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Digital Citizenship. Group 4. Margaret Bray Kat Fowler Leigh Anne Macquarrie. True or False. Millennials (age 16-34) spend less than 20 hours per week online. Millennials spend 8 hours a week on social media websites.

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Margaret Bray Kat Fowler Leigh Anne Macquarrie

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Margaret bray kat fowler leigh anne macquarrie

Digital Citizenship

Group 4

Margaret Bray

Kat Fowler

Leigh Anne Macquarrie


True or false

True or False

  • Millennials (age 16-34) spend less than 20 hours per week online.

  • Millennials spend 8 hours a week on social media websites.

  • Children (0 to age 6) spend the same amount of time outside as with electronic media.

Sources: Millenials Up Their Time

and

The Kaiser Family Foundation


What makes a good digital citizen

What makes a good Digital Citizen?


Margaret bray kat fowler leigh anne macquarrie

Making Curriculum Connections-

Grade 5


Instructional activity 1

Digital Literacy

Instructional Activity 1


Setting the stage for learning about digital literacy

Setting the Stage for learning about Digital Literacy


Cross curriculum standards

Cross-Curriculum Standards

Common Core/Reading

Integration of Knowledge and Ideas

  • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).


Cross curriculum standards1

Cross-Curriculum Standards

NETS standards

  • 1. Creativity and Innovation

  • 3. Research and Information Fluency

  • 6. Technology Operations and Concepts

  • GPS/Music

  • M5GM.8b: Describe the relationship between music and disciplines outside the arts.

  • M5GM.7b: Explain personal preferences for specific musical works and styles using appropriate vocabulary.


Margaret bray kat fowler leigh anne macquarrie

Presented

Info in

Interesting way

Similar content


Project based learning

Project-Based Learning

To prepare students for project, class will practice legally downloading and uploading images and music. Students use The Definitive Big6 Workshop Handbook by Michael B. Eisenberg and Robert E. Berkowitz as a guide for internet research.

  • Students will form groups and choose one of the 5 elements of digital literacy to research and create a student-made video using Microsoft Movie Maker.


Blooms taxonomy and higher order thinking

Blooms’ Taxonomy and Higher Order thinking:

Video

Music

Journal entry

Digital Literacy, Search engines, and Movie making applications

Knowledge about DL


Instructional activity 2

Instructional Activity 2

Digital Footprint

Also known as a digital shadow…we leave footprints of what we write and what we upload on the web. Includes our usage of TV, mobile phone, Internet, mobile web, and other sensors and devices. (Eke, 2012)

“online portfolios of who we are, what we do, and by association, what we know” (Richardson, 2008)


Which statement is true for you

Which statement is true for you:

  • I actively upload information about me online and I take some steps to limit personal information but I don’t worry about the availability of my online data.

  • I worry about my personal information being available online and I am proactive in limiting online data.

  • I am anxious about my personal information being available online but I do not limit my online information.

  • I don’t worry about the information available online and I don’t do anything to limit information about me online.


Which statement is true for you1

Which statement is true for you:

Confident & Creative

  • I actively upload information about me online and I take some steps to limit personal information but I don’t worry about the availability of my online data.

  • I worry about my personal information being available online and I am proactive in limiting online data.

  • I am anxious about my personal information being available online but I do not limit my online information.

  • I don’t worry about the information available online and I don’t do anything to limit information about me online.

Concerned & Careful

Worried by the Wayside

Unfazed & Inactive


Margaret bray kat fowler leigh anne macquarrie

17%

  • What about your students?

Statistics from Pew Internet & American Life Project , 2013


Cross curriculum standards2

Cross-Curriculum Standards

Common Core/English Language Arts

  • ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of resources.

  • ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.


Cross curriculum standards3

Cross-Curriculum Standards

NETS-S

  • 5T5a. Advocate and practice safe, legal, and responsible use of information and technology.

  • Guidance Standards (QCC) Strand A. Self Knowledge

    Describe positive characteristics about self as seen by self and others. Identify how behaviors affect school and family situations. Describe how behavior influences the feelings and actions of others. Demonstrate a positive attitude about self. Identify personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal needs through work.


Margaret bray kat fowler leigh anne macquarrie

Instructional Activity 2

  • Student will analyze own use of internet.

  • Student will gather facts by watching video clips and researching online articles using GALILEO.

  • Student will create infographic that can be used to teach others about

  • digital footprint.


Margaret bray kat fowler leigh anne macquarrie

Example of infographic using Easel.ly


Lesson differentiation

Lesson Differentiation

Students needing additional support including ELL students:

  • Vocabulary listed on Word Wall.

  • Basic templates for infographic will be provided.

    Gifted students

  • Analyze a historical figure and describe what his/her digital footprint might include.

  • Locate and use additional infographic sites for creation of infographic (piktochart, infogr.am)


Blooms taxonomy and higher order thinking1

Blooms’ Taxonomy and Higher Order thinking:

Infographic

Video

Digital Footprint handout

Digital Footprint, Search engines, and infographic applications

Knowledge about DF


Instructional activity 3

Instructional Activity 3

Cyber-bullying

Not just a high school problem anymore.

The cyber-bullying epidemic is spreading to middle and even elementary schools.


160 000 students stay home from school every day because of bullying

160,000 students stay home from school every day because of bullying!

Are you prepared as an educator?

  • Place a check mark next to your name if your teaching program prepared you for cyber-bullying.

  • Place an X next to your name if your program did not.


Where do we start as educators

Where do we start as educators?

Question for Elementary school teachers:

Raise your hand or type in the discussion board

Has your school ever provided professional development about the safety of your students online?

How can we start?


Cross curriculum standards4

Cross-Curriculum Standards

English/Language Arts Common Core GPS

ELACC5RL6: Describe how a narrator’s or speaker’s point of view influences how events are described.

ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.


Cross curriculum standards5

Cross-Curriculum Standards

Health Georgia Performance Standards:

HE5.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Fifth grade students will examine how the family, peers, culture, and media influence personal and family health. Students will begin to examine their personal values, beliefs, and perceived norms as they relate to health behaviors.

NETS-S:

Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts, systems, and operations.

a. Understand and use technology systems

b. Select and use applications effectively and productively


Instructional activity 31

Instructional Activity 3

The key is INTEGRATION in the curriculum.

  • Read book in small group, with teacher, or individuallybased on reading level.

  • Watch teacher-made video about cyber-bullying. Listen to Taylor Swift’s Mean

  • Honest discussion of cyber-bullying. Use ActiVotes if needed.


Instructional activity 32

Instructional Activity 3

  • Finish this narrative story using Pixton.

  • Must have at least 3 additional panels.

  • Must follow guidelines for narrative storytelling.


Blooms taxonomy and higher order thinking2

Blooms’ Taxonomy and Higher Order thinking:

Cartoon

Music

Lyrics

Feelings and emotions dealing with bullying.

Knowledge about

bullying


Instructional activity 4

Instructional Activity 4

  • Look at these startling statistics about Internet usage.

  • 71% of kids get messages online from someone they don’t know

  • 45% were asked for personal information by someone they didn’t know

  • 30% considered meeting someone they only talked with online

  • 40% will usually reply when they get messages from strangers, but only 18% will tell an adult

  • INTERNET SAFETY STATISTICS FROM: Teenage Research Unlimited (2006). Teen Internet Safety Survey. National Center for Missing & Exploited Children and Cox Communications.

Internet Safety


Internet safety

Internet Safety


Cross curriculum standards6

Cross-Curriculum Standards

English/Language Arts Common Core GPS

ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.)

ELACC5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.


Cross curriculum standards7

Cross-Curriculum Standards

Health Georgia Performance Standards:

HE5.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

NETS-S:

Critical Thinking, Problem Solving,

and Decision Making

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and re

sources.

b. Plan and manage activities to develop a solution or complete a project


Instructional activity4

Instructional Activity4

  • Students act out different situations for Internet Safety.

  • Sign Internet Safety Pledge.

  • Create Internet Safety rules to display on their website.

  • Select one other project for the website.

  • Be sure to follow guidelines when posting online!


Webpage example

Webpage Example


Blooms taxonomy and higher order thinking3

Blooms’ Taxonomy and Higher Order thinking:

Website

Work for safety

Previous material

Digital Citizenship


Margaret bray kat fowler leigh anne macquarrie

Bray Reflections

I learned a lot about digital citizenshipfrom this project!

My group members were organized, well-prepared, and efficient so working with them was a pleasure.

I like that some artifacts from the past assignments could be used or adapted. That helped tremendously.


Margaret bray kat fowler leigh anne macquarrie

Fowler Reflections

At first, I was very hesitant to work on this large group project. I know I needed group members to accomplish all the different artifacts and tasks, however, most of the time, group projects end up being a nightmare. Luckily, the exact opposite happened. Leigh Anne and Margaret were great group members. We all had great communication and very similar teaching styles, so working on our project was enjoyable.


Margaret bray kat fowler leigh anne macquarrie

Macquarrie Reflections

I got a bad case of Spring fever, which made it hard to focus!

Everyone in the group was flexible, and our personalities were a perfect match.

The artifacts took a lot less time, since I had prior experience from the past assignments.


Group reflections

Group Reflections

  • Narrowing down such a broad topic was a challenge

  • Overwhelmed with a plethora of resources and info

  • Deciding age group was a hard decision

  • Communication was a major strength among our group


Margaret bray kat fowler leigh anne macquarrie

The End…

any questions?


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