Digital Citizenship

Cybersmart topic area

Digital citizenship
Target age group

Lesson duration

Middle Secondary
Lesson Overview
In todays rapidly evolving digital environment, students often find themselves becoming digital citizens the
moment they begin using digital technologies, such as signing up for an email address, using the internet
and mobile phones. In acknowledging themselves to be digital citizens, students should come to
recognise the value of taking responsibility for themselves and their actions, and of treating others with an
appropriate standard of behaviour online.
This lesson includes four activities. Teachers are encouraged to select those they feel are most
appropriate to their class.
Lesson outcomes

Describe and assess the impact of a persons digital footprint online

Assess the negative impacts of unethical behaviours such as bullying, harassment and abuses
online
Take steps toward minimising security and privacy risks online
Identify ways to act with resilience, consideration and self-awareness online

Australian Curriculum
This lesson plan module supports a number of learning areas in the Australian Curriculum, including
Health and Physical Education, Civics and Citizenship and Technologies.
Activity 1

Page

Subject focus

Debate/
Discussion

Rights,
responsibilities and
benefits of digital
citizenship

Activity 2

Page

Subject focus

Multiple Choice
Activity

Making safe,
responsible,
informed choices
online

Activity 3

Page

Subject focus

Personal Audit

Auditing time and

places spent online
contributing to a
digital footprint

Duration

Resources required
Worksheet 1

Duration

Resources required
Worksheet 2, pen

Duration

Resources required
Worksheet 3, Worksheet 4, pen

cybersmart@acma.gov.au

Digital Citizenship

Activity 4

Page

Subject focus

Visual Activity/
Writing Activity

10

Measuring potential
harm caused by
actions online

Duration

Resources required
Internet access to Cybersmart videos:
Photo Fail

http://www.youtube.com/watch?
v=6_FqFn27JJQ
Baby Ya Ya

http://www.youtube.com/watch?
v=mTX2CniVKFo&list=UUdv8dom
EzeDFPchhXk56V4w
Pen and paper or word processing
software to create a graph
External links included in lesson

http://www.youtube.com/watch?v=6_FqFn27JJQ http://www.youtube.com/watch?
v=mTX2CniVKFo&list=UUdv8domEzeDFPchhXk56V4w
Technology and Terminology referred to in this lesson
Internet, post, apps, sites, social networking, PayPal, virus checker, blogs, blogging, SMS, MMS, video,
forum, thread, pics, Snapchat, Kik, Skype, Facebook, apps.

Digital Citizenship

Digital Citizenship

This work is based on materials that constitute copyright of the Commonwealth of Australia and is
licenced under a Creative Commons Attribution Non-Commercial Share Alike 2.5 Australia Licence.
See http://cybersmart.acma.gov.au/About Cybersmart/Legal.aspx for more information.

Digital Citizenship
Background
The Cybersmart Citizens lesson plans focus on digital citizenship. The concept of digital citizenship is
crucial to students learning about technology - understanding the opportunities presented by the

online world, learning how to minimise associated risks, and developing awareness of the impact
of individual footprints online.
Engaged digital citizens recognise that unethical behaviours such as harassment, bullying and
online abuses can contribute to negative online experiences and longer term consequences.
Acting with consideration, resilience and self-awareness in digital landscapes helps to build
robust online communities. This includes respecting other participants, and recognising the value
of freedom of expression and of personal privacy.
It is important to empower younger internet users with the knowledge of how their reputations can
be affected by their interactions online, what language and actions are considered appropriate
online, and to give them practical strategies to avoid participating in negative online behaviours.
The ACMA has developed a Cybersmart Citizens Guide which outlines how to become a
better digital citizen:
1. Know your online world: be curious, learn new things and but be aware of risks and how to
protect yourself.
2. Choose consciously: think before you act - the choices you make online can last forever.
3. Engage positively: what you say and do online can affect everyone! Avoid bullying,
harassment and online abuse and learn how to take positive steps if others dont.
For more information about the ACMAs Cybersmart Citizens Guide see the Cybersmart
website: www.cybersmart.gov.au/cybersmart-citizens.aspx

Digital Citizenship

Activity 1: Debating digital citizenship

Activity 1

Page

Subject focus

Debate/
Discussion

Rights,
responsibilities and
benefits of digital
citizenship

Duration

Resources required
Worksheet 1

In this activity, students are asked to discuss and debate the rights, responsibilities and benefits
of digital citizenship. The debates can be more or less formal, depending on the group size and
other classroom factors.

Instructions
Print out Worksheet 1, cut out the debate topics and distribute them to groups in your class.
If there are specific issues which affect your students, focus on those topics, or feel free to write
your own topics and talking points.
The debates are designed to be rapid, multi-directional, with more than two groups debating the
topics as they appear on the debating cards (with each team advocating the view expressed on
one of the cards), rather than simple affirmative/negative debates. This allows more points to be
raised and discussed in a shorter period of time.
Teams should discuss their topic and key points before beginning and you may choose to allow
teams some time to research facts and figures to support their case where time permits.
Teachers Tip: Remind students that they may not necessarily agree with the statements,
but should try to make the best argument to support their allocated perspective.
Teachers Tip: Students may have insight and opinions on these points and topics without
conducting extensive research. In expressing this personal knowledge, students will
naturally direct the discussion and debate towards issues and perspectives which are
relevant to them.

Discussion Points
These points are provided on Worksheet 1 for easy distribution to class groups.
What are the rights and responsibilities of digital citizenship?
The concept of digital citizenship is the same as being a citizen of any country if you are a
citizen you must follow the rules and conventions of that country.
When it comes to online interactions, the right to say whatever you feel is important should be
protected over the responsibility to avoid hurting people or groups.
Everyone is responsible for themselves online. If I take care of myself and my actions, others
should do the same without my help.

Digital Citizenship

Citizenship is about broader social responsibility each citizen is part of a wider group and is
responsible for the care of individuals in that group as well as themselves.
What are the benefits of digital citizenship?
The most important benefit of digital citizenship is a safer online experience.
The most important benefit of digital citizenship is to encourage much older and younger users of
the internet to interact with confidence online.
The most important benefit of digital citizenship is a more aware and informed online community.
What are the remedies for a lack of good digital citizenship?
Adults should moderate the internet and technology use of those under 18 years of age.
People who use abusive language and bully others online should be banned from online
communities.
Technology should be designed in a way which blocks abusive and illegal use, and Internet
service providers should support this with limitations on internet access.
Harsh penalties do not work; educating people about the consequences of their actions is the
only way to promote good digital citizenship.

Digital Citizenship

Activity 2: Digital citizenship test

Activity 2

Page

Subject focus

Multiple choice
activity

Making safe,
responsible,
informed choices
online

Duration

Resources required
Worksheet 2

This activity requires students to complete a multiple choice test modelled on the Australian
citizenship test. The test focuses on the ways in which good digital citizens think and choose
before acting online.
When becoming a citizen of a country, prospective citizens must first pass a test designed to
ensure that they understand both the rights and responsibilities of citizenship.
Being a good digital citizen means understanding what you are entitled to and what you are
responsible for in an online environment.

Instructions
1. Distribute Worksheet 2 directly to all students
2. Allow ten minutes for students to read through the test and record their answers
3. Working through the test as a class, discuss the answers schedule.

Answer key and notes for teachers:

Number Question

Answer

I should stop and think about

everything I share using social
networking sites.

C: Social networking sites take the data of

users to make money, and shifting policies
and settings mean that even the most vigilant
user can never be assured of security or
privacy. Treat everything you post as if it
would eventually be made public.

Sometimes I share passwords with

my friends, or post things pretending
to be them as a joke.

C: Posing as someone else online or using

their passwords to access services is identity
theft. The ramifications for both parties can be
severe, in social, financial and legal ways that
are often unforeseen at the time.

When writing my own blog or

commenting on someone elses, I
can share my secrets.

B: A blog is open to anyone online, and

should always be treated like any public
place. When you publish to a blog, you
publish to the world, even if you think no one
else is interested.

Digital Citizenship

Number Question

Answer

When using phones or online

technology in school, it is important to
know?

D: Using technology at school is an excellent

way to extend learning beyond the classroom,
but its use comes with responsibilities to
yourself, your classmates, and your school
that have to be learned and agreed upon.

If Im allowed to download or buy

things online such as apps, I
should?

D: It can be difficult to check if a site is

legitimate and secure when buying
something, but its always important to try to
check by searching for comments and user
feedback elsewhere online, by looking for
alternatives, and remembering to trust your
instincts - if it sounds too good to be true, its
best avoided.

When Im commenting or writing

online in class or at home, I
should?

B: Sometimes its hard to remember that what

we say and do online is lasting and published.
This means that using insulting or degrading
language, even as a joke has implications
that are much stronger than when spoken
aloud. The same goes for images you create.
To avoid trouble, simply ask a teacher or
parent about some of their expectations for
your behaviour online, and always stop and
think before you post.

How long I spend online...?

D: Spending time online is enjoyable,

entertaining and can contribute to learning.
However, if your time online becomes
excessive, it can have serious negative
effects, such as disrupting your sleep,
causing anxiety in your personal life, and
affecting your physical well-being. Its
important to get the right balance to keep
yourself healthy and keep enjoying your time
online.

Giving private information to

strangers or companies online is?

C: Giving private information out to strangers

online is never OK. Its impossible to tell who
someone really is online, and there are a
variety of reasons that people may try to
extract personal information about you, your
family, or your finances. Its important to
protect details about your identity, your
school, your family, and your address. There
are many ways to make friends and interact
online without needing to reveal private
information.

Digital Citizenship

10

Number Question

Answer

If I can tell someone is being bullied

online?

C: Bullying online, often called cyberbullying,

is complicated. At some point, some of us
may have experienced being bullied and
some of us may admit to bullying behaviour
ourselves. In many cases of bullying there are
bystanders who witness the bullying but dont
want to get involved. Its important to act
responsibly as a bystander and to attempt to
diffuse the bullying in a calm and respectful
way. Its often all that is needed to make it
stop, and its everyones responsibility. If you
cant intervene, do report it right away to a
teacher or parent.

10

I protect my passwords?

D: Passwords are needed for almost

everything we do online. Keeping track of
them is not always easy but is extremely
important. Change them regularly and if you
have trouble remembering them, make sure
that the place you store them is secure and
never shared with anyone, not even your
closest friends. In fact, sharing passwords
may cause serious problems between friends
and in friendship groups.

Digital Citizenship

11

Activity 3: Digital footprint audit

Activity 3

Page

Subject focus

Digital Footprint
Audit

Auditing time and

places spent online
contributing to a
digital footprint

Duration

Resources required
Worksheet 3 and 4, pen

Instructions
Distribute Worksheets 3 and 4 and allow students sufficient time (5 to 10 minutes) to fill them out.
Discuss the results with the class.

Discussion Questions
What did your audit reveal? Were you surprised at how much of your life is spent online?
Teachers Tip: Encourage students to agree that a great deal of their time is spent
interacting online this is not a negative result, just a fact of living in an increasingly
digital era.
Do you feel you use language or behaviour online that you might not use in face-to-face
communication?
Is peer pressure a factor in this change? Or something else, like anonymity on some sites?
Does it concern you how quickly things can get out of hand in online interactions? Why do you
think this is?
Teachers Tip: Explore the fact that its often much easier to say and do things online than
it is in face-to-face situations. Unfortunately, this ease is coupled with the lasting nature of
the technology to create a situation where your statements are recorded and very hard to
delete or take back.
Who might look for information about you online? Would that change what you said or did there?
How would you feel if someone assumed your identity online, even briefly? What could they do to
your reputation?
How do you feel about some of your friends, thoughts or opinions from a few years ago? Are they
the same? Do they represent who you are now?
Teachers Tip: Encourage the class to share strategies for managing and moderating
language and behaviours online, including when to save sensitive information for face-toface discussions and to protect their passwords.

Optional Extension
You may wish to ask your students to spend some time focussing on the way they would like to
have themselves presented online. Individually or as a class using the board, creating a wish list
of an ideal digital footprint to leave behind may help some students to move in a more positive
direction and make choices based on a best-case scenario rather than fear.

Digital Citizenship

12

Activity 4: Measuring harm

Activity 4

Page

Subject focus

Visual Activity/
Writing Activity

10

Measuring potential
harm caused by
actions online

Duration

Resources required
Internet access to Cybersmart videos:
Photo Fail

http://www.youtube.com/watch?
v=6_FqFn27JJQ
Baby Ya Ya

http://www.youtube.com/watch?
v=mTX2CniVKFo&list=UUdv8dom
EzeDFPchhXk56V4w
Pen and paper or word processing
software to create a graph

What is considered wrong or right in society and online is often a question of what is harmful to
ourselves, to others, and to the wider community.
In considering the following clips, have students use a graph to plot out the degree of harm a
situation might cause.

Instructions
Teachers Tip: Have students discuss what is meant by harm is harm pain? The loss of
something? Distress? Are some things harmful psychologically and some harmful
physically? Can a group be harmed? Can we cause harm to ourselves?
1. Screen the short clips Photo Fail and Baby Ya Ya.
2. Distribute paper or use word processing equipment so students can plot a graph to visually
represent the degrees of harm caused by the scenarios in the clips.
3. Review the results of the graphs as a class.
Teachers Tip: Work through the balance of harm caused, acknowledging that all actions
and statements online have risks as well as benefits, and that causing harm is important
to consider with every online interaction. Asking friends before you post pictures of them
online can save you and your friends harm help keep their digital reputation positive.
Teachers Tip: Some actions, such as creating and sharing naked images, plagiarising or
illegally downloading works online, may have wider implications of harm to society that
are not obvious to younger students.

Optional Extension
You may wish to create a scenario or two that might be topical or of special interest to your school
or community, and work out a graph for a whole class discussion.

WORKSHEET 1: DEBATING DIGITAL CITIZENSHIP

What are the rights and responsibilities of digital citizenship?

The concept of digital citizenship is the

same as being a citizen of any country if
you are a citizen you must follow the rules
and conventions of that country.

Everyone is responsible for themselves

online. If I take care of myself and my
actions, others should do the same without
my help.

When it comes to online interactions, the

right to say whatever you feel is important
should be protected over the responsibility
to avoid hurting people or groups.

Citizenship is about broader social

responsibility each citizen is part of a
wider group and is responsible for the care
of individuals in that group as well as
themselves.

What are the benefits of digital citizenship?

The most important benefit of digital

citizenship is a safer online experience.

The most important benefit of digital

citizenship is to encourage much older and
younger users of the internet to interact
with confidence online.

The most important benefit of digital

citizenship is a more aware and informed
online community.

The most important benefit of digital

citizenship is to protect our online
reputations from damage.

What are the remedies for a lack of good digital citizenship?

Adults should moderate the internet and

technology use of those under 18 years of
age.

People who use abusive language and

bully others online should be banned from
online communities.

Technology should be designed in a way

which blocks abusive and illegal use, and
Internet service providers should support
this with limitations on internet access.

Harsh penalties do not work; educating

people about the consequences of their
actions is the only way to promote good
digital citizenship.

Digital Citizenship

WORKSHEET 2: DIGITAL CITIZENSHIP TEST

1. 1. I should stop and think about everything I share using social networking sites:
a. Not at all they are free, easy to use, and everyone is using them.
b. Sometimes, when features or privacy settings change.
c. Always, because they use my data to make money and the information I post is never
private.
d. Always, the internet is a dangerous place filled with terrible things waiting to hurt me.
2. Sometimes I share passwords with my friends, or post things pretending to be them as a joke:
a.
b.
c.
d.

This is fine my friends and I never fight, I trust them with everything.
A joke is a joke, and its obvious if I pretend to be someone else for fun.
Never, its identity theft and can cause unforeseen problems for both of us.
Always, I go online for fun, and so do they.

3. When writing my own blog or commenting on someone elses, I can share my deepest
secrets:
a.
b.
c.
d.

Yes, a blog is like a diary, and its anonymous and safe.

No way, the blog is open to anyone online; I should treat it like any public place.
Yes, because who cares about my personal stuff? Only my friends read my blog.
Yes, no one will ever guess my true identity Im smarter than Batman.

4. When using phones or online technology in school, it is important to know:

a.
b.
c.
d.

The agreed rules for using that technology in school.

How to work well with others and get the most out of using the technology.
How to choose appropriate language so I dont upset anyone or get into trouble.
All of the above.

5. If Im allowed to download or buy things online such as apps, I should:

a.
b.
c.
d.

Forget it - all sites are dangerous and can destroy my computer and send me to gaol.
Ask my friends about the safest way and place to buy things.
Find the first site with what I want and buy it lifes too short for caution.
Always check to see if the site is legitimate and secure when buying something.

6. When Im commenting or writing online in class or at home, I should:

a.
b.
c.
d.

Say whatever I want, free speech is very important.

Ask a teacher or parent about some of their expectations for my behaviour online.
Use a fake name if I want to say anything hurtful or negative.
Do whatever everyone else is doing if its fine for everyone, its fine for me.

Digital Citizenship

7. How long I spend online:

a.
b.
c.
d.

Is something to be aware of in case my physical and personal life starts to suffer.

Can affect how I sleep.
Can help me learn about the world and assist me with homework and assignments.
All of the above.

8. Giving private information to strangers or companies online is:

a.
b.
c.
d.

No problem if they are legitimate companies.

Nothing to worry about if I know they dont live near me.
Never OK, no matter what the circumstances are.
Always OK; Im not in Witness Protection, I have nothing to hide.

9. If I can tell someone is being bullied online:

a. I should just stay away from it I dont want to be the next target.
b. Ignore it if I dont like whos being bullied anyway.
c. Think about what it would feel like if it was happening to my best friend or me and step in
calmly.
d. Why does it matter? A bit of bullying toughens you up.
10. I protect my passwords:
a.
b.
c.
d.

Passwords? I only have one and use it for everything.

Not really, some of my friends know them.
By storing them in a file called password.
By changing them often, never sharing them, and doing my best to hide the ones I have to
store.

WORKSHEET 3: DIGITAL FOOTPRINT AUDIT

Name: ____________________________________________________
Each of the activities listed below provides ways in which you can interact online, and have your
actions and comments online linked to your identity.
Estimate how much time you spend on the following activities each week. There are some blank
boxes for you to add any activities not listed.

Activity

Sending emails
Using apps such as Kik and Snapchat
Webcam chatting such as Skype
Social networking such as Facebook
Watching and commenting on video content such
as YouTube
Commenting or posting on online forums
Playing online interactive games
Sending texts
Sending pics
Downloading and sharing music
Taking, editing and sharing photos or video
Purchasing products
Blogging or commenting on blogs

Total Hours

Time spent on
computer

Time spent on
mobile
device

WORKSHEET 4: DIGITAL FOOTPRINT SELF REFLECTION

Name: ____________________________________________________
1. How much time am I spending on these activities? Is a significant part of my life online?

2. Do I use language or statements on some of these sites that I wouldnt use face-to-face?

3. Does my behaviour change on various forums and threads?

4. Am I aware that my downloads and comments can be linked to my identity and searched for?
Would that change how I behave online?

5. Who might look for information about me online?

6. What images, statements or information about me would I not want to be available to new
friends, authority figures, employers, teachers, or my parents?

7. What could happen if my identity was assumed by a friend or stranger and they posted pics,
comments or made downloads using my name?