Katrina Poff - FRIT 7739 Digital Citizenship Collaboration Unit

I collaborated with the computer teacher at Immaculate Heart of Mary School, Connor
Vaughan, to create a digital citizenship unit for seventh grade students. We decided to focus on
teaching students about their digital footprint and the dangers of sharing personal information
online. We wanted students to become more aware of what they post online and how that
information can affect themselves and others. Connor and I co-taught two different seventh
grade classes during their normal computer class time.

Learning Objectives:
1. Identify reasons for using social media and the challenges that often come along with it.
2. Reflect on what responsibilities you have related to digital footprints, both your own and
others', when using social media.
3. Identify ways to make the most of social media while still caring for the digital footprints
of themselves and others.

ISTE Standards for Students:

2. Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal
and ethical.
a. Students cultivate and manage their digital identity and reputation and are aware of the
permanence of their actions in the digital world.
b. Students engage in positive, safe, legal and ethical behavior when using technology,
including social interactions online or when using networked devices.

Learner Characteristics: ​The learners are fifty-nine seventh graders split between two classes
of twenty-nine and thirty students. The classes are made up of twelve and thirteen year olds,
with them being 46% boys, 54% girls, 82% Caucasian, 10% African-American, 5% Hispanic,
and 3% Asian. 24% of the students have accommodations for testing in the resource room as
well as getting extended time on assignments and one student has dyslexia. Many of the students
are extremely active and need hands on activities to keep them engaged during a lesson.
Prerequisites for the digital citizenship lesson include being able to log in to their computer,
navigate to a given website, and understand the concept of social media. Each student daily uses
a Chromebook for their classes so it is assumed they have already mastered the necessary
prerequisites.

Web Repository: ​Google Site posted to Google Classroom:

https://sites.google.com/georgiasouthern.edu/digitalfootprint/home?authuser=1

Lesson (45 minutes):

1. Google Slides about information privacy and keeping information safe (Pear Deck)
Katrina Poff - FRIT 7739 Digital Citizenship Collaboration Unit

a. Agree/disagree activities (draggable)

i. Everything I post is something I would say to someone in person
ii. I control what happens after I post something online
iii. I personally know every friend/follower I have on social media
b. Learning Objectives
c. Digital Footprint Video: ​https://www.youtube.com/watch?v=4P_gj3oRn8s
d. Drawing: what images were used in the video?
e. Teen Voices Video: ​https://www.youtube.com/watch?v=ottnH427Fr8
f. Vocab: digital footprint, oversharing, invisible audience
g. Drawing: Pros/cons of social media
h. Discussion: how can social media affect your future? What are the rings of
responsibility?
i. Like/dislike lesson (draggable)
2. Students will complete a Quizizz assessment to check their understanding of the lesson
3. Students sign a digital citizenship pledge
4. If time, students search their name on Google to see how much information is available.
They will write the information on a notecard and turn it in as they leave the room.

Assessment: ​Quizizz (​https://quizizz.com/admin/quiz/5e38218abc456a001cc9d384​)

Unit Analysis: ​Overall, I think the lessons went really well. Pear Deck was a great choice for
delivering the content because the students’ desks face the wall and it was easier to keep them on
track with their screens all showing the presentation. The students were engaged, participated in
class discussion, and offered great insights into their daily interactions on social media. It was
interesting to see how many students use social media on a regular basis and how many have
never used it before. Each group of students is different so it might have been a good thing to
ask the two classes about their social media use before designing the unit for them. The students
enjoyed answering questions on Pear Deck and did very well on the Quizizz about digital
citizenship. Their favorite part was looking themselves up on Google and writing down what
information they could find.

Each Quizizz question was answered correctly by 93% of the students in both classes except for
two questions. In 7-1, 89% of the students got this question correct - “True or False? Clearing
your browser history removes your digital footprint.” In 7-2, 79% of the students got this
question correct - “True or False? It is safe to tell people about your hobbies online (eg it is safe
to tell people that you like playing Minecraft).” We went over both questions so the students
now understand why they got them incorrect. They were also able to argue their point as to why
they chose a particular answer.
Katrina Poff - FRIT 7739 Digital Citizenship Collaboration Unit

I would change a couple of things next time I conduct this digital citizenship unit. Our second
class was cut short due to a schedule change for an assembly. I would make sure both classes
have ample time to do all of the activities and not rush through some of the information from the
presentation. I would also like to extend the unit to another day. I think the first lesson was
great with getting the students thinking about their use of social media and how it could impact
their future. By extending it another day, the students could create an infographic, presentation,
song, etc. about what they learned and share their thoughts with the rest of the class. The class
discussion was great but many more students wanted to contribute than there was time to hear.

Resources:
https://www.iste.org/standards/for-students