Summer 2013 Distance Education- Andrea Poe Instructional Design PlanBasic Components of Digital Citizenship

1. Contact Information
Student Name: Andrea Poe Instructor Name: Lois A Lindell Instructor E-mail: lois.lindell@uni.edu Organization: University of Northern Iowa

2. Learning Experience Overview

Topic: Basic Components of Digital Citizenship for Elementary Students Audience: Third Grade Students Timeframe: 10 session, 45 minutes each

3. Desired Results
Correlated Standards:

The Common Core State Standards Initiative, c 2012; International Society for Technology in Education, 2011. Understanding Statement(s): Students will understand .. 1. the benefits of sharing online, while also understanding that information can spread fast and far 2. that certain information should be kept private online 3. the effect of the that an online post or message might have on someones reputation 4. different forms of cyberbullying and the roles of those involved

5. 6. 7. 8.

the importance of empathizing with targets of cyberbullying keywords can help to find information online copyright, credit, and plagiarism and apply them to their creative work the ethical importance of giving credit to others for their work

Essential Question(s): 1. How do you create a positive online community? 2. How do we stay safe online? 3. What can you do about cyberbullying? 4. Why is the importance of giving credit to others for their work? Knowledge, Skills, and Dispositions: Students will be able to 1. evaluate examples of online message for appropriateness 2. decide what information is appropriate to share and when.establish expectations and norms for the group related to the appropriate online behavior. 3. interpret scenarios that illustrate the importance of empathizing with targets of cyberbullying 4. Empathize with those who have received mean/hurtful messages. 5. generate solutions for dealing with cyberbullying 6. judge what it mean to cross the line from harmless to harmful communication online. 7. evaluate keywords for their relevance and helpfulness 8. choose effective and relevant keywords for searching online 9. discover tips for narrowing their search results 10. remix media content to create new creative pieces, while giving proper credit to the artists whose images and sound they use. 11. determine how to receive credit for their digital creations. ***Lessons and objectives are taken from Commonsense Media

Summary Statement: Third grade students have not been introduced to the digital citizenship concepts. As we embark on our year together, I will be having students create, share and react to each others work in a safe, closed environment. I will be using Edmodo in our classroom and I feel that these lessons designed by Commonsense Media, and formated as the program, Digital Passport, will allow my students to possess the basic skills for starting the journey of online learning.

4. General Learner Characteristics

Overall my students are enthusiastic learners and come to school ready to learn. The lower elementary teachers do an excellent job with teaching reading, writing and communication skills. with basic skills from the lower elementary. They have some computer skills, like basic typing and navigation skills. Students also have had exposure to games and ipad applications. My learners are third grade students in Johnston, Iowa. In my class next year I will have varying levels of learners from students with IEPs to students that are serviced through the extended learning program. I also have students that are ELL and new to our community and school district. What prior knowledge, skills or dispositions (KSD) will your learners need to be successful in this learning experience? Writing skills- basic sentence, simple paragraph writing Reading skills- proficient reading abilities, end of second grade levels Typing skills- basic skills for the navigation of the keys Computer skills- basics in computer usage and navigational skills Communication skills- listening abilities as well as speaking abilities Disposition- willing to learn and try new things Describe how you will determine your learners (KSD) proficiencies prior to this learning experience. How will you remediate those learners that have insufficient prior KSD? As students enter my room in the fall, I give assessments in the basic skills, reading and writing probes. I also do observations the first few weeks. We will go to the computer lab in the first weeks of school and I will determine which students can work on the computers and which ones have not had prior experience. Remediation will happen everyday in my classroom. Our school has a RTI time that allows us to work either one on one or in small groups to help our students meet the proficiencies. I will use this time to work with students that need additional instruction on the basics of computing. Describe how you will address possible accommodation requirements that learners may required. Special Ed associates will assist in the classroom ELL staff is available for language difficulties All materials will be given in visuals before participation Headphones are provided to block out sound Sentence stems will be given to help with sentence construction

5. Instructional Objective(s)

What are the specific learning objective statement(s) associated with this learning experience? Students will be able to 1. evaluate examples of online message for appropriateness 2. decide what information is appropriate to share and when.establish expectations and norms for the group related to the appropriate online behavior. 3. interpret scenarios that illustrate the importance of empathizing with targets of cyberbullying 4. Empathize with those who have received mean/hurtful messages. 5. generate solutions for dealing with cyberbullying 6. judge what it mean to cross the line from harmless to harmful communication online. 7. evaluate keywords for their relevance and helpfulness 8. choose effective and relevant keywords for searching online 9. discover tips for narrowing their search results 10. remix media content to create new creative pieces, while giving proper credit to the artists whose images and sound they use. 11. determine how to receive credit for their digital creations. How do these objective(s) promote higher order thinking skills among the learners? The students will not just be reciting rules and ideas, but rather creating materials, crafting posts, interpreting situations and creating solutions. My hope with this unit is that they are able to truly navigate online in a safe, fair, and enriching ways.

6. Technology Requirements
What assets are available in your learning environment to support you in designing this learning experience? All students have access to a computer lab once a week for 50 minutes. Also, our school has a traveling lab of apple laptops. I have a interactive whiteboard that I can model lessons and set up learning modules. Students are also given user passwords for saving progress and finished work. Describe the technologies (hardware & software) that will be necessary for the learners to use to complete this learning experience? -Interactive whiteboard - High speed internet connection - Computer Describe how the learners will interact with the necessary technologies to complete this learning experience? (i.e. fully online, blended, synchronous, asynchronous elements) The environment will be blended. Many of the lessons will be discussed in the classroom

and modeled. Then the students will have a chance to interact online with the Digital Passport Program. After the modules have been complete the students will use Edmodo during our weekly computer lab times. The Digital Passport is an interactive program for students in grades 3-5th. It can used a a student driven module or it can be used in conjunction with in class lessons and teacher direction. I will be using Method 3 of the Implementation Model http://www.youtube.com/watch?v=t4aVy_mwZqA I will teach the interactive models online with the students, but I will also do the in-class lessons.

7. Learner Engagement and Interactivity

Describe how this learning experience will provide for engagement and interactivity. It is important that as teachers we use digital technology to improve learning outcomes as opposed to using digital technology meaninglessly. Productive pedagogy is way of teaching that supports high order thinking, collaboration, problem solving, incorporating teaching to reach differing learning styles and ensuring content that is relevant to students to promote optimal learning outcomes. TPACK stands for the Technological Pedagogical and Content Knowledge framework. The TPACK framework is a method of teaching that focuses on the use of digital technology in order to promote effective learning and teaching. The other important aspects of TPACK involves being very familiar with the teaching content and understanding how to effectively teach the content to ensure optimal student understanding The effective use of the TPACK framework requires the teacher to have an understanding of digital technologies, to be able to incorporate them effectively, in different situations. TPACK should also be used in conjunction with Bloom's Taxonomy which allows the teacher to determine effective teaching strategies based on the students current level of knowledge. These lessons contain the effective pedagogy, content knowledge and digital tools.

8. Technology & Online Learning Standards

What online learning standards is this learning experience aligned with? QUALITY MATTERS STANDARDS: Course Overview and Introduction 1.1 Instructions make clear how to get started and where to find various course components. 1.2 Students are introduced to the purpose and structure of the course. 1.3 Etiquette expectations (sometimes called netiquette) for online discussions, email, and other forms of communication are stated clearly.

The Digital Passport Program is set out to clearly show the students what they will be learning and the path that they are going to be taking. I will use the modules designed by Commonsense Media. Each module has an introduction for the students and course overview. Learning Objectives (Competencies) 2.1 The course learning objectives describe outcomes that are measurable. 2.2 The module/unit learning objectives describe outcomes that are measurable and consistent with the course-level objectives. 2.3 All learning objectives are stated clearly and written from the students perspective. 2.4 Instructions to students on how to meet the learning objectives are adequate and stated clearly. 2.5 The learning objectives are appropriately designed for the level of the course. At the beginning of the modules there is information listed for the students to see the course objectives and learning goals. I also put up purpose statements for my students each day on the board and this is one way to really share how and what we will be learning. Instructional Materials 4.1 The instructional materials contribute to the achievement of the stated course and module/unit learning objectives. 4.2 The purpose of instructional materials and how the materials are to be used for learning activities are clearly explained. 4.4 The instructional materials are current. 4.5 The instructional materials present a variety of perspectives on the course content. I am very pleased with the quality of lessons from Commonsense Media.The lessons and modules are aligned with technology standards and encompass the digital literacy skills. The topics include password management, protecting privacy, preventing cyber-bullying, safe searches on the internet and respecting the creativity and work of others. This program can be easily incorporated to meet the ISTE NETS-S standards and supports the comprehensive Digital Citizenship curriculum offered by the Common Sense Media. Learner Interaction and Engagement 5.1 The learning activities promote the achievement of the stated learning objectives. 5.2 Learning activities provide opportunities for interaction that support active learning. 5.3 The instructors plan for classroom response time and feedback on assignments is clearly stated. Commonsense Media rich lessons that are interactive and engaging. There are ice breakers, play interactives, missions and wrap ups for each lesson. There are badges which are earned and used as motivators. Classroom time will be used to share and collaborate with classmates. Also, I am including the in class lessons which will enrich the lessons and will provide more opportunities for response and collaboration. Course Technology 6.1 The tools and media support the course learning objectives.

6.2 Course tools and media support student engagement and guide the student to become an active learner. 6.3 Navigation throughout the online components of the course is logical, consistent, and efficient. 6.4 Students can readily access the technologies required in the course. 6.5 The course technologies are current. In order for students to truly learn about digital citizenship, they need to be using the tools. CommonSense Media has planned these modules to be the training wheels in a safe environment. The program is outlined in a logical progression. After the students have completed the course they are ready to move to the next level of participation. Our school has the technology available for each child to have his/her own computer for work time.

9. Assessment Strategies
Describe how you will incorporate formative assessment strategies and learner feedback into this learning experience. In the Educator Materials section of the DP site, there were additional multimedia resources helpful to both to the discussions and activities. As students completed activities, they earned badges and will give themselves a checkmark on wall chart. This badges and checklist are motivators and students may also share their badges at home with their parents. This will allow me to see how each student is progressing and check their understanding. I intend to treat progress like a pre-test and followed up the unit with a clicker quiz as my assessment OF learning strategy. Describe how you will incorporate summative assessment strategies and learner feedback into this learning experience. Specifically address the performance tasks required of learners in this experience. The modules can be conducted in any order, however, I plan to use them consecutively. Students will earn badges as they complete the coursework on each topic. As students progress through the games, their scores are tabulated and kept for teacher review. Teachers can then analyze results based on student performance or class performance. Students must complete all 3 rounds of game play in each module in order to earn a digital passport. The passport also tracks students progress in skills that can be tricky for educators to assess. This system allows teachers a way to measure readiness levels. Each level does provide for a progress check, however, I will make my own clicker assessments to conduct at the end of the unit. Describe how your learners will debrief, self- assess, or reflect upon completion of their learning experience. Part of the lessons, is a wrap up that will help students connect their learning and start to apply it. I also would like to have students write responses in their writing journals to share their learning, this is a formative assessment as well.

Describe what questions you would address in a self-reflection as the instructor of this completed learning experience. Have the students understood the stated objectives? What could have been done differently? Did the students enjoy and stay engaged in the lessons? Are there any lesson you would delete from the unit? What are the next steps? How can I share with others?

10. Learning Activity Plan

Briefly describe the activities associated with this online learning experience.

Where are we going? What is expected? Students will understand .. 1. the benefits of sharing online, while also understanding that information can spread fast and far 2. that certain information should be be kept private online 3. the effect of the that an online post or message might have on someones reputation 4. different forms of cyberbullying and the roles of those involved 5. the importance of empathizing with targets of cyberbullying 6. keywords can help to find information online 7. copyright, credit, and plagiarism and apply them to their creative work 8. the ethical importance of giving credit to others for their work How will I hook the students? The beauty of this format is that it exciting in and of itself for the students. My students in particular have not had a lot of online learning or working on digital citizenship. Last year when I introduced the concepts of blogs (lightly) the students were very engaged and were motivated to share with their peers. This project will be designed to facilitate that process. How will I equip students for expected performances? Each lesson and module presents the objectives and learning goals for the students. The badge system also shares with students their progress and expected performances. How will I rethink and revise? Before this unit is shared, I will meet with a colleague to help with revisions as well as my professor. After the lesson, I will reevaluate the learning and rework the lessons for the secondary year.

How will students self-evaluate and reflect their learning? I will have the students keep a reflection log in their writing notebook. I have decided to house their thoughts there because as we begin to share our writing and respond to each others work, it will be important to revise our thinking about digital citizenship. The learning process will continue all year as the students continue to interact with one another online. How will I tailor learning to varied needs, interest, and learning styles? There will varying formats for lesson. Each lesson will have the online student module, as well as a teach taught component. There will be visuals displayed in the classroom and modeled prior to the modules. Students will be given opportunities to work alone or also with a partner if need be. Students can represent their learning in their writing notebook, in a variety of ways, picture, words, mind maps etc. How will I organize the sequence of learning? I will use the scope and sequence outline by the Digital Passport Program.

ABOUT THE PROGRAM: The Digital Passport is an interactive program for students in grades 3-5th. It can used a a student driven module or it can be used in conjunction with in class lessons and teacher direction. I will be using Method 3 of the Implementation Model http://www.youtube.com/watch?v=t4aVy_mwZqA I will teach the interactive models online with the students, but I will also do the in class lessons. This program familiarizes students with basic internet safety and online behaviors needed to participate online independently. There are six interactive modules (of which I will be teaching 5) that teach digital citizenship, safety and security, research skills as well as copyright information. There are videos, lessons plans, assessment tools. Each module includes a student guided lesson with a interactive/game. When complete with the teacher portion of the lesson, each lesson will take approximately 45 minutes to complete. Each lesson will include: an ice breaker, play/interactive, a completed mission and wrap up. This Digital Passport is one of the first of its kind web based tool to help teachers with the basics of digital citizenship. There are MANY other resources out there, but this program is unique in its construction of the modules and learning platform. One other benefit of this program is that it can assess 3rd through 5th graders online participation readiness. The site also has several tutorial videos including: getting started, the importance of blended learning, implementation options, classroom pacing, student reporting, and sample session. The Educator Materials tab contains downloadable PDF files that explain how to get started, how to implement and how to manage Digital Passport for each module. Student workbook materials are located here, as well as other materials. RELATED MATERIALS: Digital Passport- Educators Page - All the modules and Lesson are on this site

Digital Passport- Training Page- This site houses tutorial videos Digital Passport- Educators Handbook Digital Passport- Student Workbook

11. Reflection Statement

After completing this instructional design plan, take this opportunity to compose a reflection statement (2-3 paragraphs) on your personal learning associated with this design project. I have learned a great deal from this project. It was interesting to grapple with what I really want my students to know and be able to do. I have envisioned that they will become much more interactive online, whether that be in the form of sharing or blogging. If I want that kind of interactions, then digital citizenship is a must for my classroom. Thinking about what exactly that will look like has been very beneficial. I am a big fan of the Backwards by Design model. We need to know where we want to go and then form the path to get there. The second surprise to me, were all the wonderful resources out there and this project allotted me time to dig into some of them. This is something I knew I was going to do, but I was lacking the explicit plan. I really appreciated the conference with the professor! This helped me talk through some of the logistics and to reflect on where I am going. I have never done with with a professor and found it very helpful.