Planning the Curriculum of digital Citizenship Education in the Primary Schools
Subject Areas : Research in Curriculum PlanningRwjin Hosseinzadeh 1 , Majid Aaliasgari 2 , Effat Abbasi 3 , Mostafa Ghaderi 4
1 - phd Student in Curriculum Planing, Faculty of Psychology and Education ,Kharazmi university,Tehran, Iran.
2 - Associate Professor in Curriculum Planing, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
3 - Associate Professor in Curriculum Planing, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.
4 - Associate Professor in Curriculum Planing, Faculty of Psychology and Education, Allameh Tabatabaei University, Tehran, Iran.
Keywords: research synthesis, Digital Citizenship, Primary schools, Citizenship education, Curriculum,
Abstract :
This study aimed to plan and validate the digital education curriculum in the second grade of primary school. The research paradigm was performed by a qualitative approach using research synthesis. The study was carried out on 107 scientific studies conducted from 2000 to 2020. , the number of the samples was reduced to 41 cases. Data were analyzed by the three-step process of Hord. The designed curriculum was validated by evaluating expert opinions. The findings showed the aims of the digital citizenship curriculum in the general, partial, and conclusive categories. The conclusive aim is awareness and competence in life skills in the digital age, which can be achieved by familiarity with electronic knowledge, electronic identification, awareness of electronic rights and responsibilities, the ability to make the proper connections in the electronic world, the ability to electronic participation, and the ability to maintain electronic security. The content was organized using interdisciplinary and objective-oriented organizing. The learning-teaching strategies were explained in 5 scales, including participatory (learners' teamwork experience, peer-to-peer participation, and participation of teacher, student, and parent), personalization (attention to differences, learner activity, learner independence), problem orientation (project based on the need, problem-solving, and exploration), simulation (modeling, simulation), and contingency (inverted training, workshop training, storytelling, game centered approach teaching). The evaluators and research tool were also considered in the two aspects of the evaluation. The experts confirmed the validity of the designed model and its elements in line with the missions of the digital citizen.
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