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Digital citizenship refers to exhibiting responsible digital habits to function in a digital world. The purpose of this mixed methods study is to examine K-12 educators' experiences based on a digital citizenship graduate-level course that they participated in for professional development. Forty-five educators participated in this course. In addition to the knowledge and attitudinal data collected from assessment and survey, ten educators also participated in follow-up interviews at the end of the course. Results indicated that educators’ digital citizenship knowledge increased significantly over the course period. Qualitative data indicated educators could transfer the course content to their school environments and enrolled in the course due to personal, student-related, curriculum-related, and school-related reasons. Needs and challenges regarding digital citizenship were also identified. 

Digital citizenship is defined as using knowledge and skills to exhibit appropriate behavior online using digital technology. Two hundred and thirty-seven middle school students were surveyed about digital device use and perception of digital citizenship practices on cyberbullying, digital netiquette, digital footprint, digital privacy, and digital identity. Findings indicated that student use of mobile devices has increased, which has established the need for parental monitoring of the online behavior of their children. Only 55.3% of the surveyed students indicated parental monitoring of their internet/social media use, and only 37.1% of the students identified digital citizenship as being taught in their schools. Seventy-three percent of the students indicated having never been cyberbullied, and only 55.7% indicated knowing how to collect proof if they suspect cyberbullying has occurred. Fifty-seven percent of the students cited following digital netiquette when communicating or posting online, 59.7% of the students have shared their password with a friend, and 48.5% have added a friend and followed someone they did not know. Middle school students lack an understanding of digital citizenship practices, which has implications for teachers, administrators, and parents on teaching digital citizenship at school and home. 

Digital citizenship, defined as exhibiting appropriate and responsible behavior with digital technology use, is an essential component of technology education. The purpose of this study was to examine K-12 educators’ perceptions of their students’ digital citizenship knowledge and practices as they relate to cyberbullying, digital footprint, digital privacy, digital netiquette, and digital identity. One hundred and seven educators responded to a survey on digital citizenship practices. Based on the educators’ perceptions, student understanding and practice of digital citizenship were rated as not well for most of the items on the survey. While educators’ perceptions of their students’ digital citizenship practices did not vary among school levels or based on their roles as teachers or technology coaches, educators who taught digital citizenship had higher perceptions of their students’ digital citizenship practices. 

Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and “bring your own technology” initiatives, attention to these topics is becoming increasingly important. A total of 593 middle school students were surveyed about digital footprints and concerns about social media. The results show that 17% started using social media at age nine or younger, 40% accepted friend requests from people they do not know, and 40% reported that their parents did not monitor their social media use, which calls for the needs of cyber-security education. These middle school students reported using social media most often to connect with their friends, share pictures, and find out what others are doing. They indicated that Instagram (27%), SnapChat (25%) and YouTube (25%) were their most used social media sites. These students have concerns about social media due to inappropriate postings, getting hacked, getting their feelings hurt, lack of privacy, inappropriate pictures, bullying, negativity, and stalkers. This study informs teachers, administrators, technology facilitators and parents on social media use by students.