I really like the links that were shared in ICare document. The first link did not work for me but the rest were good. I have been looking for ways to help my students have a better digital footprint. The resources were also really good edutopia, I actually was suppose to go to something a few years ago in SF and Google through edutopia but I wasn't able to make the event.
First and foremost, I love my students. I feel that we have open honest relationship that can only come at this point in the year. We have had computers since the beginning of school and the novelty has worn off them a bit (although some students do try and still play games). So, about two weeks before the Christmas break I had a new student join my class. Let’s call him Bill (name has been changed). Since Bill has started school I have seen him maybe 10 times. So he hasn’t really been integrated into the culture of my classroom and doesn't really know the norms, etiquette and the nuances that have been established. He decided that when he got his computer he wanted to change the browser to something he wanted, like a “cool” Michael Jordan skin that matched his shoes. I kindly asked him to not to change it and waited patiently for him to reset it to the “boring” screen it is suppose to be. Well, he didn’t. So, I gave him some options. One being he can change it back and live life like a happy student the other involved going up to the vp and discussing how he wanted violate our computer vandalizing rule. This story leads me to my first example of how to make learning digital citizenship personal for my students. So, I want to teach them that there are laws and/or rules that are to be followed when handling things online. There are places they can go and there are places they should not go. The whole don’t talk to strangers thing except for digitally. There are things they can do and there are things they can’t. The second lesson has to do with what they actually put out there online. They need to understand that it is (now picture the Sandlot gang saying) F O R E V E R ! Once they put something out there it is out there. It is really hard to take it back. To do this I had an example from my college years of some of the fake profiles I knew of that got some of my friends in some trouble. So, I would share their stories with them and I also have some news stories of some girl that tweeted something about their job and how they didn’t do something they were suppose to and her boss saw the tweet and fired her. When it comes down to it people should not put private stuff in the public eye. The Common Sense Media site has some good lessons to help with this too. The third way I would make learning digital citizenship personal for my students comes directly from the Digital Citizenship website. It states, learners “must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere.” This is has been my focus for the year. I have been helping my students learn how to have an online presence that helps them with their future employment. We have been working on their typing skills through edutyping and we have been practicing their grammar through Quill.org. Honestly, people at school have noticed as well. We have had comments made by other teachers and administrators saying that my students are able and capable to do things online that no other teachers can do. I use Google Classroom and all the g suite applications. They must copy and paste screenshots, use their email and they write in their digital journal that they must turn in weekly. They are constantly helping one another. I teach them how to do something and then they have to teach their partners. I strive to make them self-sufficient learners. I believe the more knowledge they gain now the better they will be in the future. So, in short I really want them to be able to take what they have learned in my class and apply it to their lives and this in turn will help them be able to learn anything, anytime, anywhere.
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Digital Citizenship Lesson Plan Adam Vedomske
What we communicate online. Grade Level/Class Name 8th Grade ELA Time Allotment 50 Minutes Topic Our digital lives Connection to Standards CCSS: Grade 8: RI.10, W.4, W.6, W.10, SL.1a, SL.1b, SL.1c, SL.1d, SL.2, SL.5, SL.6, L.6 ISTE NETS•S:1a, 1b, 2a, 5a, 5b Learning Objectives Students will be able to ... ● learn about the 24/7, social nature of digital media. ● explore their digital lives. ● learn that it is important to act responsibly when carrying out relationships over digital media. Content/List of Materials Common Sense Media Link ● Digital Life 101 animation video ● Copy the My Media Life Is Like ... Student Handout, one for each student. ● Copy the Got Media Smarts? Student Handout, one for each student. ● Copy the Digital Life Glossary Student Handout, one for each student. ● Record Player ● Pdf on the history of phones. ● Their computers Student Purpose/ “I can” Statement ● I know that whenever I post content into an open space (ie. Twitter, Facebook, Instagram, etc.) that content becomes public. I lose control of where it goes and who is able to view and modify it. ● I know my digital responsibilities. ● I understand how forwarding a personal communication may impact others Hook (10 minutes) Ask about myspace top 8. Then show Pdf Pictures of the history of the phone. Show record player and records. We will discuss some differences between digital media and traditional media, such as TV and radio, and how digital media generally allow people opportunities for interactive communication — for creation and self-expression. Instant messaging, for instance, is more “two-way,” because people are talking with one another. Media such as TV and radio are generally more “one-way,” because people generally do not interact with one another through these technologies. Innovations in digital media enable us to create, share, and communicate in addition to consuming media. Then ask “What are some of the ways people communicate with or share with others over digital media?“ DETAILED Outline of Lesson Digital Life 101 (5 minutes) SHOW students the video “Digital Life 101.” The video touches on the different types of media and digital media that exist, the actions that people take with these technologies, and even specific programs and applications. Make a Concept Map (15 minutes) CREATE a concept map on the board that contains the following headings: “Types” of digital media, “Actions” students take with digital media, “Your Feelings” about digital media, and “Your Parents’ Feelings” about digital media. INVITE students to self-reflect and brainstorm about all four parts of the concept map. Encourage them to list items that are both general (e.g., cell phones) and specific (e.g., playing World of Warcraft). Create Similes (10 minutes) DEFINE the Key Vocabulary term simile. HAVE students fill out the My Media Life Is Like ... Student Handout in which they create and illustrate a simile about their digital lives. When students are finished, they should share their similes. HAVE students place their similes on their desks and rotate three to four times so they can see different people’s similes. Have students share observations about their classmates’ similes with each rotation. You may want to provide the following examples for students of similes: • Someone who does not use much media at all might say that her media life is like a dry desert because there is little life there. • Someone might say that his media life is like a track meet because he is exhausted at the end of the day. Closing Closure and question (5 minutes): If you could give one piece of Discussion Question advice to younger kids about using the Internet or their cell phones, what would it be? Assessment Students will do quick write on Google Classroom answering two of the three following questions (5 minutes): What are digital media? What are two important characteristics of digital media? Why might people feel differently about their digital lives? |
Adam Vedomske father of Danger Archives
May 2017
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