FRIT 7739- Spring 2016

Robin Skelley

Collaborative Unit on Digital Citizenship

Robin Skelley
FRIT 7739
Spring 2016

Unit: Digital Literacy and Responsibility

FRIT 7739- Spring 2016

Robin Skelley

Grade Level: 2nd

Collaborative Aspects
To develop this unit, I collaborated with a 2nd grade teacher. Together we decided the topic of
the unit and worked together to create the content. We taught the unit together, both working to
make sure the students developed a good understanding of the topic. I created the Weebly
website to host the content and assessments. That site was then uploaded to my cooperating
teachers eClass page, so the students could access it easily.
Resources on Digital Citizenship
Teachers
1) Digital Citizenship: Using Technology Appropriately:
A description of each of the nine elements of digital citizenship and suggestions for what
topic to teach different age groups
http://www.digitalcitizenship.net/Nine_Elements.html
2) Education Week
An article on why it is important to teach digital literacy to students. Includes ideas on
how to teach about digital literacy in the classroom/
http://www.edweek.org/tm/articles/2014/10/29/ctq_crowley_digitalliteracy.html
3) Common Sense Media
Ideas for teaching digital literacy in the classroom, including vocabulary words.
https://www.commonsensemedia.org/educators/digital-citizenship/information-literacy
Students
1) Media Smarts
Two games for students on digital citizenship. The first discusses on marketing and
information privacy. The second is about judging information you find online and using
digital etiquette.
http://mediasmarts.ca/game/privacy-playground-first-adventure-three-cyberpigs
http://mediasmarts.ca/game/cybersense-and-nonsense-second-adventure-three-cyberpigs
2) BrainPOP
Two online videos with quizzes and online games. The first discusses media literacy and
the second digital etiquette.
https://www.brainpop.com/technology/digitalcitizenship/medialiteracy/
https://www.brainpop.com/technology/digitalcitizenship/digitaletiquette
3) Child Net International
Several short videos that discuss digital citizenship and digital safety topics in a simple
with easy to understand language.
http://www.childnet.com/resources/the-adventures-of-kara-winston-and-the-smart-crew

FRIT 7739- Spring 2016

Robin Skelley

Standards:
ISTE Standards:
3. Research and Information Fluency- Students apply digital tools to gather, evaluate, and use
information.
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks
5. Digital Citizenship- Students understand human, cultural, and societal issues related to
technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
Georgia Performance Standards
ELAGSE2W8- Recall information from experiences or gather information from provided
sources to answer a questions.
Objectives:
Students will explain why some information found online is better than others.
Students will choose which digital resources are appropriate to use for online research.
Student Analysis:
This lesson has been developed for a 2nd grade classroom in a suburban school. There 22 total
students in this class, 11 girls and 11 boys. Eighteen of the students are ESL students and 1 is a
special needs student. Fifteen of the students read on grade level and 7 read below grade level.
This means that the lessons will need to be written simply with clear, easy to follow instructions.
The content should be delivered with visuals to help those students that are struggling with
reading, to help guide their understanding and comprehension.
Guiding Questions:
How do we find information from digital resources?
Why is some information found online better than others?
Assessment Plan:

FRIT 7739- Spring 2016

Robin Skelley

1) Formative Assessment- After discussion on Day 2, the teacher will ask the student to evaluate
different online resources linked on a Listly list, by either giving it a thumbs up or a thumbs
down. After student have made their selections, the teacher will review their answers.
http://rsdlunit.weebly.com/day-2-assessment.html
2) Summative Assessment- On Day 3, students will be given a short online quiz to assess their
knowledge of online resources. Students will complete this quiz individually.
testmoz.com/696470
After completing the online quiz, students will answer a final question posed on a Padlet
discussion board about why it is important to be careful about online resources.
http://padlet.com/skelleyrobin/lastquestion

Technology Needed:
Teacher Computer
Projector
Student Computers
Weebly Site with links to curated resources and assessments: http://rsdlunit.weebly.com/
Unit Plan:
Day 1- Introduction: Where are good places to find information?
Estimated time: 30 minutes

1) Introduce the topic and guiding questions to the students. (Hook: Is everything you hear on TV
true? What about things that you read online?)
2) Ask student to brainstorm where they could find information online.
3) Have the students name some resources that they have used that are provided by the school
system.
4) Discuss why these resources are good resources to use. (They are written on their reading level.
They are safe from programs that could harm them or their computer. Talk about how the sources
are reliable. Point out publishers, authors, and article dates.)
5) Then discuss why some resources available on the internet are not good resources to use. Discuss
sources not providing authors names, or tell where they got their information from. Some sites
are trying to sell you things or make you believe things that are not true.
6) Create a quick chart on the board Good/ Bad. Ask the students, based on the things they have
learned so far, if a resource (Scholastic, BrainPOP, a site where there are many spelling mistakes,
etc.) are good resources to use. Have the students decide under which column the resource
should go. Discuss the reasoning and check for student understanding.
7) Tell students that during the next lesson, we review some of these resources in more detail.
Day 2- Whole Group Practice
Estimated time: 30 minutes

FRIT 7739- Spring 2016

Robin Skelley

1) Remind student what was talked about on Day 1.

2) Have them access http://rsdlunit.weebly.com/ through collaborating teachers eClass page.
3) Using a curated list created by the teacher, review a list of good resources and have the students
explain why they are good resources.
4) Using a second list created by the teacher, review of poor/bad resources. Have the student
explain why they are poor resources.
5) Using one last list of resources, have student individually decide if a resource is a good or
poor/bad. Student will give good resources a virtual thumbs up and poor resources a frowny face.
The teacher will review the answers to check for student understanding.
Day 3- Individual (or Small Group) Assessment
Estimated time: 30 minutes
1) Teacher will provide an online quiz.
2) Students will use what they have learned to answer the questions.
3) When they have completed the worksheet, student will answer a question posted to an online
discussion board (Padlet). Teacher will use online quiz and discussion board answer to assess
student learning.
______________________________________________________________________
Assessment and Suggestions for Revision
Assessment of Student Learning
In reviewing the final assessment the average score was a 73%. Even though that seems like a
low score, for a test that only has 6 questions, I feel like it is a good score. There were several
100% and 83% scores. The average score was pulled down some by some outlier low scores, a
17% and two 50% scores. Scores could have been affected by several different factors, including
difficulty using the online test and difficulty reading/understanding the test questions.
Unfortunately, because scheduling error (the class showed up late for Day 3), the Padlet
discussion board mentioned in cannot be used as an assessment of student learning since no
student was able to complete the assigned task.
However, in our final discussions on the topic I feel that the students understood the basic
premise of the unit. They understand that it is important to be careful online and to be a good
digital citizen it is important they are careful and not trust everything they see online.
Reflection and Suggestions for Revision

FRIT 7739- Spring 2016

Robin Skelley

I believe that my cooperating teacher and I created a successful unit on digital citizenship. We
wanted to create a unit where the information could be used when the students perform a
research project later in the year.
Things did not always going according to plan. There were a few issues with technology and we
missed part of our time on the computer the third day because the class was late. The students
were not as tech savvy as I had thought, so some needed extra assistance accessing the
assignments. One of the more successful uses of technology was using a Padlet discussion board.
This was the first the students (and my cooperating teacher) had used Padlet. Once I explained
how it worked, the students were able to post with few problems. I wish we had been on time
that day, since the students were unable to finish their posts, and I would have like to have read
their complete thoughts. My cooperating teacher thought that Padlet was a great resource and
mentioned she plans on using it in future lessons.
If this unit were to be taught again, most of the revisions would have to do with the technology.
The students struggled a little when using the technology, so more demonstrations would be
needed (with a teacher computer/projector combination that works). I would allow more time for
the students to complete the assignments. I would find a different site to host the final quiz, since
the site limited the final appearance of the quiz. It would have been better to find a site that was
more kid- friendly or use a paper/pencil test. I would also come up with a stronger hook, because
I do not believe at this age the student really understood what I was talking about. We did not
have the ability to have the students to watch videos, since we were in the media center, but I
think some of the videos would have made a nice addition to the unit.
However, I believe that by the end of the unit, the student had gained a good understanding about
judging the resources that they find online. They also gained an understanding about being good
digital citizens. My cooperating teacher was able to help explain some the content by relating it
to experiences and websites that they had visited in the past. During the first day, when the
students were shy about answering my questions, my cooperating teacher was able to encourage
them to raise their hands. In the end, the students warmed up to me and were willing to answer.
My cooperating teacher was pleased with the outcome of the unit. She liked that the students
were doing work online and practicing using the computer. She liked using Padlet as part of the
unit. At the end of the third lesson she told the class that they were now good citizens of the
internet.