Teaching for Digital Citizenship: Digital ethics in the classroom and beyond it.

数字公民身份和数据伦理使年轻人能够在未来的工作、公民和社会生活中创造、导航和行使权力；然而，目前学校对这些概念的理解和颁布方式存在相当大的模糊性。该课程没有提供数字公民身份的明确定义，许多数字技能或数字保护的方法都没有关注培养学生的道德和公民能力。了解中学数字公民教育的不同目标、挑战和做法，无论是在公民身份、PSHE、宗教价值观和伦理学、现代研究和计算机科学等课程领域，还是通过数字家校沟通、防范网络虐待和网络欺凌、使用移动设备和获取学生数据在学校更广泛的生活中，都将使我们能够制定战略、资源和做法，以更新可行和连贯的道德教育，以应对数字公民身份和数据伦理的挑战。为了了解这些不同的目标、挑战和做法，该项目将把数字伦理哲学中以前没有联系的利益相关者聚集在一起，教师数字工具的开发者、课程政策制定者和教师自己绘制初任教师、教师教育工作者和学校领导人意识到这些挑战的程度，以及他们应对这些挑战的方法。同样重要的是要了解这些方法在整个课程和更广泛的学校生活中的实施情况，这就是为什么这个项目将在英国各国进行四个案例研究，每个案例都与一个由3所学校组成的地区集群合作，所有这些学校都利用共享的数字公民资源。这些民族志活动的目的是了解课程的连贯性、计算机科学在多大程度上应对伦理挑战、课程之外的实践在多大程度上响应数字伦理以及教师对其数字教学实践的伦理层面的认识。为了更新一个可行和连贯的道德教育，以应对数字公民身份和数据伦理的挑战，我们将与中学生和教师合作，通过数字参与式研究设计、生成、试点和评估资源，以解决我们的专业对话和民族志观察确定的伦理问题和实践挑战。本项目采用人种学、规范和参与的方法，了解如何理解数字公民身份和数据伦理挑战，以及如何在整个课程和学校更广泛的生活中采取应对措施。我们在三个层面上设想数字公民：在学校层面，成为学校社区的好公民意味着什么；在公民层面，学校正在做些什么来准备国家未来的政治和经济公民；以及与日益复杂的全球化数字经济有关。我们将在学校开展多地点的民族志工作，以了解教师准备、国家教育政策以及中层政策参与者产生的数字资源对学校制定数字公民课程的方式的影响。我们将创建和管理实践社区，利用智能手机支持的远程工作将开发人员、教师、学生和哲学家聚集在一起，以设计、试点和传播免费可用的资源，供中学使用。由此产生的资源，以及一份为英国四个国家的教师教育工作者、学校领导人、考试当局和政策制定者提出建议的报告，将提供一个综合的跨课程数字公民战略。

Digital citizenship and data ethics prepare young people to create, navigate and exercise agency in the world of work, civic and social life into the future; however, there is considerable ambiguity in the ways these concepts are currently understood and enacted in schools. The curriculum does not furnish a definitive definition of digital citizenship, and many approaches to digital skills or digital safeguarding proceed without attention to developing students' moral and civic agency. Understanding the different aims, challenges and practices of teaching for digital citizenship in secondary schools, both across curriculum areas such as Citizenship, PSHE, Religion Values & Ethics, Modern Studies and Computer Science, and in the wider life of the school through digital home-school communication, safeguarding against online abuse and cyber-bullying, the use of mobile devices and access to pupil data, will enable us to develop strategies, resources and practices which refurbish a workable and coherent moral education for the challenges of digital citizenship and data ethics.To understand these different aims, challenges and practices, this project will bring together previously unconnected stakeholders in the philosophy of digital ethics, developers of digital tools for teachers, curriculum policymakers and the teachers themselves to map the extent to which beginning teachers, teacher educators and school leaders are aware of these challenges, and their approaches to addressing them. It is also important to understand the enactment of these approaches across the curriculum and wider life of the school, which is why this project will undertake four case studies across the nations of the UK, working in each case with a regional cluster of 3 schools all drawing on a shared digital citizenship resource. The purpose of these ethnographic engagements is to understand the coherence of the curriculum, the extent to which Computer Science addresses ethical challenges, the extent to which practices beyond the curriculum are responsive to digital ethics, and the awareness shown by teachers of the ethical dimension of their digital pedagogical practices. In order to refurbish a workable and coherent moral education for the challenges of digital citizenship and data ethics, we will work collaboratively with secondary students and teachers as co-researchers through a digital participatory research design, generating, piloting and evaluating resources to address the ethical issues and practical challenges identified by our professional conversations and ethnographic observations.This project employs ethnographic, normative and participatory approaches to understand the ways digital citizenship and data ethics challenges are understood and responses taken up across the curriculum and the wider life of the school. We conceive of digital citizenship at three levels: at the level of the school, what does it mean to be a good citizen of one's school community; at the level of the civic, what are schools doing to prepare the future political and economic citizens of the nation; and in relation to the increasingly complex globalized digital economy. We will carry out multi-site ethnographic work in schools in order to understand the influence of teacher preparation, national education policy, and the influence of digital resources produced by mid-level policy enactors, on the ways schools enact their digital citizenship curriculum. We will create and curate communities of practice, making use of smartphone-enabled remote working to bring together developers, teachers, students and philosophers in order to design, pilot and disseminate freely available resources for use in secondary schools. The resulting resources, together with a report making recommendations for teacher educators, school leaders, examination authorities and policy-makers across the four nations of the UK, will furnish an integrated cross-curricular digital citizenship strategy.