Digital Citizenship – A challenge for our youth

Our current generation of students, known as Generation Alpha, possess many remarkable qualities. However, it can sometimes be challenging for older generations to fully connect with them. Below is an infographic by Mark McCrindle, a renowned social researcher, highlighting the key differences commonly observed across generations:

Growing up in a technology-centric world presents the challenge of becoming a good digital citizen. Unlike previous generations, who were introduced to modern technology at a more mature age, Generation Alpha faces this task during their formative years. This makes it crucial for them to consistently use technology, devices, and the internet responsibly and ethically—a significant challenge for those still navigating adolescence. Here are some key aspects of becoming a good digital citizen:

• Respect and Empathy
  Treat others with respect and empathy online, just as you would in person. This includes avoiding cyberbullying, harassment, and spreading false information and gossip.
  
  

Since the mid-2000s, the term "keyboard warrior" has become widely used to describe individuals who engage in aggressive and abusive behaviour online, often while hiding their true identity. These individuals typically show a complete lack of empathy and respect for others. It's important for our children to understand that not everything posted online requires a response, argument, or comment. Sometimes, it's best to simply take a breath and let things go.

• Privacy and Security
  Protecting personal information and respecting the privacy of others is critical in today's world. Using strong passwords and being cautious about sharing personal details are essential skills for our youth to navigate. When I was a child, we were warned about strangers in cars stopping to talk to us. Identifying a stranger was straightforward. Now, our children engage with strangers daily on social media and online gaming platforms and this is deemed by many to be normal and safe. They often have an innate trust in online avatars or a naïve belief that the online world and the real world are separate entities that cannot collide. Snap Maps is a prime example, advertised as a way to discover places, see what friends are up to, and view Snaps from the community.

While the platform states that there are multiple location setting levels to help "maintain privacy," it's important to note that children often avoid vetting their friends, as having more followers is seen as more socially appropriate than having true friends. This means that even with the location setting adjusted to "My Friends," children are still at significant risk of letting complete strangers know where they live, when they are at home, and when they are not.

• Critical Thinking
  Evaluate the credibility of online sources and think critically about the information you encounter. Avoid spreading misinformation and verify facts before sharing. Misinformation can cause real harm, to real people, in the real world. Not to mention the legal repercussions that could follow defamatory comments.

Follow laws and ethical guidelines related to digital content. This includes respecting copyright laws, avoiding piracy, and not engaging in illegal activities online.

• Positive Contribution
  Use your online presence to contribute positively to the digital community. Share helpful information, support others, and engage in constructive discussions.

By embodying these principles, you can help create a safer, more respectful, and productive online environment for everyone.

What can our children do to become good digital citizens?

The Australian eSafety Commissioner, Julie Grant, has outlined core principles that responsible students should practice:

1. Engage positively

When children engage positively, they are exercising their rights and responsibilities as a digital citizen, while respecting the rights of others. When students are online they can engage positively by:

• Respecting the rights of others to participate and have an opinion.
• Asking before tagging other people or posting photos.
• Reporting offensive or illegal content.
• Standing up and speaking out about cyberbullying — protect your friends.
• Don’t respond to hurtful or nasty comments — block and report.
• Speaking to their parents or a trusted adult about upsetting online experiences.
• Reporting threats of violence to the police (collect the evidence to show them).

2. Know your online world

Students have the skills and knowledge to participate in the online world with confidence, although this confidence doesn’t necessarily mean they really know the risks of the online world. Students can better understand the online world by:

• Learning new skills will help explore the online world.
• Recognising online risks and how to manage them.
• Looking out for suspicious emails and scams.
• Using secure websites for financial and retail services.
• Keeping passwords secret, strong, and unique.
• Knowing how to report bullying behaviour on social media sites.

3. Choose consciously

Students should be aware that they are in control of the decisions they make online. They can choose consciously by:

• Thinking before sharing personal information and understanding the choices you make impulsively can last forever on the internet.
• Choosing privacy and security settings carefully and reviewing them regularly.
• Choosing friends wisely online — not everybody online is who they claim to be. Regularly review your connections and remove people.
• If you have made a mistake, apologise and take down offensive material as soon as possible.
• Asking for permission before uploading pictures of your friends.

As a community, we are committed to ensuring a safe and supporting learning environment where every student feels welcome, safe and empowered to thrive. Our dedication to this mission is reflected in our inclusive atmosphere, the actions of our supportive staff, the pro-active measures we implement, and our focus on fostering positive relationships. In Term 2, we will have representatives from the QPS deliver the Think U Know presentation to the Middle Years students, providing them with information about protecting themselves in the online world along with opportunities to ask questions relating to their own experiences.

Leadership Passport  - Opportunities

In Term 2, there will be two new opportunities for students with Leadership Passports to complete the Above and Beyond component of their passport.

• Friends of Iona – Clean up crew.
  Thursday afternoon 3:30pm-4:30pm completing some tidying and cleaning tasks at Iona – the old convent. Mr Cullen, Mrs Finch and Mrs Hemmings will be working alongside keen students in helping the Parish maintain the upstairs floor on the historic building.
  
  
• Flags
  The College is in the process of obtaining new flags that we would like to proudly display at the College. I am looking for a few volunteers to be involved in the displaying of flags (raising, lowering, storing).

If your child is interested in getting involved in either of these opportunities, please have them contact Mr Cullen either in person or via email.