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FRIT 7739: Collaborative Unit on Digital Citizenship

Joseph D. Johnson

Spring 2016

Part 1: Identification of Learning Problem

General Audience
The general audience that I am working with concerning this unit are 20 second grade
students (7-9 years old). The audience consists of 12 male students and 8 females
students, all of which are of African-American descent. 100% of students are on free
lunch, and come from a lower socioeconomic bracket (as our site covers three areas
predominately public housing. According to Mrs. Taylor (who I am collaborating with on
this project), 3 of her students have repeated second grade.
Problem Identification
Mrs. Taylor with whom I am working, helped me identify main issues that she sees with
her class when using technology in the room. Many are going on websites that are not
appropriate, and many are not able to properly search for information when asked to do
group projects. Also, another related problem to this is going on

Standards
3. Research and information fluency - Students apply digital tools to gather,
evaluate, and use information.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
ISTE S5. 5. Digital citizenship - Students understand human, cultural, and societal
issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship (make good choices, act as a role model, &
provide guidance to others)

Instructional Goals
After this particular training, students will be to:

Students will learn how to safely surf the internet, and proper rules to follow
when online.

Students will learn to find the information they need.

Students will learn what plagiarism is and how to cite resources corrrectly.
Part II: Learner Analysis

Introduction
The general audience that I am working with concerning this unit are 20 second grade
students (7-9 years old). The audience consists of 12 male students and 8 females
students, all of which are of African-American descent. 100% of students are on free

breakfast and lunch, and come from a lower socioeconomic bracket (as our site covers
three major public housing complexes in the inner-city).
Out of the 20 students, 10 are considered to be EIP either in reading, math, or both. 1
students is currently being tested for SPED for the 2016-2017 school year. 3 students are
pulled at the end of the day 3 times weekly for 45 minute intervals of intensive training.
All three students are in the RTI process, and one other is in RTI for behavior.
Information was gathered with Mrs. Taylors aid from benchmark scores, such as the
STAR Reading assessment and results from their benchmark testing using M-Class Math
to help me identify specific issues that may impact learning. Permanent records,
registration forms, and PowerTeacher have been reviewed to attain demographic
information, promotions, retentions, and test scores (such as GKIDS) from the year prior.
RTI records for the 3 students mentioned above have also been utilized to understand any
deficiencies or obstacles that might constrain those students learning.
Any deficiencies are based on the Common Core Georgia Performance Standards that
have been rolled out state-wide which expects the students to master these skills before
the end of second grade.

Entry Skills and Prior Knowledge


All students that will be participating have used a variety of technology within the school
on a daily basis. This consists mainly of PCs, iPads, and Chromebooks. Therefore, I
found the main common entry traits to be:
1. Basic keyboarding and computer skills (such as using the mouse
and operation of the hardware).
2. Ability to open programs and simple computer skills and ability.
3. Basic understanding of email and navigation tools.

Much prior knowledge varied, and depended on the amount of computer use students
were exposed to. However, 18 out of 20 can utilize specific programs such as Odyssey
online, and other programs that are routinely used in Mrs. Taylors class without help in
tasks such as logging in.

Attitudes Toward Content & Motivation


To gauge attitudes toward the content of the unit (namely digital citizenship and proper
use of the internet, finding information, and citing that information correctly) I gave a
quick survey using Kahoot!. This survey consisted of:
1. Do you have a computer or internet capable technology at
home?
2. How often do you go online?
3. Do you like going online when you do?
4. Would you like to know more than you do about getting around
online?
5. Do you know how to get information or pictures online and give
credit to who made it?
Once given the survey, I found out that only 11 out of 20 have computers at home (or a
tablet or smartphone). From those 11, only 8 get online regularly (at least once a day at
home). 20 out of 20 students stated that they loved getting online when they could.
However, 13 stated that they would like to know more about navigating around online.
Another 8 claimed that they could properly give credit and cite any information or
pictures they take from online.

Part III: Task Analysis


Task Analysis
I conducted the task analysis using a topic and procedural analysis, since the
understanding internet safety, resource collection, and citation requires a both topical and
procedural tasks (or steps) that the participants need to learn.

These topical and

procedural tasks are needed in order to properly understand basic rules on internet
surfing, how to find information using keywords or beginning letters to search properly,
and how to correctly cite that information so it is not plagiarized.

Task Analysis Outline


1. Going Places on the Internet Safely
1.1 Nearpod Online Internet Safety Module
1.1.1 3 Internet Rules to keep safe
1.1.1.1
Always ask a parent or teacher first.
1.1.1.2
Only talk to people you know.
1.1.1.3
Stick to places that are just right for you.
1.2 How to find where you are going
1.2.1 Appropriate sites that are student friendly
1.2.2 Web browsers and student friendly resources
1.3 Assessment 1: Why are following the 3 rules important to stay
safe?

2. Searching Online
2.1 Nearpod Online Module: A,B,C of Searching
2.1.1 Using the alphabet to find things online
2.1.1.2 Finding appropriate sites (Web Browsers by subject)
2.1.1.3 Using specific search terms.
2.1.2: Assessment 2: Searching the Internet Quiz

3. Citation and Plagiarism


3.1 Citation and Plagiarism Basics
3.1.2 Video is to be watched covering citation and plagiarism essentials.
3.2 Plagiarism
3.2.1 Definition of Plagiarism
3.2.2 Fair Use and Creative Commons
3.3 Citation
3.3.1 Steps to cite pictures or information from a website
3.3.1.2 Add source website or author to give credit
3.3.2 Assessment 3: Citation Quiz

Subject Matter Expert (SME)


I will serve as the SME for this Digital Citizenship Unit along with Mrs. Taylor at
Gadsden Elementary. My formal education consists of a B.S. Ed. in Early Childhood

Education, Georgia Certification for Grades PK-5 received from Armstrong Atlantic State
University. I have also had six years of experience in the classroom in an inner-city
school teaching 2nd grade for two years, 3rd grade for one year, kindergarten for one year,
and 1st grade for three years. I also have five years experience in training and technology,
working for EarthLink. I am currently pursing my M.Ed. in Instructional Technology and
Media Specialist Certification from Georgia Southern University, and have passed my
GACE for both Instructional Technology and School Library Media in K-12.

Mrs. Julia Taylor is the second SME. She has taught at Gadsden for 10 years, and has
been in second grade the entire time. Overall, she has been in the system for close to 21
years. She has taught a variety of children, including time in China. She currently holds a
M.Ed. in Curriculum.
The primary qualification that we both have is experience as a classroom teachers as well
as being very well versed in technology, which can help guide students throughout the
unit.

Link to Online Module: http://bookwormjoey.wix.com/digital-citizenship

Part IV: Instructional Objectives

1.

Going Places on the Internet Safely


a)

Introduction to internet safety

b)

3 Rules to remember to be safe on the internet

2.

3.

Searching for Information


a)

Decide what you are looking for

b)

Use the first letter or word to help find information

c)

Web Browsers

d)

Stay away from unknown people

Plagiarism and Citation


a)

What is plagiarism?

b)

Fair Use and Creative Commons

c)

How to cite information or pictures from the internet.

Assessment Examples

The assessments that I have created are performance based and have been added into the
module. I want participants to be able to demonstrate the key concepts they learn and use
that information to effectively utilize the internet safely, find information, and correctly
cite that information once it is given. It asks students to focus on the 3 safety rules on the
internet. They are asked why they are important, and to give examples. They will do this
in an embedded email, which they will send to me when they are done. A rubric will be
used to give appropriate points. The second and third assessments for Lesson 2 and 3 are
multiple choice quizzes focusing on the main objectives that the student needs to learn.
At the end of the unit, participants should be able to demonstrate what they have learned
and should be able navigate to safe websites, find appropriate information, and cite that
information. By completing these tasks, this not only shows whether they have

understood the processes in digital citizenship, but also follows the UDL by giving
multiple methods and tasks that fit each learner.
KA Part VI: Instructional Sequence

Sequence
1
2
3
3

Description
Going places on the internet safely
Searching on the internet
Plagiarism
Citations

Objective
1
2
3a.
3b.

This sequence builds on concepts of learning-related sequencing and order. The learner
will proceed through each lesson, building on key strategies learned from the last. This
requires the instructor and participant to follow a logical and scaffolding progression
when completing the objectives and tasks that will be set out in the lessons.

Part VII Assessment Data


Lesson1

Students

Unsatisfactory

Satisfactory

Exemplary

(0-69%)
0

(70-89%)
7

(90-100%)
13

Lesson 2

Students

Unsatisfactory

Needs

Satisfactory

Exemplary

(0-69%)

Improvement

(75-89%)

(90-100%)

(70-74%)
1

18

Unsatisfactory

Needs

Satisfactory

Exemplary

(0-69%)

Improvement

(75-89%)

(90-100%)

(70-74%)
0

17

Lesson 3

Students

At the end of the online course, I will conduct learner evaluation using a customized
survey of multiple choice questions.

Survey for Learner:

1. After finishing the online course on Digital Citizenship, do you think you can go
to appropriate sites that are just right for you?
a. yes

b. somewhat

c. no

2. Did you find this online course to be easy to understand and follow along with?
a. yes

b. somewhat

c. no

3. How sure are you about being able to find information on the internet you need?
a. yes

b. somewhat

c. no

4. Did the course help you better understand what plagiarism is?
a. yes

b. somewhat

c. no

5. Do you have a better understanding of how to cite your information or pictures


you get off the internet and want to use?
a. yes

b. somewhat

c. no

6. Do you have a better understanding of what fair trade and creative common
resources are?
a. yes

b. somewhat

c. no

7. Using all these strategies learned in this course, are you now confident you can
teach others how to search and cite information online?
a. yes

b. somewhat

8. What was your favorite thing about this online course?

9. What was the hardest thing about this online course?

10. Is there anything in the course that you would change?

c. no

Survey for SME

1. After completion of the online course on digital citizenship, do you think all
content was present and given to the learner in a sequence that was appropriate?
If no, please explain.
2. Did the objectives set out in the online course conform to ISTE Standards,
covering all information needed to be presented set forth by Georgia?
3. Were principles of UDL apparent in the content of the course? If no, which areas?
4. Were the assessments in the module relative to each lesson that was taught?
5. Should anything be added or taken away from the online course?
6. What are your suggestions to make this online course better for the learners or for
the teacher?

After the students have taken their surveys, I looked at the surveys using qualitative
analysis for each question. Also, I will take a look at what the SME (myself and Mrs.
Taylors responses for possible future changes to this course) stated in the survey. The
results from the qualitative analysis and feedback from the SME will drive any
corrections, amendments, or augmentations necessary for a more effective online course.