FRIT 7739: Practicum

Digital Citizenship Collaborative Unit

Sally Gazaway

Dr. Downs

Spring 2018
 I collaborated with Mrs. Purvis. She is a 6th grade Environmental Science teacher. I used

google sites for this lesson because our school systems is in the process of integrating G-Suite

into our technology resources for the school. The students need to get use to the platform. We

decided to focus on “My Digital Life” as the focus of the lesson to show the students how much

of their lives are digital and their impact on the digital world. This will lead into Mrs. Purvis’s

research lesson on human impact on the environment.

Learner Analysis

The target class for this lesson is made up of a diverse group of students. There are

twenty-eight students in the class. The ages range from eleven to thirteen years old. Students

come from a diverse socio-economic background. They are all in 6th grade at Jane Macon

Middle School in Brunswick, GA.

Sixteen (57%) of the students are female and twelve (43%) are male. Seventeen (61%) of

the students are caucasian, seven (25%) students are african-american and four (14%) students

are of latin decent. Three (11%) students are considered gifted. Four (14%) students are Special

Ed and have an IEP. Four (14%) students have 504 plans. Two (7%) students are in the RTI

(Response to intervention) program. One (3.5%) student is an ESOL (English Learner) student.

This group is a very motivate group. The majority of the students enjoy school and want

to do well. They enjoy working in groups or partners. Students from this group express the desire

to work more with technology. They want to use their cell phones, whenever possible. The

majority of the group state that they do own a cell phone and have it at school everyday.

Task Analysis
 I am using a procedural analysis. Students will be working through an online module and

competing two assessments at the end. One being a traditional multiple choice test over the

content of the lesson and the other one being a drawing/graphic organizer.

1. Students will grab a sticky note on their way into the lab.

a. Students will answer the “Do Now” question of “What is digital citizenship?”

b. Students will post their sticky not on the whiteboard beneath the question.

2. Students will log onto computers with their login information

a. Open Google Chrome

i. Go to Mrs. Gazaway teacher website

1. Click on “My Resources” Page

2. Click on “Digital Life Online Module” link

3. Students and teachers will have a quick discussion about their answers on the sticky

notes.

4. Students will click on the Standards and objectives page of the module.

5. Students will click on the Digital Life page of the module

a. Students will scroll through the presentation from Common Sense Media and take

the quick quiz.

b. Students will watch the videos

c. Students will take the Digital citizenship test

d. Students will print the paper they desire to create their graphic representation of

their digital life.

e. Students will create their graphic representation of their digital life.

Instructional Objectives
 ● Students will know what digital media is.

○ Students will be able to tell the difference between online and not online digital

media.

● Students will know what social media is.

○ Students will be able to tell the difference between social media and information

media

○ Students will know the appropriate way to conduct themselves on social media.

● Students will know what a digital footprint is.

○ Students will know how a digital footprint is created

○ Students will be able to manage their digital footprint to positively reflect who

they are.

Assessments

Students will have the opportunities to show their understanding through three

assessments. The first assessment is the quiz that goes along with the slideshow from common

sense media. The second assessment will be the test in the Google forms. Students will be able to

see their scores and be able to leave feedback and questions for the teachers. The third

assessment is a physical item that they create using a document printed from the module and

drawing and using their creativity to tell the story of their digital life through and image.

Instructional Design Summary

This lesson is taught through the online module. It will require some face-to-face aspects,

such as a discussion at the beginning. The students will do most of the work through the module,

with two different times doing something physical. The sticky note “Do Now” at the beginning
of the lesson and the graphic image at the end. Students will be in a computer lab to conduct this

lesson.

Students who need read aloud accommodations will be given a headset and be able to use

the read aloud software on the school computers to read the text portions aloud to them.

Differentiation continues with the ending graphic image. Students are creating a self-portrait of

their digital life. They get to use their strengths to complete the assignment.

Students will all work within the same module through the Google Site

https://sites.google.com/georgiasouthern.edu/digital-life-online-module/standards-and-objectives