Digital Citizen Unit

Christine Diehl
Lesson One
Overview: This lesson explores the role of technology in the lives of the students and other
people their age. Students discover how technology affects their personal lives and education.
Using a problem-based approach to learning, the lesson provides an opportunity for students
begin thinking about technology in a real world context.
Topic or Unit of Study: Introduction to Digital Citizenship
Grade/Level: 12
Objective: The students will be able to:
Understand and discuss basic statistics related to the current digital landscape
Describe the role technology plays in their life in and out of school
Use digital tools to begin telling stories about topics that matter to them.
Technology Integration: Students will use the Internet to conduct basic research and create a
digital story using Animoto.
Procedure:
Step One - Watch video, The Effect of Technology on Teen Education
(http://youtu.be/QYMAULd2vhg). (May be substituted with any video clip that discusses the
use of technology among teens) Discuss the following as a class. Spend ample time exploring
what they currently believe about technology.
How do you use technology in school?
How do you use technology outside of school?
What are some ways that technology helps you in school?
What about out of school?
What kinds of technology do you think teenagers use the most?
Do you think teens use technology safely?

Step Two - Hand out the Test Your Digital Knowledge. Students complete the answers
individually. They are not expected to know the right answers. The purpose is to review and
gain new knowledge. Thus, it is important to encourage them to make their best guesses rather
than worry about the correct answers.
Once theyve completed the handout, break them into groups of 3-5 students. Provide each
group with a copy of the answer key. Instruct students to go through the answers key and correct
their quizzes. Then have students discuss the questions at the top of the answer key (see
worksheet file).
Step 3 - Introduce students to animoto.com. Show them the basic functions (i.e. how to select
music, how to select a template, etc.) Each group should create a 3-5 minute video using
pictures, music and text to answer the following.
How does your school use technology?
How can your school improve learning with technology?
Differentiated Instruction: The lesson uses video, class discussion, group discussion and solo
work to reach different types of learners.
Sample Student Products: Students will create short videos using animoto.
Collaboration: Videos and discussion are done in groups.
Time Allotment: 2-3 class periods: 1 for instructional activities (video, pre-quiz and
discussions) and another for video planning and creation. You may allot a third day for
production of video or assign part of it to be completed as homework.
Instructional Materials: Handouts, writing utensils and video links or files, projector and
multiple computers.
Resources:
http://www.youtube.com/watch?v=QYMAULd2vhg
http://www.commonsensemedia.org/educators/lesson/digital-life-102
Assessment/Rubrics: See Rubric File.








Lesson Two: Equitable Access to Technology Resources
Overview: Students learn about equitable access to technology resources through viewing
current events and completing research. A problem-based approach is employed to engage
students in addressing the concern of equitable access in their own school or community.
Research and problem solving culminates in group presentations using several technology and
multi-media applications. Students are then provided an opportunity to reflect on what theyve
learned in their efforts and from their classmates presentations.
Topic or Unit of Study: Equitable Access to Technology Resources
Grade/Level: 12
Objective: The students will be able to:
Demonstrate/describe what it means to have and the importance of Equitable Access to
Technology Resources
Use digital/technology applications to develop and present plans for solving problems
and concerns related to equitable access
Discuss how equitable access affects their school and/or community.
Develop logical plans to address equitable access in their school and/or community.
Technology Integration: This lesson will use the Internet, streaming video and mind mapping
applications.
Procedure:
Step One: Watch this ABC New Clip (http://abclocal.go.com/kabc/video?id=9221895) about Los
Angeles School District iPad project. Discuss after watching.
Why do you think theyre giving all their students an iPad?
How might iPads improve education for L.A. students?
Why not require students to purchase them (like calculators for math)?
What else could L.A. do to increase access to technology for students?
Step Two: Introduce the concept of Equitable Access to technology. Mind map using a white
board or an application such as Inspiration or MindMeister. Discuss ideas for improving access.
Discuss barriers to access.
Step Three: Now that students have a concept of what equitable access looks like, split them into
groups of 3-5. Give them the following group assignment instructions.


Group Project:
As a group project you will address the problem of improving equitable access to
technology within our school or community. Each group member must identify one
reputable resource (journal, higher education website, government websites, etc.) that
discusses equitable access. Each member will provide appropriate citation and one page
summary of the article. Using the resources to support your own ideas, make a plan to
improve equitable access. (Do we need more laptops, iPads? Can we improve access to
the Internet?)
You will create a written plan and present it to the class. Your presentation must include
a technology component. You may choose to do a live presentation for the class
explaining the details of your plan using power point or a website for your technology
visual. You also have the option to make it entirely media-based (i.e. create a video).
Your presentation must include all of the following elements on which you will be
graded.
Presentation Elements
A vision statement
Clearly stated goals
Defined, Actionable Steps
Proper Formatting
Differentiated Instruction: The lesson uses several different types of activity. It involves a
video and mind mapping visuals, class discussion, group discussion, and solo research.
Sample Student Products: Students will develop a plan to address equitable access in their
school or community and use multi-media technology to present that plan to their classmates.
Collaboration: Students will complete a group project as well as engage group and class
discussion.
Time Allotment: 4+ class periods. Steps one and two can be completed in a single class period.
The group project can be explained in that first class period. A class period should be set aside
to demonstrate application necessary to use technology resources (i.e. DigitalStorytelling.org,
animoto.org, Google sites, etc.). Students should be given at least two additional class periods
for planning so that the teacher is available to guide and answer questions. Students can either
be given additional class time as needed to access technology to complete multi-
media/technology component. Or given a project deadline with in reasonable limits.
Instructional Materials: Video http://abclocal.go.com/kabc/video?id=9221895, access to the
internet, printers, research databases, power point, free websites (i.e. Google sites, wordpress,
etc.). Any websites created should not be made public until the culminating lesson.
Resources: MindMeister, Inspiration, DigitalStorytelling.org, Google sites, wordpress, Google
Search engine.
Standards: The lesson provides opportunity for the teacher to discuss elements of digital access
and highlight its significance. It also allows students to explore the issue of equitable access. It
sets aside time to provide students with proper access to technology and adequate instruction on
the use of necessary applications. This demonstrates Element 5.1 - Equitable Access:
Candidates model and promote equitable access to digital resources and technology-related best
practices for all students.
Assessment/Rubrics: See rubric file


















Lesson Three: Safe, Healthy, Legal and Ethical Use of Technology
Overview: Students will engage in a long-term project that utilizes class, group and individual
work. The creation of blog sites and blog posts about Safe, healthy, Legal and Ethical Use of
Technology utilizes constructivist theory develop students own internal learning and research.
Topic or Unit of Study: Safe, Healthy, Legal and Ethical Use of Technology
Grade/Level: 12
Objective The students will be able to
Demonstrate/describe the Safe, Healthy, Legal and Ethical use of technology and the
importance of that behavior.
Use technology to create meaningful blog post that expound on issues related to safe,
healthy, legal and ethical use of technology.
Discuss with their classmates the complexities involved in Safe, Healthy, Legal and
Ethical use of Technology.
Technology Integration: Students will use Web 2.0 tools to create an interactive blogging site.
Procedure:
Step One: Have students complete the McAfee Teen Safety Test: How Safe is Your Surfing? If
possible everyone should complete simultaneously on computers or tablets. Otherwise, print
tests and answer keys. Discuss the answers. Ask what surprised them? Do they disagree with
anything?
Step Two: Use whiteboard or mind-mapping applications (MindMeister, Inspiration) to create a
mind map around the name of the lesson (Safe, Healthy, Legal and Ethical Use of Technology).
What do these terms mean? Build legs of the map from each term. The resulting mind map
should be quite large and complex.
Step Three: Divide students into four groups (one for each part of the lesson title: Safe, Healthy,
Ethical and Legal). Its okay if the groups are large. Each group will be given 3x5 cards of
topics in their respective categories. The topics will overlap in many areas. Theyll then be
required to each draw a card from the stack. Instruct students within their larger groups to each
read the topic. Then everyone must give feedback on what they think is important about that
topic. A helpful prompt might be, If you were writing a news report about this topic, what
would you cover? Whom might you talk to? The student holding that card should record thee
ideas on that card. Tell them to each hang onto their card and write their name on it.
Four main topics include: Safety, Health, Legal/Ethical (can be one or two), Digital
Communications/Relationships. Sub-topics are limitless and the teacher can select as
appropriate for the students (i.e. Internet safety, privacy, cyber bullying, digital footprint, self-
image & identity, fair use, copyright, etc.)
Step Four: Visit this website as a class (http://www.commonsensemedia.org/advice-for-
parents/be-good-digital-citizen-tips-teens-and-parents). View the video. Discuss: Did they bring
up anything we didnt already talk about? (If yes: Add it to the mind map). Ask why they think
the class didnt think of those topics?
Step Five: Explain and Assign the Group Blog Project below.
Group Blog Project:
You will use an assigned blogging site to create a group blog about your topics regarding
Safe, Healthy, Legal and Ethical Use of Technology.
1. Use this website as your foundational resource of information.
(http://www.commonsensemedia.org/advice-for-parents/be-good-digital-citizen-tips-
teens-and-parents)
2. Begin with the ideas on your cards and research your topic. You may use additional
websites or seek out other verifiable resources.
3. You will have to create a blog homepage as a group that describes your main topic.
This page must provide an overview of the topic and describe the types of blog posts that
will be available.
4. Each person will complete a 400-800 word blog post with at least one image, 3
outside links and a quote from someone you spoke to regarding your topic. You may add
additional link and multimedia as needed (i.e. videos).
5. You will then trade cards with a person in another main topic group. Add your name
to the card and complete steps 1,2 and 4.
6. You will continue switching cards until you have completed 4 blog posts, one in each
main topic group. You must read your classmates post and avoid duplication of
information.
7. Comment on two blogs per category.
Step Six: Engage students in additional discussions of the topics in between each blog post
switch to ensure learning progress.
Step Seven: Select their two best blog posts to be graded.
Differentiated Instruction: This lesson involves class and group discussion. It also requires
web based independent research.
Sample Student Products: Students will complete four independent blog posts, a post-test and a
group homepage writing assignment.
Collaboration: Students will work in groups to craft a homepage for the blog.
Time Allotment: This lesson will take weeks to months to complete. Teacher needs to portion
out time for discussion, instruction and writing. However, large portions of the writing can be
done as homework with appropriate project deadlines.
Instructional Materials: Mind mapping application or whiteboard, 3x5 cards, writing utensils,
Internet access.
Resources:
http://home.mcafee.com/SafetyQuiz/QuizTeen.aspx?culture=en-US&ctst=1
Standards: The concepts addressed in this lesson allow the students to develop meaningful
interactions and learning experiences in the Safe, Healthy, Legal and Ethical Use. Upon the
completion of Lesson Five, the community will have access to the blog site.
Element 5.2 - Safe, Healthy, Legal and Ethical Use: Candidates model and educate the school
community on the safe, healthy, ethical and legal use of digital information and technologies.
Assessment/Rubrics: See Rubric File












Lesson Four: Cultural Understanding and Global Awareness
Overview: This lesson uses investigative learning approaches to foster students in experiencing
cross-cultural experiences. Theyll learn to relate to people whose culture differs from their own.
Through research and discussion, theyll develop an understanding of different countries and the
impact of technology, globalization and other situation on that country.
Topic or Unit of Study: Cultural Understanding and Global Awareness
Grade/Level: Describe the grade level
Objective The students will be able to:
Demonstrate/describe what it means to have and the importance of Cultural
Understanding and Global Awareness.
Discuss/define terminology related to cultural understanding and global awareness.
Discuss/describe cultures other than their own in the local area.
Describe the impact of world events on other countries.
Technology Integration: Blog sites, Web 2.0 tools.
Procedure:
Step one: Define and Discuss cross-culturalism. Review the multicultural vocabulary sheet. Ask
students to use another piece of paper to cover the definitions portions. Ask for volunteers to
explain different terms. Go through all of the terms or just ones that seem most important for the
students involved. What is important about these terms? Why is it important to be culturally
aware?
Step Two: List the different cultural groups present in the area (i.e. Native American Tribes,
Hispanics, Mexican, etc.). Listing other types of cultural groups outside of ethnicity is also
valuable (i.e. deafness, LGBT). Use whatever is relevant to the immediate geographical area.
Step Three: Describe and Assign the Community Mapping Project Below.
Community Mapping Project (May be done in groups or individual based on make-up of the area
and the class).
1. Select a local cultural group. Brainstorm ideas for researching that group. Review this
with the teacher and have your group approved.
2. Investigate the past and present cultural practices of the group. Find out where they or
their ancestors live before coming to the area. Discover what their spiritual practices are.
How are they oppressed and privileged?
3. Include in your research live interviews with someone in that culture or someone who has
expertise with that culture, photographs, and three other verifiable resources.
4. Use http://www.digitalstoryteller.org/ to create a digital story about that culture.

Step Five: Discuss global awareness. Review the vocabulary on this website
(http://aboutglobalawareness.wordpress.com/vocabulary/). Discuss as a class why the author
chose those words/terms. What is important about them? Why is it important to be aware of
cultural and global issues?
Step Five: Describe and Assign the Global Mapping Project Below
Global Mapping
1. Select any country in the world. Brainstorm ideas for researching that group. Review this
with the teacher and have your group approved.
2. Investigate that country. Find the important current events. What is that country
concerned about? What might they be celebrating? What are their dominating societal
beliefs?
3. What is the state of equitable access to technology?
4. What level of technology do they have available to people your age? To younger or older
people?
5. What are the current economical and environmental concerns?
6. Use the global awareness terms discussed in class as a guide to finding the most relevant
information.
7. Use http://www.digitalstoryteller.org/ to create a digital story about that country.
Step Six: Assign a reflective essay. Instruct students to reflect on new awareness around cross-
culturalism and globalization/global awareness. Ask: What did you not know before?
Step Seven: Student will select which digital story is to be graded.
Differentiated Instruction: Students will have the opportunity to work in a group and
independently. Discussion as well as independent research and lecture will be used.
Sample Student Products: Students will create two digital stories and write a reflective essay.
Collaboration: Students may complete one project as a team. Otherwise, theyll work
independently.
Time Allotment: This lesson should be done in two parts and spread over 2-4 class periods.
Portions need to be assigned as homework such as interview and research. Other portions can be
assigned as homework with an appropriate deadline.
Instructional Materials: Internet access, Multicultural Vocabulary Handout.
Resources: http://aboutglobalawareness.wordpress.com/vocabulary/
Standards: This lesson provides the opportunity for students to learn about other cultures and in
some cases interact with them. It also engages them in understanding how the same things that
impact their own country impact other countries. This begins to build those cross-cultural
foundations that lead to global citizenship. Digital Stories will be made public after Lesson five
to share with parents and the community.
Assessment/Rubrics: See Rubric File.

Lesson Five -- Culmination: The teacher will ask students to review their projects from the
previous four lessons. Theyll be asked to update projects and edit according to what theyve
learned. Do they need to use different media on a site or video due to copyright? Do they need
to edit spelling, grammar, and presentation? Students and teacher will work together through
several class periods to finalize digital information so that it can be published to the Internet and
shared with parents and the community (via newsletter or conferences).