Teacher Perceptions and Implementation of Digital Citizenship Curriculum in One-To-One High Schools in Missouri

摘要

This quantitative study surveyed teachers in high schools with a one-to-one technology program to determine their perceptions on the nine tenets of digital citizenship and the frequency with which they were addressed in their schools. Teachers expressed that all nine tenets were important. However, teachers stated the tenets were only taught somewhat frequently to somewhat infrequently. Demographic variables were also analyzed to determine if there were differences in belief based on age, gender, or grade level taught. In all of these factors, the only significant difference was between males and females in digital communication and digital etiquette. The research showed only a small number of teachers indicated their school had a formal, digital citizenship curriculum. The recommendation from this research was that schools should develop a formal digital citizenship curriculum to purposely increase the frequency of its instruction.