Job Aid

Digital Citizenship:
Teens in the Digital World

Developed by Megan Taylor

March 2014


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I.

Job Aid: Flipped Technology Applications

Introduction to Course

The focus of this course is to prepare students for life in the digital world. Much of
the course will focus on the issues and foundational knowledge that students need
to know to function successfully and safely. The concepts that will be taughtetiquette, digital citizenship, digital identity, Internet safety, and copyright- are
imperative for students to understand in addition to the acquisition of word
processing and media creation skills. Additionally, the course will require students to
operate and manipulate software and technology to create products that reflect that
integrate their knowledge of the concepts and technology skills.
II.

Flipped Instructional Format

In a flipped classroom, students do lower-level tasks (Blooms Taxonomy)

before/outside of class instruction. When students view lectures/presentations
independently, there is more instructional time for higher-order cognitive work.
(Brame, n.d.) Where homework or projects are typically completed outside of class,
the flipped classroom moves these tasks into the classroom. Students can then work
collaboratively and with teachers assistance on projects that require their application
of knowledge and skills. Higher-order thinking-applying, analyzing, and creating- will
be facilitated during physical class time (Brame, n.d).
For more information to prepare you to flip the classroom, check out the
Additional Resources page in the Teacher Resources section of the course.
Brame, C.J. (n.d.) Flipping the Classroom. Center for Teaching. Vanderbilt University. Retrieved from
http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#theory

III.

Learning Theory

When learning basic technology and media creation skills it is necessary for
students to apply what they learn and use the skills concurrently with knowledge
acquisition. Constructivist theory is the foundation for learning, as students will
embark on independent learning activities that help them to apply the knowledge
and skills they need to develop. Because many may have exposure to the ideas in
the course, but do not have the factual knowledge to put with it, instruction will build
on students prior knowledge and experiences. Constructivist theory contrasts to the
previous instructional approach and will greatly increase students engagement and
comprehensive acquisition of skills. Constructivist theory also correlates with the


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ISTE standards, and will better encourage creativity, critical thinking, problem
solving, and collaboration.
Furthermore, a Project-Based Learning approach will be used for student output.
Activities will be authentic, individualized, and encourage students to take ownership
of their learning and assignments. Each instructional unit will require the student to
complete a project and consider the purpose, objective, and audience. This will
increase engagement by giving assignments a purpose, and help the learner see the
relevance and importance of the material (Larmer & Mergendoller, 2010).
Larmer, J. & Mergendoller, J.R. (2010). 8 essentials for project-based learning. Educational
Leadership, 68(1). Retrieved from
http://bie.org/object/document/8_essentials_for_project_based_learning

IV.

Goals & Objectives

In order to meet the standards set by the Texas Education Agency, learning
expectations will closely correlate with Texas Essential Knowledge and Skills
(TEKS).
G.1 Students will know and follow the guidelines of netiquette.
1.1 Students will understand and describe netiquette guidelines.
(cognitive)
1.2 Students will use appropriate netiquette. (psychomotor)
1.3 Students will analyze communications for proper netiquette. (cognitive)
G.2 Students will understand the meaning of digital citizenship
2.1 Students will exhibit characteristics of good digital citizens (affective)
2.2 Students will discuss issues of appropriate technology use (cognitive)
2.3 Students will practice safe and appropriate online behavior (affective &
psychomotor)
2.4 Students will explain the negative impact of inappropriate technology
use (cognitive)
2.5 Students will compare digital citizenship to regular citizenship.
(cognitive)
2.6 Students will describe their roles and responsibilities while online.
2.7 Students will analyze their own online behaviors. (cognitive)
2.8 Students will analyze and critique a situation for good digital practices
(cognitive)
2.9 Students will use web-based applications to create graphic
representations of digital citizenship issues. (cognitive & psychomotor)


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G.3 Students will understand the issue of cyberbullying.

3.1 Students will discuss personal experiences with cyberbullying.
(cognitive and affective)
3.2 Students will compare bullying and cyberbullying. (cognitive)
3.3 Students will identify ways to deal with cyberbullying. (cognitive)
3.4 Students will apply decision-making skills to deal with cyberbullying.
(cognitive & psychomotor)
3.5 Students will develop and create a presentation against cyberbullying.
(cognitive & psychomotor)
G.4 Students will understand digital identity and Internet safety.
4.1 Students will express the importance of ones digital identity.
(cognitive)
4.4 Students will analyze their own online identity and footprint. (cognitive)
4.5 Students will assess their online safety. (cognitive & affective)
4.6 Students will examine importance of staying safe online. (cognitive)
4.7 Students will implement measures to increase online security.
(psychomotor)
4.8 Students will practice safe online behaviors. (psychomotor)
G.5 Students will understand copyright laws and fair use policies.
5.1 Students will recognize and describe importance of adhering to
copyright laws (cognitive)
5.2 Students will follow copyright laws when choosing materials.
(psychomotor and cognitive)
5.3 Students will justify their choice of acceptable materials. (cognitive &
affective)
5.4 Students will utilize the Internet to find information and media.
(cognitive)
5.5 Students will correctly cite information and media used. (cognitive &
psychomotor)
5.6 Students will differentiate fair use from copyright. (cognitive)
5.6 Students will create an original work and utilize copyright measures to
protect their work. (cognitive & psychomotor)
G.6 Students will use Microsoft Office software to produce documents,
spreadsheets, and presentations
6.1 Students will develop a plan for completing project. (cognitive)


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6.2 Students will apply problem solving and decision making skills to make
informed decisions (cognitive & affective)
6.3 Students will create graphic representations of information
(cognitive & psychomotor)
6.5 Students will integrate two or more technologies to create a new
digital product (cognitive & psychomotor)
G.7 Students will participate in online collaboration with peers
7.1 Students will describe appropriate online behavior for collaboration
(cognitive & affective)
7.2 Students will exhibit proper netiquette in online interactions
(affective)
7.3 Students will contribute to online discussions (cognitive)
ISTE Standards
The International Society for Technology in Education (ISTE) developed
standards to guide technology curriculum and help educators develop instruction
that helps students learn effectively and live productively in an increasingly global
and digital world. The ISTE National Educational Technology Standards (NETS)-S
include the following strands: Creativity and Innovation, Communication and
Collaboration, Research and Information Fluency, Critical Thinking, Problem
Solving, and Decision Making, Digital Citizenship, and Technology Operations and
Concepts (ISTE, 2007).
ISTE also developed a set of standards for teachers to ensure they are modeling
and promoting the NETS-S in their classrooms. The ISTE Standards-T address the
following areas in which teachers should be efficient:
1. Facilitate and inspire student learning and creativity
2. Design and develop digital age learning experiences and assessments
3. Model digital age work and learning
4. Promote and model digital citizenship and responsibility
5. Engage in professional growth and leadership
In order to help students become successful in society and the profession world,
it will be important to help them cultivate technology, critical thinking, and problem
solving skills. This requires the teacher to be knowledgeable digital professionals
themselves (ISTE, 2008).


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A complete listing of the NETS-S and ISTE Standards-T can be found in the
Teacher Resources section on the Moodle course page.
International Society for Technology Education. (2007). ISTE NET-S. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
International Society for Technology Education (2008). ISTE Standards Teachers. Retrieved from
http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf

V.

Scheduling
Monday: Students will have already completed the lesson before arriving to class
Monday. During class you will review the materials, check for student
comprehension, and facilitate classroom discussions. In Week 2 and on, you will
review the previous weeks online forum discussions.
Tuesday: Assign the project for the week. Discuss with students expectations,
etc. Students will spend class time working on their projects individually or within
their small groups.
Wednesday: Students will continue to work on projects. Briefly address the forum
topic (due Wednesday 10pm). Quiz opens.
Thursday: Students will continue to work on projects.
Friday: Projects due at beginning of class. Discuss students work, and have
some students present if desired. Quiz ends at 10pm, and second forum post
(reposnse) due by 10pm. During class, wrap up the week by informally checking
for understanding and reinforcing information learned.

VI.

Assessment

Assessment will occur through comprehensive projects that assess students

acquisition of the skills to manipulate software/technology, as well as their
understanding of the purposes and appropriate uses of technology. Based on a set
of given requirements students will independently create documents using graphics,
text, and images. Assignments will be assessed using rubrics (see Appendix B.2).
Students will participate in online blog/discussion posts, which will also be graded
with a rubric (see Appendix B.1). Informal assessment will also take place with
comprehension checks throughout the lessons. Students will be required to answer
questions correctly before completing a lesson, which will be graded for completion
and participation. Formative assessment will occur at the end of each week, when
students will take a brief computer-based quiz


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Evaluation

Instruction effectiveness will be evaluated through survey and feedback provided

by the cooperating teacher (see Appendix C.1 for copy of survey). Specific
information will be gathered comparing the flipped instructional format to the
traditional approaches currently in use. Moodle survey questions will be used to
evaluate students perception of the course format, and their own perceived
effectiveness for learning (see Appendix C.2 for transcript of survey). This
information will determine the potential for additional units of instruction in the
technology applications course.


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Appendices

Appendix A- Instructional Aids9

Appendix B- Assessment Tools.11
Appendix C- Evaluation Tools13
Appendix D- Additional Materials.16


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Appendix A
Instructional Aids
Week One
Before the first day of class, log on to the Moodle course page. Familiarize
yourself with the structure of the course. Watch the videos in the Flipped Instruction
section of the Additional Resources book (found under the Teacher Resources section).
Review the syllabus, the Lets Flip presentation and prepare to go over these materials
with the students on the first day of the unit.
Week Two
Before week two begins, watch the videos found in Module 2 of the Additional
Resources book. On Monday you will review the previous weeks topic. Check for
understanding to ensure students are prepared to move on. This week students will be
expected to have completed the lesson before coming to class on Monday. It is my
recommendation that you allow 5-10 minutes at the beginning of the period each day for
housekeeping tasks, which will give students a chance to review the lesson
independently or work on forum posts.
M.2 Project: Students will track their digital technology use for three days
Tuesday-Thursday. They will then create a chart/graph that documents which
technologies and how long they used them.
Week Three
Before week three begins, watch the videos found in Module 3 of the Additional
Resources book. Monday, review previous weeks topic and forum discussions.
M.3 Project: Students will create a presentation in small groups (your discretion,
but recommended 2-4 per group). The presentation should be a campaign against
cyberbullying that students could use to show their peers and persuade to stop
cyberbullying. On Friday have students show their presentations and discuss as a class.
Week Four
Before week four begins, watch the videos found in Module 4 of the Additional
Resources book. Monday, review the previous weeks topic and the forum discussions.
It is half way through the unit; briefly discuss with students their perception of the unit so
far and any questions they may still have.
M.4 Project: Students will create a guide/pamphlet that can be use to inform their
peers of the importance of creating a good Digital Identity and remaining safe online.


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Students will work in small groups or pairs (appr. 2-3 per group). On Friday, students
will present their pamphlets to the class.
Week Five
Before week five begins, watch the videos found in Module 5 of the Additional
Resources book. Monday, review the previous weeks topic and the forum discussions.
M.5 Project: Students will work independently to create an original work using
new materials, as well as media that they properly borrow/cite or find in the Public
Domain, etc. Allow students to pick a topic. The original work should be some kind of
graphic that informs the reader of an issue or cause the student believes in. This week
the student will have to do fair amounts of research (assist as needed). Students will go
to measures to protect their work. On Friday have students present their work and
justify the media they used and how they protected their new work.
Week Six
Monday, review the previous weeks discussions. On Monday assign the final
project. Students will need to work in groups of 3-5.
M.6 Project: Give each group of students a scenario in which there is an
issue/problem/conflict related to digital citizenship concepts. The students must analyze
the scenario, determine what is happening, what the issue is, and what the solution is.
This information will be written in a -1 page document. After doing this, students will
create an infographic relating to that topic. They will need to complete research online,
find relevant statistics and facts. Students will also need to find a real life example to
include (anonymously) on their poster. This could be from an interview with another
student who recounts being cyberbullied or maintaining safety online. On Friday
students will present their projects to the class.
Students will need to complete the two class evaluations by Friday evening.
Post-Completion
Please share your feedback via the Teacher Evaluation survey found in the
Teacher Resources section.


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Appendix B
Assessment Tools
B.1
Rubric A


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B.2
Rubric B

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Appendix D
Evaluation Tools
C.1
Teacher Evaluation


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C.2
Student Evaluation Survey #1


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Student Evaluation Survey #2


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Appendix E
Additional Materials
Course Calendar (download from Teacher Resources section in Moodle)