Netsafe asserts that digital citizenship combines the confident, fluent use and combination of three key elements:
Skills and strategies to access technology to communicate, connect, collaborate and create;
Attitudes, underpinned by values that support personal integrity and positive connection with others;
Understanding and knowledge of the digital environments and contexts in which they are working, and how they integrate on/offline spaces;
and then critically:
The ability to draw on this competency of ‘digital fluency’ to participate in life-enhancing opportunities (social, economic, cultural, civil) and achieve their goals in ways that make an important difference.
Year 0 -2
By the end of year 2 students understand that they can go to exciting places online, but need to follow certain rules to remain safe. They are aware that many websites ask for information that is private and know how to responsibly handle such requests. Students understand what cyberbullying means and what he/she can do when he/she encounters it. They begin to understands the concept of having ownership over creative work. Students begin to understand that the information they put online leaves a digital footprint or “trail.” This trail can be big or small, helpful or hurtful, depending on how he/she manages it.
Students are able to talk about or contribute to a whole-class or group online communication, e.g. e-mail, messaging, video call and their uses. They can collaborate with a partner on a piece of digital work. By end of year 2 they should be able to save work using an appropriate file name, e.g., child's name and simple title and use an icon to open a saved file.
Students use basic applications to edit and create content (text, numeric, images). They use a variety of digital media (text, images, audio, and movie) to express him/herself creatively.
Students break down a simple non-computerised task into a set of precise, unambiguous, step by step instructions (algorithmic thinking). They are able to give these instructions, and identify if they have gone wrong and correct them (simple debugging). By doing this they show that they can use their decomposition skills to take a task and break it down into its smallest steps.