Digital Citizenship & Responsibility
FRIT 7234 Ethical Use of Information Embedded Lesson
Elements: 4.1, 4.2, 4.3
Reflection
In FRIT 7234, Information Fluency and Inquiry Learning, I had to develop lessons that would lead to inquiry in the classroom. We had been reading about the 8 elements of an inquiry-based practice in the classroom: 1. Authenticity, 2. Deep Understanding, 3. Performances of Understanding, 4. Assessment, 5. Appropriate Use of Technology, 6. Connecting with Experts, 7. Student Success, 8. Ethical Citizenship. I discovered that within the confines of mathematics I might just be able to “kill two birds with one stone”. I can have the students use the components of digital citizenship: cybersafety, information literacy, media literacy, and digital literacy all within the core block of mathematics.
This lesson plan was then developed to encompass those two ideas. They will be working on inquiry-based math concepts and at the same time learning the aspects of being a well-rounded digital citizen. The first part of this lesson has them learning the ethical use of information through guided platforms of learning. After a brief assessment of this from a student developed product, they would then start working on an inquiry-based math lesson. Below the plan is another artifact that is used in the lesson. By using a curated list of resources it makes it easier to guide the students to find the appropriate information.
This was a great learning experience that I did implement in my classroom. I am currently collaborating with a couple of teachers to do more of this. We already had the inquiry-based lessons but by embedding components of digital citizenship in them, it allows the student to gain those aspects as well.
In FRIT 7234, Information Fluency and Inquiry Learning, I had to develop lessons that would lead to inquiry in the classroom. We had been reading about the 8 elements of an inquiry-based practice in the classroom: 1. Authenticity, 2. Deep Understanding, 3. Performances of Understanding, 4. Assessment, 5. Appropriate Use of Technology, 6. Connecting with Experts, 7. Student Success, 8. Ethical Citizenship. I discovered that within the confines of mathematics I might just be able to “kill two birds with one stone”. I can have the students use the components of digital citizenship: cybersafety, information literacy, media literacy, and digital literacy all within the core block of mathematics.
This lesson plan was then developed to encompass those two ideas. They will be working on inquiry-based math concepts and at the same time learning the aspects of being a well-rounded digital citizen. The first part of this lesson has them learning the ethical use of information through guided platforms of learning. After a brief assessment of this from a student developed product, they would then start working on an inquiry-based math lesson. Below the plan is another artifact that is used in the lesson. By using a curated list of resources it makes it easier to guide the students to find the appropriate information.
This was a great learning experience that I did implement in my classroom. I am currently collaborating with a couple of teachers to do more of this. We already had the inquiry-based lessons but by embedding components of digital citizenship in them, it allows the student to gain those aspects as well.
McFatridgeD ML by Lee McFatridge on Scribd
FRIT 7234 Curated list for ethical use of information that is embedded in the above lesson.
FRIT 7739 Collaborative Unit on Digital Citizenship
Elements: 4.2, 4.3
Reflection
In this digital age, we are all surrounded with social media and a plethora of avenues for adventure on the Web. Our students are no different. They, however, are not always wise when it comes to what they should and shouldn’t do online. Adults must instruct them what to be wary of online just as we have always warned our children about strangers. Many don’t realize that the person they think is an 8-year-old just down the road could be a stranger that might want to harm them.
With this understanding, I asked a 3rd-grade teacher in my building, Kelli Shwamb, if she felt the same way. She asked around to her students and was shocked what they considered safe to share online. Mrs. Shwamb agreed to collaborate with me in putting together a digital citizenship course for her students on internet safety. We were able to use many items that were already present from Common Sense Media and video files that were available from Intel Security Digital Safety Program. These sources are free for teachers to use in their classrooms at any time. One of the requirements for this assignment was it had to be an online module. Mrs. Shwamb was not comfortable doing the building of the site but did say she would love to look over my shoulder. I assured her I could do the site and she would be there to help guide me in the process so we included what she felt was needed for her students. She was happy with the choice for very little reading and mostly video support for her students since many of them have difficulty reading, with 5 of them needing SPED resource throughout the day. The data from the pre-assessment showed that the majority of students only scored around 30% correct on the information that was asked of them so the choice for cybersecurity and safe online presence was a good choice.
I was able to introduce the online platform to the students and go over a few details. I was not able to be there the whole time the students went through the course. Mrs. Shwamb did comment that the lessons the students were going through did spur quite a bit of conversation about how they wanted to stay safe and tell others to be as well. With comments like that and them wanting to share their new knowledge with family and friends I think it was a success. There were several students who would probably need remediation over some of the topics. However, we set a goal of having at least ¾ of the class pass the assessments with at least 80% proficiency. The data showed that they did not reach this. After some remediation from Mrs. Shwamb they took the test again but this time she read the questions to the whole class. Now out of the 15 students that were able to finish the course 12 passed with 80% or better.
I think the lessons were adequate for this group of children and the videos were a good idea since they wouldn't have to read since many of them had issues with reading. What I would change for this type of learner in the future, even though we had good success, is make a recording of the wording on the page itself so there would actually be no reading required at all. This way, if there were students who could read the words then they could skip this step, however, for those with reading inadequacies they could just listen to the steps they needed to do. I think this is a relevant change to the module since after she was able to read the questions to the students they were able to score higher. All in all, I think this was a success and with a few modifications to make it even more user friendly it would work in another classroom more effeciently.
In this digital age, we are all surrounded with social media and a plethora of avenues for adventure on the Web. Our students are no different. They, however, are not always wise when it comes to what they should and shouldn’t do online. Adults must instruct them what to be wary of online just as we have always warned our children about strangers. Many don’t realize that the person they think is an 8-year-old just down the road could be a stranger that might want to harm them.
With this understanding, I asked a 3rd-grade teacher in my building, Kelli Shwamb, if she felt the same way. She asked around to her students and was shocked what they considered safe to share online. Mrs. Shwamb agreed to collaborate with me in putting together a digital citizenship course for her students on internet safety. We were able to use many items that were already present from Common Sense Media and video files that were available from Intel Security Digital Safety Program. These sources are free for teachers to use in their classrooms at any time. One of the requirements for this assignment was it had to be an online module. Mrs. Shwamb was not comfortable doing the building of the site but did say she would love to look over my shoulder. I assured her I could do the site and she would be there to help guide me in the process so we included what she felt was needed for her students. She was happy with the choice for very little reading and mostly video support for her students since many of them have difficulty reading, with 5 of them needing SPED resource throughout the day. The data from the pre-assessment showed that the majority of students only scored around 30% correct on the information that was asked of them so the choice for cybersecurity and safe online presence was a good choice.
I was able to introduce the online platform to the students and go over a few details. I was not able to be there the whole time the students went through the course. Mrs. Shwamb did comment that the lessons the students were going through did spur quite a bit of conversation about how they wanted to stay safe and tell others to be as well. With comments like that and them wanting to share their new knowledge with family and friends I think it was a success. There were several students who would probably need remediation over some of the topics. However, we set a goal of having at least ¾ of the class pass the assessments with at least 80% proficiency. The data showed that they did not reach this. After some remediation from Mrs. Shwamb they took the test again but this time she read the questions to the whole class. Now out of the 15 students that were able to finish the course 12 passed with 80% or better.
I think the lessons were adequate for this group of children and the videos were a good idea since they wouldn't have to read since many of them had issues with reading. What I would change for this type of learner in the future, even though we had good success, is make a recording of the wording on the page itself so there would actually be no reading required at all. This way, if there were students who could read the words then they could skip this step, however, for those with reading inadequacies they could just listen to the steps they needed to do. I think this is a relevant change to the module since after she was able to read the questions to the students they were able to score higher. All in all, I think this was a success and with a few modifications to make it even more user friendly it would work in another classroom more effeciently.
Keep Yourself Safe - Google Forms by Lee McFatridge on Scribd |
McFatridge Collaborative Digcit FRIT7739 by Lee McFatridge on Scribd Keep Your Stuff Safe - Google Forms.pdf by Lee McFatridge on Scribd |
Standard 4: Digital Citizenship & Responsibility
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility.
Candidates demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility.
- Element 4.1 Digital Equity - Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
- Element 4.2 Safe, Healthy, Legal & Ethical Use - Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies.
- Element 4.3 Diversity, Cultural Understanding & Global Awareness - Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness.