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Digital Citizenship and Responsibility

Salem Teske
FRIT 7739
Collaborative Unit on Digital Citizenship and Responsibility
Fall 2019
Identification of Learning Problem
General Audience

West Chatham Elementary School is a K-5 school in Savannah-Chatham County. The primary
audience for the collaborative unit will be a 3rd grade class at West Chatham Elementary School.
The students a part of this audience consists of ages 8 and 9.

Problem Identification

Mrs. Smith, a 3rd grade teacher and the collaborating teacher for this unit, has expressed her
concerns of her student’s understanding of their online identities and using the Internet safely
while using online programs and social media platforms.

Instructional Goals

The goal of instruction is to help students become digital citizens and practice proper netiquette
and Internet safety.
 Students will be able to define the concept of digital citizenship while identifying ways to
implement proper netiquette and safety precautions while online. Students will
demonstrate their knowledge through exploration, discussion questions, and formative
assessments.
 Students will be able to define the concept of a digital footprint while identifying ways to
create a positive and negative footprint. Students will demonstrate their knowledge
through exploration, discussion questions, and formative assessments.

Learner Analysis
Introduction

The targeted group of learners are students in Mrs. Holly Smith’s third grade class at West
Chatham Elementary School in Pooler, Georgia. There are 19 eight year olds and four nine year
olds within the class. There are 13 females and 10 males. The students are comprised of 12
African Americans, 7 Caucasians, 2 Hispanics, and 2 Mixed Races. There are 8 students a part of
the Gifted program. To attain this information a paper survey was given. The students responded
to questions to provide the needed information. Demographics were provided by Mrs. Smith.

Entry skills and Prior Knowledge

 Typing
 Username and password
 Ability to read
 Able to log on a computer
 Use an iPad
 Use other technology sources effectively

Prior knowledge

 Knowledge of students ability levels


 Knowledge of grade level content

Attitudes Towards Content & Academic Motivation

According to the survey results, when asked about their feelings about learning, 11 students
stated they love learning. 6 students stated they like learning, 5 stated they do not care about
learning, and one student stated they do not like learning.

Educational Ability Levels

According to MAP assessment data, 13 students are below basic, 4 are basic, 5 are proficient,
and 1 is advanced in reading. 15 students are below basic, 7 are basic, and 1 is proficient in math.
MAP assessment data was provided by Mrs. Smith

General Learning Preferences

The learners have expressed a preference for hands on activities that include the use of
technology.

Attitudes Toward Teachers and School

Majority of the learners expressed a love for their teachers and school, which promotes a positive
learning environment. 17 students stated they love their teachers, 4 stated they like their teachers,
and 2 stated they do not care about their teachers. 17 students stated they love their school, 3
stated they like their school, and 3 stated they do not care about their school.

Group Characteristics

The target group of students all live near West Chatham Elementary School in Pooler, GA. The
school community is composed of a diverse population of students. Most of the learners live with
both of their parents, one parent, or their grandparents.

Task Analysis
Task Analysis
For my task analysis, I chose to do a topic analysis. I chose a topic analysis because I want my
learners to gain information on different topics a part of being a digital citizen. The needs and
goals of my instructional problem are to provide learners with informational activities and videos
to learn about digital citizenship. The assessments provide the learners with opportunities to
demonstrate and evaluate their knowledge.

To complete my task analysis, I went through the activities of each lesson the students would
complete.

Task Analysis Outline

I. Provide time for students to share ideas on digital citizenship


II. State the objectives for the unit
A. What is a digital citizen and how to be one
B. Proper digital etiquette (netiquette)
C. How to practice Internet safety
D. Creating a good digital footprint
III. Complete digital citizenship and responsibility pre-assessment
A. Evaluate learners prior knowledge
B. Response rubric
IV. Daily Response Board #1 collaboration activity
A. What would you do if you forget to log off of your computer and someone goes on under
your name?
V. How can I be a digital citizen?
A. Brainpop video - Digital Etiquette
1. What did you learn? Let’s check! Google Form
VI. Daily Response Board #2 collaboration activity
A. What should you do if you feel you are being cyberbullied?
VII. Flocabulary video - Internet Safety
A. Anything you post online creates a digital footprint
B. Helpful tips to create a good digital footprint
VIII. Daily Response Board #3 collaboration activity
A. Someone you don’t know asks for your email address. Is this safe? Why or why
not?
IX. Padlet - curated resource list
A. Students can use the resources to learn and practice their digital citizenship skills
X. Complete the lesson
A. Complete digital citizenship and responsibility post-assessment
B. Discuss with learners the success of practicing digital citizenship and responsibility
XI. Reflect on how being a digital citizen will help you when using the Internet
A. Were the learners successful in learning the new information?
B. Did the learners explore different technologies and activities?
C. Do you need to go back and reteach?

Subject Matter Expert (SME)


The subject matter expert will be myself, Salem Teske, and Holly Smith, a 3rd grade teacher.
Mrs. Smith has been teaching 3rd grade for 17 years and is quite knowledgeable of the
curriculum and the student’s needs at that age. Mrs. Smith expressed the concern that at this age,
her students are more avid computer users. Even though they know how to use the internet, she
noticed that her students are not fully knowledgeable on how to use the Internet safely and
responsibly.
Instructional Objectives
Objective 1: Students will be able to define the concept of digital citizenship while identifying
ways to implement proper netiquette and safety precautions while online. Students will
demonstrate their knowledge through exploration, discussion questions, formative and
summative assessments.

Objective 2: Students will be able to define the concept of a digital footprint while identifying
ways to create a positive and negative footprint. Students will demonstrate their knowledge
through exploration, discussion questions, and summative assessments.

Assessments
The students will begin the unit by completing a pre-assessment quiz to determine their prior
knowledge about digital citizenship.

Students will be able to demonstrate their knowledge during each lesson by creating a discussion
post in response to a question reflecting each day’s activities. The students will have a discussion
post rubric to help guide the creation of their responses.
1. What would you do if you forget to log off of your computer and someone goes on under
your name?
2. What should you do if you feel you are being cyberbullied?
3. Someone you don’t know asks for your email address. Is this safe? Why or why not?

During the second lesson, students will complete a check in formative assessment after the
digital etiquette video to assess their knowledge at this point.

The students will end the unit by completing a post-assessment quiz to evaluate their knowledge
on the material covered in the unit. The post-assessment is the same as the pre-assessment,
however it includes a scenario open-ended response for the students to apply the information
they have learned.

Instructional Sequence
Sequence Description Objective
1 (Pre-assessment) To identify what is a digital citizen (discussion post) 1
2 To explain proper netiquette (formative assessment & discussion post) 1
3 To implement Internet safety (discussion post) 1
4 To implement ways to have a good digital footprint (discussion post & 2
post-assessment)

Objective 1: Students will be able to define the concept of digital citizenship while identifying
ways to implement proper netiquette and safety precautions while online. Students will
demonstrate their knowledge through exploration, discussion questions, formative and
summative assessments.

Initial Presentation: Learners will define and discuss digital citizenship. Teacher will state the
objectives in learner friendly language to generate more discussion ideas from the learners. The
learners will complete a pre-assessment to determine prior knowledge about digital citizenship
and responsibility online.

Generative Strategy: Learners will respond to discussion questions and a formative assessment
checklist to demonstrate their knowledge of the information learned. Learners will have a
discussion post rubric to help guide the creation of their responses.

Objective 2: Students will be able to define the concept of a digital footprint while identifying
ways to create a positive and negative footprint. Students will demonstrate their knowledge
through exploration, discussion questions, and summative assessments.

Initial Presentation: Learners will define digital footprint and discuss the ways to have a positive
digital footprint. Learners will respond to a discussion question to demonstrate their knowledge
of the information learned. Learners will use the same discussion post rubric to help guide the
creation of their responses.

Generative Strategy: The learners will complete a post-assessment to determine their knowledge
about digital citizenship and responsibility online.

Instructional Design Summary


The instruction for this unit will be presented using Nearpod. The teacher will use the Live
Lesson feature to display on the projector and for students to see on their Chromebooks. Students
will sign into the Nearpod lesson and begin a whole group discussion on what is a digital citizen.
Session one will serve as the introduction to the unit. A pre-assessment and discussion post will
help determine student’s prior knowledge of the material. Session two will provide engaging
activities for the students such as, videos, checklist questions, and another discussion post to
check their learning so far. Session three will also include engaging activities like videos, a
discussion post, and a curated Padlet list for students to explore. At the end of session three,
students will take the post-assessment to evaluate their knowledge on the unit.

The Universal Design for Learning


Universal Design for Learning will provided through:
 Engagement- Students will watch videos, create discussion posts with their peers,
respond to checklists and quizzes, share their ideas through whole group discussions, and
explore a variety of websites.
 Representation- Students will be able to view the Nearpod presentation on their own
Chromebook screen and the projector. Students can watch videos (captions can be added
if needed), listen to information on presentation slides with audio, and use the text to
speech option for Google Forms assessments.
 Expression- Students will have access to the discussion rubric when creating their
discussion posts to assist them in creating their responses. Students will be able to
express their ideas through whole group discussions, typing discussion post responses,
and using multiple choice on Google Forms assessments.

Formative Evaluation Plan


Students will use the discussion post rubric guide to create the discussion posts. The discussion
posts will allow students to share their thinking and ideas on the material they have learned with
their peers. Throughout the unit, students will take summative and formative assessments. The
formative check in will evaluate student’s learning at the midway point of the unit. While the
pre-assessment will evaluate student’s prior knowledge and the post-assessment will
evaluate student’s overall knowledge of digital citizenship. The data from these activities and
assessments will advise the teachers of changes needed to be made to the unit to reflect the
student’s strengths and weaknesses.

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