GE17

Task Performance: Digital Reflection

I. Introduction
This task will require each group member to audit his/her online behavior. A log will be kept to monitor the
amount of time spent online. The group will then compare their online behavior within the group and decide
whether the said behavior is typical of people their age. The group will also reflect if their online behavior is
responsible and appropriate. After establishing the extent of their online behavior, the students will then take
the offline challenge to determine whether they can stay offline for 24 hours.
EACH STUDENT IS EXPECTED TO COMPLETE THE AUDIT AND OFFLINE CHALLENGE TASK.

II. Tasks
 Task A
1. Each student will make a log of his/her online activity for 24 hours.
2. But before doing so, estimate the number of hours and minutes you think you spend
online.
Estimated online time: 10hours hours and 0 minutes
3. Use the chart below to guide the group in tracking each member’s online activity.
Online Activity
Name: Jen Dy
Day: Monday
Time Spent
Log On/Log Off Device Activity/ies Online
7:00 – 7:15 AM Mobile phone Switch off 15 minutes
7:30 – 8:00 AM iPad Read Facebook 30 minutes
Newsfeed and
Notifications
2:00 – 2:30 PM Mobile Phone Replying to direct messages and 30 minutes
group chats

See Appendix A for the template.

4. Keep in mind that the log must be an HONEST reflection of your online behavior, not
an answer to what you believe should be seen in this task performance.
 Task B: Answer the following questions:
1. Did your time spent online differ from your estimate?

2. Were you surprised by the difference?

3. Do you think the chart offers a true account of your online behavior?

4. Do you think you should change your online behavior? Give reasons to explain your
decision.

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 Task C
Compare your completed chart with your groupmates. What conclusion can you draw about
the online behavior of people your age?

 Task D
How long could you probably last without digital technology? Explain your response.

The answer is easy: most of us would die within a few days, and the few that remain would last only weeks or months. Without

tools, the human race would become extinct within a year.Humans are far from the only species that uses technology. In 1871,

Charles Darwin wrote,

“It has often been said that no animal uses any tool.”

Then he merrily provided a long list of evidence to the contrary.

One of Darwin’s examples was the Asian elephant, which repels flies by waving a branch in its trunk. The elephant does not wave

any branch it finds. It modifies the branch by removing side branches or shortening the stem. Sometimes it strips bark from a vine

and use that instead.

This is the essential difference between tools and, say, rabbit warrens or spiders webs. Elephants make their tools by manipulating

(or handling) things they seek out specifically. They do not only use things they happen to find, or only dig holes, or only restrict

themselves to bodily secretions.

Branch breaking by elephants is simple compared to the technology used by birds. Birds don’t just break branches, they take twigs,

grass and other materials and fashion them into homes. These homes can be very sophisticated. There is a species of thorn bird that

builds nests up to two meters long and nearly half a meter wide, with four or more separate chambers—a nest condominium so

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 Task E
1. Each group member must spend 24 hours offline. Plan everything ahead of time. Inform
your family members and friends that you will be doing so. Each member must keep a log
of the activities that will be done for the day. Use Appendix B to accomplish this.
2. After carrying out task E, answer the questions in Appendix B.

III. Tabulation
After carrying out the tasks, collate and tabulate the group’s data. Use graphs to interpret the results of your
tasks. Sample charts are shown in Appendix C. Provide a conclusion/reflection for the outcome of your
tasks.

IV. Presentation
The group will present the results of their accomplished tasks through a PowerPoint presentation on the first
session of Week 10. The PowerPoint presentation must have the following parts:
 Introduction/Background: importance of the study, who will benefit from it, what can be done
with the results of the study
 Data and Results: data in graphs to compare individual member’s online behavior
 Conclusion/Reflection: realizations, suggestions, recommendations

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APPENDIX A

When you look in a mirror, what do you see?

_
_
_

Your digital reflection is formed by your use of digital technology and your online activity.
Use the table below to record information about your use of digital technology and your online activity.

Log On/Log Off Device Activity/ies Time Spent Online

Total online time

Name:

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APPENDIX B

Record the activities that you have done while you’re offline from the internet.

Time Spent Activity/ies

Total Time Spent

Name:

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APPENDIX C
Sample Data Presentations

MEMBERS'S ONLINE ACTIVITIES FOR 24 HOURS

Member 4

Member 3

Member 2

Member 1

0 1 2 3 4 5 6

othersacademic-related other social media sitestwitterfacebook

Member 1's Offline Activities

StudyingFamily TimeBonding with friendsAlone time (reading, etc.)

Rubric for scoring:

Criteria Performance Indicators Points
Knowledge and The presentation covers topic in depth, with details and examples;
20
Understanding subject knowledge is excellent.
Thinking The students made more than four (4) insightful connections to prior
15
learning.
Communication The overall presentation is interesting, well-rehearsed, with smooth
delivery that holds audience attention; made use of necessary data 10
presentation tools (graphs, charts, etc.).
Application The presentation made appropriate use of font, color, graphics, effects,
5
etc., to enhance the presentation; content is well-organized.
Total 50

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Group Evaluation Rubric: AttributeMyself

Member 1 Member 2 Member 3 Member 4

Participated in group discussions

Helped keep the group on task Contributed useful ideas
Contributed a significant amount of work Produced/completed quality work
Total

Reference
Digital reflection. (n.d.). Retrieved March 22, 2018, from Office of the eSafety Commissioner:
https://www.esafety.gov.au/-/media/cesc/documents/gam eon/gameon-student-activities-pdf-
upper-primary.pdf

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