Examining How Core Content Area Teachers Define and Integrate Digital Citizenship into Core Content Area Curriculum

Search for this publication on Google Scholar
Ramsey, L. H. (2023). Examining How Core Content Area Teachers Define and Integrate Digital Citizenship into Core Content Area Curriculum. Unc Charlotte Electronic Theses And Dissertations.
Download PDF

Analytics

7 views ◎
3 downloads ⇓


Abstract

This study explored two aspects of K-12 core content area teachers' experiences with digital citizenship through the Connectivism lens (Siemens, 2005). First, it explored how teachers instruct students on digital citizenship topics, including how they define digital citizenship and integrate it into their core content area curriculum. Second, it looked at teachers’ experiences and needs regarding digital citizenship professional development. This study followed a basic qualitative approach and used interviews with a follow up questionnaire to gather data. Participants’ responses were analyzed using Fereday and Muir-Cochrane’s (2006) six-step, hybrid approach of inductive and deductive coding and theme development. Findings and discussion were presented through the learning theory of Connectivism. Information on how core content area teachers define digital citizenship was summarized using the S3 Guiding Principles from Ribble and Park (2019). Information on teachers’ experiences integrating digital citizenship into their core content curriculum revealed five major themes: Responsibility, Student Behavior, News & Media Literacy, Non-Cognitive Competencies, and Technology Use. Findings related to professional development experiences were presented through five broad themes: Personal Learning Networks, Parenting & Family, Self-Exploration, Technology Facilitators & Other Technology Champions, and Participating in the Digital World. Findings related to teachers' professional development needs regarding integrating digital citizenship into their core content curriculum were summarized through three themes: making this content relevant and authentic for their students, raising awareness among their peers to build a community around teaching digital citizenship, and identifying resources to integrate this subject matter into their curricula.

Details
Author

Ramsey, Lindsey Heather

Title

Examining How Core Content Area Teachers Define and Integrate Digital Citizenship into Core Content Area Curriculum

Physical Description

1 online resource (167 pages) : PDF

Date

2023

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

This study explored two aspects of K-12 core content area teachers' experiences with digital citizenship through the Connectivism lens (Siemens, 2005). First, it explored how teachers instruct students on digital citizenship topics, including how they define digital citizenship and integrate it into their core content area curriculum. Second, it looked at teachers’ experiences and needs regarding digital citizenship professional development. This study followed a basic qualitative approach and used interviews with a follow up questionnaire to gather data. Participants’ responses were analyzed using Fereday and Muir-Cochrane’s (2006) six-step, hybrid approach of inductive and deductive coding and theme development. Findings and discussion were presented through the learning theory of Connectivism. Information on how core content area teachers define digital citizenship was summarized using the S3 Guiding Principles from Ribble and Park (2019). Information on teachers’ experiences integrating digital citizenship into their core content curriculum revealed five major themes: Responsibility, Student Behavior, News & Media Literacy, Non-Cognitive Competencies, and Technology Use. Findings related to professional development experiences were presented through five broad themes: Personal Learning Networks, Parenting & Family, Self-Exploration, Technology Facilitators & Other Technology Champions, and Participating in the Digital World. Findings related to teachers' professional development needs regarding integrating digital citizenship into their core content curriculum were summarized through three themes: making this content relevant and authentic for their students, raising awareness among their peers to build a community around teaching digital citizenship, and identifying resources to integrate this subject matter into their curricula.

Genre

doctoral dissertations

Subjects--Topics

Educational technology
Instructional systems--Design
Educational leadership

Degree

D.Ed.

Keywords

Core Content Area
Digital Citizenship
K-12
Professional Development
Professional Learning
Teachers

Subject Area

Educational Leadership

Advisor(s)

Oyarzun, Beth
Polly, Drew

Committee Members

Martin, Florence
Byker, Erik

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2023.

Rights Statement

This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). For additional information, see http://rightsstatements.org/page/InC/1.0/.

Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

Ramsey_uncc_0694D_13396

Permalink

http://hdl.handle.net/20.500.13093/etd:3313