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Digital Citizenship Touchstone Project

Digital Citizenship Touchstone Project

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Author: Monica Shumway
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Tutorial

A Dual Look at Events in American History with Digital Citizenship

Monica Shumway

Digital Citizenship Touchstone Project

A Dual Look at Events in American History

November 19, 2016

 Introduction

I took this course because I have not been teaching in a classroom setting that has used digital technology for over 8 years. I feel it is an area that I am not very knowledgeable about.  I also know that in that time the use of technology in the actual classroom has become a vital and enriching part of the education of our children.  I want to get current with what is happening and be able to facilitate an appropriate and safe digital learning experience for my students.  I am currently volunteering in a first-grade classroom where I teach Art Masterpiece once a month.  My use of technology has been limited to PowerPoint presentations and occasional videos of artist interviews or at work.  The lesson I have chosen is one I would like to do when I return to the classroom as a fulltime teacher.  I believe the weakest areas of digital citizenship for this assignment will be digital literacy, safety, ethics and law. In the research aspect of this assignment  knowing how to access and determine if the information has currency, relevance, authority,  accuracy and what the purpose is for which it was written.   

             Objectives and Obstacles

The assignment I will be assessing for this touchstone is A Dual Look at Events in American History.  My students will be placed in pairs and they will pick an event from American History that has had a significate impact on the citizens of the United States. Using various sources on the internet they will research the event from opposing viewpoints. They will be required to

  1. Find an event,  place and date

  2. What questions do you have about this event? (must have at least 4)

  3. Research the answers to your questions using at least 3 online sources.

  4. Find Primary source material from at least two eyewitnesses, and at least two secondary sources. What did they have to say about the event? What is different between the two types of sources?

  5. Write two things that have changed because of this event.  How does this event impact our present day?

  6. As partners create and present a Prezi or Power Point  presentation for the class on the event.

  7. Post a comment on class message board on other class members’ presentations.

My main objectives for this assignment are found in our school district teaching standards.

 Social Studies Strand 1: Concept 1

American History: Research Skills for History

PO 4. Formulate questions that can be answered by

historical study and research.

PO 5. Describe the relationship between a primary

source document and a secondary source document.

PO 6. Determine the credibility of primary and

secondary sources.

PO 7. Analyze the cause and effect relationships

between and among individuals and/or historical

events.

Strand 1: Concept 1

American History: Research Skills for History

PO 8. Describe two points of view on the same historical event.

http://www.cusd80.com/cms/lib6/AZ01001175/Centricity/Domain/4555/social_studies_7th_blueprints.pdf

Chandler Unified School District Media Standards

Concept: LMAL0702

Uses information from a variety of resources in an ethical and responsible manner

· PO1: Distinguishes between:

§ facts vs. points-of-view and opinions

§ accurate vs. inaccurate or misleading information

 

· PO2: Effectively selects information critically, using sources that are:

§ accurate (not misleading)

§ relevant

§ facts vs. points of view and opinions

 

· PO3: Demonstrates ethical behavior in use of information and information technology: 

§  credits appropriate sources using accepted citation format 

 §  explains copyright as protection for copyright holder 

§  paraphrases information instead of plagiarizing 

§  practices responsible use of: technology systems, facilities,  equipment, information and software 

 §  demonstrates understanding of privileges and consequences  of the district's Acceptable Use Policy

•  PO4: Utilizes multiple note­taking methods: 

§  notecards 

 §  downloading selected information 

http://mychandlerschools.org/cms/lib6/AZ01001175/Centricity/Domain/4559/Media_7_standards.pdf

 

I believe the weak points of the class and this assignment will be knowing how to access and determine if information is credible, pertinent, and valuable.   I hope the students will be able to gain skills to be discriminating about information they choose to believe. To distinguish if it is accurate and helpful or misleading and biased. This is a vital skill that will be used for a lifetime.The problem of plagiarizing and misuse of material with a copyright is a constant that I believe will be a stumbling block for them as well. I also want them to gain skills that will allow them to collaborate effectively with others.  I want them to learn that choices that are made can have long lasting effects both for good and bad. This principle has application to many areas of our life including our digital footprint. And finally, that we are all interconnected to the past as well as to the future.

Lesson Evaluation and Changes

As I analyzed my lesson plan I used the 9 elements of Digital Citizenship, the 3 C’s Matrix and CRAAP  to evaluate what elements are included and which may need to be taught or reinforced to strengthen the students’ digital citizenship. I honestly hadn’t thought of including most of these elements in my lesson plan before this class.

These are questions that I asked as I reviewed my lesson plan and my plans to address them.

Digital Access- Do each of my students have access to the internet and digital devices? Insure we have adequate time in class or available time and resources for students to be able to complete the learning project.  If students have their own devices, ensure they are complying with the district’s Bring Your Own Device policy. http://www.mychandlerschools.org/BYOT

Digital Commerce- As I was researching I learned that some history sites require a subscription to use their services. ^^Have a short lesson on not using these sites without parental knowledge and consent.  Make sure sites we use are COPPA compliant.

Digital Rights- Do my students know how to protect themselves and speak up or report to the teacher or website when there is inappropriate content for online interactions on sites they visit? ^^ Make sure students know to report to the teacher any content that they are uncomfortable with. Have a thorough discussion about the students’ rights as well as responsibilities online.

Digital Responsibilities- What websites and digital access does the school allow and what doesn’t it allow?  ^^Instruct and model appropriate search techniques and parameters. 

Digital Literacy-  How adept are my students at accessing and evaluating online material for research purposes? ^^For students who lag behind in digital literacy I will narrow down website options in order to keep the assignment from becoming too cumbersome. I will model how to navigate specific websites as needed.  

Digital Etiquette- Do my students know appropriate ways to comment on the work of others online?  ^^Have a variety of sample comments/posts and review with the students what makes a good, helpful post and what things to be careful of when commenting. I think it is important that they learn they don’t always have to say that this was “really good” or “awesome.” They can also sandwich a suggestion between compliments or ask a well thought out question that leads to greater understanding.  I will specifically work to model and revisit this topic often through classroom discussions and interaction.

Digital Law- Will the students use copyrighted material incorrectly and have problems with plagiarism? ^^ Have a mini lesson about copyrights, plagiarism, fair use and citing sources.  Create a question checklist for them to use to help determine if citations are needed.

Digital Health- This element will not be specifically addressed in this lesson plan. However, it will be discussed in the power point and will be a reoccurring topic of discussion in class.

Digital Security- Are there any concerns about students and the security of our digital devices?  ^^Review of the District Acceptable Use Agreement (see Appendix A pages 17-18.)

Cyber Safety- ^^ insure all websites used are CIPA and COPPA compliant. The Power Point discussion will also cover this topic. Make sure I am attentive to the students while they are working online. Use district online lesson Private and Personal Information as needed.  (Appendix B)

Cyber Ethics- This will be addressed with the plagiarism question checklist. Review how and when to cite sources. How to interact appropriately online with samples and revisions of posted comments with the class. Use district online lesson Cyberbulling: Crossing the Line as needed. (Appendix C)

Cyber Security- Will be reviewed with the Digital Security power point.  If students have their own devices, ensure they are complying with the district’s Bring Your Own Device policy. http://www.mychandlerschools.org/BYOT

CRAAP- How well do my students know how to distinguish the best and most useful information to fulfill the assignment? Create questions for the students to use to help them evaluate the value of information from website resources. If I have students that struggle with this, give them specific websites that already align with several of the elements and have them look for information relating to one specific area such as relevance.

ITSE Standards for teachers (Taken from Digital Citizenship online course source) 1-Facilitate and inspire student learning

2- Design learning experiences and assessments

3- Model digital learning use technology

4-Model digital responsibility

5-Engage in professional leadership

Insure I continue to do each of the above in my instruction and interaction with students as well as other professionals. This is found embedded throughout my lesson changes.

 I decided to create a power point to use as mini discussions. It is question based rather than lecture based so I can assess the student’s current understanding of the various aspects of digital citizenship. This will also help me know what areas they may have misunderstandings or little knowledge about.  These areas we will cover more in depth as needed.   I will create a CRAAP checklist for student use to help them evaluate online information.  To address the potential problem of plagiarizing, I will formulate some questions they can ask themselves that will be used in addition to the discussion on digital law, rights, responsibilities and cyber ethics from the power point.  We will evaluate and practice appropriate and helpful ways to post comments on others work.

 

 Applying the Plan

Use the 9 Elements of Digital Citizenship power point as mini discussions at the beginning of the school year. 



Digital Citizenship What it means to Me

Review, highlight and discuss specific elements of digital citizenship as needed for this specific assignment as our mini discussions bring to light the need.  I will teach about each element of assessing online information using the CRAAP method. I will give my students the following questions I formulated to help them assess the most appropriate online material to use in this assignment.

CRAAP Evaluation Questions

Is it CRAAP?

Currency-  Is this website believed to have correct information? Is it accepted as a good web source by a wide variety of people or organizations?

 

Relevance-   Does the information from the website I have chosen specifically connect to my project? Does it help answer questions I have?

Authority-  Is this site respected for its knowledge? Where did the information come from (an individual blog, a respected organization, scientific research, primary or secondary sources,)?  Are there mostly opinions or facts?

Accuracy-  Is there reliable data that supports the information available on this site? Is the information only one sided? Be careful of what a “poll” may say, or claims of percentages of people that agree or disagree etc. These are easy types of information used to manipulate or mislead. 

 

Purpose- Ask yourself why was this website created? Is the website trying to sell something or encourage you to join their cause, or believe a certain way?

Next we will discuss plagiarism, when citing sources is needed, and how to do that.  We will use the Tips to Avoid Plagiarism form I created to help students assess If they are plagiarizing.

 

TIPS TO AVOID PLAGIARISM

  • Is this the exact wording from another source or did I download, or copy and paste any of it? If YES cite source and make copy of each source as you use it.

  • Did I read the information and then put it into my own words using outlines, summaries, etc.? If YES don’t need to cite

  • Do I have more than two words in a row that are exactly the same as my source material? If YES cite source OR paraphrase (use your own words or new words.) When using ideas from other sources to back up your research give credit to the source. Don’t pretend it is all your original idea. It makes your position stronger if others agree with you.

I will have the students paired. They will complete individual research on the same event (ie. Civil War, bombing of Pearl Harbor etc.), but from opposing sides and then collaborate to create a presentation for the class.   Other classmates will post comments on an in class message board concerning their thoughts of the event and the students’ project.  This will give them the opportunity to learn more about historical events and apply their knowledge of digital etiquette as well as digital rights and responsibilities.

I will teach about leaving a positive digital footprint.  This will specifically tie into the idea that the choices that were made at that specific time can have lasting consequences. It is the same for us in our daily decisions one of those being what we post online and our digital footprint.  This I plan to continually instruct, model and discuss throughout the year since it has such potentially far reaching implications both for immediate reasons as well as future opportunities.

 

CHANGES FOR FUTURE CLASSES

Since I am currently not in the classroom these are some areas that I have thought will have to be adjusted depending upon the students’ needs. I may need to give specific sites that are COPPA and CIPA compliant for use in their research. This will depend on their digital literacy as well as their ability to keep focus on the key points of the learning activity.

I will also need to include the use of the rubric for the C3 Matrix found at  http://www.ists.dartmouth.edu/docs/ecampus/2010/digitalliteracyskills_c3matrix.pdf to evaluate their understanding, knowledge and practical application of the digital citizenship principles.

As I increase my digital literacy on the use of message boards and blogs, I will have the students paired. They will complete individual research on the same event (ie. Civil War, bombing of Pearl Harbor etc.), but from opposing sides and then collaborate to create a presentation for the class.   Other classmates will post comments on a message board concerning their thoughts of the event and the students’ project.  This will give them the opportunity to learn more about historical events and apply their knowledge of digital etiquette as well as digital rights and responsibilities.

We will also learn about leaving a positive digital footprint.  This will specifically tie into the idea that the choices that were made at that specific time can have lasting consequences. It is the same for us in our daily decisions one of those being what we post online and our digital footprint.  This I plan to continually instruct, model and discuss throughout the year since it has such potentially far reaching implications both for immediate reasons as well as future opportunities.

Conclusion

This has been a very instructive class.  It has certainly opened my understanding to the many facets of digital use and the need to specifically teach as well as model continually excellent digital citizenship.  As teachers we have the opportunity to make lasting differences in the lives of our students. We can help them to remain safe, gain increased knowledge, and engage in a compassionate and uplifting way with others to create positive change throughout the world through digital means.  It is a powerful opportunity and responsibility afforded those who teach.

Appendix A 2016-2017 Junior High Student Handbook

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Appendix B Media Safe Private and Personal

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Appendix C Cyberbullying

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