Final Project

Alissa Carrozza

EDU 623- Designing Learning Environments

Dr. Bless

April 27th, 2023

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Introduction

The training session being designed will be on digital citizenship for high school students at

Watertown High School in grades 9-12. Digital citizenship, as defined by the Nine Themes of Digital

Citizenship, is when, "Students understand human, culture, and societal issues related to technology and

practice legal and ethical behavior" (Patterson, 2015). Digital Citizenship is extremely relevant and

important in 2023 as students use technology more and more, due to the implementation of a completely

digital curriculum and learning tools. This paper will overview how the ADDIE Model will be utilized to

implement this course at Watertown High School. The Analysis Phase is the “A” in the ADDIE Model

(Larson et al., 2014 p.8). The Analysis phase leads the designer in understanding the needs of their course

before they begin their design. The Design Phase is the first “D” in the ADDIE Model (Larson et al.,

2014 p.8). The design phase of the ADDIE model, as described by Larson et al., usually includes,

"Learning Outcomes and sequencing, aligned outcomes, assessments and strategies, message, media and

delivery systems and an evaluation plan" (Larson et al., 2014 p. 9). This is when a plan for design and

timeline for the training session will be created. The second "D" in ADDIE, Development (Larson et al,

2014 p ). In this phase the designer takes all the ideas and concepts from the design phase and makes

them come to life. This is when all materials and content are developed. This will all be done through the

G suite for Education . The "I" in ADDIE, is the Implementation Phase (Larson et al., 2014 p. 8). As

stated by Treser, "During this stage, the materials created during development are introduced to the target

audience and the learning process starts" (Treser, 2015). This will be implemented using detailed training

programs and pilot testing for stakeholders. The last phase, the “E” in ADDIE is Evaluation (Larson et

al., 2014 p. 8). This phase is when the designer evaluates the success of the course for learners.This will

be carried out using Kirkpatrick's four levels of evaluation (Larson et al., 2014 p.11). Following this

process for this training session on digital citizenship will allow the designer to effectively design and

implement this course for students at Watertown High School.

Needs Analysis
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To create an effective training course on Digital Citizenship the designer first needs to analyze

the reason why this course is needed and what it will help to solve. A course on Digital Citizenship is

needed due to the increase in use of technology and digital tools and apps. As stated by Patterson,

“...even in its simplest form and their earliest stages, our young people have technology in their hands

and access to an ever-growing and changing collection of digital content. Our students will always have

technology and digital access…” (Patterson, 2015). With all of this access, readily available technology,

and the use of more completely digital platforms in educational and business settings, it is essential that

students have the skills to be able to navigate the web effectively and safely. If not, it could affect their

futures. As discussed in the video, Managing your Digital Identity, one's online identity is just as

important as your personal identity, and nothing is ever truly erased from the internet (Meyer, 2015). By

becoming good digital citizens, students can create a positive digital identity. This is also important for

students' safety online. According to the U.S. Institute of Diplomacy and Human Rights, “Digital

Citizenship Education encourages individuals to use their knowledge, skills and understanding in order to

protect and promote human rights online, such as freedom, privacy and security. In this way, people

become more aware of internet safety. Digital citizenship education teaches us how to use the internet

responsibly and safely, and how to protect ourselves from fraudsters and predators” (Leca, 2022). Digital

Citizenship is essential for students' privacy, protection, and individual agency in their online activity as

well. Lastly, this helps students to be able to use the web effectively. Digital Literacy also fits in with

digital citizenship. Digital Literacy is “... the ability to use information and communication technologies

to find, evaluate, create, and communicate information, requiring both cognitive and technical skills”

(Loewus, 2016). This training course is essential as it helps to teach high school aged students to

maintain a positive digital identity, stay safe on the web, and understand and utilize the web and its tools

effectively.

Learner Analysis

As stated above, this training course is specifically designed for high school students in grades

9-12. This would encompass students with a range of ages from 13-18 years old. High School students
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due to their increased freedom and responsibility on the web are the ideal audience for training on digital

citizenship. This is also the last step before a career, post-secondary institution, and just the exiting of

public school in general. This would first be implemented at Watertown High School in Watertown,

Connecticut. According to the website, Public School Review, “82% of Watertown High School students

are White, 9% of students are Hispanic, 4% of students are Black, 3% of students are two or more races,

and 2% of students are Asian” (Public School Review, n.d.). This will not affect the overall design of the

training session. The graduation rate according to niche.com, is 87%, the district wide proficiency in

reading is 63%, and the district wide proficiency in math is 49% (niche.com, n.d.). This will affect the

design of the training program as it shows that most students graduate high school. This means that it is

important for students to have strong digital citizenship skills for employability and or entrance to a

post-secondary institution. This also prompts the inclusion of guest speakers from post- secondary

environments to discuss the importance of good digital citizenship skills. The reading and math score

would affect the design of the learning as it shows that digital literacy needs to be stressed more so

students can find more tools and sites to assist them with this. Students entering Watertown High School

have familiarity with the Google Suite Programs as this is used across the district and Google Classroom

is the primary site used for communication and digital assignments at the middle and high school. This

would affect the design of this program as it shows that students do have some digital skills instilled in

them. Watertown High School is also one-to-one with technology. Every student has access to a

Chromebook or device of their own. This affects the design of the training session as it can be more

widely available and completely digital due to this access.

Environment Analysis

This training session is being designed for a K-12 Learning environment specifically for a high

school environment. The key stakeholders in this training event will be the Watertown High School

students in grades 9-12. This is of interest to these high school aged students as, according to Vogels et

al., 97% of teens use the internet daily, 95% have access to smartphones, 90% have access to a computer

or laptop and 80% have access to a gaming console (Vogels et al, 2022). As these students are using the
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internet and devices with internet access they must learn how to use it safely and properly. It should also

be noted that more teens are using the top five social media sites more than ever. 35% of teens say that

they use the top five social media platforms, Youtube, TikTok, Instagram, Snapchat and or Facebook,

almost constantly (Vogels et al, 2022). With increased technology and social media usage, teens of high

need to be more cognisant of their online identity. In, Managing your Digital Identity, Meyer stresses the

importance of this. She states that even if your social media is set to private, nothing on the internet is

ever private no matter what (Meyer, 2015). Watertown High School is one-to-one, meaning there are

Chromebooks for each student and the school uses primarily G Suite for Education.. This allows every

student the opportunity to access this training session and course. This training could be implemented in a

completely digital platform. This would be implemented through Google Classroom. All materials would

be available through this for students. A hybrid model would be utilized for this course. This will be done

synchronously in the classroom and asynchronously on Google Classroom. Google Classroom allows for

the utilization of Google Meet for meetings, different programs for activities and a way to have real time

discussion about topics and ideas.

Task Analysis

The tasks for this course will overview what is needed to accomplish the goals and objectives.

With these tasks, Students will:

1.) Join the digital citizenship training course on google
classroom.
2.) Share and participate in discussion about their thoughts on
digital citizenship before the course.
3.) Define digital citizenship and a digital footprint.
4.) Define the Nine Themes of Digital Citizenship, these are:
Access, Commerce, Communication, Literacy, Etiquette, Law,
Rights & Responsibilities, Health and Wellness, and Security
(Patterson, 2015).
5.) Analyze and assess the role of the Nine Themes of Digital
Citizenship in their lives.
6.)Participate in presentations about the “real world”
applications of digital citizenship that will include guest
speakers from various post-secondary backgrounds.
7.) Participate in a Q & A with the speakers who will give
them the “real-world application of digital citizenship.
8.) Assess their digital footprint.
9.) Create a plan to improve their digital footprint in a positive
way and maintain a positive image.
10.) Create a personal digital citizenship statement for them to
follow and live-by. This will stay with them for the remainder
of their high school career.

Situational Analysis
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After designating the tasks that this course will accomplish, there needs to be a discussion on the

challenges that could be faced when designing this course on Digital Citizenship. Presented in this chart:

Challenges /Barriers: How these challenges/ barriers will be addressed:

Student Engagement: There could
be challenges in getting students
engaged in the course and content.
Use of technology: Bolden states “As teachers compete with social media, they
must learn to effectively use technology to increase student engagement in a
productive way. Engaging students in the learning environment with technology
provides opportunities for a sense of community, accessibility, support, motivation,
interest learning, and self-regulation” (Bolden, 2019).
Use of multiple resources: Zhara states the importance of using multiple resources,
“Not only to make the process more attractive and interesting for students, but also
to encourage active learning and develop various skills” (Zhara, n.d.).

Resources: As Digital Citizenship is
still not widely taught, there can be
difficulty finding resources on this.
Utilizing Google for Education: Google for Education has a variety of courses
based around digital citizenship, digital footprint and internet safety that are all
teacher and student friendly. (Google Skillshop, n.d.).
Utilizing University Courses and Instructors: Universities could be utilized for
guidance with course resources and or guidance when looking for resources and
materials for the course.

Relevance of Digital Citizenship:
Students may not buy into the
relevance and importance of Digital
Citizenship.
Guest Speakers: Having guest speakers come from all different post-secondary
environments could help to show students the importance of being a good and well
versed digital citizen as it will affect their future no matter what they choose to
pursue.
Former Peers: Having former Watertown High School students discuss their
interaction with digital citizenship and their own digital footprint after high school,
could help to drive the importance of this training session students attend.

Teachers: The course needs Professional Development: Teachers could be offered professional development
instructors to teach and monitor time and financial resources to train on digital citizenship.
students. Stipend Position: Instructors could receive compensation in the form of a stipend
for teaching this course.
There are also some parameters and constraints that may hinder the design and creation of the course.

They are:

● Time- As this is used in a school district, there would need to be a set date and time period for creation of
curriculum and design of the course, and then a set date and time frame of implementation and teaching of the
course.
● Budget- The district would need to find the funds to support the creation and purchase of materials for the course
and to pay instructors.
● Space- The school and district would need to find a space for the course to be taught, as it will be hybrid. The
in-person meetings would need a big enough space to support students.

Media/ Technology Analysis

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It is essential to know and account for the types of technology and digital tools that will be

needed for success. The tools and technology needed for design, development, and implementation are:

Materials How they will be used

Computers/Laptops/Tablets To create the course, the web and technology are needed. These will be utilized when
designing the course and are needed to access materials and tools, as well as to teach the
course to students.

Google Classroom/ G Suite to create, find materials for the course, utilize training courses and materials, and to teach the
for Education course to students. They can discuss content and complete assignments through this medium.

Microphone and Projector These can and will be utilized by the guest speakers when they come to present on Digital
Citizenship.

Recording Device (Possibly Needed to record guest speakers/ Lessons (if needed) and post to Google Classroom. This is
on Smartphone) needed for the Hybrid model of instruction.

Development Schedule

To implement this program successfully, there will need to be a clear schedule and steps to be

taken. Listed below are the steps and schedule that will need to be taken to deliver content effectively.

Step Time Frame

Analysis Phase of ADDIE: Gathering Designer will take 1-2 months to analyze the needs, learners, environments, tasks,
data in order to be able to design an situations, and media and technology. In order to effectively gather the data needed
effective course for design.

Design Phase of ADDIE: Designing Designer will take 3-5 months to design the outline and objectives of the course. This
the course using the data analyzed in will include creating a structure for the course with activities, and creating effective
the Analysis Phase. assessments. This outline and structure for the course will require the designer to do
research and meet with colleagues and professionals.

Development Phase of ADDIE: Designer will take 3-4 months to develop the course, creating new materials for the
Developing and finalizing materials of course, adapting other materials and finalizing instruction. The designer will also
course. begin to make a plan for implementation. This will need to be approved by the School
and District.

Implementation Phase of ADDIE: Designer will take half a school year (3-4 months) to implement the course. This will
Implementing the course in all of its include several modules finalized in the development phase. At the end of the course,
aspects and collecting learner feedback. learner feedback will be collected.

Evaluation Phase of ADDIE: Designer will take 1-6 months to evaluate the course. This will require working with
Evaluating the course as a whole to individuals and small groups to assess comprehension of content, presentation of
assess understanding of material and materials, and success in achieving course goals.
course goals.
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Course Learning Objectives

Learning objectives are, as stated by Mager, “An objective is a description of a performance you

want learners to be able to exhibit before you consider them competent” (Mager, 1984). Learning

objectives help the learner to know what their goal is for the lesson or course. The designer needs to have

clear learning objectives in order for the learner to know what they need to do to be successful. Listed

below are six learning objectives for the course.

Objective #1: After learning about what digital Objective #4: After learning about digital presence and identity,
citizenship is, students will identify the nine themes of students will identify and apply their knowledge of aspects of a
digital citizenship and will collaborate in small groups positive and negative digital identity to four example identities.
to present one theme to the class.

Objective #2: After learning about the nine themes of Objective #5: After learning about and identifying positive and
digital citizenship, students will create a project negative aspects of digital identity and presence, students will
identifying the role of four of the themes in their evaluate the digital presence of a celebrity or famous person of
digital identity. interest and a professional individual they know.

Objective #3: After learning about digital footprint
and its importance, students will evaluate their digital
footprint by analyzing their online activity throughout
the past two to four years of their life
Objective #6: Through understanding what digital citizenship is,
and creating a digital citizenship statement as a class, students will
create a personal digital citizenship statement that reflects their
values when it comes to the web and incorporates at least five
themes of digital citizenship.

Lesson Structure

The designer will need to create a concrete and concise plan for the structure of the training

session. This will include modules with specific topics to be covered during each module. These are

sequenced below.

Module & Topics Covered Explanation of Modules & Topics

Module 1: Digital
Citizenship
Topic 1: What is Digital
Citizenship?
Topic 2: The Nine Themes of
Digital Citizenship
Topic 3: Applying Digital
Citizenship to your life.
Module 1, focuses on the core topic of the course, digital citizenship.
-Topic 1 will have students gaining a thorough understanding of what digital citizenship is
and how it works.
-Topic 2 has students analyzing Patterson’s Nine Themes of Digital Citizenship. These
help students to understand all of the facets of becoming a good digital citizen and all of
the aspects this encompasses.
-Topic 3 has students gaining an understanding about how digital citizenship can apply to
their daily life as well as why it is important in their daily life. This helps with the real
world application of the topic that will be discussed in Module 4.

Module 2: Digital Identity Module 2, focuses on digital identity or one's online persona.
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Topic 1: What is Digital
Identity?
Topic 2: Positive and
Negative Digital Identity-
Modeling with real life
people
Topic 3: Understanding your
Digital Identity
-Topic 1 this will have students gaining a thorough understanding of digital identity and its
facets. This is important for their overall understanding of their own digital identity.
-Topic 2 will have Students gain an understanding through modeling, what a positive and
negative digital identity looks like. This helps in their overall understanding of digital
identity and the unwanted consequences of negativity related to them on the web.
-Topic 3 has students understanding what their own digital identity looks like and how it
plays a role in their lives.This helps students to understand the importance of having a
digital identity and how it can affect their life. This fits in with the real world application
of the course for module 4.

Module 3: Digital Footprint
Topic 1: What is a Digital
Footprint?
Topic 2: How to create and
leave a positive digital
footprint
Topic 3: Evaluating your
digital footprint.
Module 3, focuses on digital footprint or one's impact and impression on the web.
-Topic 1 will overview the basics of a digital footprint and its impact. This will help
students to understand what a digital footprint is and how long it stays with you.
-Topic 2 will have students gaining an understanding of what encompasses a positive
digital footprint. This will give them a clear understanding of how to make sure their own
digital footprint is positive or even make their footprint more positive.
-Topic 3 will have students applying their knowledge from topics 1 and 2 to evaluate their
own digital footprint. This will help them in gaining the skills needed to improve this or
maintain it.

Module 4: Digital Module 4, focuses on the application of digital citizenship beyond the high school
Citizenship Beyond the environment.
Classroom -Topic 1 covers how digital citizenship, digital identity and a digital footprint affects
Topic 1: How does this affect students after high school. This is important for students' application of the materials for
your life after High School? their future endeavors, and real life.
Topic 2: Creating a Digital -Topic 2 will have students learn how to create a digital citizenship statement. This will
Citizenship Statement help students to apply their knowledge to a personal statement they will use to guide their
online activity
The Modules and topics are in this order to provide a clear and consistent flow to the course. By starting

with digital citizenship and having students understand, evaluate and apply their knowledge of this

throughout the module, they are gaining a thorough comprehension of the overall topics. Then the course

will transition into digital identity and digital footprint which are both directly affected by digital

citizenship and speak to what it means to be a good digital citizen. Finally in module 4 students are

gaining an understanding of the real world application of digital citizenship and how this can affect their

life after high school. This is important in understanding the relevance of the course. Through these

modules in this order students gain a clear understanding of the aspects and relevance of the course.

Activities

In order to effectively achieve the overall goal and objectives of the course, students will need to

take part in activities that help them to gain mastery of digital citizenship. Module 1, focuses specifically
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on digital citizenship.This module includes the creation of a set of two projects. With the first project

students will work collaboratively in small groups to design a presentation showcasing one assigned

theme of digital citizenship. Students will then jigsaw and teach their peers about their assigned theme

through their presentation. This is beneficial for student learning and engagement because they are

collaborating with peers and teaching them about their topic. As stated by Gates, “Collaborative learning

has been shown to not only develop higher-level thinking skills in students, but boost their confidence

and self-esteem as well.” (Gates, 2018). The second project that will take place in module 1, will have

students creating a presentation about how at least four of the nine themes play a role in online identities.

When students apply concepts to their lives and make real world connections, it makes them all the more

engaged in what they are learning. As stated by Cox, “Using real-world examples and tackling real-world

problems in the classroom can make learning more meaningful to students. And it can help spark

excitement in gaining knowledge about important issues” (Cox, 2021). Students are also applying the

presentation skills they learned with the previous project. In module 2, students will evaluate their digital

identity by analyzing their online activity over the past two to four years. This activity will have students

understanding what their digital identity looks like and how this can affect them moving forward in life.

Cox states the importance of activities like this, as it engages students, because it makes, “ the lesson

more meaningful for students... They also become more aware of the choices they could make in society”

(Cox, 2021). In module 2, students will also look at analyzing positive and negative digital identities.

With this activity, they will be looking at some model digital identities and identifying aspects that make

them positive and or negative. Through this, students are using what they already know about positive

digital identity and applying it. This helps them to understand how online identity is perceived. This is

taken one step further with the third activity of module 2 where students are analyzing and evaluating the

digital presence of a celebrity or famous person of their choosing and a professional individual of their

choosing. Students are drawing on their knowledge from the previous activity to be successful with this.

This engages students because they are choosing the people whose digital identities will be analyzed. As

stated by Merrill and Gosner, “Choice in the classroom has been linked to increases in student effort, task
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performance, and subsequent learning” (Merrill & Gosner, 2021). In module 3, students will be taking

part in two activities, examining their digital footprint. Students will first look at what a digital footprint

is and how to create a positive digital footprint. This will include several examples and videos that will

overview how this can be done and why this is important. The second activity students will take part in,

in this module is an assessment of their digital footprint through a Google for Education training

program. This will be done using Google Skillshop and will allow students to evaluate their digital

footprint through a variety of different facets (Google Skillshop, n.d.). In module 4, students will be

taking part in two activities that will help them make connections between digital citizenship and their

post-secondary experiences. With the first activity, students will hear from guest speakers about the

importance of digital citizenship and a positive digital identity and footprint. These guest speakers will be

from various post-secondary backgrounds and will provide students with a thorough understanding of

how digital citizenship skills can impact them. This draws on students previous knowledge of the real

world application of these skills. Guest speakers engage students as they help them to make meaningful

connections. Shane reinforces this stating, “Guest speakers are fundamental in breaking down the barriers

of the classroom walls to deepen learning. The experience gives students the opportunity to connect with

professionals and create meaningful learning connections” (Shane, 2022). The last activity students will

take part in, is the creation of a digital citizenship statement. This will serve as a guide for them on the

web. This will incorporate all previous knowledge and skills from the course. This will have students

think about their values and reflect on how they can maintain a positive digital presence. This engages

students as they are creating a statement that is personal to them.

Assessment

In order to know whether students have successfully mastered objectives, they need to be

assessed on skills and comprehension. The chart below details how assessments will be utilized.

Assessment, Explanation & Measure of Student Achievement Rationale


Module 1:Google Form: Exit Ticket on Digital Citizenship
(Formative)-Students will show their comprehension of digital
citizenship by rewriting the definition in their own words and coming
up with an image to represent this. A rubric will be used to measure
success with this.
Module 1:Digital Citizenship Project (Summative)-Students will
show their overall mastery of the nine themes of digital citizenship by
evaluating how at least four of the themes play a role in their own
lives. They will create a presentation of this and present it to the
class.
Module 1:Discussion- What does Digital Citizenship mean to
you? (Formative)-Students will show their knowledge of digital
citizenship by stating what it means to them at this early stage in the
course. They will then respond to two classmates' posts in the Google
Classroom Assignment.
Module 2:Google Form: Exit Ticket on Digital Identity
(Formative)-Students will show their comprehension of digital
identity by rewriting the definition in their own words and coming up
with an image to represent this. A rubric will be used to measure their
success.
Module 2:Creative Venn Diagram: Celebrity Digital Identity and
Professional Digital Identity (Summative)-Students will create a
venn diagram showcasing the similarities and differences of the
celebrity and professional individual that they looked at. They will
also explain whether each has a positive or negative digital identity.
Module 3:Google Form: Exit Ticket on digital footprint
(Formative)- Students will show their comprehension of digital
footprint by rewriting the definition in their own words and coming
up with an image to represent this. A rubric will be used to measure
success with this.
Module 3:Presentation of your Digital Footprint Data and Plan
for Improvement (Summative)- Students will present their findings
of their personal digital footprint as well as create a plan for
improving this. This should incorporate at least four slides and
incorporate results and a clear and SMART plan for improvement.
Module 4:Reflection on Guest Speakers (Formative)-Students will
reflect on the two guest speaker presentations that stood out to them
the most with an explanation of why. They will also reflect on what
they found most valuable for their future.
Module 4:Digital Citizenship Statement (Summative)-Students
will create a digital citizenship statement that they will abide by using
all of the knowledge from their previous activities and assessments.
This should be personal but convey mastery of course skills. There
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-Rewriting the definition gives students an understanding
of the term in language that is familiar and understandable
to them.
-Visuals help students learn and retain information better
especially when paired with text.
-Applying their knowledge and skills of digital citizenship
to their personal lives.
-Presenting th class helps them to practice public speaking
skills and allows them to in a sense teach their peers about
their topic.
-Reflecting already on the effect of this helps build to the
last unit on real world application.
-Peer feedback on posts helps facilitate more meaningful
learning and comprehension as well as improvement
-Rewriting the definition gives students an understanding
of the term in language that is familiar and understandable
to them.
-Visuals help students learn and retain information better
especially when paired with text.
-Creating this venn diagram shows students mastery of
positive and negative digital identities.
-Giving students a choice of creative presentation engages
them.
-Rewriting the definition gives students an understanding
of the term in language that is familiar and understandable
to them.
-Visuals help students learn and retain information better
especially when paired with text.
-Students are presenting their findings as well as a plan
they are creating on a digital footprint. This shows their
ability to interpret data through and use it to make
informed decisions about the future.
-Reflection is a great way to engage students while
assessing their understanding of the content and skills.
This will also make connections to their future aspirations
in thinking about digital citizenship.
-Application of skills to a personal statement shows
students mastery of course content. This also allows them
a final product that they can take with them and use in the
future.
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will be a rubric used to assess students.

Current research helps to support the rationale for these assessments. Many of the formative assessments

incorporate visuals, as stated by Ley and Gannon-Cook, “Learners who see strategic visual information

combined with text are more likely to recall the information than if they only have verbal information”

(Ley & Gannon-Cook, 2014). Images give students a visual representation of their learning activities in

module 2 and also have students using peer feedback in formative assessment. As stated by Alrubail,

“Students benefit from peer feedback in that they are able to teach others about the tasks and provide

feedback that they would consider relevant. In seeing that their peer feedback is relevant, students will be

more engaged and invested in working to complete the task successfully” (Alrubail, 2015). Peer

feedback helps students learn and reflect more effectively. For many of these assessments it is stated that

rubrics will be used to assess students. As stated by Harmer, “We can use rubrics before, during, and after

a learning experience. When we utilize this common classroom tool more effectively and more

extensively, the metacognitive strategy of planning, monitoring, and evaluating will become embedded in

the learning process” (Harmer, 2022). Rubrics give students a clear understanding of expectations.

Reflection is also incorporated into these assessments. Miller states, “...reflection increases student

learning. It supports a growth mindset and encourages students to improve and learn from their mistakes”

(Miller, 2019). Reflection helps students to learn better and allows for growth and improvement.

Pilot Testing

The designer will now need to test the training program before the course begins. First, the

administration and potential instructors will test the course. They will be placed into a Google Classroom

and will be given a high level overview presenting the course and course materials. This will take place

over the course of two days in which two modules will be presented per-day in a two to four hour

session. After the presentation of each module administrators and possible instructors will present

feedback on materials, presentation, and rigor. This will be evaluated through a google form and a Q &A

session with the design team. This will allow the designer to be given feedback from those who will be

presenting/ teaching the curriculum. The second testing session will incorporate a volunteer group of
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students, who will gain volunteer hours through their participation. Students will go through the same

process as administration and potential instructors. This will also take place over the course of two days

in which two modules will be presented per-day in a two to four hour session. Students will also be given

an opportunity to provide feedback after the presentation which will be evaluated through a google form

and a Q &A session with the design team. Student feedback is extremely valuable for a successful course.

As stated by Zhu et al., “Students have unique perspectives on their learning and should be invited to

share their insights regarding how to revise curricula. Students’ participation in curriculum design

improves its relevance, changes power relations, enables the marginalized to speak and be heard, and

contributes to students’ persistence and achievement” (Zhu et al., 2021). This will help the designer to

make changes that will help with the teaching of the course as well as learner engagement and buy-in.

Delivery/ Learning Environment (How/What)

The training will be delivered in a hybrid model. Students will have in person and digital classes

and all learning will take place through Google Classroom.When in person, the training sessions will take

place in the auditorium. This allows for larger class sizes and will provide the environment needed for

guest speakers and student presentations. In thinking about the learning environment, the auditorium

would be the ideal location for the needed materials for the guest speakers, as well as all student

presentations throughout the course. The auditorium has a microphone, speakers, a stage for presentation

and a projector, which would be needed for this. All of these things will need to be prepared and tested

by the instructors before the guest speaker and student presentations. There will also need to be a video

camera or smartphone needed to record the guest speakers presentations for upload on Google

Classroom. Also needed for the course in general would be school issued Chromebooks for all students

which is provided by Watertown Public Schools. To make sure students always have loaner

Chromebooks and chargers in case they forget, the instructor would need access to a Chromebook cart.

Trainers and Training (Who/ Do the Trainers Need Training)

The training session will need to be delivered by certified educators. These educators will need to

complete a training course. This training will be provided by local universities and teachers will be
 Carrozza 14

allotted PD time and or summer hours to complete this. There will be two instructors per session of the

course. These instructors will also need to become Google Certified Educators. This will allow them to

navigate all of the Digital Citizenship Google courses and be able to effectively troubleshoot problems on

Google Classroom for students. The Google Certification course will be done independently through

Google for Education, instructors will also be provided PD time or summer hours for completion of this.

The $10 fee for the test will be paid by the district. The designer will also bring in Google Certified

trainers to help the instructors become well versed in all of the programs and features of G Suite for

Education. These trainers will also provide contact information to the instructors so that there is a way to

contact them with questions.

Evaluation

The training session will be evaluated using Kirkpatrick's Levels of Evaluation (Larson et al.,

2014 p.11). This will begin with level 1 which measures “... the reaction and satisfaction of learners with

the learning experience” (Larson et al., 2014 p.11). This will be done using the following evaluation

displayed in the chart below, students will answer by circling a smiley face to show their satisfaction or

dissatisfaction:

Questions Ratings

Did you feel the course was engaging? 😁🙂😐🙁

Did you like the hybrid format of the course? 😁🙂😐🙁
Did you think the use of Google Classroom was appropriate? 😁🙂😐🙁
Did you like collaborating with your peers? 😁🙂😐🙁
Did you like the projects and format of the projects? 😁🙂😐🙁
Did you feel that you learned valuable information about Digital Citizenship? 😁🙂😐🙁
Did you like the incorporation of guest speakers? 😁🙂😐🙁
The evaluation plan will be performed by looking at several different factors, all incorporating levels 2, 3

and 4 of Kirkpatrick's Levels (Larson et al., 2014 p.11).This will first be looked at using the planned

assessments for the course. This will look at students' understanding and achievement of the learning
 Carrozza 15

objectives. This will evaluate whether the learner was able to successfully achieve success with each

module. If not there needs to be alteration of materials and or method/presentation of content. Next, the

designer will use the overall digital citizenship statement and takeaways from guest speakers to address

how the course will have an overall impact on learners. This will determine what the overall takeaways

from the training session were,whether students understood the goals and if it was successful. Module 4

is what addresses this with students. Lastly evaluation will be performed through looking at the effects of

digital citizenship on students' lives overall. Six months after the course, students will be asked to

complete a google form analyzing and evaluating the impact of the course on their lives personally,

educationally, and professionally. This will allow the designer and instructor to evaluate the overall

course impact on students' lives. Along with all of these steps, students will be given a google form at the

end of the course asking about what they thought of the content, materials, and concepts of the course.

This will ask them what they think could be improved. This gives the instructor valuable feedback.

Summary

Digital citizenship becomes all the more relevant in this increasingly digital world. The

importance of digital citizenship skills have become even more essential in being successful personally,

professionally, and educationally. This course aims to teach students at Watertown High School how to

obtain and carry on the use of good digital citizenship skills and digital presence not only through their

high school career, but beyond. This course will be implemented through the use of the ADDIE Model.

The designer will get to know the learners and learning environment in the Analysis Phase. Provide a

detailed plan for the design and timeline of the course in the Design Phase. The designer will develop the

course materials and content in the Development Phase. With the Implementation Phase, the designer

will pilot test the course for the key stakeholders. Lastly, with the Evaluation Phase, the designer will

assess the overall success of the course. Throughout the entirety of the course there are consistent

connections to the “real world” and this course will teach students how to carry these skills into the

postsecondary world and beyond.

 Carrozza 16

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