Benchmark 7
A commitment to digital equity, understanding of digital property rights, addressing the digital divide and consideration for others in the ethical use of digital technology
What would this ideally look like?
A commitment to digital equity is embedded throughout the organisation. Resources and tools are seamlessly available and commitments are made to ensuring all members of the community are able to access this. Policy documents appear in accesible formats. All students and families are able to participate equally in digital learning and in becoming digital citizens.
Self-assessment descriptors
Level 0 (Absent):
No consideration of the ethical uses of technology, respect for others in digital spaces, social justice or digital property rights, with no teaching programmes directed towards how online behaviour can affect the student and others in the short and long term.
Level 1 (Emerging):
Some limited engagement with ethical issues with some opportunities for reflection on digital interactions and accountability, but it lacks structure or consistency across departments/levels of study.
Level 2 (Developing):
A basic framework for reasoning about digital rights and understanding the digital divide is in place. Periodic teaching incorporates discussions on digital ethics and there is an intent to develop collaboration, relationship building, empathy and conflict resolution into a broader programme of digital citizenship education.
Level 3 (Proficient):
A structured and consistent approach to digital rights and responsibilities is evident throughout the curriculum with opportunities to develop understanding of issues such as free speech, data protection and privacy. Highlighting the importance of diversity in digital environments, and fostering the ability to respond to discrimination, harassment or hate speech helps students to more fully engage with different perspectives and cultures online.
Level 4 (Advanced):
The institution demonstrates a strong, holistic commitment to understanding rights and responsibilities in digital spaces. Concepts of social justice and social equity are foundational to digital citizenship education, with comprehensive, project-based learning that empowers students to explore and address real-world issues. Staff and students are engaged in the co-creation of content, ensuring that all voices are heard and feedback to inform inclusive practices at all levels of the institution.
Reflective questions to guide decision making
- Are students aware of their rights regarding access and control over their data?
- Are students aware of the laws that underpin data processing?
- Are students aware of ethical/unethical uses of technology?
- How does our DCE curriculum address issues of ethical technology use?
- Do students have respect for others’ digital content, know how to avoiding plagiarism, and recognise intellectual property rights?
- Have students had the opportunity to discuss AI ethics, including algorithmic bias, data privacy, and the implications of using AI tools for academic or personal purposes?
Practical steps
Low resource
- Establish a staff-student partnership board for DCE projects.
- Etiquette Guides: Resources on professional digital communication, such as email templates and netiquette guidelines.
- Collaborative Tools: Platforms like Padlet, Jamboard, or Trello for group collaboration exercises.
- Conflict Resolution Simulations: Role-playing apps or workshops to address conflict resolution in digital settings.
- Community Platforms: Safe spaces for online communication, such as moderated school forums or virtual class groups.
- Scenario-Based Learning: Tools like GoReact to simulate and analyse communication scenarios, such as online bullying or group dynamics.
High resource
- Implement an accredited digital leadership program for students.
- Provide CPD pathways for staff to model responsible digital behavior.
- Organize annual events highlighting ethical and safe digital practice