Digital Citizen Unit Erica Ellis

Lesson One Introduction: This unit will introduce middle school students to the foundations of digital citizenship. Students will demonstrate proficiency in the areas of equitable access, safe, healthy, legal and ethical use and cultural understanding and global awareness. In this introduction students will be given a brief overview of topics in the unit. Special attention will be paid to explaining to students that work will be created digitally and then uploaded to either the class Dropbox or Showbie. Introduce to students that discussion will be an integral part of the unit and that class participation is crucial to the final Web of Digital Citizenship as all parts will come together as part of the culmination project. Using Chapter Five of Lindsay and Davis (2012), provide students with the unit overview that will present them with the topics they will be discussing with short definitions. After introducing each of the topics (Legal, ethical, healthy, safe uses of technology, equitable access and cultural and global understanding) allow the students to provide their existing ideas of each area of digital citizenship. Assignment- Students will be emailed parent student contract and instructed to watch the introductory video from the link provided in the letter. Once the video has been viewed, the latter must be signed by parent and student and returned to the course Dropbox.

Lesson Two: Equitable Access to Technology Resources Overview: This lesson will educate students on what equitable access in technology means and why it is important to a digital citizen. Topic or Unit of Study: Equitable Access to Technology Resources Grade/Level: Grade 7 Objective: The students will be able to demonstrate/describe what it means to have and the importance of Equitable Access to Technology Resources. Students will demonstrate technological proficiency as they create products that demonstrate their learning as a digital citizen. Technology Integration: Technology integration for this unit will include the need student's need for their classroom provided personal or iPad with the necessary apps to complete and turn in assignments via either Showbie or Dropbox. Discussion notes will be created using the iPad as well as other activities assigned. Some of these assignments can also be completed using a personal computer but must be uploaded to the selected course upload program for grading.

Procedure: Using Lindsay and Davis (2012) and the supplemental book website http://www.flatclassroombook.com/citizenship.html discuss with students what Equitable Access in Technology means. When talking with students about the importance of being able to access what is out there, ask them to think about how this idea of equitable access is important in the interconnected world we live in today. Pay close attention to the Rays of Understanding diagram and be sure to discuss all five levels of awareness. During discussion, create, using a whiteboard or iPad app and mirroring, an idea web, flow chart or other graphic organizer that will assist students synthesis of equitable access in technology. Ask students specific questions about their own perceived access and if compared to other others or even their own definitions, they feel they have equitable access. What are the benefits to equitable access? Drawbacks? How is someone without equitable access affected by living in a technology-connected world? Allow students to pose their own questions about equitable access as well and use Google or other search engines to help them find some of their answers. (Allowing and having the ability to conduct this in-class searching illustrates the importance of equitable access in education) Students should be taking notes and creating their own graphics organizer during the lesson on their iPad using an app such as Skitch or Grafio or other drawing tool so that the graphic organizer can be easily uploaded to the class Dropbox, Showbie or if using Skitch, Evernote may be a submission option. Students should complete and cleanup their graphic organizers before they turn them in, which can be done in class if time provides or will be finished as homework. Differentiated Instruction: Special Education students could receive a copy of the class-created graphic organizer by email from the teacher to be able to reflect upon and then highlight the most important areas to them. Sample Student Products: Students will create part one of a three-part Web of Digital Citizenship. Collaboration: Class Discussion Time Allotment: 1 class period Instructional Materials: Class set of iPads with apps (Dropbox, Showbie, Skitch/Evernote suite of apps, Pages), whiteboard and markers Resources: Flattening Classrooms text by Lindsay and Davis, supplemental website http://www.flatclassroombook.com/citizenship.html Standards: This lesson will model and promote proper digital citizenship by encouraging students to respect the technology recourses they are using and teacher modeling respect of tools. Element 5.1 - Equitable Access: Candidates model and promote equitable access to digital resources and technology-related best practices for all students. Assessment/Rubrics: Student work will be assessed on check minus, check, check plus over the following areas Class discussion participation, completing graphic organizer, submitting assignment on time, neatness and creativity of graphic organizer.

Lesson Three: Safe, Healthy, Legal and Ethical Use of Technology Overview: This lesson will educate students on what Safe, Healthy, Legal and Ethical Use of Technology means and why it is important to a digital citizen. Topic or Unit of Study: Safe, Healthy, Legal and Ethical Use of Technology Grade/Level: 7 Objective The students will be able to demonstrate/describe the Safe, Healthy, Legal and Ethical use of technology and the importance of that behavior. Students will demonstrate technological proficiency as they create products that demonstrate their learning as a digital citizen. Technology Integration: Technology integration for this unit will include the need student's need for their classroom provided personal or iPad with the necessary apps to complete and turn in assignments via either Showbie or Dropbox. Discussion notes will be created using the iPad as well as other activities assigned. Some of these assignments can also be completed using a personal computer but must be uploaded to the selected course upload program for grading. Procedure: Using Lindsay and Davis (2012) and the supplemental book website http://www.flatclassroombook.com/citizenship.html discuss with students how to use technology and online resources in ethical, legal, healthy and safe ways. Pay close attention to the Rays of Understanding diagram and be sure to discuss all five levels of awareness. During discussion, create, using a whiteboard or iPad app and mirroring, an idea web, flow chart or other graphic organizer that will assist students synthesis of safe, healthy, legal and ethical use of technology. Discuss the importance of online profile safety, appropriate behavior while using technology, cyber bullying and healthy amounts of time spent using technology (Facebook, video games etc.). Students must also discuss proper ways to use sources and information they find on the Internet to protect the creator of the work and keep its integrity. Ethics, as it pertains to choices made while using technology must also be discussed to help students become critical thinkers and compel them to make good technology choices. Ask students specific questions about their own successes with these topics. Do they monitor the amount of time they spend on the Internet? Do they only accept friend requests from those they know personally? Have they ever copied anything from the Internet that they liked? Allow students to pose their own questions about safe, healthy, legal and ethical use of technology and use Google or search engines to help them find some of their answers. (Allowing and having the ability to conduct this in-class searching illustrates the importance of equitable access in education) Students should be taking notes and creating their own graphics organizer during the lesson their iPad using an app such as Skitch or Grafio so that the graphic organizer can be easily uploaded to the class Dropbox, Showbie or if using Skitch, Evernote may be a submission option. Students should complete and cleanup their graphic organizers before they turn them in, which can be done in class if time provides or will be finished as homework.

Differentiated Instruction: Special Education students could receive a copy of the class-created graphic organizer by email from the teacher to be able to reflect upon and then highlight the most important areas to them. Sample Student Products: Students will create part two of a three-part Web of Digital Citizenship. Second project for this lesson: Students will use technology to create and submit their own mock texting conversations and social networking profile details that align with safe, healthy, ethical and legal digital citizen practices. Students may create these projects with word processing software, illustrating software or creation tools on the Internet such as GoogleDocs. These projects will be submitted and graded together to the class Dropbox or Showbie. Collaboration: Class Discussion Time Allotment: 1-2 class periods Instructional Materials: Class set of iPads with apps (Dropbox, Showbie, Skitch/Evernote suite of apps, Pages), whiteboard and markers Resources: Flattening Classrooms text by Lindsay and Davis, supplemental website http://www.flatclassroombook.com/citizenship.html Standards: This lesson will model and promote proper digital citizenship by encouraging students to respect the technology recourses they are using and teacher modeling respect of tools. Element 5.2 - Safe, Healthy, Legal and Ethical Use: Candidates model and educate the school community on the safe, healthy, ethical and legal use of digital information and technologies. Assessment/Rubrics: Assessment/Rubrics: Student work will be assessed on check minus, check, check plus over the following areas Class discussion participation, completing graphic organizer, submitting assignment on time, neatness and creativity of graphic organizer Social Networking Profile and Mock Text Conversation will assed using the attached rubric from Taskstream

Lesson Four: Cultural Understanding and Global Awareness Overview: This lesson will educate students on what cultural understanding and global awareness in technology means and why it is important to a digital citizen. Topic or Unit of Study: Cultural Understanding and Global Awareness Grade/Level: 7 Objective The students will be able to demonstrate/describe what it means to have and the importance of Cultural Understanding and Global Awareness.

Students will demonstrate technological proficiency as they create products that demonstrate their learning as a digital citizen. Technology Integration: Technology integration for this unit will include the need student's need for their classroom provided personal or iPad with the necessary apps to complete and turn in assignments via either Showbie or Dropbox. Discussion notes will be created using the iPad as well as other activities assigned. Some of these assignments can also be completed using a personal computer but must be uploaded to the selected course upload program for grading. Procedure: Using Lindsay and Davis (2012) and the supplemental book website http://www.flatclassroombook.com/citizenship.html discuss with students cultural understanding and global awareness. Pay close attention to the Rays of Understanding diagram and be sure to discuss all five levels of awareness. During discussion, create, using a whiteboard or iPad app and mirroring, an idea web, flow chart or other graphic organizer that will assist students synthesis of safe, healthy, legal and ethical use of technology. Discuss the importance of awareness of other cultures and areas. How must we be aware of these differences in ethics, cultures and possible taboos if we are to participate in this global environment that technology has created. Ask students specific questions about their own successes with these topics. Have they ever participated in a global chat room or read something on the Internet from another culture or country? Were they able to understand what they read/saw? Allow students to pose their own questions about cultural understanding and global awareness and use Google or search engines to help them find some of their answers. (Allowing and having the ability to conduct this in-class searching illustrates the importance of equitable access in education) Students should be taking notes and creating their own graphics organizer during the lesson their iPad using an app such as Skitch or Grafio so that the graphic organizer can be easily uploaded to the class Dropbox, Showbie or if using Skitch, Evernote may be a submission option. Students should complete and cleanup their graphic organizers before they turn them in, which can be done in class if time provides or will be finished as homework. Differentiated Instruction: Special Education students could receive a copy of the class-created graphic organizer by email from the teacher to be able to reflect upon and then highlight the most important areas to them. Sample Student Products: Students will create part three of a three-part Web of Digital Citizenship. Collaboration: Class Discussion Time Allotment: 1 class period Instructional Materials: Class set of iPads with apps (Dropbox, Showbie, Skitch/Evernote suite of apps, Pages), whiteboard and markers Resources: Flattening Classrooms text by Lindsay and Davis, supplemental website http://www.flatclassroombook.com/citizenship.html Standards: This lesson will model and promote proper digital citizenship by encouraging students to respect the technology recourses they are using and teacher modeling respect of tools.

Element 5.3 - Cultural Understanding and Global Awareness: Candidates model and promote cultural understanding and global awareness by using digital-age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community. Assessment/Rubrics: Student work will be assessed on check minus, check, check plus over the following areas Class discussion participation, completing graphic organizer, submitting assignment on time, neatness and creativity of graphic organizer

Lesson Five -- Culmination: There will be two culmination projects for students to complete. Students will combine, using proper connections, the three graphic organizers they have created and submitted individually for these lessons. Any new insights gained in other lessons should be represented in the completed graphic organizer. Students will be given any remaining classroom time and then time at home to create and submit via Dropbox or Showbie a 1-2 page paper or 3-5 minute video answering the following question, "Have I been a compliant digital citizen?" Students will reflect on their past use of online and technology resources and discuss if they feel they had been living up to the. standards described in this unit. Two of the three areas discussed must be present in the final reflection. Rubrics for final projects will be attached from TaskStream