8 Digital Skills we must teach our children
Digital Intelligence (DQ) is the sum of social, emotional, and cognitive abilities essential to digital life. It is having the necessary knowledge, skills and ability to adapt one’s emotions and adjust one’s behaviour to deal with the challenges and demands of the digital era.
Beyond knowledge, these abilities must be rooted in human values of integrity, respect, empathy and prudence. These values enable the wise and responsible use of technology – an attribute which will mark the leaders of tomorrow.
Is the child able to create and manage his/her online identity and reputation, aware of one’s digital persona and able to manage the short and long term impact of one’s online presence?
Is the child able to use digital devices and media with mastery and control, and achieving a healthy balance in life, both online and offline?
Is the child able to detect risks online (e.g. cyber bullying, grooming, radicalization) and problematic content (e.g. violence and obscenity), and know how to avoid and limit these risks?
Is the child able to detect cyber threats (e.g. hacking, scams, malware), and understand and use security tools and practices for data protection?
Digital Emotional Intelligence
Does the child have the ability to empathize and build good relationships with others when utilizing digital media?
Is the child able to find, critically evaluate, utilise, share and create digital content, including having basic competency in coding?
Is the child able to communicate and collaborate with others using digital media, and engage in debate and discussion in a constructive manner?
Does the child understand and respect personal and legal rights, such as the right to privacy, intellectual property rights, freedom of speech and protection from hate speech?
The Goal: #DQEveryChild
Our children are the first generation born into this hyper-connected digital world. They will either become leaders who create new possibilities through new technologies, or passive followers and consumers of technology. What will be the determining factor? Their DQ.
The goal of DQ is to empower every child so that they become Digital Leaders – individuals who are anchored by a strong identity and positive values and, by being masters of technology, are capable of creating new opportunities for a better future.
What makes a child Digitally Intelligent?
We have defined three levels of Digital Intelligence: Leadership, Creativity, and Entrepreneurship.
For students to become a full-fledged Digital Leader, they start at the level of DQ Citizenship, where they take command of digital use in responsible and effective ways.
Next, they move up to the level of DQ Creativity, where they become part of the digital ecosystem by co-creating new content and turning ideas into reality, using new technologies and media.
Last but not least, they achieve DQ Entrepreneurship when they are able to bring about change and solve problems.
The first phase of the DQ Curriculum focuses on developing Digital Citizenship in young children.
We have identified 8 aspects of Digital Citizenship. These aspects are often overlooked as most people tend to focus on creativity and entrepreneurship. However, unless children know their full identity as digital citizens and leaders, and are aware of digital safety and security issues, they will be vulnerable to various digital risks.
Hence these are the foundational knowledge and skills children need to effectively, safely and responsibly use digital media and technologies – before they can contribute to the digital world as active content creators or technology developers.
8 TOPICS IN DIGITAL CITIZENSHIP
Topic 1 – Digital Citizen Identity
- Understands the nature of the digital world; uses digital technologies and media with proficiency
- Has the knowledge and skills to build and manage a healthy congruent identity, on-and offline identities with self-efficacy
- Aware of global citizenship in the digital space (as the digital world is global in nature).
Topic 2 – Screen Time Management
- Able to balance between the physical and virtual realities
- Has the self-control to use digital technology and understands the various side effects of excessive screen time, multi-tasking and addictive usage of digital media
- Able to manage time and set limits on personal digital use; does not allow digital use to take over his/her life.
Topic 3 – Digital Footprint Management
- Understands the nature of online communication
- Knows that everything he/she says and does online leaves trails called digital footprints
- Aware of the persistent nature of the digital footprints and their real-life consequences, including creating unintended online reputation
- Has the skills to manage digital footprints responsibly; aware of the short- and long-term impact of his/her digital footprints.
Topic 4 – Cyber Bullying Management
- Has the personal discipline to use digital media safely and responsibly
- Knows how to detect a cyber bullying situation and how to handle the situation calmly
- Knows how to handle a problem with wisdom and safely seek help before it goes out of control.
Topic 5 – Digital Empathy
- Sensitive to the needs and feelings of self and others when online, even without face-to-face interaction
- Willing to lend a voice to those who need help and to speak out for them
- Not easily judgemental online and not swayed by online herd mentality
- Builds good relationships with parents, teachers and friends, both on- and off-line
- Keeps communication honest and open with parents, teachers and friends about his/her digital life.
Topic 6 – Critical Thinking
- Has knowledge and skills to evaluate information, content and contacts on the Internet with discernment
- Understands the harmful effects of false information, violence, inappropriate content and the risks associated with online strangers
- Uses critical thinking to distinguish true and false information, good and harmful content, and trustworthy and questionable contacts online.
Topic 7 – Privacy Management
- Has the knowledge and skills to handle personal information shared online with discretion
- Ensures and protects the privacy for self and his contacts
- Aware that privacy is a basic human right.
Topic 8 – Cyber Security Management
- Is able to spot and protect oneself and others from various cyber attacks such as spam, scams and phishing
- Has practical skills such as creating strong passwords and keeping them confidential.
DQ Online Platform
Because children learn best when having fun!
DQWorld.net is an online and mobile e-learning platform for young children to learn independently in a fun way.
The DQ platform provides a safe online environment that does not require close supervision from parents or teachers.
It is a Play & Learn platform with online rewards and achievements to be unlocked, so kids enjoy the program even as they learn and absorb the lessons it presents.
DQ Profile & Report
The world’s first DQ assessment metric lets you know your child’s digital competency
Now, for the first time ever, there is a way to assess and know how your child is faring in his/her digital intelligence competency. Every child will have a DQ Profile that provides an individualized snapshot of his/her digital competencies.
- Preliminary DQ Profile: First, the child takes a preliminary assessment or DQ Profile of his/her digital intelligence competencies at DQWorld.net
- Online Program: After this pre-assessment of the child’s DQ competencies, the child engages in the DQ online program
- DQ Profile: Upon completion of the online program, a DQ Profile is once again generated. The two sets of results can then be compared to assess the child’s learning and progress.
A child’s DQ is assessed in the least intrusive way, and a DQ profile is generated in real time.
Separately, a more detailed DQ Report can also be purchased. The DQ Report serves as an educational benchmark and provides invaluable information to both educators and parents about the progress and welfare of the child. It:
- Provides a comprehensive explanation of the DQ profile scores and other findings
- Surfaces the strengths and weaknesses of the students’ digital intelligence
- Explains the extent of their exposure to various online risks and the level of parental and school involvement in their digital lives
- Provides practical recommendations to improve the students’ DQ based on their profile.
As the data in the DQ Reports is private information, we strongly recommend strict confidentiality when referring to and using the data.
There are 2 types of DQ Reports:
DQ Individual Report
The DQ Individual Report provides a summary of the individual student’s DQ profile scores and other findings. This report will show the student’s score for the 8 DQ Competencies, as well as the overall score compared to the national and worldwide percentile. In addition, findings on 2 aspects – exposure to online risks, and the student’s family digital culture and environment – will also be included.
DQ School Report
The DQ School Report provides a summary and overview of the collective DQ profile scores of all participating students in a school. The school’s collective DQ profile scores will be presented in comparison with the national and world-wide percentile. It will include the overall DQ score, which comprises detailed DQ scores on the 8 competencies, names of students at risk of online dangers and others.