Standard 4: Digital Citizenship and Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility.
- Element 4.1 Digital Equity - Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
- Element 4.2 Safe, Healthy, Legal & Ethical Use - Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
- Element 4.3 Diversity, Cultural Understanding & Global Awareness - Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness.
FRIT 7739: Collaborative Unit on Digital Citizenship
For my collaborative unit on digital citizenship for FRIT 7739, I collaborated with a 7th grade teacher from my school. The wonderful thing about my school being a K-8 school is that I have plenty to choose from when I want to do a collaborative lesson. The 7th grade teacher I collaborated with expressed a concern about the drama that takes place at school because of social media posts. She felt like the students didn't have a good understanding of the effects their social media posts can have on their relationships with parents, peers, and even teachers. Mrs. Smith and I sat down together to come up with a plan and decided to focus on how to maintain a positive image on social media. Since 7th graders are not the most motivated humans, we decided to incorporate games and videos into the lesson. One strategy was to find videos of children near the same age as the 7th grade students. I created a design document (Morrison, Ross, Kemp Instructional Design Model) and then developed the module using TES Blendpace. I had used Blendspace in the past, as you will see below, but it had been quite a while. The TES platform was amazingly easy to use and Mrs. Smith has even decided to use it in her classroom for other lessons. Once the students worked their way through the module they completed a quiz that required them to give an example of how they could maintain a positive image online and an example of how they could create a negative image. There responses were insightful. They also provided feedback on what they liked about the module and if they felt they had a better understanding of the topic. All of the students responding said that they did have a better understanding and most of the students enjoyed the Digital Compass game from CommonSense Media. This was a lot of fun to produce and I can't wait to create more digital citizenship lessons for our students. This assignment focused mostly on Element 4.2 Safe, Healthy, Legal, and Ethical Use. I would also say that it incorporates Element 4.3 Diversity, Cultural Understandings, and Global Awareness because of the encouragement to only post things that are kind and to be aware of other people's feelings. It took some of the students a longer time to complete the module. I feel certain that this is because of the Digital Compass game. If a student chose to spend more time on the game by exploring the scenarios of more characters then it could take significantly longer to complete the module. I think it is great that they spend time on this game but I would probably include in the directions to explore 2 characters to complete the assignment and make sure they understood that the module will remain available of the class website so that they could spend more time on the game later.
Design Document
Assessment and Survey Results
FRIT 7234: Mini-Lessons
In FRIT 7234 I created three digital citizenship mini-lessons. These lessons included Elements 4.1 Digital Equity, 4.2 Safe, Healthy, Legal and Ethical Use, and 4.3 Diversity, Cultural Understanding and Global Awareness. Each digital citizenship lesson was included as part of a social studies lesson. The first lesson focused on ethical use of information, being an empowered learner, being a good digital citizen, and being a creative communicator. This lesson utilized a curated list of resources, a video about copyright, and examples of writing that was plagiarized and not plagiarized. Students were then tasked with watching a video about something they like and creating a short video of themselves telling what they learned in their own words. The second video focused on applying what was learned about copyright and plagiarism through research about Thomas Jefferson. The third lesson used a jackdaw about Thomas Jefferson to guide students through a scavenger hunt focusing on being a good digital citizen, knowledge constructor, and a creative communicator. Students were encouraged to make good choices when working online and to use kindness. This assignment taught me to think outside of the box and showed me that I can incorporate digital citizenship lessons directly into my regular academic lessons.
Technology Enhanced Social Studies Lessons
FRIT 7234: Ethical Use of Information Currated List
In FRIT 7234, I created a curated list of resources to teach the ethical use of information. This curated list is actually used in the first mini-lesson above. My focus was on resources appropriate for elementary students. I was able to find several resources, including documents, games, and videos. I feel that this curated list is a good resource for teaching ethical use of information. I used TES Blendspace to create the list. This list mainly focuses on Element 4.3 because it is for the ethical use of information, but it also has a bit a Element 4.1 because it makes these resources available to all of my students.