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Type :thesis
Subject :LC Special aspects of education
Main Author :Wibowo Heru Prasetiyo
Title :Digital citizenship competency through project-based learning among pre-service teachers in Indonesia
Place of Production :Tanjong Malim
Publisher :Fakulti Sains Kemanusiaan
Year of Publication :2023
Corporate Name :Universiti Pendidikan Sultan Idris
PDF Guest :Click to view PDF file

Abstract : Universiti Pendidikan Sultan Idris
Digital technology presents both advantages and risks for users. Teacher education institutions bear the responsibility of equipping pre-service students with the necessary knowledge, skills, and attitudes to become responsible users of technology. The social challenges associated with technology usage necessitate teacher support, with a specific focus on digital citizenship education. This research endeavor aims to examine the understandings, perspectives, and experiences of digital citizenship among preservice teachers through project-based learning approach. The study adopts a case study design, utilizing an interview instrument to gather data from twenty pre-service teachers who were purposefully sampled from Universitas Muhammadiyah Surakarta and enrolled into a digital citizenship course. The study draws upon Mike Ribble's nine elements of digital citizenship, Thomas' project-based learning (PBL) framework, and Westheimer and Kahne's typology of good citizenship. The collected data was analyzed using thematic analysis methodology facilitated by Nvivo 12 Plus software. The findings indicates that pre-service teachers perceived digital citizenship as a combination of knowledge, skills, and values necessary for the safe and responsible use of technology. Engaging in project-based learning has raised pre-service teachers' understanding and knowledge of digital citizenship. They perceived that project-based learning has enhanced students' autonomy and involvement in comprehending the digital realm, as well as providing opportunities to enhance their 21st-century learning skills. Project-based learning has promotes pre-service teachers' digital citizenship knowledge, competencies, and beliefs regarding the ethical, legal, and responsible use of technology. Integrating digital citizenship education and project-based learning can address students' engagement in justice advocacy, critical empathy, and political participation. Consequently, this study implies that alternative teaching and learning strategies should be explored as means to foster digital citizenship knowledge, skills, and values. Stakeholders should also play an active role in ensuring that digital citizenship is comprehended and practiced in the daily lives of citizens.

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