Digital Citizenship Collaboration Lesson

FRIT 7739: Practicum in Instructional Technology

Dr. Elizabeth Downs, Fall 2019

Hayley Bragdon
 Identification of the Learning Problem

For the Collaborative Unit on Digital Citizenship, I decided to collaborate with a third-grade

teacher, Dana Ryal, at Fairmount Elementary School. In the Gordon County School system,

every student receives an iPad for instructional use. Kindergarten, first, and second graders are

required to leave their iPads at school. When students get to third grade, they are allowed to pay

a small insurance fee to take their iPad home with them. When students get to third grade, they

start using discussion boards on Schoology. When students take their iPads home, they are not

always supervised. A majority of the third graders have accounts on social media and personal

cell phones. Because students have access to all these devices with internet, Mrs. Ryal and I

decided cyberbullying would be an appropriate topic. They are unaware of the dangers of

cyberbullying. The purpose of this collaborative lesson is to teach them how to identify

cyberbullying and what they can do about it.

Instructional Objectives

 Students will identify cyberbullying and what they can do about it.

Learner Analysis

The students in the lesson are third grade students at Fairmount Elementary School. Fairmount

Elementary is a Title I in Gordon County. The students are eight and nine years old. In Mrs.

Ryal’s class there is a total of 25 students. She has 14 girls and 11 boys in her class. In her class,

some students receive special education services and 504 accommodations.

Entry Level Skills

The students in Mrs. Ryal’s class are familiar with operating websites and completing

assignments on their iPads. Students with a read aloud accommodation know how to use text-to-

speech on their iPad.

Task Analysis

For this collaborative unit with Mrs. Ryal, we will be delivering instruction on how to identify

cyberbullying and teaching students what they can do about it in an online module. The students

will complete each module. The online course will begin with an introduction. The students will

have several modules and activities to complete. At the end, students will complete an assessment

on Survey Monkey.

Task Analysis Outline

1. Introduction

a. I can statement

b. Facts about Cyberbullying

c. Expectations

2. Module 1

a. Watch “Think Before You Post” Video

b. Click on the Projects Tab

3. Module 2

a. Watch “Difference Between Bullying and Cyberbullying Video”

4. Module 3

a. Read Discussion or Use Text-To-Speech

 b. Post to Linoit your response

5. Module 4

a. Click on Answer a Letter

b. Choose Letter

c. Make Movie

6. Module 5

a. Cyberbullying- KidsHelpLine

b. Stop Cyberbullying Infographic

c. Watch “Cyberbullying Prevention Commercial”

7. Module 6

a. Cyberbullying Quiz

Assessment

1. Before the lesson, students will be given a pre-test on cyberbullying.

2. Students will post their thoughts on a discussion topic to Linoit.

3. At the end of the lesson, students will take a quiz on cyberbullying.

Instructional Sequencing

Sequence Description Objective

1 Introduction 1

2 Module 1- 1
 “Think Before You Post

Video”

3 Module 2- 1

“Difference between

bullying and

cyberbullying Video”

4 Module 3- 1

Post to Linoit

5 Module 4- 1

Brain Pop Create

Movie

6 Module 5- 1

Additional Resources

7 Module 6- 1

Cyberbullying Quiz

Objective 1

Students will identify cyberbullying and what they can do about it.

Initial Strategy

Instructor will connect MacBook to Apple TV. Instructor will go over how to operate the online

module. Instructor will demonstrate how to use one module.

Generative Strategy

Once students have shown they can navigate the online course, they will be able to complete

instructional materials and activities independently.

Instructional Design Summary

To begin the lesson on cyberbullying, the instructor will give a demonstration to students on how

to navigate the modules. Once students are confident navigating the site, they will be able to

begin the modules independently. Students will start with the introduction. They will watch the

introduction. The introduction presentation displays the “I Can” statement, as well as providing

students with facts about cyberbullying.

Once students have completed the introduction, they will move to Module 1. In Module

1, students will watch a video. The video gives students the definition of cyberbullying and

encourages them to think before they post.

Next, students will complete Module 2. Module 2 requires students to watch a video that

explains to them the difference of bullying and cyberbullying. When the video is over, they will

move to their first activity.

In Module 3, students will be given a scenario. They have to respond to the question on a

Linoit board. They will be able to see their classmate’s responses. In Module 4, they will create a

video on Brain Pop. Students will be required to choose a letter. Then, they will make a video

responding to the letter.

Module 5 has additional resources for them to view. Module 5 displays a cyberbullying

commercial and an infographic on cyberbullying. There is also a webpage from KidsHelpLine

embedded into the course.

Once they have completed modules one through five, they will move to module six.

Module 6 is the final module. Students will be required to complete an assessment. This

assessment will help the instructors examine the strengths and weaknesses of the collaborative

lesson on cyberbullying.

Formative Evaluation Plan

At the end of the modules, students will be required to take an assessment on cyberbullying.

Once students have taken the assessment, I will analyze the data. The data will show where areas

need to be improved. When these areas are identified, the instructors will go back and improve

these modules or areas of weakness.