Kings Park Digital Citizenship: Who is in Our Online Community?

Title of Project: Digital Citizenship: Who is in Our Online Community?

Schools and Teachers

Fort Salonga Elementary School Teachers: Rosa Ismail

ENL Proficiency Level | ENL Program | Standards | Technology

Appropriate for all English Proficiency Levels | Stand-Alone, Integrated ENL/ELA, Integrated ENL/SS | Standard #5, Standard #1, Standard #2 | Buncee, Nearpod

Assessments

The students were assessed formally and informally throughout the completion of this cooperative brochure project through teacher observations, NYSESLAT rubrics, completion of graphic organizers and multimedia presentations (Buncee Brochure) as well as via Nearpod reports.

Description

Students created a K-3 interactive brochure where they identified important aspects of Digital Citizenship. They wrote passages to explain what the internet is, who is in your online community, how to be safe, and how to be respectful. There are videos, game links, and visuals included in this brochure too.

Content

I can provide information and details regarding digital citizenship, relationships and communication.

Language

I can use the standard conventions of English when writing and speaking about digital citizenship, relationships and communication.

Technology

I can use digital media to present information for an audience in a variety of ways.

Student work

K-3 BOCES project docs

Procedure

1. Students are asked “What is the internet?” Students express orally their understanding of what is the definition of the internet.

2. Students view a video that describes what the internet is. The video is discussed and the students work collaboratively to write an answer to the question based on the details in the informative video. Each student takes turns being the recorder/scribe.

3. Steps 1 & 2 are repeated for questions: Who is in your online community? How can you be safe in your online community? How can you be respectful to the members of your online community? Depending on grade levels/abilities, students may have used a graphic organizer to answer a question instead.

4. Students helped the teacher generate words that were new/important vocabulary words. Those words were defined together and then used to create a Glossary Game at the end of the Buncee.

5. As an additional review and assessment, students worked collaboratively to create a matching game with those vocabulary words in Nearpod.

6. The final products of the Buncee Brochure were then used with other students and a handwritten/or digital question and answer sheet.

Speaking: Students spoke with each other as well as recorded their own voices (via video)

Listening: Students listened to school staff, each other and educational videos in order to collaborate and complete this project

Reading: Students read information about their online community generated from their peers

Writing: Students wrote detailed responses to questions based on digital citizenship and their online communities

Resources and Other Materials

Nearpod
Buncee
Google Docs, Slides, & Sites
Printed graphic organizers & templates
Chromebooks
iPads
Buncee Brochure
Who Is in Your Online Community Document
Nearpod: Internet Safety Activity
Nearpod: It's the Internet! Video
Common Sense Media Digital Citizenship Curriculum Overview (You need to be logged into Common Sense Media to view this.)
Google Slides Lesson: Who Is in Your Online Community?

Reflection

At the elementary level I found that the students were quite comfortable with using Buncee to create a brochure along with teacher support. They were highly engaged in using the videos, creating summaries and even creating a Nearpod quick matching game. They still seemed a bit shy when it came to making videos but we compromised on that by having them just do the introduction of each brochure section. One thing I would like to add to this year’s project is more opportunities to get information in other languages. Last year we included some written/oral sections in Spanish. It still was quite empowering to have the students be so involved in the creation of the Buncee Brochure and Nearpod Game because they knew it would serve as a valuable resource for teachers and students in the future.

Months of remote learning pushed us all into using technology more than ever before. Upon coming back to in person learning, however, we understood all the positive possibilities that come with continuing to use technology in our classrooms. Finding the balance in our classrooms and in our personal lives is not always that easy. Determining useful and safe ways to navigate the internet can also be challenging. This digital citizenship project helped us with all of the above and much much more. We now, as a district, have a K-12 resource that can be used over and over by all buildings and English language proficiencies.

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