1. Digital Citizenship
1.1. Definition
1.1.1. Digital Citizenship is the ability to use digital technologies safely, positively and effectively based on knowledge and skills (NSW DET, 2024).
1.1.1.1. Digital citizens can build a positive online presence, manage their digital footprint and engage in safe, respectful and healthy online behaviours.
1.2. Security
1.2.1. Individuals need to consider their safety habits for online spaces, as data is a valueable contemporary resource which can be exploited. Other possible threats include scams, phishing, and false information.
1.2.1.1. Protect personal infromation.
1.2.1.2. Protect the personal information of others.
1.2.1.3. Consider the ethics of big data (Buchanan 2019).
1.2.1.4. Understand digital footprints to decide what and how much information to share online.
1.3. Communication
1.3.1. Digital technology has transformed the ways we can communicate, collaborate and connect with others. To be positive digital citizens one must consider modes of communication, privacy and impact of communication (Buchanan, 2019).
1.3.1.1. Be mindful of sharing personal contact details.
1.3.1.2. Use appropriate language and tone.
1.3.1.3. Avoid cyberbullying and ensure interactions with others are positive.
1.3.1.4. Maintain a positive self-image, reputation, and identity online.
1.3.1.5. Foster respectful, safe, and balanced relationships.
1.4. Rights and Responsibilities
1.4.1. Based on our democratic society and socio-cultural contexts all users of digital technologies have rights to safety, privacy, access, and information. With these rights is the inverse responsibility to maintain these same rights for others (Buchanan, 2019).
1.4.1.1. Consider ethics and morals when using digital technologies.
1.4.1.2. Use technology appropriately to keep privilleges.
1.4.1.3. Adhere to laws, conduct policies, and terms and conditions.
1.4.1.4. Contribute to improvement
1.4.1.5. Be accountable
1.4.1.6. Follow etiquette
2. Cyberbullying
2.1. Definition
2.1.1. Cyberbullying is the utilisation of digital technology to repeatedly and intentionally cause emotional distress or psychological harm (Redmond et al., 2018).
2.1.1.1. It is often covert, anonymous, and can seem inescapable to victims (Redmond et al., 2018).
2.1.1.2. Students who are cyberbullies may have limited "moral sensitivity" and may lack awareness of the real-world consequences of their digital actions (Buchanan, 2019). They could require deeper ethical understanding (James, 2014)
2.2. Manifestations
2.2.1. It is important to understand the different types of cyberbullying to ensure one can idnetify if it is occuring and then take action to stop it. Cyberbullying can take various forms (Redmond et al., 2018, p. 6) including:
2.2.1.1. Cyberstalking
2.2.1.2. Denigration
2.2.1.3. Exclusion
2.2.1.4. Flaming
2.2.1.5. Harrassment
2.2.1.6. Impersonation
2.2.1.7. Trickery
2.2.1.8. Outing
2.3. Impacts
2.3.1. 1 in 4 young Australians have experienced bullying, and with the rise of social media and digital technologies for communication bullies can metaphorically follow victims everywhere through technological devices (Redmond et al., 2018)
2.3.1.1. Poor mental health - anxiety, depression, stress
2.3.1.2. Feelings of anger, embarrassment, and fear
2.3.1.3. Self harm and suicide
2.3.1.4. Decreased attendance to school
2.3.1.5. Reduced academic achievement
2.3.1.6. Social withdrawal
2.3.1.7. Substance dependence
2.4. Prevention and Intervention
2.4.1. A "multi-pronged approach" is effective in preventing cyberbullying and addressing it when it occurs (Redmond et al., 2018). It involves various stakeholdres and actions.
2.4.1.1. Students - increased education on appropriate online behaviour. Along with knowledge on the ethics and consequences of cyberbullying.
2.4.1.2. Teachers - increased knowledge on cyberbullying and school policies to address it.
2.4.1.3. Schools - professional development for teachers. Clear and effective policies and procedures for cyberbullying intervention and prevention
2.4.1.4. Parents - increased knowledge of cyberbullying and resources to help children.
2.4.1.5. Government - programs which provide information, resources and support to all stakeholders.