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Activity Introduction
The item listed below acts as an activity which correlates with objectives and elements referenced in ED 5131. Below is an outline and lesson plan created as an artifact/product of this course. This assignment acts as a product of the development made over three months when viewing education and technology through a global digital citizenship lens. The product acts as an example of how I would present and distribute activities through a digital citizenship lens and how I would assess student learning using technology and digital citizenship as a product and medium of instruction.
Conceptual Outline
Who are my students?
My activity is built and designed for a grade eight English language arts classroom following Nova Scotia’s curriculum. The project will act as a summative assessment and evaluation of multiple themes related to digital citizenship. With the project being a combination of game-based learning and personalized response and sharing, the expected timeline would range from two to three hours of student participation and instruction depending on the expectations for writing the educator provides/expects. Learners with exceptionalities will have access to approved technologies such as google read and write to assist with their project, along with extended time and educator check-ins if needed. Students would be expected to engage and complete referenced mini-games, create independent responses from the proposed questions, then interact and participate in think-share-pair opportunities for whole group instruction.
Required Context
At the time of activity, students/learners would be expected to have a basic understanding of privacy, security, digital etiquette and online literacy. These elements would be taught/provided by the educator before the activity is assigned. The idea is that the elements of digital citizenship would have been introduced prior to the activity, with it acting as a one of numerous summative activities. As the project is proposed for grade eight learners, students would be expected to have a basic understanding of Chromebooks and Google Slideshow in order to respond to the assigned questions and items.
Desired Outcomes and Skills
Technically speaking, digital citizenship is not a direct element of Nova Scotia’s English Language arts curriculum. Applying the grade eight curriculum to the items and information in ED 5131, the focus of the activity would be to develop and enhance language skills through written and discussion based activities. In relation to digital citizenship, the activity would help to develop student competency in digital citizenship skills relating to privacy, safety, security, online etiquette and digital literacy. This activity would correspond with all six of the identified language processing skills; listening, speaking, reading, viewing, writing and representing. The learning outcomes identified in relation to curriculum are…
1) Learners will plan oral, written, and visual personal and critical responses, in relation to audience and purpose.
2) Learners will create oral, written, and visual communication forms for a range of audiences and purposes.
3) Learners will implement speaking and writing strategies for effective communication in relation to audience and purpose.
4) Learners will comprehend a range of communication forms using listening strategies, reading strategies, and viewing strategies.
In relation to Digital Citizenship
1) Learners will develop strategies for creating safe and healthy digital privacy. Students will learn how to maintain and achieve privacy in regards to self, safety and society.
2) Learners will develop safe and strategic online strategies for engaging safely and effectively in multiple online environments. They will develop and understanding for rules and regulations related to online safety and security.
3) Learners will develop and implement viewing and writing strategies for effective online communication in relation to audience and purpose.
Technology and Tools
Students/learners would need access to either computers, chromebooks or laptops. The activity would be posted in Google-Classroom, providing the link to the initial set of mini-games/online activities. Upon completion, students would respond to a set of questions outlined in a Google Slideshow. Students may adapt the outlined questions onto different sources such as a Word Document if needed. Students would submit the project through their Google-Classroom and engage in classroom discussions in real time.
Lesson Plan: Interland a Digital Citizenship Game
Overview
The Interland Digital Citizenship Game is a literacy web-based and in-class learning activity created for grade eight students. The activity is designed with the idea to develop digital citizenship and literacy skills by building ideas and collaboration through meaningful language activities. In line with grade eight English language arts provincial curriculum outcomes, students are expected to understand the foundations of digital citizenship and develop digital literacy skills. This activity is planned to help students master literary skills in direct relation with digital citizenship.
Learning Objectives (curriculum):
1) Learners will plan oral, written, and visual personal and critical responses, in relation to audience and purpose.
2) Learners will create oral, written, and visual communication forms for a range of audiences and purposes.
3) Learners will implement speaking and writing strategies for effective communication in relation to audience and purpose.
4) Learners will comprehend a range of communication forms using listening strategies, reading strategies, and viewing strategies.
Learning Objectives (activity):
1) Learners will develop strategies for creating safe and healthy digital privacy. Students will learn how to maintain and achieve privacy in regards to self, safety and society.
2) Learners will develop safe and strategic online strategies for engaging safely and effectively in multiple online environments. They will develop an understanding for rules and regulations related to online safety and security.
3) Learners will develop and implement viewing and writing strategies for effective online communication in relation to audience and purpose.
Suggested Length:
3 Working Class Periods, 1 Hour Periods (2-3 Hours)
1 Class Period for Interland Interactive Games
1 Class for Reflective Writing Practice
1 Class for Think-Pair-Share / Whole Group Setting Reflection
Small Group Instruction to Occur depending on student need(s).
Additional Period Can be added if extra time is needed.
Materials:
Access to google classroom for classroom and small group instruction.
Access to internet/Wi-Fi network for connection to Interland.
Student choice of application for reflection (provided initially via Google Slideshow).
Basics: Google Documents, Google Slideshow.
Advanced: Peardeck, StoryBoard That, Voice Record Pro, Book Creator. Etc.
Lesson Directions
Students will be provided a directional learning piece which explains the role and purpose of the summative assessment. Student rubric (provided on following page) will also be explained at this time.
Students will access Interland, created by Google: Be Internet Awesome, via weblink provided in an interactive slideshow provided to students on their Google Classroom. https://beinternetawesome.withgoogle.com/en_us/interland
Students will have one period to play all four mini games provided by the website. In total each game takes roughly 10-15 minutes to complete. (Completion of Period One).
After the completion of the miniature games, students will complete a set of reflective questions related to each game. The questions are provided in each student's individual interactive Google Slide Show. (Completion of Period Two)
Students are expected to have full sentences, punctuation, spelling, capitalization and grammar. Nova Scotia Writing Rubric attached for clarification of writing process expectations.
All four questions will be proposed in a Think-Pair-Share setting during the final period via the educator. Questions proposed are the ones answered by students and expanded by educator depending on discussion.
Question One: Think Individually and Review Written Answer (2-3 Minutes), Pair and discuss with your partner(s) (max of two to three people) (3-4 Minutes), Share with class idea in regards to digital citizenship games and ideas (8-10 Minutes)
Repeat for Questions Two to Four.
Provide time for students to update and expand their initial answers based on Think-Pair-Share discussions and have them submit. (Completion).
Assessment and Feedback:
Rubrics for writing and assignment provided on the following page. Assessment will combine literacy, connections to digital citizenship and discussion pieces.
Game: Tower of Treasure
Focus is to secure information through email and texting.
Game: Kind Kingdom
Focus is to share kindness online and prevent cyberbullying.
Game: Reality River
Focus is to deduce online scams and the issues of sharing.
Game: Mindful Mountain
Focus is on how you and what you share as a digital citizen.
References
Google. (2017, June). Be Internet Awesome. Play Intraland.
https://beinternetawesome.withgoogle.com/en_us/interland
https://beinternetawesome.withgoogle.com/en_us/
Government of Canada, N. S. (2022). English language arts 8: Education & early childhood development. English Language Arts 8 | Education & Early Childhood Development.
https://curriculum.novascotia.ca/english-programs/course/english-language-arts-8
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