ELA 9A – Digital Citzenship Sway

Please see the previous post for my Rationale – Inspiration – Curriculum Connection – Overview and Conclusion 

 

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Rationale – Inspiration – Curriculum Connection – Overview

Rationale

I decided to focus my major project for ECI832 this semester on creating a unit for my ELA 9A class. I chose to focus on the theme: All That I Am – the Search for Self. I believe that this an appropriate theme for my digital citizenship unit, as this theme focuses on identity, the students’ connection to the community, their life journey and their future.

I decided to use Microsoft Sway as the platform for delivery as:

  • It is posted online so it is easily accessible for students.
  • I can update or amend portions, and it will automatically update it online.
  • Both students and I have access to the program through our school Office 365 accounts.
  • It is easy to use and I can insert various types of media.
  • Students will be able to work at their own pace through the unit.

Inspiration

To begin I referenced Ribble’s nine elements of digital citizenship to branch out beyond the theme. The four main elements that I see as most applicable to this theme are:

  • 5 – Etiquette
  • 7 – Rights & Responsibilities
  • 8 – Health & Wellness
  • 9 – Security (self-protection)

Two sources of support and inspiration for background and activities are:

 Curriculum Connection

The English_Language_Arts_9_2008 curriculum provides some guiding questions for a deeper understanding within each of the themes. These questions provided the basis for my project:

  • From where does our sense of identity come?
  • What makes each person unique and interesting?
  • How do people journey as they change through life?
  • How do we keep our self-identity yet, at the same time, become part of a community?

Compose and Create (CC). Students will extend their abilities to speak, write, and use other forms of representation to explore and present thoughts, feelings, and experiences in a variety of forms for a variety of purposes and audiences.

Outcome: CC9.5a Create and present a variety of visual and multimedia presentations to best represent message for an intended audience and purpose.

Indicators: 

  1. Create multimedia presentations to communicate information using resources such as overhead projectors, computers, recorders, and other presentation software.
  2. Integrate a variety of media (e.g., sound effects, mime, graphics, physical movement, short video clip) into oral and written representations to enhance the message.
  3. Use visual aids, media, and other technology to support oral presentations.

Outcome: CC9.6a and CC9.6b Use oral language to interact purposefully, confidently, and appropriately in a variety of situations including participating in one-to-one, small group, and large group discussions (e.g., prompting and supporting others, solving problems, resolving conflicts, building consensus, articulating and explaining personal viewpoint, discussing preferences, speaking to extend current understanding, and celebrating special events and accomplishments).

Indicators:

  1. Demonstrate respect for the needs, rights, and feelings of others.
  2. Support a position acknowledging opposing views.
  3. Organize ideas in appropriate format and sequence ideas and information clearly and logically.
  4. Move smoothly and logically from one point to another.
  5. Adjust language and tone to suit audience, purpose, and situation.

Overview

The task and topics are numbered from 1. – 7. Some numbers will take more than one class period and some will take less. It is designed so that if a student misses a day, or I wanted students to work independently they could easily achieve the required components by logging on and accessing the Sway.

  1. Digital Citizenship Introduction

I plan to open the unit with defining some general terms to introduce the ideas. Following that I will have students complete a digital citizenship quiz I found online, I will ask them to record their score /20, and review any answers they got incorrect.

For homework, I am going to ask students to keep a log of their cell usage. I challenge them to record two school, and two non-school days. Near the end of the unit, we will analyze their tracking when discussing healthy behaviours online.

  1. Online vs. IRL

We will open this task up by watching the In Real Life #bestrong video. Although this video could be perceived as inappropriate in some aspects, it is too powerful to not show my students. I think the message is strong, clear and relevant. Students will be asked to complete an individual reflection following the video. I provided some prompts they could use, or they are welcome to free write whatever they are thinking and feeling at that moment. This video passionately covers the topic of cyberbullying and the seriousness of how online behaviour is mirrored in real life.

  1. Seeing is believing…

I am going to open this portion by showing students House Hippo video. If you were a child in the 1990’s in Canada, you have most likely seen this. While I am not planning to extend things into fake news, it would be unfair to students to immerse them in a digital citizenship unit without stressing them important of being cognizant of the source of information they read online.

As a class we will be watching Eli Pariser TED Talk Beware “online filter bubbles”. I know that I found this exteremly interesting when I watched it, and believe that students will as well. Following the video students will have three options:

  • discuss when they read or heard something that turned out to be fake
  • shared when online marketing was based on their recent online activity or search
  • or compare google searches with a friend.

Students will be required to share their responses on a class flipgrid. They will be asked to comment on at least 2 classmates responses.           I am hoping this creates some good dialogue that is student facilitated through the app, while keeping them engaged in the content.

  1. Phone addiction

I don’t have it written on the Sway, but at this point I will ask students who have logged some of their cell use to share their results. I will have done the same logging, and will share my cell usage as well. I will encourage those who have not recorded any days of cell use to do so in the next week or so. The results of our shared cell usage logs connects to this lesson on phone addiction.

As students watch the video – It’s not you. Phones are designed to be addicting and then reading the article Evening screen time can sabotage sleep they will be instructed to apply the journalistic approach noting the 5Ws. We will use these to recap and discuss what the video and article were about.

Following our discussion students will be required to choose a position and create a persuasive paragraph the two points of view they can choose from are:

  • Teenagers today spend too much time engaged in their phones and online.
  • Teenagers today are able to easily balance their online life with the IRL selves.
    1. Photos & Sharing

As a class we will view the three images and discuss the message they are sending. I will also ask students to discuss their photo sharing habits, and the habits of teens in general.

In pairs students will be asked to create a top 10 list for being safe and happy online. We will share these lists and display them in the classroom.

  1. Sexting & being safe online

Through the study Non-consensual sharing of sext: behaviours and attitudes of Canadian youth we will discuss sexting. Overall, the study is fascinating and provides lots of good information. I am not planning to cover the entire study but to focus on the language and definitions as the term sexting is more than one would think, and to cover some statistics. I plan to achieve this through a Power point I created with some visuals from the study.

Students will also be required to read the article Four Illinois high school students face charges in sexting scandal. After the powerpoint and article students will pair up to create an acronym for the work Sexting. The target audience for their acronym would be new social media users, and grade 4 – 6 students. Keeping in mind we would be encouraging and teaching them about online safety.

  1. PSA

To end our unit I am going to have students create public service announcements to summarize their learning and hopefully educate their peers. I am planning to have the PSAs posted on the Sway so that all of the classes are together and accessible in one place. Depending upon the quality and feedback from the students we may look at displaying them on the tv monitors throughout the halls at our school.

Conclusion

Although, I have not actually worked through this unit with my class I am looking forward to it. I am also looking forward to learning more about my students and finding out which avenues of digital citizenship are the most engaging, or perhaps the most needed for them. While there is SO much more I could cover, the first time around I needed to streamline it as much as possible for my sanity. Watch my blog for my final review once I have complete the unit with my students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ELA 9A Citizens

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Since my last post on my major project for this semester: I am still enthusiastic, have had lots of “rough draft” ideas, and have compiled a little bit more of a concrete plan. I really just need to sit down and organize my ideas and make a to-do list of tasks and assignments for students to complete throughout the unit. I basically need to just sit down and do it.

I have made one major decision, I have decided that I will create a Sway for students to access materials and work their way through the unit.

I have used Sway in the past think it will work well for this project for this project because:

  • It’s posted online so it’s easily accessible for students.
  • I can update or amend portions, and it will automatically update online.
  • Both students and I have access to the program through our school Office 365 accounts.
  • It’s easy to use and I can insert various types of media.
  • Students will be able to work at their own pace through the unit.

 

The few major items that I can think of right now that I need to complete are:

  • Find an online Digital Citizenship quiz, or create one. Just as an introduction to provide them some insight or feedback into their online dealings.
  • Create a Flipgrid as a discussion space for some of the activities.
  • Organize an assignment for students to create a Public Service Announcement for their peers regarding how they behave online.
  • Once I am done the above I need to finalize/ organize each of the “days” in the unit.
  • Create an introduction.
  • Convert my current word document into a Sway, which is really easy!

 

Again, I basically just need to sit down and do it! At this point I feel like making lists and thinking about it all is taking more effort than it would take to actually complete the work – does that make sense?

Thanks for reading!

 

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Gifs via Giphy

 

Five Elements – Dig Cit – ELA 9

To incorporate digital citizenship into ELA 9A this semester I am going to do so by starting with  Mike Ribble’s nine elements as a basis and branching out from there.

Currently I am focusing the five following elements:

  • 3 – Communication
  • 5 – Etiquette
  • 7 – Rights & responbsibilities
  • 8 – Health & wellness
  • 9 – Security

My two main sources of support currently are the Dig Cit Ed SK and Digital Citizenship Integration Planner that was distributed by RCSD. The planner was recently handed out a staff meeting/ presentation by one our school systems’ tech coaches.  I have been analyzing both documents which provide the following:

  • Essential questions
  • What the students should know
  • Understanding & doing
  • Ideas that connect to specific subject areas

My plan is to identify what the students should know, understand and do under each of the elements I am focusing on. From there I will plan specific class activities, lessons and tasks. Although, I have tentatively decided upon some that were in our school systems’ document I am planning a few that I have pulled from elsewhere.

This is one of the videos I will definitely be showing and discussing with my students.

Although, it could be perceived as inappropriate in some aspects it is too powerful to not show my students. I think the message is strong, clear and relevant. Our dialogue could center around acting the same in person as how you do online, and perhaps extending things to new anonymous rating apps that I have heard about. I would need to do research on those, as I am not familiar with them.

Another video I may show is this one. If you were a child in the 1990’s in Canada, you have most likely seen this.

While I am not planning to extend things too greatly into fake news, it would be unfair to students to immerse them in a digital citizenship unit without stressing them important of being cognizant of the source of information they read online.

Another avenue I am planning to explore is sexting. This study on sexting sharing-of-sexts was recently shared on twitter by Katia Hilderbrandt. The study is fascinating and provides lots of good information. As it is kind of a sensitive area I am not sure how far I will go into the topic, or what I will do specifically so far. But I feel that it is a conversation that cannot be ignored when discussing online activity and tech habits with teenagers. This portion of our unit may simply be me sharing the facts in the study and allowing students to react.

As far as photo sharing and the culture capturing everything online, I am going to display and discuss the following visual from Common Sense Media.

dig pic

On the topic of photo sharing I would like to cover the user agreements of some sites. I am not overly familiar with the agreements, but I do know that once a photo is posted to many sites/ apps they can basically do what they want with it. Within this discussion I would like to show some examples of where people’s photos were used outside of the app, without their knowledge.

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Image via EC&I 832 – February 6, 2018

Withing the ELA 9A semester at our school we tie in a career component and have students complete the myBlueprint career program. My thoughts are to connect students online behaviour today to their future selves. And to stress the importance of a professional online presence.

So basically, I am currently very excited but also fairly disorganized. I need to sit down and write out my specific ideas that connect with the five elements I am planning to address. I also need to see my timeline that I will have for the unit and analyze which curriculum outcomes we will be meeting.

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Image via Giphy

Any thoughts, feedback or suggestions are MUCH appreciated!

Thanks for reading! 

Search for Self – Digital Citizenship

My last post on my major project centered around my debate of which theme in ELA 9A I would develop my digital citizenship resource for. I have decided to go with the theme All That I Am – the Search for Self.

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I felt this was an appropriate theme as it focuses on identity, the students connection to the community, their life journey and their future.

Image via Pixabay

The English_Language_Arts_9_2008 curriculum provides some guiding questions for a deeper understanding within each of the themes. These questions will provide the basis for my project. Here are a few that stood out for me:

  • From where does our sense of identity come?
  • What makes each person unique and interesting?
  • How do people journey as they change through life?
  • How do we keep our self-identity yet, at the same time, become part of a community?

I will use Ribble’s nine elements of digital citizenship as the basis for me to branch out beyond the questions. The four main elements that I see as most applicable so far are:

  • 5 – Digital Etiqutte
  • 7 – Digital Rights & Responsibilities
  • 8 – Digital Health & Wellness
  • 9 – Digital Security (self-protection)

As far as a set of skills or what the students will actually achieve, or how demonstrate their learning I have yet to narrow that down. Here are some initial ideas that I am considering:

  • Analysis and discussion of online behaviour, students creating a “Top 10 Tips” for being safe and happy online.
  • Reflection of how their online interactions affect their mental state and daily life.
  • From within the career unit that falls under this theme, students would analyze their online persona and how that could affect their future opportunities.

Here is what I hope to achieve within the next week or so:

  • Look through the curriculum closer to identify the specific goals and outcomes that students will accomplish through this unit.
  • Analyze what I have done in the past for this unit to see what still works, what I can tie in and what I should omit.
  • Seek out what others have done in regards to digital citizenship in ELA or grade 9 in general.
  • Connect with a teacher at my school is creating a unit for Social 9 centering around digital citizenship, and more specifically fake news.

Any input, tips or suggestions are much appreciated! Thanks for reading.

First and foremost I need to work on this regularly.

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Image via Giphy

Major Project Beginnings

As I begin to think about, and sort out my major project for eci832 I have many thoughts.

What I know I am doing for sure:

  • Option 1 – Development of a curriculum- supported digital citizenship/ literacy resource.
  • Applying this for use in my ELA 9A class this semester.

What I have yet to decide upon:

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Image via Giphy

What I need to do in the next week:

  • Choose the theme I will specifically design my resources and tasks for.
  • Identify which of Ribble’s 9 Elements will be the basis for the skills the students will be developing from within the select theme.
  • Brainstorm some skills and tasks students should accomplish through the unit.

 

When looking through the course themes and analyzing Ribble’s 9 Elements the first theme of Conflicts, Challenges, Issues and Choices appear to be the obvious one as so many of his elements could easily be tied into that theme: Access, Communication, Etiquette, Law, Rights & Responsibilities and Health & Wellness.

Whereas, with the other theme, All That I Am I feel that only two of his elements could really apply, Access and Health & Wellness. This is not to say the second theme wouldn’t be a good choice, just that would be less to narrow down. Regardless, I believe this is something I should probably be very specific to remain focused, as opposed to trying to thinly cover too much.

I am kind of leaning towards incorporating this into the All That I Am theme. Within that  theme we tie in a career component at our school using myBlueprint, along with the identity and sense of self discovery. I think this could tie in nicely there. personal-2923048_640

Image via Pixabay

 

Any input, tips or suggestions are welcomed!

Especially if you’ve:

  • used myBlueprint, do you tie in an assignment with student work?
  • taught ELA 9A, what are some things you do within these themes?
  • had students of any ages learn skills while also learning about digital literacy.

 

Thanks for reading!