Digital Citizenship Collaborative Unit

FRIT 7739

Fall 2020

Lesley Walden

Grade Level: 4th Grade

Collaborating Teacher: Ms. Kenya Norton

Unit Topic: Cyberbully

ISTE Standards

2. Digital Citizen: Students recognize the rights, responsibilities and opportunities of

living, learning and working in an interconnected digital world, and they act and model in

ways that are safe, legal and ethical.

● 2a - Students cultivate and manage their digital identity and reputation and are

aware of the permanence of their actions in the digital world.

● 2b - Students engage in positive, safe, legal and ethical behavior when using

technology, including social interactions online or when using networked devices.

Instructional Goals

● Students will be able to define and identify cyberbullying.

● Students will be able to define and identify upstander.
● Students will be able to identify ways to be an upstander.
● Students will be able to identify solutions to situations where cyberbullying is
taking place.

Identification of Learning Problem

When collaborating with Ms. Norton, 4th grade teacher, she expressed a concern about

students treating one another kindly when using technology. Bullying is an ongoing

problem in upper grades at Welch Elementary School. She has noticed that these

behaviors seem to be moving into technology areas, based on conversations between

students within the classroom. Based on this information, we decided to focus our
digital citizenship lessons on cyberbullying. We will focus on identifying cyberbullying

and ways to be an upstander when cyberbullying is taking place.

Learner Analysis

The target audience for this digital citizenship lesson is 18 fourth grade students. The

students range from 10 - 12 years of age. This collaborative learning class consists of a

very diverse group of learners. Within this class, 6 receive special education services, 2

receive academic interventions, and 2 are academically gifted. No students receive

ESOL services. 8 of the students are female, while 10 are male. 15 students are

attending school in the classroom setting, face-to-face, while 3 are attending school

virtually. Mrs. Norton’s students are each assigned their own Chromebook and use it

daily for academic purposes within the classroom. They are very familiar with Google

Forms and completing assignments digitally. Speech to text has been added to each

students’ Chromebook as an assistive technology, and headphones are available as

needed.

Task Analysis

For the students to gain an understanding and awareness of cyberbullying, a module of lessons

has been created. These lessons will be delivered in the fourth grade classroom during the skills

block segment of the day. The module will consist of 3 lessons: Digital Citizenship,

Cyberbullying, and Upstander. Prior to beginning the module, students will be given a pre-

assessment to assess prior knowledge. At the completion of the module, a post assessment will

be given to assess content learning. Each lesson will end with a brief, informal assessment. I,
Lesley Walden will serve as the subject matter expert for this module. As an elementary teacher

and student of the instructional technology master’s program, I have extensive knowledge of the

necessary skills needed to create and deliver this digital citizenship module . The SME has

experience with Weebly, Google, Nearpod, and Padlet. The SME also has the knowledge and

skills needed to create and incorporate additional resources needed to accompany these

programs, in order to achieve the instructional goal.

Topic Analysis Outline

1. Pre-Assessment - pre-assessment is given to the students through Google Form

(Appendix A) prior to the introduction. This will allow for a true assessment of prior

knowledge.

2. Introduction

a. Hook

i. SME will deliver the hook face to face to the students before beginning

the module. “Good Morning, boys and girls! I am so excited for you to

join me in a digital citizenship lesson on cyberbullying. I have created

some fun activities for you to work on through a website module. In these

lessons, you will learn what cyberbullying is, how to identify a cyberbully

or someone being bullied by a cyberbully, and how to be an upstander.

Let’s get started. You will find the link to begin the modules in your

Google Classroom. Begin with lesson 1. Complete each lesson

completely before moving to the next. I cannot wait to hear your thoughts

and of all the great things you will learn when you are done.”
 ii. Lesson 1

1. Instructions

a. 1. Enter Nearpod below.

b. 2. Click "Log in with Google" to sign in, and click

on your email. Read or complete the Nearpod

slides. You must read or complete each slide before

moving to the next slide.

2. Activity

a. Nearpod - Digital Citizenship/Cyberbullying

3. Assessment - Students will complete the open-ended

questions at the end of the Nearpod.

iii. Lesson 2

1. Instructions

a. 1. Watch the video below.

b. 2. Read the scenario.

c. 3. Follow the directions to answer the question by

adding a sticky note to the brick wall.

2. Activity

a. Video - Bullying and Cyberbullying: What’s the

Difference

3. Assessment - Padlet
 a. Read the following scenario: During school, Sara

took Tasha's picture without permission. It was an

unwanted picture that made Tasha feel

uncomfortable. Later that week, Tasha's friends tell

her that the picture has been posted on Facebook.

You see Tasha crying. How can you help Tasha?

b. Directions for Padlet: Click on the plus sign in the

bottom right corner. Add a title and your response to

the question. Click outside of the box to add your

note to the brick wall.

iv. Lesson 3

1. Instructions

a. Watch the video below on how to be an upstander.

b. Click on the button below and complete the bubble

map.

2. Activity

a. Video - You Can be an Upstander

3. Assessment - Bubble Map

a. After watching the video, click on the button below

to complete the bubble map. Click "make a copy" to

begin.
 b. When your bubble map is complete, click "share" in

the top right corner and share with me,

lesley.walden@cowetaschools.net.

v. Exit Assessment

1. Post-Assessment Google Form

a. Complete the assessment below. Click "submit"

when you are done.

Assessment

1. Students will be given a pre-assessment before beginning the module to assess prior

knowledge of digital citizenship/cyberbullying. (Appendix A)

2. At the completion of lesson 1, students will answer open-ended digital questions at

the end of the Nearpod to assess learning. (Appendix B)

3. At the completion of lesson 2, students will respond to a collaborative question

through Padlet to assess learning. (Appendix C)

4. At the completion of lesson 3, students will complete a bubble map to assess

learning. (Appendix D)

5. At the completion of the module, students will complete a Google Form to assess

the learning outcome of the entire module. (Appendix E)

Instructional Design Summary

To begin this unit, the SME will administer a pre-assessment on digital

citizenship/cyberbullying to assess prior knowledge of the topic. She will then

introduce the topic and provide a demonstration of how to maneuver through the

module. The introduction will consist of a hook to get the students excited about their

learning. Following the introduction, students will log into the module through the

link provided within their google classroom. Students will begin with lesson 1.

Lesson 1 consists of an engaging, interactive Nearpod about Digital Citizenship with a

focus on cyberbullying. As the week progresses, students will continue to lesson 2

and 3. At the completion of the module, students will take the exit assessment to

assess their understanding of the content learned within the entire module.

Formative Evaluation Plan

Data from the lesson assessments will be collected and analyzed to assess the learning of that

particular lesson. Data from the pre-assessment and exit assessment will be used to evaluate the

knowledge gained from the entire module. Analyzing this data will assist in providing feedback

on ways to improve the module and provide further instruction where needed. Data will be

organized in the form of a graph or chart to provide a visual for the data.

Reflection

Overall, I feel that this was a successful digital citizenship unit. The students seemed to enjoy

the topic and were even using the word “cyberbullying” throughout the week. When comparing
the pre-assessment with the post assessment, it shows that knowledge was gained within the

content objectives.

There are a few improvements that I feel could be made to the unit. First, I feel that the unit was

too long. The students began lesson 1 very eager to learn, but as the lessons progressed, they

rushed through it or didn’t complete it at all. Many informed their teacher that they had

completed the module, but none of the assessments were done. The majority of the students

were unenthusiastic about completing the assessments at the end lessons. This made it difficult

to obtain accurate data. Another improvement I would make is to disable the ability to move to

the next activity before completing the first. I feel that this may prevent students from skipping

over pieces (assessments, especially) of the module.

As a whole, this digital collaborative unit was successful. The data show that 90% of the

students understand how to identify a cyberbully and what to do when a cyberbullying situation

arises. The students were able to successfully identify the meaning of an upstander and super

digital citizen. I look forward to creating and implementing digital units in the future. As a

teacher of multiple grade levels, I feel this would be a very efficient resource to use within my

classroom.

Appendix

Appendix A - Results from Pre-Assessment: https://forms.gle/63t19zoRwozaEURF6

Appendix B: Results from Nearpod Assessment, Lesson 1

Appendix C: Results from Padlet, Lesson 2

Appendix D: Results from Bubble Map, Lesson 3

Appendix E: Results of the Exit Assessment https://forms.gle/WS8BEyY2cKHFztdZ6