Given the vast amount of time that children spend online and utilizing digital technologies, it is important to understand educators′ views on how children can responsibly and effectively participate in digital spaces. This research utilizes a survey design approach to investigate the perceptions of 860 literacy and social studies teachers in the United States using the Teachers′ Perceptions of Digital Citizenship Scale (T‐PODS). This validated instrument consists of a 14‐item four‐factor model designed to measure different subscales of digital citizenship, including digital ethics, participation and engagement, informed citizen, and civic know‐how. Data included administering the 14 items from T‐PODS in conjunction with five demographic variables. Data analysis included calculating descriptive statistics as well as conducting multivariate analysis of variances (MANOVA) and Tukey post hoc procedures. Results indicate that digital ethics was the most highly rated subscale of digital citizenship and that older teachers placed greater importance on children obeying digital copyright and piracy laws than their younger peers. Results also demonstrated that younger teachers placed greater importance on student online participation and engagement with social issues than their older peers. Collectively, this research provides an overview of teachers′ perspectives on different facets of digital citizenship, demonstrates that demographic characteristics mediate responses, and advocates for structured and comprehensive teacher education programming to support teachers′ ability to help children become responsible, well‐informed, and active digital citizens capable of improving their communities.
Gillern et al. (Thu,) studied this question.