Digital Citizenship and Responsibility Collaborative Unit

Sakinah Hunafa

Georgia Southern University

FRIT 7739: Practicum in Instructional Technology

Dr. Wofford

Fall 2021

Part 1: Identification of Learning Problem

Digital citizenship and responsibility is an important part of the curriculum nowadays due to the

increasing number of students using social media. It is integral that students can differentiate

between what is safe and what is unsafe when interacting online with others. Students also must

have awareness of their digital footprint and how they will affect them in different ways. Often

younger students in middle school have not fully learned how to ensure they do not overshare.

They are at an age where they care deeply about peer relationships and their appearance to

others. Teaching them about social media now will help to ensure they can make the best

decisions when online interacting with others and keep them safe and respectful.

Part 2: Learner Analysis

1. Introduction: The students who will complete the module are seventh-graders at

Berkmar Middle school in Ms. Becker’s homeroom.

2. Entry Skills and Prior Knowledge: The students have had some prior knowledge of this

topic with digital citizenship as a hot topic especially in the middle schools. Gwinnett County

uses nearpod for digital citizenship lessons.

3. Attitudes Toward Content & Academic Motivation: The students are interested in digital

citizenship as it relates to social media, something they all have a vast interest in. As such,

students were excited to complete this activity through my digital citizenship module.

4. Educational Ability Levels:

I could see through the responses that some students were a bit more developed in their writing

than others. I could also see that some were more interested in providing detailed answers and

more able. I learned that many students are below grade level in reading comprehension and
math ability. Ms. Becker related to me that the students have been slowly improving over the

course of the year so far.

5. General Learning Preferences:

This group can tend to fidget and talk. I thought about this when giving them choices for their

Padlet response submissions and allowed them to audio record for video record their responses if

they wanted. This allowed them the opportunity to break up anything that might have felt tedious

to them if they needed to. These students also like to work in groups and tend to be more visual

learners as well.

6. Attitude Towards Teachers and School:

Some students are very respectful of the teachers and care about what happens at school. Some

of the other students can be disrespectful towards teachers at times depending on who the teacher

is. The students that can be disrespectful are normally the same ones who will not work on the

assignments in class or be engaged in classroom activities.

7. Group Characteristics(including social characteristics and relevant cultural

information: The seventh grade class consisted of mainly Latino students who like to speak with

each other a great deal though not necessarily in a classroom group setting. Most of the students

speak Spanish as well as English in Ms. Becker’s class.

Part 3: Task Analysis

Procedural Task Analysis:

I am using the procedural analysis to conduct my task analysis for the digital citizenship module.

The decision to utilize this method came when I noticed the similarities between it and lesson planning.

Procedural task analysis asks three questions. The first question is, “What does the learner do?” This is
when you have to note actions to be performed by the learner. The actions must be observable so are

based on behavior much like learning objectives. The second question is, “What does the learner need to

know to do this step?” What knowledge base is necessary for the learner to be able to carry out the

action? The third question is, “What tactile, visual and smell cues are needed to show the learner

important information. For example, a cue may show the learner that the step was completed correctly.

On the other hand, it can also alert the learner to a problem or even when they need to use another step

completely.

My procedural analysis was conducted based on my digital citizenship module on social media and

cyberbullying. With the advent of social media and a rise in students of varied ages accessing it, cyber

bullying has become more widespread. By understanding appropriate and inappropriate behaviors when

using social media, students can ensure they are not cyber bullies. Students sometimes do not understand

the negative effects of cyberbullying or understand when they have been the perpetrators of it.

Completing this module will grant students the ability to make this distinction and will improve overall

classroom culture. Students can then feel safe in their classroom and at home when they engage in social

media activities with their peers.

I have included my procedural task analysis outline below. This information will be reflected in my

flowchart:

Objective 1: The learner will be able to identify the role social media plays in their lives along

with the benefits and drawbacks on their friendships.

Essential Learning:The student will be able to reflect on how social media affects their

friendships and explain the benefits and drawbacks to using social media.

Visual cue: There are two example posts on the Padlet discussion board to show students how

their posts should look. This helps them to understand if they followed directions correctly.
Objective 2: The learner will learn how to be safe when interacting online.

Essential Learning:The student will be able to reflect on how social media affects their

friendships and explain the benefits and drawbacks to using social media.

Visual cue: The student will view examples through video and the social media test drive.

Objective 3: The learner will learn about oversharing and digital footprints.

Essential Learning:The student will be able to identify reasons for using social media and the

challenges that often come along with it, reflect on responsibilities they have related to digital

footprints of their own and others when using social media

Visual cue: The student will view examples through video and the social media test drive.

Objective 4: The student will walk through a simulation of social media exploring aspects

throughout the simulation such as noting red flag feelings, oversharing and more.

Essential Learning:The student will be able to explain what it means to overshare, what red

feelings are and to pick out examples of social media posts that show the terms in action.

Visual cue: There are examples of oversharing and posts that would cause red flag feelings for

students to view. This will help them to understand if they are correct in their understanding of

what type of information falls into the oversharing category and red flag feeling category.

Verbal cue: Students have access to voiceovers for the duration of the social media test drive.

This helps the students with lower reading skills to understand what is being asked of them.

Part 4: Instructional Objectives:

Terminal Objective 1: The learner will be able to identify the role social media plays in their

lives along with the benefits and drawbacks on their friendships.

 Enabling Objectives: The student will be able to reflect on how social media affects their

friendships and explain the benefits and drawbacks to using social media.

Terminal Objective 2: The learner will learn how to be safe when interacting online.

Enabling Objectives: The student will be able to analyze how well they know people online,

reflect and describe what kind of information is safe to share and what is unsafe to share and

learn to recognize red flag feelings.

Terminal Objective 3: The learner will learn about oversharing and digital footprints.

Enabling Objectives: The student will be able to identify reasons for using social media and the

challenges that often come along with it, reflect on responsibilities they have related to digital

footprints of their own and others when using social media.

Terminal Objective 4: The student will walk through a simulation of social media exploring

aspects throughout the simulation such as noting red flag feelings, oversharing and more

Enabling Objectives: The student will be able to explain what it means to overshare, what red

feelings are and to pick out examples of social media posts that show the terms in action.

Relationship between instructional objectives and standards:

Instructional Objectives ISTE Standards

1. The learner will be able Standard 2: Digital Citizen
to identify the role
social media plays in Students recognize the rights, responsibilities and opportunities of living, learning
their lives along with and working in an interconnected digital world, and they act and model in ways
the benefits and that are safe, legal and ethical.
drawbacks on their 2a. Students cultivate and manage their digital identity and reputation and are
friendships. aware of the permanence of their actions in the digital world.
2b. Students engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using networked devices.
 Standard 7: Global Collaborator

2. The learner will learn how to be
safe when interacting online.
3. The learner will learn about
oversharing and digital
footprints.
4. The student will walk
through a simulation of social
media exploring aspects
throughout the simulation such
as noting red flag feelings,
oversharing and more
Students use digital tools to broaden their perspectives and enrich their learning
by collaborating with others and working effectively in teams locally and globally.
7b. Students use collaborative technologies to work with others, including
peers, experts or community members, to examine issues and problems
from multiple viewpoints.
2b. Students engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using networked devices
2a. Students cultivate and manage their digital identity and reputation and are
aware of the permanence of their actions in the digital world.
2d. Students manage their personal data to maintain digital privacy and security
and are aware of data-collection technology used to track their navigation online.
2b. Students engage in positive, safe, legal, and ethical behavior when using
technology, including social interactions online or when using networked devices.

Part 5: Development of Assessments

My preference for assessment is always performance-based assessment. However, for the
purposes of this unit, I will include a mix of multiple choice, open ended and performance based
assessments. This will give the students the best opportunity for success.

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: The student will be able to Objective 1: The Learners are given the Learners will
Students will reflect on how social media student will choice of different respond to
watch the affects their friendships and discuss social methods of question prompts
Common Sense explain the benefits and media and communication to related to the video
Education video drawbacks to using social media. friendships. complete this activity. using Padlet to
on friendships and They can type or audio post their
social media. record their response. responses.
Lesson 2: The student will be able to Objective 2: The Learners are allowed to Learners will
Students will analyze how well they know student will learn answer in open-ended answer open-
watch the people online, reflect and about how to be question format. ended questions
Common Sense describe what kind of safe when related to what
Education video information is safe to share and interacting online. they learned from
on Who You’re what is unsafe to share and learn the video through
Talking to Online. to recognize red flag feelings. a Quizziz quiz
online.
Lesson 3: The student will be able to Objective 3: The Learners are allowed to Learners will
Students will identify reasons for using social student will learn answer in open-ended answer questions
watch the media and the challenges that about oversharing question format. related to what
Common Sense often come along with it, reflect and their digital they learned from
Education video on responsibilities they have footprint. a video through a
Oversharing and related to digital footprints of Quizziz quiz
your digital their own and others when using online.
footprint. social media .
Lesson 4: The student will be able to Objective 4: The Learners are allowed to Learners will
Students will explain what it means to student will walk answer in open ended complete answer
complete the overshare, what red feelings are through a format. questions defining
online activity: and to pick out examples of simulation of the key terms
Social Media Test social media posts that show the social media through a Quizziz
Module. terms in action. exploring aspects quiz online.
throughout the
simulation such
as noting red flag
feelings,
oversharing and
more.
Objective 1: The student will discuss social media and friendships.

Assessment: Padlet post response to questions

Objective 2: The student will learn about how to be safe when interacting online.

Assessment: Connected to Quizizz Quiz

Objective 3: The student will learn about oversharing and their digital footprint.

Assessment: Connected to Quizizz Quiz

Objective 4: The student will walk through a simulation of social media exploring aspects
throughout the simulation such as noting red flag feelings, oversharing and more.

Assessment: Social Media Test Drive questions and reflection and connected to Quizizz Quiz
Quizizz Quiz covering objectives 2-4

Digital Citizenship and Responsibility: Social Media

1.Oversharing is.....
a).Keeping everything to yourself and not posting online.
b).Sharing information that is safe and does not harm anyone.c)Sharing personal feelings,
information, or experience that later makes someone feel uncomfortable or regretful.

2. Describe information that is safe to share online: Answers will vary.

3. Describe information that is unsafe to share online and why? Answers will vary.

4. Media Balance is.....

a). Spending all of your free time on social media.
b). Using media in a way that feels healthy and in balance with other life activities.
c). Not using social media at all.

5.Name one way to achieve media balance.

6.What is a digital footprint?

a).Information you research for school assignments
b). A footprint image online
c). All of the information online about a person, either posted by that person or others,
intentionally or unintentionally

7.Choose the actions below that would harm your digital footprint or someone else's:
a). Posting complaining about another person.
b).Posting a video talking about your favorite movie or video game.
c). Posting a unflattering picture of another person
d). Posting a picture of your favorite food.

8.Choose the actions below that would help your digital footprint:
a).Posting a picture of you graduating.
b).Posting complaining about your parents, teachers or friends.
c).Posting a picture of your personal space.
d).Posting a video of you and your working to help the community.

9.Red flag feelings are.....

a)Not a thing
b)When something happens on digital media that makes you feel uncomfortable, worried, sad, or
anxious
c)When someone adds red flags to a post to describe a characteristic of a person.

10.What is something you learned from the test drive about social media? How can you
relate to some of the things you noticed?

Answer Key
1.c
2. Answers will vary
3. Answers will vary
4.b
5.Answers will vary
6.c
7. a,c
8.a
9.b
10.Answers will vary

Part 6: Content Sequencing and Instructional Strategies

 Instructional Sequence

Sequence Description Objective

1 Discussing friendships and social media and explaining the benefits and 1
drawbacks to using social media.

2 Learning about safe and unsafe behaviors online when sharing 2

information.

3 Discussing presenting yourself online. 3

4 Navigating a simulated social media online activity, differentiating 4

between oversharing and red flag feeling posts, reflecting on what they
noticed in the simulation.

This sequence represents concepts set up in a world-related order style. By doing this, I keep
student motivation high and achieve a better level of involvement. Students are completing
activities that prepare them for the next thing.

Part 7: Design of Instruction

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: The student will be able to reflect Objective 1: The Learners are given Learners
Students will watch the on how social media affects their student will discuss the choice of will respond
Common Sense friendships and explain the social media and different methods of to question
Education video on benefits and drawbacks to using friendships. communication. prompts
friendships and social social media. This gives them the related to the
media. chance to use the video using
method of Padlet to
communication in post their
which they feel responses.
most comfortable.
Lesson 2: The student will be able to Objective 2: The Learners are given Learners
Students will watch the analyze how well they know student will learn different kinds of will answer
Common Sense people online, reflect and about how to be safe questions to answer open-ended
Education video on describe what kind of when interacting in the quiz including questions
Who You’re Talking to information is safe to share and online. multiple choice and related to
Online. what is unsafe to share and learn open-ended what they
to recognize questions. learned from
the video
through a
Quizziz quiz
online.
Lesson 3: The student will be able to Objective 3: The Learners are given Learners
Students will watch the identify reasons for using social student will learn different kinds of will answer
Common Sense media and the challenges that about oversharing questions to answer questions
Education video often come along with it, reflect and their digital in the quiz including related to
Oversharing and your on responsibilities they have footprint. multiple choice and what they
digital footprint. related to digital footprints of open-ended learned from
their own and others when using questions. a video
social media through a
Quizziz quiz
online
Lesson 4: The student will be able to Objective 4: The Learners are given Learners
Students will complete explain what it means to student will walk different kinds of will
the online activity: overshare, what red feelings are through a simulation questions to answer complete
Social Media Test and to pick out examples of of social media in the quiz including answer
Module. social media posts that show the exploring aspects multiple choice and questions
terms in action. throughout the open-ended defining the
simulation such as questions. key terms
noting red flag through a
feelings, Quizziz quiz
oversharing and online.
more.

Part 8: Formative Evaluation

I will create a formative evaluation as a Google Forms survey. The survey will consist of at
least six questions. The questions will gauge the learner’s experience in every aspect throughout
the course. The survey will consist of several open-ended questions, some disagree/agree
questions and a yes or no question. Students will be able to complete this evaluation by simply
clicking a button on the module..

Students did well with the module giving thoughtful answers to the questions posed regarding
social media. They used Padlet to talk about the benefits and drawbacks to using social media
and to discuss how social media affects their friendships. I was interested to see that students had
some strong opinions on social media and did reflect on the videos they watched. A total of 15
students worked on the module. Seven of the fifteen students completed the module in its
entirety including all assessments and the evaluation survey for feedback on the module. Six of
the remaining students completed the assessments but did not complete the evaluation survey.
Four students completed one assessment, but did not complete the other assessment or the
evaluation survey. Unfortunately, due to school closings on Friday because of the Braves parade
and a power outage the previous Thursday, we lost a lot of time in the class period. I was overall
satisfied with how students performed in a short period of time.

Students completed a ten question quiz on Quizizz.com. Most of the fifteen students completed
this quiz. Out of the fourteen students that worked on the quiz, eleven of them completed it. I
was pleased to see that they did well overall with all that completed it receiving an A average
with only one B. All students who completed the quiz were able to correctly align the terms such
as “red flag feelings” and “oversharing”. Most of the students were able to easily give examples
of unsafe information to share as well as safe information.
In regards to the evaluation survey, most of the students enjoyed the videos the most with a total
percentage of 62.5 percent choosing that as their favorite part of the module.

I liked seeing that some students chose the extra resources as their favorite part as well. I didn’t
know if students would have much interest in looking into them, but they liked the curated
collection.
I was also happy to see that the majority of the students found the module easy to navigate with
75 percent stating that they had no issues. I will improve the module for future use to ensure that
all students had an easy time navigating through it. One way to do that could be through a
screencast video to go with my live explanation.

I completed this module with a live group and gave a live walkthrough explanation. However,
some students may have benefited from an additional explanation through screencasting video.
Reviewing student responses to the question about their least favorite part was most interesting
to me. Surprisingly, the most commonly noted as least favorite was the social media test drive. I
thought students would enjoy that activity the most as it was similar to the set up of social media
and was something familiar to them. However, they were not interested in that. As such, I would
probably replace that aspect with another activity students might enjoy better. A few students
noted the questions for Padlet, but I did expect that as it required a bit more work.

Next, I reviewed the question regarding student understanding of the expectations. I was very
pleased to see that all of the student responses were that the module expectations were easy to
see. I tried to make my expectations very clear both through the module set up and the live
verbal explanation I gave to students.
Finally, I would need to edit the evaluation survey as I noticed a mistake with the question
regarding clarity of the module. I will fix that mistake for future use by providing the correct
options.