Collaborative Unit on Digital Citizenship

Jennifer Taylor
Georgia Southern University
FRIT 7739 - Instructional Technology Practicum
Morrison, Ross & Kemp Instructional Design Model
Spring 2021

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 Part 1: Identification of Learning Problem

General Audience
The primary audience for this Collaborative Unit on Digital Citizenship consisted of all 6th grade
students; the 6th grade consists of 161 students of which 73 completed the curriculum. In the
first period math class there were 27 students, which consisted of 13 boys and 14 girls. In the
second period math class there were 21 students, which consisted of 10 boys and 11 girls.
Lastly in the third period math class there were 25 students, which consisted of 13 boys and 12
girls. This course is the fundamental math class that all 6th graders take, towards the end of the
year is when students will test into different levels for next school year.

Problem Identification
In collaboration with Abbie Stevens, the middle school guidance counselor, as well as Arnie
Serigstad, a sixth grade math teacher, it was determined that the biggest problem the students
are facing in our community in regards to Digital Citizenship is media balance and well being.
Once the problem was determined I worked with our district’s assistant superintendent to write
standards to implement next school year to cover the topic of digital citizenship. We referred to
the ISTE Standards as well as other district standards throughout the state. In doing this work I
focused my lessons towards ISTE Standard 2 for students - Digital Citizen, “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.” More specifically
focusing on 2a “Students cultivate and manage their digital identity and reputation and are
aware of the permanence of their actions in the digital world” and 2b “Students engage in
positive, safe, legal and ethical behavior when using technology, including social interactions
online or when using networked devices” (ISTE 2021).
Due to a recent uprise in psychological issues and even suicides the district really wanted to
reach the students early in regards to their social media use and how to find a healthy balance
between that and the increased digital media use for school purposes. Because these students
are just entering middle school we figured it would be perfect timing as they are beginning to
make decisions about social media. Their knowledge at this point is somewhat limited on the
topic of media balance and well-being, which is what ultimately leads to the lessons and
materials that will be covered in this unit.

Instructional Goals

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The goal for instructional is for 6th grade students to take inventory of their media choices and
how it makes them feel compared to real life communication and how that makes them feel,
then finding a happy medium.
● Students will analyze their online and offline activities.
● Students will determine how digital media is designed to help or hinder adding meaning
and value to their lives.
● Students will describe how active and passive use of social media leads to positive and
negative feelings.
● Students will synthesize examples of healthy habits when using different types of digital
media.

Part II: Learner Analysis

Introduction
Target learners are students in 6th grade at a small middle school in Santa Cruz county. This
school has approximately 600 students and has a limited amount of non-core content courses it
offers its students. Due to the COVID-19 pandemic, this school district has only offered its
students a distance learning option, which restricted its course offerings even more. All teachers
in the district are allowed to choose to work remotely or in their classrooms. All lessons,
including lectures, supplemental materials and activities are housed in Google Classroom. All
students were offered district devices, if accepted they were required to sign a “Good Digital
Citizen Contract” basically stating they would not visit any sites not school approved and they
would not damage the device.

Entry Skills & Prior Knowledge

● Students should be in 6th grade
● Students should be able to navigate Google Classroom
● Students should be able to follow directions as stated in multiple assignments
● Students should be able to work productively when randomly paired with peers
● Students should be able to analysis data (charts and or graphs) and be able to elaborate
on it

Attitudes Toward Content and Academic Motivation

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To determine students' attitudes toward content and academic motivation, I met with the
guidance counselor, Abbie Stevens, to discuss issues she’s been seeing and or hearing
students dealing with. The topic that kept coming up over and over were the feelings students
had after seeing posts on different social media platforms. Mrs. Stevens also mentioned after
having talked to many parents this school year there was also a lot of concern with the amount
of time spent online both school and on social media. Parents were looking to teachers and Mrs.
Stevens for advice and or ways they could address this with their students or ways to help them
find a healthy balance.
Mrs. Stevens advised that this specific topic is something students typically do not want to
discuss, as most students already have strong feelings about their media usage, specifically
social media usage. She felt that presenting the unit this way students would be more receptive
than just talking at them about social media.

Educational Ability Levels

Of the students that completed the curriculum all 73 were 6th graders. Since this is a required
fundamentals math class all the students in the class have mixed ability. 19 of the students have
Individualized Education Plans (IEPs) and 12 have 504 plans, all of these students are currently
receiving services.

General Learning Preferences

The learning preferences and unit model for students was somewhat unconventional because of
the current learning situation we are all in; all 73 students still remain full distance learners. Mrs.
Stevens usually picks a teacher in each grade level to present in their classes, for this unit she
chose Mr. Serigstad’s 6th grade math classes. She usually comes to each class and does the
presentation herself so that she can collaborate with the students, however due to being in full
distance learning she recorded her presentations, then the discussions and activities were
conducted by Mr. Serigstad. Teachers already are having a hard enough time getting students
to participate in “required” work in distance learning, Mr. Serigstad would say he had the same
issue with this unit as well.

Attitude Toward Students and Programs

Mrs. Stevens takes great pride in her job presenting students with relevant practical information
they can easily use. She recognizes the needs of her students are even greater now that we
have been on distance learning for more than one year. The lessons she presents meets the

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needs based on age, gender, and grade level as well as the needs she hears about or meets
with students about, indicating that she is attempting to meet the needs of all the students in the
school.

Group Characteristics
The target group consists of 73 6th grade fundamental math students. In the first period math
class there were 27 students, which consisted of 13 boys and 14 girls. In the second period
math class there were 21 students, which consisted of 10 boys and 11 girls. Lastly in the third
period math class there were 25 students, which consisted of 13 boys and 12 girls. Of the 72
students 33% have an A average, 41% have a B average, 17% have a C average and 9%
currently have a D or an F in this required class. The school community would not be
considered very diverse with 69.9% White, 13.6% Hispanic, 8.1% Multiracial, 6.8% Asian, 0.9%
African American, 0.7% Native American, and 0% Pacific Islander. These three math classes
consisted of 89% White, 1% Hispanic, 3% Mulitracial and 7% Asian students.

Part III: Task Analysis

Task Analysis
The purpose of this unit on digital citizenship is to provide 6th grade students with the tools
necessary to find a balance in their digital media usage and their personal well-being. I chose
this area as my focus after speaking with the teacher I am collaborating with and discussing
issues he’s currently dealing with in his classes. I then met with the guidance counselor to
discuss the issues my collaborating teacher mentioned and we all collectively agreed this
needed to be the focus for the 6th grade class. The goal of my instruction is to give students the
tools they need to analyze their digital media usage and evaluate the best method(s) for finding
a balance in their personal well-being. At the end of the unit students will be curating a collection
of resources they or others could use to find a better balance in their digital media life and they
will describe the resource or explain why they choose each resource. By allowing students to
examine their digital media usage, analyze how they feel after using social media and then
choosing the type of resources and explain their choice demonstrates the mastery of ISTE
Standards for Students on Digital Citizenship relating specifically to digital identity, positive and
ethical behavior and their personal well-being.
Task Analysis Outline

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Day 1:
I. Students will join Mr. Serigstad’s class via Zoom.
A. Mr. Serigstad will introduce the unit and topic while having students log into their
Google Classroom.
B. Students will open the Google Site listed under the topic of Media Balance &
Well-Being.
C. Students will navigate the homepage and access the Media Balance & Well-
Being quiz.
II. Students will take the Media Balance & Well-Being quiz embedded in the Google Site.
A. Once complete students will submit their Media Balance & Well-Being quiz.
B. Mr. Serigstad will analyze the quiz results to understand student usage of digital
and social media usage and the feelings they associate with it.
C. Mr. Serigstad will meet with Mrs. Stevens to go over the quiz results and to
discuss the upcoming lessons.
Day 2:
I. Students will join Mr. Serigstad’s class via Zoom.
A. Students will log into their Google Classroom.
B. Students will open the Google Site listed under the topic of Media Balance &
Well-Being.
II. Students will navigate to Lesson 1: My Media Use.
III. Students will open the embedded document called My Media Log.
A. Students will take a few minutes to complete the first three columns of the log
independently.
B. Mr. Serigstad will put students in breakout groups of 2 to discuss column 4 with
their partner.
IV. Mr. Serigstad will close the breakout rooms to discuss what a healthy media plan is and
how to make one.
A. As a class students will keep these things in mind What?, When?, and How
Much? when analyzing what a healthy media plan for them will look like.
B. Students will be placed back in breakout groups to discuss and answer the
question: What are some of the effect-positive and negative- of media use.
Students will turn in their responses in Google Classroom.
C. Mr. Serigstad will close the breakout rooms and students will return to discuss
their responses.

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 V. As an exit ticket students will take the Healthy Media Balance Quiz and submit it.
VI. For homework students will complete the Media Tracker App Activity.
Day 3:
I. Students will join Mr. Serigstad’s class via Zoom.
A. Students will log into their Google Classroom.
B. Students will open the Google Site listed under the topic of Media Balance &
Well-Being.
II. Students will navigate to Lesson 2: Digital Media & Your Brain.
III. Students will answer the question: “What are some things you like to do on your phone?”
on the padlet embedded in the Google Site.
IV. Students will watch the Teen Voice: The Pressure to Stay Connected video created by
Common Sense Media.
A. During the video students will be reflecting on the three guiding questions.
B. As a class students will participate in a collaborative discussion about Addictive
and Humane design.
V. Mr. Serigstad will place students in breakout groups to begin working on the Addictive
Design vs Humane Design activity. In these groups students will discuss the scenarios
and come up with an answer to present to the class.
A. Mr. Serigstad will close the breakout rooms and the class will engage in a
discussion about the group responses to the Addictive vs Humane Design
activity.
VI. For homework students will complete the Human or a Brain Drain chart.
Day 4:
I. Students will join Mr. Serigstad’s class via Zoom.
A. Students will log into their Google Classroom.
B. Students will open the Google Site listed under the topic of Media Balance &
Well-Being.
II. Students will navigate to Lesson 3: Social Media and How You Feel.
III. Mr. Serigstad will but students in breakout rooms to read the poem “Stupid Blue Screen”.
A. Students will pair/share in their groups discussing whether they agree or
disagree with the author's experience. Students will write down their points to be
present to the class.
IV. Mr. Serigstad will close the breakout rooms and groups will present their thoughts and
whether they agree or disagree with the author.

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 V. Students will complete the embedded Social Media & Feelings Poll.
VI. Students will consider the two questions.
A. After giving students time to reflect, the class will engage in a discussion about
what teens are saying about social media.
VII. Students will click on the embedded document Social Media Perspectives, they will use
the Part 1 section to take notes during the video.
A. As a class we will watch How Do Different Social Media Platforms Affect Your
Mood? created by Common Sense Media.
B. Students will collaborate in a discussion about the video referencing their notes.
C. Students will be given the remainder of class time to complete the Part 2 section
independently.
Day 5:
I. Students will join Mr. Serigstad’s class via Zoom.
A. Students will log into their Google Classroom.
B. Students will open the Google Site listed under the topic of Media Balance &
Well-Being.
II. Students will navigate to Lesson 3: Social Media and How You Feel.
III. Students will locate at the bottom of the page the unit final and click on the embedded
document.
IV. Mr. Serigstad will go over the directions of the assignment. He will also answer any
questions as they arise.
V. Students will use the remainder of the class to complete their assignment.

Subject Matter Expert (SME)

I, Jennifer Taylor, will be serving as the subject matter expert for this instructional plan. I have a
Bachelor’s degree in Secondary History Education, and I am currently working toward a
Master’s degree in Instructional Technology. I have also obtained my Gifted Endorsement as
well as Advance Placement (AP) certification and International Baccalaureate (IB) certification.
I have participated in numerous professional opportunities, including RTI coordinator, PBIS
team, District and County technology teams, AP conference/training, IB conference/training, as
well as state technology conferences and more. In Georgia I taught 6th-8th grade Social
Studies, 9th grade World History and Geography and 12th grade Economics. In California I
have taught 9th grade World History 1, 10th grade Honors World History 2, 11th grade US
History as well as 11th and 12th grade IB Social and Cultural Anthropology. I’m currently

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teaching 9th grade World History 1, 10th grade Honors World History 2 and 11th and 12th grade
IB Social and Cultural Anthropology. I’m also developing curriculum with a teacher in Los
Angeles Unified School District (LAUSD) for a new 9th grade course on Ethnic Studies. I have
been using many of the digital citizenship lessons in my 9th grade classes for the last couple of
years.

Part IV: Instructional Objectives

Terminal Objective 1: Students will examine their personal digital and social media use.
Enabling Objectives
1A. Access Google Site via Google Classroom
1B. Complete the Media Balance & Well-Being quiz
1C. Open My Media Log and complete the first three columns
1D. Answer the question about activities and media used on their phones on a Padlet
embedded in Google Site
1E. Answer the question on the Social Media & Feelings Poll
Terminal Objective 2: Students will identify reasons and feelings they feel the constant
need/pull for digital media use.
Enabling Objectives
2A. Collaborate with their peers about their digital media and their feelings; column 4
2B. Review video regarding the pressure to stay connected to media
2C. Review various examples of positive and negative effects of digital media use
Terminal Objective 3: Students will determine the consequences of excessive digital media
on their well-being.
Enabling Objective
3A. Identify addictive and humane design characteristics with digital media use
3B. Reflect on consequences of excessive digital media use and their feelings
Terminal Objective 4: Students will demonstrate their understanding of ways to find balance
between digital media use and their well-being.
Enabling Objective
4A. Collaborate with peers to discuss ways to create a healthy media plan
4B. Analyze scenarios and different examples to determine positive and negative effects
of digital media use

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 4C. Locate and explain the choice of appropriate resources to help support their digital
media use and well-being

Classification of Instructional Objectives

Performance

Content Recall Application

Fact 1A, 1C, 1D 1A, 1C, 1D

Concept 1B, 2B, 2C, 4B 1D, 1E, 2C, 4B

Principles 1B, 2B, 2C, 4B 1D, 1E, 2C, 4B

Procedure 2C, 3A, 3B, 4C 2C, 3A, 3B, 4C

Interpersonal 2A, 4A 2A, 4A

Attitude 2A, 3B, 4A 2A, 3B, 4A

Instructional Sequence

Sequence Description Objective

1 Day 1: Access Google Site through Google Classroom, where 1
information regarding Digital Media & Well-Being is located.

2 Complete the Media Balance & Well-Being quiz 1

3 Day 2: Access Google Site through Google Classroom, where 1

information regarding My Media Use is located.

4 Complete My Media Log 1

5 Reflect on personal media use collaboratively in breakout rooms 2

6 Reflect on What, When, and How questions regarding healthy 2

media plans

7 Collaborate on the positive and negative effects of media use 2

with peers in breakout rooms

8 Complete Healthy Media Balance Quiz 1

9 Complete the Media Tracker App activity 1

10 Day 3: Access Google Site through Google Classroom, where 3

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 information regarding Digital Media & Your Brain is located.

11 Complete phone use question and post to Padlet 1

12 Review YouTube video on The Pressure to Stay Connected 3

13 Reflect and collaborate on guiding questions regarding Addictive 3

and Humane design

14 Day 4: Access Google Site through Google Classroom, where 4

information regarding Social Media and How You feel is located.

15 Review and reflect on “Stupid Blue Screen” poem collaborativly 4

16 Complete the Social Media & Feeling Poll 1

17 Review YouTube video on How Do Different Social Media 4

Platforms affect your feelings

18 Reflect on feelings and social media questions independently and 4

discuss collaboratively

19 Day 5: Access Google Site through Google Classroom, where 4

information regarding Social Media and How You feel is located.

20 Locate and explain the choice of appropriate resources to help 1, 2, 3, 4

support their digital media use and well-being

Part V: Development of Assessments

Instructional Goals Objectives UDL Assessments

Strategies
Introduction to To determine an 1A. Access Students are Students will
Unit / Lesson 1: approximate Google Site via accessing their complete the
Students will amount of time Google current media Media Balance &
examine their spent on digit Classroom usage and how it Well-Being quiz
personal digital and social 1B. Complete is making them in Google
and social media media. the Media feel. Students Forms.
use. Balance & Well- are being taught Students will
Being quiz to self-reflect on complete their
1C. Open My digital/social own My Media
Media Log and media and their Log in Google
complete the personal Docs. Students
first three feelings. will take the
columns Healthy Media
1D. Answer the Balance quiz in
questions about Google Forms.

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 activities and
media used on
their phones on
a Padlet
embedded in
Google Site
1E. Answer the
question on the
Social Media &
Feelings Pool

Lesson 2: To identify and 2A. Collaborate Students begin Students will

Students will analyze the pull with their peers to take a deeper complete Padlet
identify reasons for excessive about their look at their embedded in
and feelings they media use and digital media and media use Google Slides as
feel the constant the way it their feelings; focusing on well as
need/pull for impacts your column 4 specific apps successfully
digital media brain (thoughts 2B. Review and websites reflect on
use. & feelings). various and how they questions
examples of feel when they regarding The
positive and use them vs Pressure To
negative effects when they do Stay Connected
of digital media not use them video.
us and impact it's
having on their
brain.

Lesson 3: To classify one's 3A. Identify Students are Students will

Students will media use as addictive and reviewing complete the
determine the addictive or humane design different sources Social Meetings
consequences of humane and the characteristics to examine the & Feeling Poll.
excessive digital consequences with digital behaviors either Students will
media on their that each has on media use as addictive or analyze how
well-being. you. 3B. Reflect on not and how different media
consequences of each impacts platforms affect
excessive digital one's feelings. their mood and
media use and how it makes
their feelings them feel.

Lesson 4: To locate, 4A. Collaborate Students are Students will

Students will identify and with peers to being taught to complete the
demonstrate explain age discuss ways to evaluate Unit Finial by
their appropriate create a healthy appropriate and creating a
understanding of resources that media plan relevant curation of age
ways to find will help one find 4B. Analyze resources to appropriate
balance between a balance scenarios and balance their resources to
digital media use between their different media use and help one create
and their well- digital/social examples to their personal a good balance
being. media use and determine well-being. between
their well-being. positive and digital/social

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 negative effects media usage
of digital media and their well-
use being.
4C. Locate and
explain the
choice of
appropriate
resources to
help support
their digital
media use and
well-being

Assessments
1. Students will complete the Media Balance & Well-Being quiz in Google Forms
embedded in the Google Site.
2. Students will complete the My Media Log in Google Classroom.
3. Students will participate in discussion things that will help them create their own healthy
media plan.
4. Students will complete the Healthy Media Balance quiz in Google Forms embedded in
the Google Site.
5. Students will complete the Media App Tracker in Google Classroom.
a. Students have the option to reflect on their thoughts as well as their peers in
what an app could/should offer that would help/force one to find a balance in the
digital media usage and well-being.
6. Students will answer the posted question in the class Padlet.
7. Students will complete the Humane or Brain Drain activity in Google Classroom.
a. Students will be given the option to review any of the app(s) they use to evaluate
its value to their well-being.
8. Students will complete the Social Media & Feeling Poll in Google Forms embedded in
the Google Site.
9. Students will curate a collection of age appropriate resources to help one find a balance
between their digital media use and their personal well being.
a. For each resource students will have to reflect on the lessons and discussions to
be able to locate, identify and explain why each resource was chosen.

Instructional Design Summary

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Zoom will be used to deliver live instruction to all students as we are still in full distance learning.
A Google Site will be used to hold the entire unit with all embedded links and attached
documents needed; these same links will be provided in Google Classroom under the unit topic
of Digital Media & Well-Being. Google Forms will be used for both quizzes and the poll. There
will also be videos, charts and other documents which will be presented in various formats.
Since all students are still in distance learning they will be required to follow along during the
instruction on their own devices, as Mr. Serigstand will often be screen sharing with the
students. During each lesson since they will be done live students will be given the opportunity
to participate in the form of asking and answering questions as well as providing examples and
giving various feedback when called upon. Students will also be put in breakout rooms to have
the opportunity to collaborate on discussing their personal media use and feelings as well as
analyzing different scenarios. To complete the unit students will use Google Slides to create a
collection of resources to show mastery of analyzing and understanding resources and the
value they will provide to help one find balance in their digit media usage and their well-being.

The Universal Design for Learning

The Universal Design for Learning will be provided through the following:
● Engagement: Students will be able to interact with the information presented in various
formats. Videos included as part of the instruction are short and age appropriate to
maximize student engagement.
● Expression: Students will also respond in various formats as to let them best express
themselves in their responses. For example: Padlet, several quizzes, open ended
questions, peer discussion and collaboration as well as creating a presentation of
resources and “teaching'' the class about them which is a proven way to get more
students involved when they can be the “teacher”.
● Representation: Students will have access to all the material in the unit via Zoom on
their own devices and well as in their Google Classroom. They will also have access to
all the notes, slides, videos and other supplemental materials via the Google Site
created for this unit. The students will be able to speak with the teacher and the
guidance counselor to answer questions and to clarify any material or confusion
students have.

Formative Evaluation Plan

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The Healthy Media Balance Quiz and the Unit Final: Pinterest Board: Media Balance & Well-
Being activity will count as formative assessments to show level of mastery of understanding of
the content presented in this unit. Generally, if the students can identify, locate and explain each
resource chosen they will have a proficient understanding of the content. The students will be
able to provide the teacher with any comments and or suggestions for the designer of the
Google Site for changes to be implemented.

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