Digital Citizenship among Appalachian Middle Schoolers: The Common Sense Digital Citizenship Curriculum

Autor/inn/en	Brandau, Melvina; Dilley, Trevor; Schaumleffel, Carol; Himawan, Lina
Titel	Digital Citizenship among Appalachian Middle Schoolers: The Common Sense Digital Citizenship Curriculum
Quelle	In: Health Education Journal, 81 (2022) 2, S.157-169 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brandau, Melvina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969211056429
Schlagwörter	Computer Mediated Communication; Antisocial Behavior; Bullying; Intervention; Program Effectiveness; Aggression; Middle School Students; Student Behavior; Student Attitudes; Internet; Prevention; Interaction; Social Emotional Learning; At Risk Persons; Low Income Groups; Computer Use; Ownership; Rural Schools; Ohio + Suchen Sie Ihr Suchwort? Computerkonferenz; Mobbing; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Prävention; Vorbeugung; Interaktion; Risikogruppe; Eigentum; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	Background: Nearly 60% of teenagers in the USA have experienced abusive online behaviour. Identifying effective programmes to address these behaviours and promote digital citizenship is a research priority to reduce the rate of occurrence and consequential harmful effects of abusive online behaviour. Purpose: To evaluate the effectiveness of a Digital Citizenship Curriculum in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression among middle-schoolers in an underserved community using a free curriculum. Method: Middle-schoolers participated in pilot implementation of a Digital Citizenship Curriculum (DCC) to evaluate its effectiveness in increasing knowledge of digital citizenship and reducing cyberbullying and online aggression. Follow up interviews were conducted to explore participants' perceptions of the curriculum. Results: Participants demonstrated a statistically significant increase in their knowledge of digital citizenship with an increase of 2.96 in the mean score (p < 0.001). Paired "t"-tests by gender demonstrated a significant difference in pre-post assessment mean scores for girls (p < 0.001). Post-intervention perceptions indicate the curriculum was positively received and informative. Conclusion: Identifying cost-effective and resource-friendly programmes that support social-emotional learning and promote digital citizenship is crucial for underserved populations. Regions such as Appalachian Ohio often lack the resources to fund costly curriculum aimed at online aggression prevention. This study supports the implementation of the DCC and indicates the need for future research on the long-term effects of the curriculum on middle school participants. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01