During this learning pathway, you will explore the "Citizen" sub-standards within the ISTE Standards for Educators. If you have not already, be sure to read Chapters 4 and 5 from the ISTE book, "Digital Citizenship" (pp. 59-70) and "Digital and Media Literacy" (pp. 71-80).
You will choose a combination of tasks that total 75 points. This could be three (3) 25-point tasks OR one (1) 25-point task and one (1) 50-point task.
Remember, a 25-point task should take you about 45 minutes to an hour, and a 50-point task will take about 90 minutes to 2 hours.
Note that Task 1 is required of everyone.
Please see your Bb course shell for submission deadlines. Your submission should be an open link (enable editing/comments) to a DIGITAL ARTIFACT (e.g. document, slideshow, infographic, HyperDoc, etc.) and include a contextualization of how the task applies to this ISTE Standard/Pathway.
This task invites you to put on your student hat, and engage in a lesson that moves beyond “busysheets.”
HyperDocs, according to their website are
a transformative, interactive Google Doc replacing the worksheet method of delivering instruction, is the ultimate change agent in the blended learning classroom. With strong educational philosophies built into each one, HyperDocs have the potential to shift the way you instruct with technology. They are created by teachers and given to students to engage, educate, and inspire learning. It’s not about teaching technology, it’s about using the technology to TEACH.
Using the Hyperdoc that I created with a middle school technology teacher, “Figuring Out Fair Use,” you will engage in the task as if you were a student, following the steps and creating the products required.
That said, please do not email my colleague with every part of your assignment!
You must complete all 5 steps: Complete the chart, locate 3 images, justify fair use, create slideshow, create screencast.
Please note that clicking on the link above will “force copy” a new version of the document for you. You will provide an editable link to this document in your assignment submission.
Also, please note that some MALDT students have had trouble accessing the EdPuzzle video within the HyperDoc. I am sorry about that, and the URL for the video (with the quiz) is:
https://edpuzzle.com/media/5ad5f8c667a82640d38f69af
Part of the work in this task will be to create a final screencast recording of the resource that you create. To that end, you will want to become familiar with one of many available screencasting tools such as Screencast-o-Matic, Screenastify, QuickTime, or other similar tool. Follow the instructions for what to create in your screencast by using the instructions in the “Figuring Out Fair Use” activity.
Here is a sample of the final screencast from a former student, Jessica Lewakowski.
Please note -- The purpose of the screencast is for you to share the details of how you found the images - NOT to teach me about cells. The example video is a little over a minute. It shows us each photo. describes where the photo came from, and connects to the Citizenship Standard / copyright and fair use conversation.
Share your “Figuring Out Fair Use” GDoc link and final screencast recording with me. In Step 5 you are asked to post the screencast to your "blog" or website. This is OPTIONAL. Again, don't email my colleague from SJMS! No APA citations are required.
View the webinar Digital Citizenship: New Lessons for a Changing World. As you view, actively take notes on what Kelly Mendoza and Jamie Knowles are sharing.
At about 8:00 minutes, Mendoza talks about why they shifted away from a focus on “safety.” Consider what she is saying in light of other existing digital citizenship curriculum like the others linked from this ASCD page.
As Medozza clicks through the resources, explore the website and resources that are available through Google Drive. Save a few!
At about 20:00, when Mendozza talks about the “rings of responsibility,” take a look at the related lesson and explore the resources.
At about 28:00, when Knowles begins talking about the sample lesson, take a look at The Power of Words lesson as he talks through it. Similarly, you could look at the My Media Choices lesson at about 35:00, or at about 40:00 minutes with the Reading News Online lesson. You don’t need to dig into them all, just one. As you watch and click through the lesson, consider this: What are some of the instructional design choices that they made as they created this lesson? In other words, why did they make the lesson in the manner that they did?
At about 46:00, Knowles talks about the “Lesson Quiz.” How might you use these lesson quizzes? In what ways do you think that these would be useful for students?
Then, explore at least one lesson in their Common Sense Digital Citizenship curriculum. Create an account, log in, and look at all the teacher and student materials for the lesson.
Write 1) a brief summary of the webinar and 2) reflections on your further exploration of the Common Sense Digital Citizenship curriculum, 200-250 words total. No APA citations are required.
First, view this overview video of the changing nature of digital citizenship and the roots of the DigCitCommit initiative from ISTE 2018.
Richard Culatta discusses the new lens on digital citizenship that focuses on the do's of digital citizenship: improving your community, respectful debate, shaping public policy and recognizing the validity of online sources. How will you #digcitcommit?
Then, spend a few minutes looking through many of the resources that are available on the DigCitCommit website.
Though the actual challenge took place in the fall of 2019, you can still create an artifact that represents your understanding of Digital Citizenship. From the DigCitCommit Challenge website, here are the instructions that were offered to educators last fall:
We believe that digital citizenship and well-being are critical for today’s students and tomorrow’s leaders. Empowered digital citizens are inclusive, informed, engaged, balanced and alert. They are able to discern fact from fiction, productively navigate relationships online and offline, and use technology to champion the change they want to see in the world.
The Challenge
Are you using technology to support positive change in the world? We want to see how you’re being a force for good online! Show us how you lead communities of inclusive, informed, engaged, balanced or alert digital citizens.
1. You can select an activity from the list below or choose your own to show what one or all of the DigCitCommit competencies look like in action: Inclusive, Informed, Engaged, Balanced or Alert.
2. Plan your course of action and capture your work!
You will — as if you are a student in your teaching and learning context, of whatever age — create an artifact that represents your commitment to digital citizenship. Two tools that I would encourage you to explore are Canva or Adobe Spark.
Whatever challenge you take, you should plan to spend about 45 minutes exploring and creating something and then reflecting on the process. That is, you can’t just take one picture, caption it, and be done. You might, however, take a a few pictures and make a photo essay, in the style of a Snapchat story. In a similar manner, if you choose to make a video, be creative yet concise. So don’t fall down the rabbit hole and spend three hours editing your video! Make something quick and share it, then write about it.
In other words, your project must be substantive, but not overwhelming. And, create it as if you are in the shoes of one of your own students (so you could use it as a model).
Write a brief summary of what you have discovered about the DigCitCommit, and share your resources along with a reflection of 200-250 words total. No APA citations are required.
Google has created a curriculum for parents and educators, Be Internet Awesome, and it includes an interactive portion for students, Interland. While aimed at younger audiences, it can be useful for students across grade levels.
You should plan to spend about 45-60 minutes exploring the curriculum, as a whole, as well as playing the game. Be sure to take a screenshot of the game at some point while you are playing it to document your engagement in this task.
As you explore, actively take notes on what you are seeing in the curriculum and with the game itself, especially as you take the perspective of a student. Considering the broader goals of digital citizenship — and the fact that this is targeted for students of younger age levels — consider the overarching goals of the curriculum, as well as the specific activities.
Actively take notes during your exploration and take a screenshot of at least one activity that you try.
Reflect on the following:
Is this curriculum one that you could use? If so, how? If not, why not?
Is the game one that you could use? If so, how? If not, why not?
Whether you think that the curriculum is great or poor, what recommendations would you have for the writers as they consider updates to the Be Internet Awesome materials?
Write a brief summary of your experience, 200-250 words total. No APA citations are required.
Privacy has been top-of-mind for many of us over the past few years, as our lives become more and more digital.
First, spend some time reviewing The New York Times’ Privacy Project (if you were not aware, you have access to the NYTimes from the CMU Library!). Find at least one essay that compels you, and read it with an eye toward why it matters in your teaching and learning context.
Then, explore another great resource from Mozilla. As a way to better understand issues of privacy, the Mozilla Foundation (makers of the Firefox Web Browser) teamed with Tactical Tech to make their Data Detox Kit.
“The Data Detox Kit’s clear suggestions and concrete steps help people harness all aspects of their online lives, making more informed choices and changing their digital habits in ways that suit them.”
Spend 45-60 minutes exploring the Data Detox Kit, trying out some of the activities. Actively take notes during your exploration and take a screenshot of at least one activity that you try.
Write a brief summary of your experience, both reading the essay and engaging in the detox, 200-250 words total. No APA citations are required.
In the Learner Pathway, you may have begun to explore a program offered by Google (Google for Education Certification), Microsoft (Microsoft Certified Educators), and Apple (Apple Teacher), and in the Leader Pathway really jumped in to get started.
For this pathway task, you will continue to work on your certification. Since I have no way of knowing exactly how many tasks are in each certification, or how long they will take, I ask that you work on your certification for about an hour. Sign in, begin working, and take a screenshot of the lesson you are working on to include in your final reflection.
Write a brief summary of your progress, 200-250 words total. In particular, use this moment to reflect on where you are at after three weeks of learning. Has your journey through the certification kept you engaged? Are you still finding it to be compelling and useful? Why or why not?
No APA citations are required.
In addition to resources like the Media Education Lab, the Center for Media Literacy, the National Association of Media Literacy Educators, and Media Smarts, CMU Library's Kanopy Video collection for media literacy offers us dozens of ways to critical explore media representations of race, class, gender, and other identity markers. Choose one (full) or a few brief films about a topic of your choice. You may also watch segments of some a few films. In total, plan to watch about 45 minutes of film from this collection. Take a screenshot of one of the films to include in your final reflection.
Then, using the Five Key Questions, write a brief reflection (200-250 words) where you begin to think about one kind of representation related to race, class, gender, or other identity marker. You may write a little bit about each of the five questions, connecting to what you watched in the films, or you may choose to hone in on just one or two of the questions.
No APA citations are required.
This collaborative task is designed to both explore concepts related to digital citizenship, as well as to try out a lesson (with the support of a partner). Each of you will be teaching a lesson and experiencing a lesson as a student. This should be completed with your partner.
To complete this task, you and a partner will identify a lesson that you want to teach using one of the free lessons from Nearpod’s 2019 Digital Citizenship Curriculum (sign up, or try this direct link to the curriculum). You and your partner will each find a lesson and duplicate it, adapting it to your needs and then “teaching” it to one another through live video conferencing via Zoom, WebEx, or other platform. One of you will act as the teacher of the lesson, one of you will experience it as a learner.
You should plan to spend about an hour talking with your partner about which lesson to choose and then running through it together.
After you experience the lesson, you will write a reflection of 400-500 words that addresses the following:
Preparing for the lesson:
Describe how you and your partner chose the lesson. As you reviewed the many lessons available, what choices did you make that led you to this one?
As you reviewed the lesson, what did you notice about the interactivity that was designed into it? What strategies did the educator(s) who designed this lesson utilize in order to get students actively engaged?
Teaching the lesson
Consider the lesson from a technical standpoint -- Were there any glitches and, if so, how did you overcome them?
Consider the lesson from a pedagogical standpoint -- how do you feel the lesson worked for you as an educator? How did it work for you as a student? Do you feel that the lesson would lead them to a deeper understanding of digital citizenship? If so, how? If not, why not?
Reflecting on the use of Nearpod and teaching digital citizenship
As you consider the use of Nearpod in the future, what are some of the advantages it has for you and your students? What are some of the disadvantages?
As you consider how you might teach digital citizenship in the future, what additional steps/lessons would you need to pursue with your students after engaging in this Nearpod experience? In other words, what would you need to teach them next (connect to ISTE standards for students).
Complete your final collaborative essay, and share the link in Bb. No APA citations are required.
Overview of Task
There are many "canned resources" that you may have already explored to teach Digital Citizenship (e.g. Be Internet Awesome, Common Sense Media's Digital Literacy curriculum, Nearpod lessons). Here, you will explore the 21things4 Project, a suite of websites that curate free resources to teach technology. You will be focusing on the Digital Citizenship resources of three of the web sites: 21things4educators, 21things4students, and MITechKids. These resources have earned the ISTE Seal of Alignment - which recognizes them for their ability to prepare site users for digital age teaching and learning. Best of all, everything on the site is FREE! You might also be interested to know that it was created here in Michigan, with Dr. Parker as one of the co-creators.
Tour of Resources
Start your tour by seeing what all educators should know, understand, and be able to do with technology at 21things4educators. Take some notes about what you learn in each section as you explore the DEFINE, CONNECT, and APPLY of each Thing and your own professional practice.
Thing 6 (Global Collaboration) and the use of Accountable Talk lessons
Next, move on to the 21things4students, a middle school technology curriculum that has students moving through checklists, quests, free digital tools, formative assessments and flashcard Quizlets, and interactive experiences to get to the Graduation Page and badge. As you move through each Thing, jot down some notes about the learning activities and digital tools that students are using. Be thinking about how you can use or modify these resources to integrate Digital Citizenship in your own classroom.
You have checked out middle school lessons from 21things4students and explored what teachers should know about Digital Citizenship in 21things4educators. Now let's focus on some K-5 options in MITechKids by using the Task Card Index to search for the Citizen Standard. You can also modify your search and explore by grade level or subject area. As you move through, take some notes about how you might use these short lessons at any grade level, or modify them for your own students.
Reflection Prompt
You've taken some notes on each of the three websites and the Digital Citizenship resources. For this task, you are asked to share a reflective narrative describing how you might utilize these resources in your own teaching. Define the population of students with whom you are working, as well as your teaching context, and pick out resources to support your teaching of digital citizenship.
Provide a brief summary of each of the three websites, and how you might use them in your own professional practice.
Narrow your focus by choosing 3-4 lessons/Things you are particularly intrigued by and describe how you might use them. What specific digital citizenship skills would you be learning, and how would those skills be connected to the subject matter?
Expand on your discussion by sharing when in the school year you might use these lessons - The beginning of the year? The middle? The end? How would those lessons be taught -- Online? In the classroom?
Summarize by any connections you see to the ISTE Educator - Citizen Standard and Indicators.
Your essay should be approximately 250-300 words. Complete your final essay, and share the link in Bb. No APA citations are required.
Common Sense Education provides educators with countless resources, and your task here is to spend at least 30 minutes looking at various aspects of their website for educators that includes curriculum on digital citizenship, edtech reviews, and professional advice. Once you have explored, focus in on two different kinds of resources (lesson plan, ed tech review, blog post, video, etc), and think about how these resources could be useful for you in your future classroom. What is the resource? In what ways might you use it? How is it similar to or different from other ed tech resources that you have seen in your own schooling?
Take a screenshot of one of the resources that you use to include in your final reflection.
Write a brief summary of the two resources that are most appealing to you, and your reflections upon it, 200-250 words total. No APA citations are required.