Digitization has fundamentally changed businesses, segments of society, and individuals’ life. There are two changing perspectives in the history of digital transformation. One is the expanding boundary of digitization, from a transformation within organizations, through innovations in interactions among businesses and customers, to societal changes at large. The other is the shifting focus of digitization, from digitizing production and delivery of goods and services, to digitizing all aspects of everyday life. However, extant research in digitization has not paid much attention to its impacts beyond the organizational boundary and the business relationships, and often adopted a technology-deterministic view of digitization. In this dissertation, I propose the notion, “digital citizenship”, to reexamine the nature and impact of digitization from a human-centric perspective and embed digitization in a broader social context. To elaborate on the notion of digital citizenship, I study the informative, automate, and transformative roles of digitization, and why and how various types of digitization enhance overall welfare for all parties of digital citizens. These three studies, presented as separate essays herein, i) evaluate the effectiveness of Intelligent Transportation Systems adopted by local governments transforming urban traffic management, ii) explore enhancing drivers’ traffic safety effort due to the deterrent potential of automated surveillance technology on the road, and iii) examine the mechanisms of information provision on customers decision making on churn and the implications for firms on the challenge of digital channel attribution. In regard to each, I discuss the relevant theory, the methodology, data sources, results, and implications. I conclude by highlighting the contributions of my work, and possible avenues for future research. / Business Administration/Management Information Systems

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As technology continues to change the way society communicates, teachers need to prepare their students for digital literacy and competencies in their adulthood. Specific training is necessary for educators in the appropriate and effective methods for incorporating technologies such as smart phones and hand-held devices. Teachers, who work in international boarding schools, are more effective in their use of technology when they understand the classroom cultural differences and are able to clarify any misconceptions. To determine what experienced teachers find missing in their instruction and what should be included in a teachers' instructional guide, a guide was developed based upon the existing literature; the guide was tested and revised under three conditions. In the first phase, a panel of subject-matter experts reviewed the guide draft to identify the instructional goals and validate the survey instrument. In the second phase, a teacher's workshop was conducted and provided in-depth discussions on how they use technology in the classroom. Teachers shared examples of how culture affected students' use and misuse of technology. In the final phase, observations were conducted as teachers used the lessons and resources in their instruction. The final revision, presented in this document, includes closing comments made by participating teachers. The goal was to develop a digital citizenship guide for teachers in international boarding schools that reflected best practices from the literature and the input from experts and teachers. The results identified the specific skills and competencies that are required to teach students how to communicate in the digital world and become good digital citizens. The culturally diverse student population at the investigation site made it possible to generalize instructional sets that will be of value to teachers everywhere. The guide, developed through the dissertation initiative, provides educators with the knowledge, tools, and examples necessary to teach students how these technologies can be used in a multicultural learning environment. It can be used to address the fundamentals of digital citizenship and provide insight into the role culture plays in the use of technology in education.

The paper discusses the scientific and policy debate as to whether access to the Internet can be considered so fundamental for human interaction as to deserve a special legal protection. In particular, it examines the impact of computer-mediated communication on the realization of individual’s rights and freedoms as well as on democratization processes. It then considers how Internet content governance is posing regulatory issues directly related to the growing importance of an equitable access to digital information. In this regard, the paper looks at conflicts arising within the systems of rights and obligations attached to communication (and especially content provision) over the Internet. The paper finally concludes by identifying emerging tensions and drawing out the implications for the nature and definitions of rights (e.g. of communication and access, but also of intellectual property ownership) and for regulations and actions taken to protect, promote or qualify those rights. All these points are illustrated by a series of recent examples.

Middle school students misuse social media without understanding the negative influence on their global digital footprint and lives. Research does not provide insight into how students develop digital citizenship skills for positive digital footprints and appropriate social media use. The purpose of this qualitative case study was to explore students' growth as digital citizens while participating in one digital citizenship project using global collaboration and social media. The conceptual framework included Ribble's theory of digital citizenship and Siemens's theory of connectivism. Research questions asked how students' digital citizenship developed when they were engaged in social media and global collaborative projects. Participants included 7 middle school teachers and 1 project administrator. Structured interviews and Wiki data were analyzed using an iterative open coding technique to identify rich, thick themes and patterns. The findings showed global collaborative projects and social media served as catalysts to motivate students as they took action as digital citizens, overcame barriers to digital citizenship, used social media for learning and collaboration, and adopted less ethnocentric views of the world. Students compared other cultures to their own, considered the welfare of others online, and modified their online behavior in favor of positive global digital footprints. Students used social media responsibly, were academically motivated by an authentic audience, and shared their academic learning with others in their local and extended communities. Reform of middle school curricula to include global collaborative projects and instruction in digital citizenship may bring about positive social change as students learn to be responsible users of social media.

This exploratory case study examined the digital practices and literacies of Generation Z language learners and explored how these practices could be better addressed in the language classroom through "Real-World" tasks. The study was conducted within the theoretical framework of the Sociocultural Approach to Language Learning and the pedagogical framework of the Real-World Task-Based Language Teaching approach, with an emphasis on the eLANG citizen project. The data was analyzed through qualitative thematic analysis of both a corpus of learner final reports and two questionnaires, resulting in a detailed portrait of the learners' digital practices. The findings indicate that implementing real-world, task-based language learning projects that utilize Generation Z's pre-existing digital competencies can lead to improved language and digital literacy skills. Students reported enhancements in their oral expression, use of slang, and interaction with native speakers, as well as improvements in their understanding of hashtags, video planning and editing, and trend tracking. The students had multiple real-world, authentic interactions through the digital citizenship project, which enabled them to become enhanced digital citizens in FLS by formulating their identities, observing established communities and language users, participating in these communities directly, and learning in informal, gameful ways. It is proposed that utilizing the digital practices of Generation Z learners for language learning not only enhances the authenticity and relevance of the activities but also helps to achieve pedagogical objectives. This prepares learners for their future in a technology-saturated world and becoming effective members of society and is the next relevant step in sociocultural language pedagogy.

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abstract: Mary Lou Fulton Teachers College at Arizona State University recently adopted a "technology infusion" approach to prepare teacher candidates (TC) to integrate technology into their instruction and meet the International Society for Technology in Education Standards for Teachers (ISTE Standards*T) by infusing technology integration approaches into methods courses. At the onset of the technology infusion approach, one important ISTE Standard-T was neglected in the curriculum--that is, digital citizenship (DC), i.e., the responsible, legal, and ethical use of technology. To address this problem of practice, a suite of teaching materials and support services was created, the Technology Infusion Support System (TISS), to help instructors effectively teach DC. The suite consisted of four online modules on essential DC topics including copyright/fair use, digital footprint/social media, acceptable use policies, and responsible student behavior. The support component consisted of ongoing just-in-time support from a technology integration specialist, an instructor's guide, and a resource folder. This mixed methods action research study was conducted to examine: DC instruction by those who used the TISS and the influence of DC instruction on TC's intention to promote and model DC in their future classrooms. With respect to the second objective, the Theory of Planned Behavior (TPB) guided study efforts. Participants included teacher education faculty members who taught DC in technology-infused methods courses, their students, and the technology infusion specialists who provided ongoing support to instructors throughout the duration of the study. Data gathered included survey data, observations, focus group interviews, instructor interviews, and researcher journal entries. Results suggested the TISS was a useful intervention in a college using a technology infusion approach. Course instructors provided consistent instruction on a topic outside of their area of expertise. Further, there was a significant increase in the students' intention to promote and model DC in their future classrooms. The discussion focuses on explaining: the effectiveness of DC instruction; how instruction in DC changes students' intentions to promote and model DC; and the usefulness of the TPB model in understanding how attitudes toward DC, and perceived behavioral control, i.e., efficacy, influence intention to promote and model DC. / Dissertation/Thesis / Doctoral Dissertation Leadership and Innovation 2015

Depuis quelques années, les usages numériques se sont significativement développés au sein des pratiques sociales. Leur maitrise s’inscrit comme un objectif de formation dans le parcours des collégiens français. Cette recherche propose un support de réflexion sur l’engagement des enseignants de collège dans le projet de formation au numérique responsable ainsi que sur la dimension collective qui en découle et participe à leur développement professionnel. La double analyse proposée permet de disposer d’éléments déclaratifs significatifs en ce qui concerne les actions menées, les caractéristiques disciplinaires et les diversités de fonctionnement en établissement. Ces éléments sont complétés par une observation des collectifs d’enseignants dans le cadre d’échange de pratiques. Notre travail tente de mettre en évidence l’apport du travail collectif dans le développement professionnel des enseignants, constate la diversité de ressources en établissement et fait ressortir la nécessité de pilotage de ces types de projets par des cadres formés et sensibilisés au sujet. / For several years, the uses of the new digital technologies have grown up in the social practice. Their command appears as an aim to train the French students’ career. This search proposes both an aid to think of the secondary school teachers’ commitment in the project to attend a session course on the digital technology and also on the public dimension which follows on from and which participates in their professional development. The double analysis that is proposed allows to get declarative and meaningful elements in relation to the actions which are carried out, some specific features linked to the subjects and the variety of ways to run schools. These elements are completed by an observation of groups of teachers communicating about their practice. Our report tries to focus the advantages of the work in groups in the teachers’ professional development and it shows the diversity of resources in schools. It emphasizes that these types of projects have to be guided by well-trained managers who are conscious of the different issues.

Appropriate digital citizenship skills are considered essential for modern professionals, including signed language interpreters. However, little is known about the experiences and practices of interpreter educators regarding digital citizenship. This exploratory qualitative interview study was conducted to examine the experiences and practices of interpreter educators related to incorporating opportunities for digital citizenship skill-building in their teaching practice. A conceptual framework based on digital citizenship theory guided development of this study. Data were collected from interviews of 6 interpreter educators in bachelor-degree programs in American Sign Language/English interpreting across the United States. Data sets were analyzed through open and axial coding and assessed for themes and patterns. Findings of the study indicated that interpreter educators were aware of elements of digital citizenship but were not knowledgeable about institutional or other policies, that they prioritized the soft skills of digital citizenship, and that they assumed their students acquired the technical skills of digital citizenship elsewhere. Findings may lead to better informed pedagogical decisions about incorporating digital citizenship into instruction, better prepared new professionals, and can contribute to positive social change for practitioners and the consumers they serve.