Jessica Shuff

Collaborative Unit on Digital Citizenship

Digital Footprint 3rd Grade
FRIT 7739
Dr. Downs
Identification of Learning Problem

I decided to collaborate with Jennifer Truong, a third grade teacher at Allendale

Columbia School. Jenn is very tech savvy and enjoys enriching her lessons with digital
components. Throughout the year, Jenn will be introducing digital tools such as
blogging, video production using iMovie, stop motion animation, Voicethread, and
Google applications. Since Jenn is using some great digital & online tools, we thought it
would be a perfect opportunity for her class to learn how their online activities can have
positive and negative lasting impacts. Jenn and I decided lessons on digital footprints
would be a perfect way to hone in on their online impact. Her students will not only be
digital consumers, they will be digital producers. Understanding their responsibilities to
each other and themselves is important prior to implementing these resources.

Learner Analysis

The learners are 8 and 9 year old students in third grade at Allendale Columbia School.
Allendale Columbia is an independent school located in Pittsford, New York. During the
2018-2019 school year, the board at Allendale Columbia made a decision to sign a
letter of intent to merge with another nearby independent school due to a lack of
monetary resources at Allendale Columbia. The other school had more resources and
was given a large donation to add to their endowment. Therefore, the other school had
the upper hand in decision making which frightened a lot of Allendale Columbia’s
students and parents. Many families chose alternative schooling for their children due to
the uncertainty. Ultimately, the board from Allendale Columbia decided to pull from the
deal after a careful analysis and re-vote. However, Allendale Columbia still lost several
families during the 2019-2020 school year. This decrease in enrollment is most evident
in third grade. Seven families left from the third grade class. There is only one section of
third grade due to the lack of enrollment. Jennifer Truong chose to loop with the
students from 2nd to 3rd grade. There are a total of 14 students of which five are girls
and nine are boys. None of the students have an IEP or 504 plan. Two students wear
glasses. Two students receive reading services from the reading specialist where they
work on phonics, reading, and writing. Students are given flexible seating choices
throughout the school day to best meet their needs. All students have individual
Chromebooks and they have access to the lower school iPad cart.
 Task Analysis

Student Voicethread
Access & Access & Assessment
Introduction Culmination
Discuss Exploration

1. Accessing module & discussion

a. Teacher will display Nearpod lesson on Smartboard:
https://share.nearpod.com/cGLuf14UE0
b. Pre-instructional Discussion
i. What do you do while online?
ii. Do you know how to be safe and responsible online? Is that
important?
2. Digital Footprint Introduction
a. Lesson Objectives
b. Positive and negatives of online presence
c. Watch “Follow the Digital Trail” Video (from Common Sense Education)
d. Review & discuss “Follow the Digital Trail”
i. What is a digital footprint slide
ii. Managing your digital footprint slide
iii. Little vs. big digital footprint slide
e. Watch “5 Ways to Make a Positive Digital Footprint” Video
f. Review & discuss video with THINK poster
3. Student access to compiled resources
a. Login to Nearpod lesson on individual Chromebooks with lesson code
b. Student exploration of at least 2 Thinglink compiled resources
4. VoiceThread Culmination
a. View teacher Voicethread comment
b. Introduce Voicethread and directions
i. How to log in
ii. How to add a comment
c. Rubric
d. Add comment (choose 1: video, text, audio)
5. Final Assessment
a. Student access via student email
b. Complete Google Form assessment
 c. Submission of Google Form assessment to teacher email (automatically)

The subject matter experts are Jessica Shuff, and the 3rd grade teacher, Jennifer
Truong. Jenn has worked with her students for over a year since she looped with them
from 2nd grade. Jenn is familiar with the student’s digital capabilities, learning
preferences, and abilities which impacted the design of the lesson. Jessica Shuff is an
instructional technology graduate student who used her expertise in digital programs
and resources to deliver a comprehensive lesson.

Instructional Objectives

1. Students will be able to define the concept of digital footprints while identifying
ways they can positively and negatively impact their digital footprints. This will be
demonstrated through module activities, student exploration, and the final
assessment.
2. Students will collaborate with one another to express their understanding of
digital footprints and make a plan to share their understanding to others in our
school community, demonstrating this through their VoiceThread responses
following instruction.

Assessments

The students will first explain their learning with a partner using Voicethread. The
partner group will answer two questions on Voicethread:
1. What have you learned about your digital footprint?
2. How are you going to spread this awareness to others in our school?
The students will have an opportunity to answer these questions using three methods:
text, audio, or video. The students will also have a rubric to follow to help them focus on
the objectives of the activity.

The students will individually complete a quiz about the material covered in this lesson.
This assessment will be completed online using student Chromebooks. The quiz will be
submitted via email to both teachers.

Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Module Completion (whole group) 1

2 Student Exploration 1
 3 Complete performance task 2
(VoiceThread)

4 Complete final quiz 1

Objective 1
Students will be able to define the concept of digital footprints while identifying ways
they can positively and negatively impact their digital footprints. This will be
demonstrated through module activities, student exploration, and the final assessment.

Initial Presentation
With assistance from the teacher, the students will contribute to class discussions
reflecting on past and present online activities. The students’ prior knowledge will help
to make connections to the videos, question prompts, and curated resources during the
instruction and student exploration portions.

Generative Strategy
Students will complete an individual assessment demonstrating their understanding of
positive and negative behaviors online.

Objective 2
Students will collaborate with one another to express their understanding of digital
footprints and make a plan to share their understanding to others in our school
community, demonstrating this through their VoiceThread responses following
instruction.

Initial Presentation
After instruction, students will work in groups of two to answer the VoiceThread
questions. A rubric for the activity will be presented to keep student groups on task.
Students will view the teacher VoiceThread example and instructions for accessing
VoiceThread.

Generative Strategy
The groups of two will decide on how to answer the two questions presented in
VoiceThread. The students have a choice to respond with text, video, or audio. The
response will be automatically added to the Nearpod module and evaluated using the
VoiceThread rubric.

Instructional Design Summary

The instruction for these lessons will be presented using Nearpod. Initially, students will
not be signed into the module. The teacher will present the information on the
Smartboard. The discussions will be whole group or partner based. The introduction
(session 1) is a bit long since this is the first time students have been exposed to their
digital footprints and the responsibilities as digital consumers and producers. Session
two will serve as a chance for students to explore the compiled links found on Thinglink.
The students will login to their Chromebooks and choose at least two links to explore.
During session 3, students will be given an introduction to Voicethread. The students
will choose their partners and their mode of delivery for expressing their learning. Lastly,
students will take a Google Form quiz individually.

The Universal Design for Learning

This method of instruction will be utilized throughout this lesson.
1. Representation-This module will be presented using the Nearpod platform.
There will be multiple modes of instructional delivery. The information will be
presented using videos, posters, interactive games, and songs.
2. Expression-In this module students will share their learning through a
Voicethread activity where they will be given a choice to record audio, video, or
type a response to two questions.
3. Engagement-Students will choose their partner for the Voicethread activity.
Student will individually explore the Thinglink activities based on their interests.

Formative Evaluation Plan

Students will work together in groups of two to answer two questions on VoiceThread.
The groups will decide to share one thing they learned about their digital footprint and
then develop a plan to share their knowledge with others in the school community.
Students will be assessed through the rubric provided in this document. Students will
also take a final assessment which will test their understanding of the material
presented. The information gathered from these assessments will inform the teachers of
further instruction or ways to change the module.