection with the outer world. Many people think that technologies are ruining our lives and try to reduce their usage; thus, they will be against any innovations. The availability of computers at home is a great and almost necessary advantage, which allows to use and adapt to the technologies (Adams, Michael, & Michael, 2003; Couldry, 2007). These gaps need to be addressed to ensure full participation and inclusion in the search of knowledge through digital citizenship.
Universities should be at the forefront in facilitating global citizenship by striving for excellence, developing curriculum that exposes students to the trends and needs of an interconnected world, demonstrating leadership in impacting the world positively, and developing students who prosper in a global jobs market (Adams et al., 2003). The role of faculty in digital citizenship is to develop a preventive classroom environment with the view to discouraging academically dishonest behaviors, increase student awareness, and provide good role modeling (Robb, 2015). Lastly, the role of students in digital citizenship is to uphold academic integrity, develop and internalize ethical and socially responsible ways of using technology, as well as respect copyright and intellectual property.
References
Adams, J., Michael, S., & Michael, B. (2003). Ubiquitous distributed learning and global citizenship. Presidency, 6(1), 30-36.
Alam, S., & McLoughlin, C. (2010). Using digital tools to connect learners: Present and future scenarios of citizen 2.0. Web.
Couldry, N. (2007). New media for global citizens? The future of the digital divide debate. Brown Journal of World Affairs, 14(1), 249-261.
Robb, M. (2015). Promoting digital citizenship and academic integrity in technology classrooms. Web.