Margaret Bray Kat Fowler Leigh Anne Macquarrie

1. Digital Citizenship Group 4 Margaret Bray Kat Fowler Leigh Anne Macquarrie

2. True or False • Millennials (age 16-34) spend less than 20 hours per week online. • Millennials spend 8 hours a week on social media websites. • Children (0 to age 6) spend the same amount of time outside as with electronic media. Sources: Millenials Up Their Time and The Kaiser Family Foundation

3. What makes a good Digital Citizen?

4. Making Curriculum Connections- Grade 5

5. Digital Literacy Instructional Activity 1

6. Setting the Stage for learning about Digital Literacy

7. Cross-Curriculum Standards Common Core/Reading Integration of Knowledge and Ideas • Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).

8. Cross-Curriculum Standards NETS standards • 1. Creativity and Innovation • 3. Research and Information Fluency • 6. Technology Operations and Concepts • GPS/Music • M5GM.8b: Describe the relationship between music and disciplines outside the arts. • M5GM.7b: Explain personal preferences for specific musical works and styles using appropriate vocabulary.

10. Presented Info in Interesting way Similar content

11. Project-Based Learning To prepare students for project, class will practice legally downloading and uploading images and music. Students use The Definitive Big6 Workshop Handbook by Michael B. Eisenberg and Robert E. Berkowitz as a guide for internet research. • Students will form groups and choose one of the 5 elements of digital literacy to research and create a student-made video using Microsoft Movie Maker.

12. Blooms’ Taxonomy and Higher Order thinking: Video Music Journal entry Digital Literacy, Search engines, and Movie making applications Knowledge about DL

13. Instructional Activity 2 Digital Footprint Also known as a digital shadow…we leave footprints of what we write and what we upload on the web. Includes our usage of TV, mobile phone, Internet, mobile web, and other sensors and devices. (Eke, 2012) “online portfolios of who we are, what we do, and by association, what we know” (Richardson, 2008)

14. Which statement is true for you: • I actively upload information about me online and I take some steps to limit personal information but I don’t worry about the availability of my online data. • I worry about my personal information being available online and I am proactive in limiting online data. • I am anxious about my personal information being available online but I do not limit my online information. • I don’t worry about the information available online and I don’t do anything to limit information about me online.

15. Which statement is true for you: Confident & Creative • I actively upload information about me online and I take some steps to limit personal information but I don’t worry about the availability of my online data. • I worry about my personal information being available online and I am proactive in limiting online data. • I am anxious about my personal information being available online but I do not limit my online information. • I don’t worry about the information available online and I don’t do anything to limit information about me online. Concerned & Careful Worried by the Wayside Unfazed & Inactive

16. 17% • What about your students? Statistics from Pew Internet & American Life Project , 2013

17. Cross-Curriculum Standards Common Core/English Language Arts • ELACC5W8: Recall relevant information from experiences or gather relevant information from print and digital sources, summarize or paraphrase information in notes and finished work, and provide a list of resources. • ELACC5SL4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.

18. Cross-Curriculum Standards NETS-S • 5T5a. Advocate and practice safe, legal, and responsible use of information and technology. • Guidance Standards (QCC) Strand A. Self Knowledge Describe positive characteristics about self as seen by self and others. Identify how behaviors affect school and family situations. Describe how behavior influences the feelings and actions of others. Demonstrate a positive attitude about self. Identify personal interests, abilities, strengths, and weaknesses. Describe ways to meet personal needs through work.

19. Instructional Activity 2 • Student will analyze own use of internet. • Student will gather facts by watching video clips and researching online articles using GALILEO. • Student will create infographic that can be used to teach others about • digital footprint.

20. Example of infographic using Easel.ly

21. Lesson Differentiation Students needing additional support including ELL students: • Vocabulary listed on Word Wall. • Basic templates for infographic will be provided. Gifted students • Analyze a historical figure and describe what his/her digital footprint might include. • Locate and use additional infographic sites for creation of infographic (piktochart, infogr.am)

22. Blooms’ Taxonomy and Higher Order thinking: Infographic Video Digital Footprint handout Digital Footprint, Search engines, and infographic applications Knowledge about DF

23. Instructional Activity 3 Cyber-bullying Not just a high school problem anymore. The cyber-bullying epidemic is spreading to middle and even elementary schools.

24. 160,000 students stay home from school every day because of bullying! Are you prepared as an educator? • Place a check mark next to your name if your teaching program prepared you for cyber-bullying. • Place an X next to your name if your program did not.

25. Where do we start as educators? Question for Elementary school teachers: Raise your hand or type in the discussion board Has your school ever provided professional development about the safety of your students online? How can we start?

26. Cross-Curriculum Standards English/Language Arts Common Core GPS ELACC5RL6: Describe how a narrator’s or speaker’s point of view influences how events are described. ELACC5RI10: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently. ELACC5W3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

27. Cross-Curriculum Standards Health Georgia Performance Standards: HE5.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Description: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. Fifth grade students will examine how the family, peers, culture, and media influence personal and family health. Students will begin to examine their personal values, beliefs, and perceived norms as they relate to health behaviors. NETS-S: Technology Operations and Concepts Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems b. Select and use applications effectively and productively

28. Instructional Activity 3 The key is INTEGRATION in the curriculum. • Read book in small group, with teacher, or individuallybased on reading level. • Watch teacher-made video about cyber-bullying. Listen to Taylor Swift’s Mean • Honest discussion of cyber-bullying. Use ActiVotes if needed.

29. Instructional Activity 3 • Finish this narrative story using Pixton. • Must have at least 3 additional panels. • Must follow guidelines for narrative storytelling.

30. Blooms’ Taxonomy and Higher Order thinking: Cartoon Music Lyrics Feelings and emotions dealing with bullying. Knowledge about bullying

31. Instructional Activity 4 • Look at these startling statistics about Internet usage. • 71% of kids get messages online from someone they don’t know • 45% were asked for personal information by someone they didn’t know • 30% considered meeting someone they only talked with online • 40% will usually reply when they get messages from strangers, but only 18% will tell an adult • INTERNET SAFETY STATISTICS FROM: Teenage Research Unlimited (2006). Teen Internet Safety Survey. National Center for Missing & Exploited Children and Cox Communications. Internet Safety

32. Internet Safety

33. Cross-Curriculum Standards English/Language Arts Common Core GPS ELACC5W4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in Standards 1–3 above.) ELACC5W6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. ELACC5SL5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.

34. Cross-Curriculum Standards Health Georgia Performance Standards: HE5.2: Students will analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors. NETS-S: Critical Thinking, Problem Solving, and Decision Making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and re sources. b. Plan and manage activities to develop a solution or complete a project

35. Instructional Activity4 • Students act out different situations for Internet Safety. • Sign Internet Safety Pledge. • Create Internet Safety rules to display on their website. • Select one other project for the website. • Be sure to follow guidelines when posting online!

36. Webpage Example

37. Blooms’ Taxonomy and Higher Order thinking: Website Work for safety Previous material Digital Citizenship

38. Bray Reflections I learned a lot about digital citizenshipfrom this project! My group members were organized, well-prepared, and efficient so working with them was a pleasure. I like that some artifacts from the past assignments could be used or adapted. That helped tremendously.

39. Fowler Reflections At first, I was very hesitant to work on this large group project. I know I needed group members to accomplish all the different artifacts and tasks, however, most of the time, group projects end up being a nightmare. Luckily, the exact opposite happened. Leigh Anne and Margaret were great group members. We all had great communication and very similar teaching styles, so working on our project was enjoyable.

40. Macquarrie Reflections I got a bad case of Spring fever, which made it hard to focus! Everyone in the group was flexible, and our personalities were a perfect match. The artifacts took a lot less time, since I had prior experience from the past assignments.

41. Group Reflections • Narrowing down such a broad topic was a challenge • Overwhelmed with a plethora of resources and info • Deciding age group was a hard decision • Communication was a major strength among our group

42. The End… any questions?