Digital Citizenship Project: FALL 2022 ITEC 7455: Digital Citizenship in Schools Dr. Matthew Wilson, Professor

FALL 2022
ITEC 7455: Digital Citizenship in Schools

DIGITAL Dr. Matthew Wilson, Professor
CITIZENSHIP
PROJECT
By: Christie Glaze
Christie Glaze, Fall 2022 ITEC 7455-Digital Citizenship in Schools Dr. Matthew Wilson, Professor
Table of Contents
Contents
Online Safety Action Plan ..................................................................................................................................................... 3
Mini-Lesson #1. ..................................................................................................................................................................... 5
Mini-Lesson #2 ...................................................................................................................................................................... 8
Mini-Lesson #3 .................................................................................................................................................................... 13
Mini-Lesson #4..................................................................................................................................................................... 16
Mini-Lesson #5 .................................................................................................................................................................... 18
Mini-Lesson #6 .................................................................................................................................................................... 20
Implementation Reflection ................................................................................................................................................. 22
1
Online Safety Action Plan
Goal Definition
The goal is to create an online safety school leadership team that is devoted to creating and
maintaining a safe online environment. The school leadership team will create and develop
online safety resources to help teachers, students, parents, and community members
understand what it means to be responsible digital citizens.
After completing the online safety assessment, it is evident that the school needs improvement
in the following areas:
1. Developing a school leadership team committed to creating and maintaining a safe

online environment.
a. Currently, Winder-Barrow High School does not have a leadership team focused
on maintaining a safe online environment.
2. Engaging the whole school community to create and maintain a safe online
environment.
a. The school does not have any online safety resources for teachers, parents,
students, and community members to access on the school’s website.
b. Winder-Barrow High School does not devote any curriculum time during the
school year to address online safety.
3. Developing professional development workshops and curriculum for teachers to assist
with teaching and learning online safety.
a. The Barrow County School System does not have any professional development
workshops available for teachers to learn how to deliver online safety tips and
training to their students.
By the end of the 2022-2023 school year, Winder-Barrow High School will have online safety
resources and information to engage the whole school community in maintaining a safe online
environment. Additionally, with the support and help of administration, IT specialist,
Technology/Media Committee, and school governance team the chances of successful
completion of the goal are extremely high.
2
List Tasks-The tasks listed below are in sequential order. Each task will need to be completed
before moving on to the next task(s).
Task(s) Deadline
1. Communicate with the school’s November 2022
Technology/Media Committee about
forming a PLC that is solely focused
on online safety.
2. Establish an Online Safety December 2022

Professional Learning Committee
3. Set specific meeting dates and times January 2023 (Pre-planning)
for the Online Safety PLC to meet bi-
weekly.
4. Create goals and protocols at the first January 2023 (Pre-planning)
PLC meeting.
5. Develop online safety resources for March 2023 (Post-planning)

teachers, students, parents, and
community members.
6. Provide at least one online safety May 2023 (Post-planning)

professional development workshop
for teachers.
Assign Tasks
Task(s): Person(s) Responsible:

1. Communicate with the school’s Christie Glaze (myself)
principal and Technology/Media
Committee about forming a PLC that
is solely focused on online safety.
2. Establish an Online Safety Christie Glaze and Technology/Media

Professional Learning Committee Committee
3. Set specific meeting dates and times Online Safety Professional Learning
for the Online Safety PLC to meet bi- Committee
weekly.
4. Create goals and protocols at the first Online Safety Professional Learning
PLC meeting. Committee
3
5. Develop online safety resources for Online Safety Professional Learning

teachers, students, parents, and Committee
community members.
6. Provide at least one online safety Online Safety Professional Learning

professional development workshop Committee
for teachers.
Assessment
To determine if the goal has been achieved, the Online Safety Professional Learning Committee
will develop an Online Safety Assessment survey similar to the eSafety Education Assessment
survey. The survey will be given to all PLCs at Winder-Barrow High School and will also be
accessible to students, parents, and community members on the school’s website. The survey
will be available at the end of the 2022-2023 school year. During pre-planning of the 2023-2024
school year, the Online Safety PLC will review and evaluate the result of the survey and report
the findings in the form of an Online Safety Progress Report. The report will be available for the
community to view on the school website.
4
Mini-Lesson Plan #1
TOXIC-FREE CONNECTIONS
(Social Responsibility)
ISTE Standards for Students

1.2 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.
Substandard:
1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social
interactions online or when using networked devices.
Focus Question
How can students be responsible when communicating with their peers online?
Related Questions
How do you behave responsibly in a socially connected world?
How can you enhance social responsibility in an online setting?
What are the responsibilities of a high school student when interacting online?
Objective
To learn how to act responsibly when interacting with peers in an online environment.
Resources Needed
TED Talk video, Rings of Responsibility- https://youtu.be/fQSnzrB5bso
TED Talk video, Being a Good Digital Citizen- https://youtu.be/ZDX0j_rRMJE
Projector or electronic device to show YouTube videos.
Electronic device to use for recording and role-playing scenarios.
5
Activity Description
Begin the lesson by asking students, “What does it mean to be socially responsible?” Discuss. Then ask students,
“What does it mean to be socially responsible in an online environment?” Discuss. Ask students how they socialize
responsibly in an online environment?” Write a list of social responsibilities on the board as students share their
responses.
Show the TED Talk video, TED Talk video, Rings of Responsibility- https://youtu.be/fQSnzrB5bso .
Show TED Talk video, Being a Good Digital Citizen- https://youtu.be/ZDX0j_rRMJE
Ask students to write down at least 4-5 social responsibilities mentioned in the videos.
Now, discuss different ways people use online systems to communicate and socialize. Responses may include social
media, email, text messaging, FaceTime, Blog, Gaming, web conferencing, etc.
Ask students to apply the social responsibilities they learned from the videos to the way they socialize online.
Explain to students they have a social responsibility to behave and communicate in a non-toxic manner. Emphasize
the importance of recognizing when someone is exhibiting toxic behavior and using toxic language in an online
setting.
Give students examples of toxic online communication and as a class discuss the possible consequences.
Examples may include the following:
-harassing players in an online game

-cheating
- “trolling”
-racist remarks
-behaviors indicating risk of self-harm
-sexual coercion
-a shared Google Doc that students are using to display inappropriate content about their peers or teachers
Ask students how they can interact responsibly with someone who is displaying toxic behaviors?
Ask students to choose one of the following activities to demonstrate their understanding of socially responsible
behavior:
1. Draw a picture of themselves using a form of digital communication to interact with someone.
2. Record a scenario of good vs. bad social behaviors in an online environment.
3. Create a PSA informing students about social responsibilities in a digital environment.
Extension Ideas
Have students journal about positive and negative behaviors they’ve experienced online.
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Have students ask their parents how they act responsibly online.
Have a counselor speak to students about behaving responsibly online.
Teaching Tips
Be sure to view all YouTube videos prior to showing them to students.
Teacher will need to provide guidance to help students who may not have experience with interacting with
someone in a social media environment.
Develop your own list of socially responsible behaviors.
Make sure no students are left out of the class discussion.
Have digital coaches from the district come in to discuss policies and procedures that protect students from online
toxic behaviors while on the school’s network.
Emphasize with students their responsibility to tell an adult when they witness a toxic behavior that could be
harmful to someone.
References
Common Sense Media. (2018, August 10). Rings of Responsibility [Video]. YouTube.
https://youtu.be/fQSnzrB5bso
OpheaCanada. (2021, March 1). Being a Good Digital Citizen [Video]. YouTube.
https://youtu.be/ZDX0j_rRMJE
Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know (3rd ed.).
Washington DC: International Society for Technology in Education.
https://youtu.be/fQSnzrB5bso
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Mini-Lesson Plan #2
WHAT WOULD YOU DO?
(Digital Empathy)

1.2 Digital Citizen
Substandard:
1.2.b Students engage in positive, safe, legal and ethical behavior when using technology, including social
Focus Question
How can students show digital empathy?
Related Questions
What does it mean to be an empathetic digital citizen?
Why are ethics and empathy important in digital citizenship?
How can students act with empathy when engaging online?
How is empathy connected to digital citizenship?
Objective
To learn how to express empathy in an online environment.
Resources Needed
TED Talk video, Empathy in digital age- https://www.youtube.com/watch?v=gzhkn9BnRmU
Webster’s Definition of Empathy (optional)- https://www.merriam-webster.com/dictionary/empathy
Projector or electronic device to show YouTube videos.
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Electronic device to use for recording and role-playing scenarios.
Post-it notes
www.flip.com account
Opener:
Begin the lesson by reading an embarrassing story that was posted online to the students. After reading the story,
ask the class how it made them feel. Ask if they’ve ever been in a similar situation, if so, how did they feel in that
moment? Explain to students, when they can step back and imagine themselves in someone else’s shoes, this is a
form of empathy. Discuss how empathy is a way to connect with other people and it shows an understanding of
what the other person may be experiencing even if they don’t understand exactly how it feels.
Mini Lesson:
Give students the definition of empathy.
Show the TED Talk video, Empathy in digital age, presented by Katri Saarikivi.
Now, ask students to reflect on their current situations. Ask students if they’ve ever experienced a time when they
were struggling (being bullied, someone was unkind, an embarrassing moment online, etc.). Ask them to journal
how they felt and how they could help someone else experiencing the same feelings. Ask students to share
(optional) and discuss.
Explain to students that empathy is a way for them to understand their own feelings and the feelings of those
around us.
Work Session:
Students will role play using moral dilemmas distributed by the teacher.
Give groups of students (3-4 students) a scenario or moral dilemma to role play. Each group will record (role play)
the scenario, upload their video to Flip.com, and submit a video response to each recorded dilemma.
Use the following scenarios below to distribute to students. Complete the first one together as a class to
demonstrate what is expected. Some examples can be provided to provide guidance.
1. Scenario: A digital citizen wants to present a controversial topic related to the upcoming
political campaign. The topic is rooted in evidence and research but may seem controversial
and sensitive to some.
Sentence frame:
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A. There are several research-based and evidence-based reports on this topic, one in
particular _________________________, states___________________________. This
is another way to think about the topic.
B. According to _______, we should think about ______ in this way: _______.
2. Scenario: A digital citizen reads a viewpoint they agree with. Choose any viewpoint that
someone may disagree with. Examples- Teachers should be allowed to carry guns in school,
students should be allowed to leave school for lunch, etc.
Sentence frame:
A. I appreciate you sharing your viewpoint. I think you’ve shown courage by sharing your
views. I feel differently about this topic because____________________________.
B. Thank you, ________, for presenting your viewpoint. I agree because ___________.
3. Scenario: A digital citizen wants to respectfully bring up an idea or viewpoint that is

opposite that of the original poster. Example- A digital citizen agrees with Kanye West’s
beliefs about Black Lives Matter was a “scam”, you think differently.
Sentence frame:
A. This is a difficult experience to share, from what I’m hearing you are
feeling_______________. I’ve felt similar, but in my
experience____________________.
B. I appreciate the experience shared by _________, but in my experience __________.
4. Scenario: A digital citizen does not understand the view of someone else in the
community and would like more information or an explanation. Example-You do not
understand a digital citizen’s community Facebook post about the new jail being built close to
a local church.
A. Thank you for sharing your viewpoint. I don’t understand fully what you are trying to
convey, would you mind providing some clarity on your viewpoint?
B. I realize my views on ______ are limited. ______, would you mind expanding on your
idea a bit more?
5. Scenario: A digital citizen wants to acknowledge their new learning as a result of their
community interactions.
A. After reading your posts regarding the new bike lanes downtown Athens, I
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completely understand why we need them to keep cyclist safe on the streets and to
continue our efforts for a green community.
B. I used to think__________, but now I understand________________.
Give students approximately 15 minutes to role-play and record and another 15 minutes to
post their video to Flip.com then have students respond to other posts using the sentence
frames provided.
Closing:
Explain to students that it’s important to be non-judgmental when other people are sharing
their views or feelings, both online and offline. Reassure students the classroom is a
judgement free zone and they are welcome to share their viewpoints without being judged.
Take a few minutes to have students write encouraging messages or words about sharing
their feelings on a post it note to hang around the room. Example- “I hear you.” “I
understand how feel.”, “I wish you didn’t have to go through that.” “I am hear to listen.”
“Speak your truth.” “This is a judgement-free zone.”
Extension Ideas
Have students come up with their own scenarios for the next class to role play and respond to.
Have students develop their own sentence frames.
Students can create infographics to hang around the school promoting digital empathy.
Review appropriate emojis to use when interacting and responding with someone online.
Have students use an emoji to respond to a scenario. You can print out pictures of emojis ahead of time and give
each student a stack of emojis, then have each student hold up an emoji when responding to a scenario that you
read aloud.
Invite virtual guest speakers to engage and motivate the students.
Show the video, The Power of Empathy, presented by Audrey Moore.
Ask students to record an episode of a podcast or write a blog post about showing empathy online and offline.
Students can look for news articles about cyberbullying and summarize how the situation was handled and how
they would handle it if they were in the shoes of the victim.
Teaching Tips
11
Teacher will need to provide guidance to help students who may not have experience with interacting with
someone in a social media environment.
Make sure students understand that each scenario can be viewed in different ways. Provide suggestions for
responding to the scenarios.
Be sure to view all YouTube videos prior to showing them to students.
Review scenarios before sharing them with students. Make sure they are appropriate for your students and age
group.
Develop your own understanding of empathy and think about ways you’ve shown empathy online. Be prepared to
share your experiences with your students.
Make sure no students are left out of the class discussion.
Be able to provide reassurance to students letting them know your classroom is a safe space to share. Make them
feel comfortable.
Create an educator account on www.flip.com prior to starting the lesson. Set-up each of your classes on
www.flip.com .
Have students create a www.flip.com account prior to starting the lesson.
References
Empathy. (n.d.). In Merriam-Webster’s online ditionary (11th ed.). Retrieved from

https://www.merriam- webster.com/dictionary/empathy
Ribble, M. (2015). Digital Citizenship in Schools: Nine Elements All Students Should Know (3rd ed.).
Washington DC: International Society for Technology in Education.
TEDx. (2016, April 1). Empathy in digital age [Video]. YouTube.

https://www.youtube.com/watch?v=gzhkn9BnRmU
TEDx. (2017, August 23). The Power of Empathy [Video]. YouTube.

https://youtu.be/6HLPABYNcso
12
Mini-Lesson Plan #3
OWN YOUR MIND
(Intellectual Property)

1.2 Digital Citizen
Substandard:
1.2.b Students engage in positive, safe, legal, and ethical behavior when using technology, including social
Focus Question
What is intellectual property?
Related Questions
How can you give value to a person’s work?
What type of media is considered intellectual property?
How does intellectual property theft occur?
Objective
Students will understand the definition of intellectual property.
Students will be able to identify different types of media as intellectual property.
Resources Needed
Computer with internet to access videos, articles and news clips.
YouTube videos:
a. Understanding Intellectual Property- https://youtu.be/UqZJPuyK9VY

b. Intellectual Property- https://youtu.be/EQsZf2G4Sdc
c. Intellectual Property- https://youtu.be/YlQFRzW6USQ
13
Whiteboard or projector
Paper
Pencil
2. Start with writing the term intellectual property on the board and have students complete a K-W-L chart
for the term. Discuss.
3. Explain the definition of the term intellectual property and write it on the board.
4. Show students examples of different types of intellectual property. Explain to students that intellectual
property can be a variety of products created by human intellect that has value. Additionally, explain to
students that their original work is protected by copyright.
5. Show students any of the following YouTube videos to give them a better understanding of intellectual
property.
a. Understanding Intellectual Property- https://youtu.be/UqZJPuyK9VY
b. Intellectual Property- https://youtu.be/EQsZf2G4Sdc
c. Intellectual Property- https://youtu.be/YlQFRzW6USQ
6. Explain to students that intellectual property has value because it is legally protected, and the owner has
the right to control its use.
7. Give students more examples and scenarios of intellectual property and intellectual property theft.
8. Now, have students find and share an online article revolving around the theft of a trade secret,
trademark, logo, copyright, or patent.
9. Students can share their articles with the class or groups of 4-5 students.
10. Give students a list of scenarios and have them identify whether it is considered intellectual property theft.
11. Give students a list of items- five items that are considered intellectual property and five non-intellectual
property items. You can write the list on the board or type it on a worksheet. As an exit ticket, have
students identify the five intellectual property items. They may write the items down on their own paper
or identify them on the worksheet provided by you.
12. Review the exit ticket responses and discuss the answers in class as an opener the following day.
Extension Ideas
Students can create their own scenarios of intellectual property theft and share them with the class.
Show students news clips of intellectual property theft involving high profile cases or celebrities.
Have student research the rights a copyright owner has.
Students can identify the copyrighted works within the classroom or in their daily life.
Revisit the K-W-L chart to answer any questions from the “want to learn” column that have not been addressed.
Teaching Tips
The teacher will need to have a general understanding of copyright laws and copyrighted works.
14
The teacher will need to provide examples of intellectual property and intellectual property scenarios.
Review all materials and videos prior to starting the lesson to ensure the videos are considered safe for students to
watch at school.
Ask students to think about their use of other people’s intellectual property and how it would make them feel if
someone stole intellectual property from them.
15
Mini-Lesson Plan #4
LET’S TALK
(Ethical Communication)

1.2 Digital Citizen
Substandard:
1.2.b Students engage in positive, safe, legal, and ethical behavior when using technology, including social
Focus Question
How do digital media and communication effect you and the world around you?
Related Questions
How do you know what’s appropriate when communicating online?
What boundaries should be in place when communicating online?
How does communication affect online communities?
Objective
Students will develop an understanding of the importance of positive behavior and attitudes when communicating
in an online environment.
Resources Needed
Paper
Markers, Pencils, Pens
16
Whiteboard/Projector
Internet Ethics- https://youtu.be/8LBKUmmzR7s
Computer with internet access
1. Begin the lesson by asking students to describe their behavior when communicating online. Ask if their
online profile and behavior would be acceptable in real life? Students may share their social media
experiences, communication with businesses and/or a corporation, email correspondence with peers,
employers, teachers, etc. Discuss responses as a class.
2. Show the following video: Internet Ethics- https://youtu.be/8LBKUmmzR7s
3. Next, have students think about the term communication and community. Tell them to write their
definition of both on a piece of paper and how they think the two terms are related. Explain to students we
live in a community and citizens of a community must be mindful of their decisions and choices. Each
choice/decision can determine how others see us and how we see ourselves.
4. Write the following quote on the board or project it on your whiteboard:
“The quality of communication affects the quality of community and our ability to achieve a common
purpose.” -Anonymous
Ask students to discuss this quote with a group of 4-5 students.
5. Have each group write a response to following question:
How does communication affect online communities?
6. Each group will share their answer to the question and perception of the quote with the class.
7. Ask each group to create a list of acceptable online behavior traits that would be ideal for promoting
positive online behavior.
8. Lastly, each group will create a poster to hang in the classroom and around the school that features a list
of the acceptable online behavior traits they listed in the activity above.
Extension Ideas
Students can create an infographic with examples of positive online behavior.
Students can create an Internet Ethics/Communication TikTok or PSA to be shared on the school news.
Have students interview their friends outside of class about their behavior and communication in an online setting.
Teaching Tips
Assess your own online behavior.
17
Familiarize yourself with rules of Netiquette.
Provide resources for students to easily access the rules of Netiquette in the classroom.
Reiterate to students that they need to consult with their parents when someone is bullying them online.
Mini-Lesson Plan #5
MAKE YOUR MARK
(Digital Identity)

1.2 Digital Citizen
Substandard:
1.2.a Students cultivate and manage their digital identity and reputation and are aware of the permanence of their
actions in the digital world.
1.2.b
Students engage in positive, safe, legal, and ethical behavior when using technology, including social interactions
online or when using networked devices.
Focus Question
Can social media profiles impact future employment?
Related Questions
How can students become more aware of their place in a digital society?
Can students use social media to benefit themselves professionally?
Objective
Students will learn the consequences of a damaging social media presence and the influence it can have on their
personal and/or professional lives.
18
Resources Needed
-Post-it notes, scrap paper, or recycled paper
-Sharpie and pencil with an eraser
-Social Media Background Check Infographic
https://www.business2community.com/human-resources/9-ways-a-candidate-could-fail-a-social-media-
background-check-02148738
Begin the lesson by asking students if they think their social media profiles can impact their future employment?
Begin the lesson by giving each student or small group a post it note, sharpie, and pencil. Ask students to make a
mark on the post it note using both their pencil and sharpie. Then ask students to erase the mark(s) they made on
the post it note. Ask students if they were able to successfully erase the pencil and sharpie marks. Discuss their
results as a class.
Ask students if they think their social media profiles have a permanent impact? Ask students if they think their
social media profiles will influence their future employment?
Have students think about their own social media sites and if there is anything on their page they wouldn’t want a
future employer or college to see? Give students an opportunity to share and discuss. Ask if they think they would
be hired or fired based on what they have on their social media sites?
Discuss helpful ways to create a positive social media presence. Encourage students to think before they post.
Extension Ideas
Show students the “Social Media Background Checks” Infographic and read the accompanying article.
https://www.business2community.com/human-resources/9-ways-a-candidate-could-fail-a-social-media-
background-check-02148738
Ask students to do a Google search of their name and make a list of what comes up.
Show students how to delete a negative post, set up privacy wall, and/or remove a tag that is associated with
inappropriate content.
Teaching Tips
Provide students with examples of bad and good social media sites.
Be aware of common social media sites used by teenagers.
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Provide students with scenarios that demonstrate a person being fired or not hired because of their social media
post(s).
Invite a guest speaker to provide more insight on the consequences of a damaging social media presence.
Mini-Lesson Plan #6
IT’S PERSONAL!
(Data Privacy)
1.2 Digital Citizen

Substandard:
1.2.d Students manage their personal data to maintain digital privacy and security and are aware of data collection
technology used to track their navigation online.
Focus Question
Do students know how to create a strong password?
Related Questions
How are passwords like house keys?
How complex or simple is your password?
Do you use the same password for all sites?
Why do websites collect your personal information?
Objective
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Students will learn how to create a strong password for online sites.
Students will learn how to remove their personal data from Google’s search results.
Resources Needed
Index Cards
Whiteboard
Dry Erase Marker
Computer
Access to the internet
https://dataprivacymanager.net/what-is-personally-identifiable-information-pii/
https://www.dhs.gov/privacy-training/what-personally-identifiable-information
https://support.google.com/websearch/answer/9673730?hl=en
Ask students if they know the difference between a strong password and a weak password. Spend a few minutes
discussing the difference. Discuss how passwords should not contain any personal information that could identify
them. Have students practice writing strong passwords on an index card. Collect the index cards. Draw a T-Chart
on the board. Write the word “strong” on one side of the T-Chart and “weak” on the other side. Share the
passwords written on the index cards with the class. Ask students if they can identify who the password belongs to.
If students can’t identify who the password belongs to, tape the card to the strong side of the T-Chart, if students
are able to identify who the password belongs to, tape it to the weak side of the T-Chart.
Extension Ideas
Have students discuss an online experience they’ve had when their personal information was shared with other
sites. Explain to students how their personal information is shared and/or sold to other companies without their
knowledge.
Explain the definition of Personally Identifiable Information (PII).
Share the PII infographic from Data Privacy Manager.
https://dataprivacymanager.net/what-is-personally-identifiable-information-pii/
Show examples of PII using the following video:
https://www.dhs.gov/privacy-training/what-personally-identifiable-information
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Show students how to remove select PII from Google Search.
https://support.google.com/websearch/answer/9673730?hl=en
Teaching Tips
Make sure students know they should not share their personal information with anyone, including their
classmates.
Implementation Reflection
Mini Lesson #1
Toxic-Free Connections (Social Responsibility)
What
The goal for this lesson was for students to learn how to act responsibly when interacting with peers in an online
environment.
For this lesson, students participated in a group discussion on what it means to be socially responsible. After the
group discussion, students watched two TED Talk videos on being good, responsible citizens. Then, students were
tasked with applying what they learned from the videos to the way they socialize online. I provided students with
examples of toxic online communication and asked questions while we discussed some of the responses. Lastly,
students had to do one of the following: 1) Draw a picture of themselves using a form of digital communication to
interact with someone, 2) Record a scenario of good vs. bad social behaviors in an online environment, or 3)
Create a PSA informing students about social responsibilities in a digital environment.
Emotions
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During the implementation of this lesson, I felt satisfied, and I felt a sense of accomplishment. The students were
very eager to discuss the topic, which made it easier for me and them to discuss some of the more sensitive topics,
such as bullying. I was also surprised that some students admitted their behavior wasn’t very responsible and they
could make better decisions about how they act online.
Perspectives
Student: I discussed how to act online when interacting with my peers. The teacher asked me to watch videos
about acting responsibly and write down some notes from the videos. After that I discussed how some of my
friends act online and how I’ve experienced bullying. I also told the teacher how I can act better when I interact
with my peers. After that, I recorded a video with my classmates to show the teacher good vs. bad social behaviors
in an online environment.
Teacher: I started the lesson with a discussion to get the kids comfortable talking about how they act and
communicate online. Then, I shared to TED Talks about how to be a good digital citizen. I asked students to take
notes, then we talk about toxic online behaviors and the consequences. I ended the lesson by asking students to
choose one of three ways to demonstrate how they should act when interacting with their peers online.
Addressing Diverse Learners
I considered the needs and backgrounds of my students by finding videos and discussing topics that were related
to their age group, such as cheating, harassment, and risky behaviors. I opened the conversation with a class
discussion to help them get comfortable enough to share and to prepare them for other sensitive topics. As a
digital educator, I couldn’t get some of my shy students to open up and share their experiences, but I believe the
lesson and group discussions were still effective.
Position
As an educator, I believe students should have the opportunity to share their experiences in a safe learning
environment. I believe it’s the responsibility of the teacher to make the environment conducive to learning and to
create a culture that is open to sharing amongst their peers.
Actions
23
As a digital citizenship educator, I will have more topics readily available to discuss with the students. I will
probably put them on notecards and provide real examples of what I’ve witnessed online. I also think it will be
good to have a police officer come and talk to the students about some of the toxic online behaviors they’ve seen
that have resulted in jail time. Overall, I think this lesson was very successful. The students were engaged and
ready to talk because many of them had experienced some form of toxic behavior online.
Mini Lesson #2
What Would You Do? (Digital Empathy)
What
The goal for this lesson was for students to learn how to express empathy in an online environment.
The lesson was introduced with an opener about an experience I had with a student sharing a snapchat picture of
myself with an eggplant in my mouth. As a class, we discussed some of the emotions I felt when I found out about
the picture. Students were then asked to share an embarrassing or unkind experience they’ve had online and how
it made them feel. We also discussed the meaning of empathy. Then, students were given the definition of
empathy and I showed them a TED Talk video about Empathy in the digital age. We discussed the video as a class,
then I explained to students that empathy is way for them to understand their own feelings and the feelings of
those around us. After the discussion, I gave student various role play scenarios to act out, record and post on the
class Flip account. Then students responded to some of the videos with a video response. I closed the lesson by
explaining to students that importance of being non-judgmental when other people are sharing their views or
feelings, both online and offline. I reassured students the classroom is a judgement free zone and they are
welcome to share their viewpoints without being judged. Lastly, each student took a few minutes to write
encouraging messages or words about sharing their feelings on a post it note to hang around the room.
Emotions
I felt very vulnerable as I completed this lesson with my students. During the opener, I shared a very embarrassing
moment that happened during class a few years ago. When I saw that students were actively listening and asking
questions as I shared my experience, I felt more comfortable sharing my emotions. I think sharing my experience
made the students feel more comfortable too.
Perspectives
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Student:
I listened to my teacher as she shared an embarrassing moment that happened to her while she was teaching.
After that, I shared an embarrassing moment that happened to me on social media, and how it made me feel.
After I shared, some of my classmates shared their experiences as well. I was asked to watch a TED Talk video
about empathy in the digital world. We discussed the video then acted out and recorded role-play scenarios to
demonstrate how we would respond to an online situation.
Teacher: I opened the lesson with an embarrassing moment that went viral while I was teaching, then I discussed
other embarrassing moments with students and asked them how they felt in that moment. I gave students the
definition of empathy and shared a TED Talk video with them about empathy in a digital world. Then, I gave
students a scenario to act out and record. I told students to then upload the video to the class Flip account and
respond to other classmates’ posts.
I opened the lesson with a relatable situation, that I’m sure my students have witnessed or experienced before. I
also chose scenarios for them to act out that are related to their age group.
Position
As an educator, I’ve seen how the digital world has changed dramatically in the last 10-15 years. The rise in
popularity of social media only seems to be accelerating and I understand the value and responsibility of teaching
students how to show empathy when communicating with others online.
Actions
As a digital citizenship educator, I will continue allowing my students to share their online experiences with me and
their peers. I think many of my students are learning from other students’ online experiences. I think for the next
implementation it will be important to share a few statistics to show how someone’s actions have affected others.
Mini Lesson #3
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Own Your Mind (Intellectual Property)
What
The goal for this lesson was for students to understand the definition of intellectual property and to be able to
identify different types of media as intellectual property.
For this lesson students had to complete a K-W-L chart for the term intellectual property. We discussed the
responses together as a class. I explained the definition of intellectual property, then I showed students examples
of different types of intellectual property. I showed the video, Understanding Intellectual Property on YouTube and
explained to students that intellectual property has value because it is legally protected. Then, students were given
more examples of intellectual property and intellectual property theft. Students were then asked to find and share
an online article revolving around the theft of a trade secret, trademark, logo, copyright, or patent. Students then
shared their articles with the class. After students shared, they were given a list of five items that are considered
intellectual property and five nonintellectual property items. I wrote the list on the board and as an exit ticket I
had students identify the five intellectual property items.
Emotions
This lesson did not excite me as much as the other lessons because students did not seem to be engaged. I think
this is because students weren't very interested in the topic, and they couldn't relate as much as they did with the
other previous topics.
Perspectives
Student: I had to complete a K-W-L chart with my classmates about the term intellectual property. The teacher
then gave me a list of examples of different types of intellectual properties I had to watch a video on intellectual
property and then we discussed how intellectual property has value and how it is legally protected then the
teacher gave us more examples of intellectual property and intellectual property theft. After that, I had to find and
share an article about intellectual property. I shared an article about trademarks and logos with the class. Then as
an exit ticket the teacher gave us a list of five items that are considered intellectual property and five
nonintellectual property items, and we had to identify the intellectual property items from the list.
Teacher: I implemented the lesson by giving students a K-W-L chart to complete together as a class. We discussed
everyone's responses and then I showed a video on intellectual property. Then I shared the value of intellectual
property and how it is protected legally. I gave more examples of intellectual property and intellectual property
26
theft. Students then had to find their own article to share about a trademark, logo, trade secret, copyright, or
patent. Lastly, as an exit ticket I asked students to identify five intellectual property items from a list of non-
intellectual property and intellectual property items.
As a digital citizenship educator, I felt like I was not able to meet the needs and backgrounds of my audience. I
think intellectual property is a more complex topic and many of my students can’t relate to the topic at their age;
therefore, I found it hard to find information that would be relatable.
Position
As an educator, I believe the topic of intellectual property is extremely important for my students to understand
because there are so many instances where people have stolen intellectual property without realizing what they
have done. By teaching my students the simple definition of intellectual property this can prevent any future
incidences with intellectual property theft, and they can become better digital citizens.
Actions
As a digital citizenship educator, I will find more information and topics that are related to my students’ age group.
I think many of my students checked out at the very beginning of this lesson because it wasn't very interesting to
them, and they couldn't relate to the topic. Also, I will find a better way to present the information to them other
than using a K-W-L chart and articles.
Mini Lesson #4
Let’s Talk (Ethical Communication)
What
27
The goal for this lesson was for students to develop an understanding of the importance of positive behavior and
attitudes when communicating in an online environment.
I began the lesson by asking students to describe their behavior when communicating online, I also asked if their
online profile and online behavior would be acceptable in real life. Students then shared their social media
experiences and how they communicated with businesses and different corporations online. We also discussed the
proper way to correspond with someone through e-mail. Next, I showed a video about Internet ethics on YouTube.
Then, students had to think about the term communication and community and they had to write their definition
of both on a piece of paper and how they think the two terms are related I explained to students that we live in a
community and citizens of a community have to be mindful of their decisions and choices next I wrote a quote on
the board about communication and ask students to discuss the quote with their table group. Each group then had
to provide a response to the question, how does communication affect online communities? Each group then
shared their answer to the question and perception of the quote with the class. Each group was then asked to
create a list of acceptable online behavior traits that would be ideal for promoting positive online behavior and
they had to illustrate those positive online behaviors in the form of a poster to hang in the classroom.
Emotions
I felt like this lesson was very light and fun, it was very easy to implement, and I felt like students easily understood
what I meant by acceptable online behavior. I think this lesson was easy for me and my students because I always
try to model acceptable online behavior when I'm communicating with them online.
Perspectives
Student: I had to explain to the teacher how I behave online and share some of my social media experiences and
communication with businesses. I told the teacher about an experience I had with someone who was selling
sneakers online. I shared how I got into an argument with someone who designed sneakers because they did not
respond to my messages as fast as I wanted them to. Other students also shared some of their experiences they've
had online with businesses. Then, we watched a video about Internet ethics, and I had to write a definition for
communication and community and how I thought the terms were related. The teacher then explained to us how
our decisions can affect our community. The teacher then wrote a quote on the board, and we had to discuss the
quote with our table group. We also had to write a response to a question about communication and online
communities.
Teacher: I began the lesson by asking students to describe their behavior when communicating online. Students
shared how they behave online and whether they thought it was acceptable in real life. We also discussed how to
properly write an e-mail to their peers, employers, and teachers. I then show students a video about Internet
ethics and had them think about the terms communication and community and write down their definition of both
terms on a piece of paper. Next, I gave students a quote and a question to respond to with their table group. Each
28
group then created a list of online acceptable behavior traits and created a poster that illustrated those positive
traits.
As a digital citizenship educator, I was able to consider the needs and backgrounds of my audience by providing
students with various online behaviors that related to their age group.
Position
As an educator, I value this topic because I feel if students can behave in a positive manner online, we will have a
more positive community online and in the real world.
Actions
As a digital educator, I was able to get a better understanding of what students think is acceptable online behavior
as they shared their online experiences. I also saw the need for more lessons that discuss how to properly
communicate in a professional manner. Many of my students stated they communicate using text message
language and they do not use complete sentences.
Mini Lesson #5
Make Your Mark (Digital Identity)
What
29
The goal for this lesson was for students to learn the consequences of a damaging social media presence and the
influence it can have on their personal and professional lives.
I began the lesson by giving each table group a post-it note, sharpie and a pencil. I ask the students to make a mark
on the post it note using both their pencil and sharpie. Then I asked students to erase they made on the post it
note. I asked students if they were able to successfully erase both the pencil and sharpie marks. Students then
shared their results with the class. I asked students if they think their social media profiles have a permanent
impact on their lives and future employment. In addition, I asked students to think about their own social media
sites and if there's anything on their page they wouldn't want a future employer or a college to see. Students
shared their responses and we discussed it as a class. I asked if they think they would be hired or fired based on
what they have on their social media sites, and we discussed helpful ways to create a positive social media
presence.
Emotions
This lesson was interesting to me because students really opened up and shared a few things that were on their
social media sites. I was surprised to know that some of my students had several posts on their social media pages
that would raise some eyebrows of future employers and colleges. I was also impressed by my student’s
willingness to delete some of their posts after they completed this lesson.
Perspectives
Student: I had to make two marks on a sticky note. One mark was with a pencil and another mark was with a
sharpie. The teacher then asked me to erase both marks. I told her I was unable to erase the sharpie mark because
it was permanent. Then the teacher told us about how our social media profiles are permanent, just like the
marking on the post it note. She also said anything we put on our social media pages is permanent and accessible
for the world to see. After that I discussed helpful ways to create a better social media presence.
Teacher: Students were asked to make two markings on a post it note-one with a pencil and another with a sharpie
permanent marker. I asked each student to erase both markings. Students then shared they were not able to erase
the permanent marking they made on the post it note. I shared with students the importance of thinking twice
about what they post on their social media sites because future employers and colleges are able to access anything
they share and discuss online. I then encourage students to think about ways to create a positive social media
presence that would not affect their future.
30
for this lesson I was able to meet the needs of my learners by using examples that were directly related to their
behavior, culture, and age group. Many of my students are actively involved on social media and this was a topic
that they were very excited to discuss.
Position
As an educator, I believe it is extremely important to teach students how to create a positive social media presence
while they are young because their behavior can affect whether they are accepted to a college or hired for future
jobs. Also, this teaches them how to be a responsible digital citizen.
Actions
As a digital citizenship educator, I believe this lesson was very effective, although it was simple. I do not plan to
make any changes to this lesson because I believe I was able to effectively meet the goal that I set for my students
Mini Lesson #6
It’s Personal (Data Privacy)
What
The goal for this lesson is for students to learn how to create a strong password for online sites and to learn how to
remove their personal data from Google search results.
I began the lesson by asking students if they know the difference between a strong password and a weak
password. Students then shared their responses. I spent a few minutes explaining the difference between a strong
password and a weak password, I also discussed how password should not contain any personal information that
could easily identify them. I then had students practice writing strong passwords on an index card. I drew a T- chart
on the board, wrote the word “strong” on one side of the T- chart and “weak” on the other side of the T-chart. I
shared the passwords written on the index cards that students wrote at the very beginning of the lesson. Students
were then asked if they could identify who the password belongs to. If students couldn't identify who the
password belonged to, I taped the card to the strong side of the T- chart and if students were able to identify who
the password belonged to, I taped it to the weak side of the T-chart.
31
Emotions
This was a fun lesson for me as well as my students. I was eager to see what my students thought were strong
passwords and I was pleased to know that many of them already knew how to create strong passwords.
Perspectives
Student: I had to discuss what a strong password is with the teacher, and I had to write down an example of a
strong password on a note card for the teacher to share with the class. After that, me and my classmates played a
game to see if we could decide who the passwords belonged to.
Teacher: I began the lesson by discussing the difference between a strong password and a weak password. Then I
spent a few minutes discussing the difference between the two. I share with students how passwords should not
contain any personal information that could easily identify them. Then, I asked students to practice writing strong
passwords on an index card, and we played a game to see if we could identify who the passwords belong to.
I considered the needs and backgrounds of my students by making the topic relatable, fun, and easy to
understand. Many of my students enjoy learning new topics through games, therefore, I thought it would be good
to teach this lesson using a guessing game.
Position
As an educator, I truly value the importance of teaching my students how to create a strong password. I believe
doing this will help prevent any potential identity theft and it will keep them protected while they are using any
form of online communication and purchasing.
Actions
32
As a digital citizenship educator, I don't believe I will change anything about the implementation of this lesson.
Everything went well and students seem to have a great time creating passwords and guessing who the passwords
belong to.
33

Digital Citizenship Project: FALL 2022 ITEC 7455: Digital Citizenship in Schools Dr. Matthew Wilson, Professor

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Digital Citizenship Project: FALL 2022 ITEC 7455: Digital Citizenship in Schools Dr. Matthew Wilson, Professor

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FALL 2022

ITEC 7455: Digital Citizenship in Schools

Online Safety Action Plan

1. Developing a school leadership team committed to creating and maintaining a safe

2. Establish an Online Safety December 2022

5. Develop online safety resources for March 2023 (Post-planning)

6. Provide at least one online safety May 2023 (Post-planning)

Task(s): Person(s) Responsible:

2. Establish an Online Safety Christie Glaze and Technology/Media

5. Develop online safety resources for Online Safety Professional Learning

6. Provide at least one online safety Online Safety Professional Learning

ISTE Standards for Students

How can you enhance social responsibility in an online setting?

TED Talk video, Being a Good Digital Citizen- https://youtu.be/ZDX0j_rRMJE

Projector or electronic device to show YouTube videos.

Electronic device to use for recording and role-playing scenarios.

Show TED Talk video, Being a Good Digital Citizen- https://youtu.be/ZDX0j_rRMJE

Examples may include the following:

-harassing players in an online game

Have a counselor speak to students about behaving responsibly online.

Develop your own list of socially responsible behaviors.

Make sure no students are left out of the class discussion.

ISTE Standards for Students

Why are ethics and empathy important in digital citizenship?

How can students act with empathy when engaging online?

How is empathy connected to digital citizenship?

Webster’s Definition of Empathy (optional)- https://www.merriam-webster.com/dictionary/empathy

Projector or electronic device to show YouTube videos.

Electronic device to use for recording and role-playing scenarios.

Give students the definition of empathy.

B. According to _______, we should think about ______ in this way: _______.

3. Scenario: A digital citizen wants to respectfully bring up an idea or viewpoint that is

B. I appreciate the experience shared by _________, but in my experience __________.

B. I used to think__________, but now I understand________________.

Have students develop their own sentence frames.

Invite virtual guest speakers to engage and motivate the students.

Show the video, The Power of Empathy, presented by Audrey Moore.

Be sure to view all YouTube videos prior to showing them to students.

Make sure no students are left out of the class discussion.

Have students create a www.flip.com account prior to starting the lesson.

Empathy. (n.d.). In Merriam-Webster’s online ditionary (11th ed.). Retrieved from

TEDx. (2016, April 1). Empathy in digital age [Video]. YouTube.

TEDx. (2017, August 23). The Power of Empathy [Video]. YouTube.

ISTE Standards for Students

What type of media is considered intellectual property?

How does intellectual property theft occur?

a. Understanding Intellectual Property- https://youtu.be/UqZJPuyK9VY

Have student research the rights a copyright owner has.

ISTE Standards for Students

What boundaries should be in place when communicating online?

How does communication affect online communities?

Markers, Pencils, Pens

Internet Ethics- https://youtu.be/8LBKUmmzR7s

Computer with internet access

Ask students to discuss this quote with a group of 4-5 students.

5. Have each group write a response to following question:

How does communication affect online communities?

Familiarize yourself with rules of Netiquette.

ISTE Standards for Students

Can students use social media to benefit themselves professionally?

-Sharpie and pencil with an eraser

-Social Media Background Check Infographic

Be aware of common social media sites used by teenagers.

B. According to _, we should think about in this way: ___.

B. I appreciate the experience shared by _, but in my experience __.

B. I used to think, but now I understand______.