| Summary: | Advances in info-communication technologies have brought many social, cultural, and economic
changes along across the world. Recent reflections of these changes over citizenship studies are noteworthy.
One of the relevant concepts, digital citizenship can be defined as applying and advocating behaviors
necessary for legal, ethical, safe, and responsible use of info-communication technologies in online settings
(ISTE, 2007). Day by day, individuals are becoming more and more digital citizens with the spread of the
Internet and digital communication devices. However, this gives rise to discussions about problems related
with ethics, privacy and security, health, communication, and etc. (Symantec, 2010; Deniz, 2010; Kadll,
Kumba & Kanamad, 2010; Gunduz & Ozdinc, 2008; Kabakci & Can, 2009). All these hot issues, debates,
and current technological competence standards point that teachers should teach this concept to their students
as efficiently as possible by adopting digital citizenship (Greenhow, 2010). Ribble (2006) states that this education can be carried out through 9 dimensions such as digital ethics, digital communication, digital
literacy, digital access, digital commerce, digital rights and law, digital privacy and security, digital
responsibility, and digital health & wellness.
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