When I began looking into digital citizenship, my perception of the study could essentially be summed up as “don’t be a jerk online.” While of course that is a significant portion of digital citizenship, examining Ribble’s 9 elements–digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security –has given me a more expansive view of what is involved.
One area that has been of particular interest to me is digital access. Access to information and digital resources is more ubiquitous than ever, but we are far from the author’s ideal of equal access for all. While it is unlikely that we will ever see true equality of access, where everyone has the same level of equipment, internet connection, and training, but we should nonetheless strive toward that goal. While one-to-one laptop programs and the like seek to address this problem, they are definitely not the whole solution to the problem. The best computer with an inadequate or no internet connection is only so useful. If the resources aren’t available to provide laptops for every student, what can be done? I think that one way to provide for equal access in the face of inequality is to imbue the curriculum with flexibility. Allowing the student choice–aside from a host of other benefits–allows them to make the best use of the resources they do have and complete a project that shows mastery of the subject matter.