Technology Enhanced Unit Digital Footprint

Key Assessment Part 1: Identification of Learning Problem

Audience:

My learners will consist of 22 fifth graders at Sand Hill Elementary School (SHES). There are currently 9 males and 13 females in this class. The number of students may fluctuate as students enter our school, are assigned to this class, and withdraw from our school. Most of the fifth graders are currently 10 years old and 1 student is eleven. The majority (17) of the students in this class have been enrolled in our school since Kindergarten. The other 5 students have attended SHES for at least two years. Six students are in the Gifted and Talented program. One student receives speech assistance. One student is hearing impaired and wears bilateral hearing aids. All students have received some digital footprint instruction in previous years at SHES.

Problem Identification

Children today are continually exposed to the internet. This includes both the benefits and the risks. It is important for children of the 21st century to learn and understand digital citizenship and their digital footprint. Local policies recognize the need for this training by including good internet citizenship as a discipline to be taught within my county. Based on my prior research I have incorporated the use of games to promote learning. In past years of teaching students about digital citizenship and footprint there were no games involved in the lesson.

Instructional Goals

1. The learner knows what a digital footprint is.2. The learner knows what is in his digital footprint. 3. The learner can help others be good digital citizens.

This unit covers 3 sessions with my students. It has a narrow focus and is suitable to be taught in this length of time. The unit covers digital footprint and digital citizenship. Learners should be able to achieve success in the target objectives of this unit. SHES students attend the Technology Lab on a Canady Innovative Scheduling 4 day rotation. Each session lasts 40 minutes. Lessons plans are written for four consecutive days then change when group rotations repeat. The four day rotation allows for an additional day of review for this unit if necessary for the learners to master the objectives.

Learners will access this unit online using the SHES Technology Lab. There are sufficient PC’s in this lab to serve the student’s. The unit is composed of introductory training videos, and multiple gaming options to promote learner enthusiasm and retention.

I have asked Dr Sayra Harris, Media Specialist at our school, to serve as my mentor. She has 14 years’ experience in education. Dr. Harris earned her Bachelors from Georgia Southern

University December 2001 B.Ed Middle Grades Education with emphasis in Science and Social Studies. She earned her M. Ed Instructional Technology (Media Specialist Certification) from Georgia Southern University in May 2006. Dr. Harris earned her Ed. D. in Teacher Leadership from Walden University in December 2008.

Key Assessment Part II: Learner Analysis

Learner Analysis

General Characteristics:

According to the Statewide Longitudinal Data System (SLDS) the SHES student population is represented by the following characteristics. There are eighty-nine percent White/non-Hispanic, six percent Black/non-Hispanic, two percent Hispanic, two percent multi-racial and one percent Asian. Fifty-five percent of the targeted learners are economically disadvantaged. There are no learners in the group classified as English Language Learners (ELL). Approximately 50% of SHES students lack computer and/or internet access at home.

Specific Characteristics:

This group of students consists of 22 fifth graders at Sand Hill Elementary School (SHES). There are currently 9 males and 13 females in this class. The number of students may fluctuate as students enter our school, are assigned to this class, and withdraw from our school. Most of the fifth graders are currently 10 years old and 1 student is eleven. The majority (17) of the students in this class have been enrolled in our school since Kindergarten. The other 5 students have attended SHES for at least two years. None of the targeted learners have been retained in elementary school. Six students are in the Gifted and Talented program. Three students have been diagnosed with ADD (Attention Deficient Disorder) and are currently being treated to help them focus in school. One student receives speech assistance. One student is hearing impaired and wears bilateral hearing aids. No accommodations are necessary for the identified students with special needs in this online learning module. All students have received some keyboarding and software instruction each school year at SHES.

Entry Competencies:

Most students at SHES are excited and very motivated to attend Computer Literacy class. They show an eagerness to learn and are motivated to experience all that is offered. Another indication of learner motivation is the lack of discipline problems experienced. Information gathered from a student survey and teacher observations indicate that learners prefer the use of games as a learning tool. They especially enjoy advancing in games and watching their progress. Students are excited to set goals and to work to obtain them. They are driven by competition. Several sources of compiled data have been used to complete the learner analysis. The sources consist of SHES records as well as compiled Effingham County and Georgia state records.

Introduction

The targeted group of learners is third through fifth grade at Sand Hill Elementary School (SHES) in Guyton, Georgia. The targeted group is forty-five percent of the student population at SHES. Based on Effingham County’s Infinite Campus database attendance records, the learners represent 241 students. This group consists of forty-seven percent boys and fifty-three percent girls. According to the Statewide Longitudinal Data System (SLDS), there are eighty-nine percent White/non-Hispanic, six percent Black/non-Hispanic, two percent Hispanic, two percent multi-racial and one percent Asian. Fifty-five percent of the targeted learners are economically disadvantaged and twenty percent are students with disabilities. There are no learners in the group classified as English Language Learners (ELL). Five percent of the learners have been retained at some point in the elementary experience. Gifted learners represent eleven percent of the targeted group. Several sources of compiled data have been used to complete the learner analysis. The sources consist of SHES records as well as compiled Effingham County and state records.

Learner Guidance:

All students have received technology training at SHES. Some of the training includes digital footprint instruction in previous years at SHES. They are familiar with operating online (under guidance) in the Technology Lab. Any new online programs used in the unit are introduced and their operation explained to the learners. Further assistance is given as needed to those learners who need additional help. Students will be expected to complete assignments independently in the Technology computer lab.

Entry Skills and Prior Knowledge

Fifty percent of the learners in the targeted group have access to a computer at home. Their level of knowledge and ability is reinforced by computer use and training at SHES. Students in kindergarten through fifth grade attend Computer Literacy class. Students learn the parts of a computer workstation, how to use a PC, applications, and websites that are grade level appropriate. Lessons are aligned with the National Educational Technology Standards (NETS-S) developed by the International Society for Technology in Education (ISTE). Along with Computer Literacy classes, learners are further exposed to computer use by their respective classroom teachers through assignments and projects as they tie in academics to computer applications.

Learners who maintain their attendance at SHES receive a thorough education and training of PC use, understanding, and interaction. Learners new to SHES are quickly assessed for Computer Literacy knowledge and extra effort is provided to fill any detected limitations. Individual attention is given to those who are not as computer literate as their peers.

Attitudes toward Content & Academic Motivation

Most students at SHES are excited and very motivated to attend their Computer Literacy classes. Based on personal observations and conversations with students, learners comment positively about their experience in this class. Many students have expressed how excited they are when they go to class. They show an eagerness to learn and are motivated to experience all that is offered. Teachers have also commented about how excited their learners are attending these classes. Another indication of learner motivation is the lack of discipline problems experienced in Computer Literacy class. If students were less motivated discipline issues would be more prevalent.

Educational Ability Levels

The Criterion-Referenced Competency Test (CRCT) is used to measure student performance in Reading, English/Language Arts, Mathematics, Science, and Social Studies. Test results indicate how well learners obtain the skills and knowledge for the five main content areas. Individual student strengths and weaknesses are discovered through participation in this test. Identification of learners’ strengths and weaknesses provide information needed to help teachers plan instruction to meet their academic needs. In Effingham County this test is administered to 3rd, 4th, and 5th graders in the elementary schools to limit expenses. CRCT testing results show the learners at Sand Hill have average to above average capability. The test was administered to 3rd, 4th, and 5th graders at Sand Hill during the spring of 2013. The peer group is other 3rd, 4th, and 5th grade learners in the state of Georgia who took the test during the same period. The performance indicators show ninety-five percent of SHES learners meet or exceed their peer group expectations in Reading and Language Arts. In Math ninety-three percent of the learners met or exceeded expectations. The tested SHES learners also achieved in Science and Social Studies with ninety-one and ninety-four percent, respectively.

Special adaptations are provided for learners with special needs. Trackballs are available for those with reduced or limited motor skills. Special keyboards and oversized monitors are provided for those learners with vision impairment.

General Learning Preferences

Information gathered from a student survey and teacher observations indicates that learners prefer the use of games as a learning tool. Learners are excited by setting a goal and obtaining it. Based on research, games are a beneficial way to motivate, enrich, and remediate learners. Digital game-based learning is engaging and educational. Learners are excited and very motivated when learning through game activities. Many learners show an eagerness to learn when games are incorporated into the curriculum. Games with earned rewards or feedback responses are the best for motivation. Another article supporting the use of games in education is 10 Emerging Educational Technologies & How They Are Being Used Across the Globe. According to Planning game-based learning (www.multilingual.com), games tap into the natural

desire of competition and challenge. Combining standards and activities is a great combination. Students venture into virtual worlds to work towards goals in a risk-free environment. Making mistakes is part of the experience where students are not afraid to try again.

Attitude toward Teachers and School

Most students enjoy attending Sand Hill Elementary School. Many have expressed regret when they are promoted from 5th to 6th grade and must leave to attend middle school. Past students of SHES have returned years later, some as adults, to express their gratitude to their past teachers. Some have returned to say they are sorry for the disruptions they caused when they attended SHES. Several parents have also commented on the loving nature of the SHES staff. This facility is known as the little school with a big heart.

Group Characteristics (including social characteristics and relevant cultural information)

Sand Hill Elementary School is located in the rural setting of Effingham County. This county is a bedroom community to nearby Savannah. SHES students, as well as all students in Effingham County, are required to wear school uniforms so their physical appearance does not cause distractions in the educational setting. Fifty-five percent of the targeted learners receive either free or reduced lunch. SHES qualifies as a Title I school. The majority of the learners are White and from non-Hispanic heritage. There are no non-English speaking students in the targeted learners. Five percent of the targeted learners have been retained for one year. Therefore, the learner population is age appropriate. Twenty percent of the learners have a disability. No special supplies are needed for Computer Literacy class; therefore, no learners are lacking supplies.

Key Assessment Part III: Task Analysis

A topic evaluation is used in this task analysis. The topic evaluation is used to capture the details and actions needed for the design. Having the detailed information allows the final design to fit the needs. Once the task analysis is laid out it was reviewed to determine proper flow and progression related to a procedural evaluation.

Subject Matter Expert (SME)

As the Computer Literacy Instructor at Sand Hill Elementary School (SHES) I am uniquely qualified to be the SME for this task analysis. I have been in this position for nine years. My responsibilities include teaching Computer Literacy to Kindergarten through Fifth grade, troubleshooting all technology equipment (wireless pads/pens, projectors, televisions, student responders, digital still and video cameras, webcams, document cameras, microphones, DVD players, printers, scanners, staff and student computer workstations), setting up new computer workstations and printers, imaging new computers, troubleshooting software, overseeing the resource lab, sub-site director for the school website, school photographer, yearbook creation, inventory all technology equipment, and assisting teachers with computers and other technology equipment. During my time in this position my knowledge of computer literacy has grown and expanded. My formal training is a B.S. in Early Childhood Education from Armstrong Atlantic State University (1984) in Savannah, Georgia. I have the endorsement for teaching Gifted and Talented students and the Teacher Support Specialist endorsement. I am currently working on my Masters in Instructional Technology at Georgia Southern University located in Statesboro, Georgia.

Task Analysis Outline

1. What is a digital footprint?

1.1 Introductory video

1.2 Group discussion on digital footprint1.3 The learner knows what a digital footprint is.1.4 The learner knows what is in his digital footprint

2. The learner can help others be good digital citizens.

2.1 Introductory video

2.2 Classroom discussion on digital footprint

3. The leaner will review lessons 1 and 2

3.1 Learners will play games to reinforce objectives from unit

4. Location of learner

4.1 At school

4.1a Computer is up and running in classroom to save time.

5. Activity

5.1 Review introductory video if applicable.

5.2 Play game or complete activity.

5.3 Close game.

5.4 Complete worksheets as per instructions

5.5 Return PC to its original status.

Learners access

website in SHES

Technology Lab?

Computer is running in

classroom to save time.

Watch video introduction

Play games to reinforce unit

objectives

Close game.

Return PC to its original status.

Proceed to Lesson 3

Yes

NoProceed to Lesson 2

Yes

NoProceed to Lesson 1

Yes

No

Review lessons 1 and 2

Form groups of 2-3 and brainstorm websites

thought to be part of the

digital footprint

Watch video introduction “Pause and Think Online”

Class discussion - be safe online. Students will create a comic strip

Select option choice for creating your digital

footprint

Select option choice for creating your comic strip

Complete assignment Complete assignment

Key Assessment Part IV: Instructional Objectives

Terminal Objective 1a: The learner knows what a digital footprint is – Cognitive Domain

Terminal Objective 1b: The learner knows what is in his digital footprint – Cognitive Domain

Terminal Objective 2: The learner can help others be good digital citizens – Affective Domain

Classification of Instructional Objectives

PerformanceContent Recall ApplicationFactConceptPrinciples and rules 1a, 1bProcedureInterpersonalAttitude 2

Relationship of Instructional Objectives and Standards

1A, 1B, 2 1. Creativity and innovationStudents demonstrate creative thinking, constructknowledge, and develop innovative products andprocesses using technology.a. Apply existing knowledge to generate newideas, products, or processesb. Create original works as a means of personalor group expression

1A, 1B, 2 2. Communication and collaborationStudents use digital media and environments tocommunicate and work collaboratively, includingat a distance, to support individual learning andcontribute to the learning of others.a. Interact, collaborate, and publish with peers,experts, or others employing a variety of digitalenvironments and mediac. Develop cultural understanding and globalawareness by engaging with learners ofother culturesd. Contribute to project teams to produce originalworks or solve problems

1A, 1B, 2 5. Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.a. Advocate and practice safe, legal, andresponsible use of information and technologyb. Exhibit a positive attitude toward usingtechnology that supports collaboration,learning, and productivityc. Demonstrate personal responsibility forlifelong learningd. Exhibit leadership for digital citizenship

1A, 1B, 2 6. Technology operations and conceptsStudents demonstrate a sound understandingof technology concepts, systems, and operations.a. Understand and use technology systemsb. Select and use applications effectivelyand productivelyc. Troubleshoot systems and applicationsd. Transfer current knowledge to learningof new technologies

Standards•S © 2007 International Society for Technology in Education

2 Social StudiesGovernment/Civic UnderstandingsSS5CG1 The student will explain how a citizen's rights are protected under the U.S. Constitution.a. Explain the responsibilities of a citizen.

Georgia Performance Standard 2008

Key Assessment Part V: Development of Assessments

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1

Students will view a video introduction. They will discuss what a digital footprint is. Next they will form groups of 2 or 3 to brainstorm websites they think are part of their digital footprint. Each student will make a list of websites that are in their digital footprint. The options for creating their digital footprint are:Use www.tagxedo.com to create their digital footprint.Use Tux Paint drawing program to create their digital footprint.Use paper, pencil, and colored pencils to create their digital footprint.

The learners will learn what a digital footprint is. The learners will learn what is in his digital footprint.

Terminal Objective 1a-The learner knows what a digital footprint is.

Terminal Objective 1b- The learner knows what is in his digital footprint.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. Two options are based on the web tool Tagxedo. A second option is the use of the program Tux Paint. A third option is to create their digital footprint using paper and pencil.

The assessment is performance-based. The assessment allows students to choose 1 of 3 options. Option 1 learners use Tagxedo to create their digital footprint. Option 2 learners use TuxPaint to create their digital footprint. Learners choosing option 3 use paper, pencil and colored pencils to create their digital footprint.

Lesson 2

Students will view “Pause and Think Online” video. The class will discuss being safe online. Students will work independently or with a partner. They will create a comic strip depicting someone being a Cyber Safety Super Hero. The Cyber Safety Super Hero is a character that helps someone make the right decision for his online behavior. The options for creating the comic strip are:

Learners will learn how to help others be good digital citizens.

Terminal Objective 2-The learner can help others be good digital citizens.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. Two options are based on web tools and a third option is to produce a comic strip using paper and pencil.

The assessment is performance-based. The assessment allows students to choose 1 of 3 options. The options for creating the comic strip are:Use www.makebeliefscomix.com comic

Use www.makebeliefscomix.com comic strip creator.Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip creator.Use paper and pencil to create the comic strip. They may use colored pencils to enhance their drawings.

strip creator.Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip creator.Use paper and pencil to create the comic strip.

Lesson 3

This is a review session intended to reinforce the principles of digital footprint and good digital citizen. After reviewing, students will utilize games to practice digital citizenship skills.Their 3 options are:Students will use www.digitalpasspor.org to practice making the right decisions for online behavior by playing games on this website.Students will play Carnegie Cadets “MySuperCyberspace Game”. Students learn about online safety as they complete tasks in game format.Students will use http://pbskids.org/webonauts/ to learn about online safety and digital citizenship. Students complete tasks as they work and advance through the game.

Learners will review digital footprint and digital citizenship.

Learners will review Lesson 1 and 2.Terminal Objective 1a-The learner knows what a digital footprint is.Terminal Objective 1b- The learner knows what is in his digital footprint.Terminal Objective 2-The learner can help others be good digital citizens.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options centered on game based learning.

The assessment is performance-based. Students’ progress in their game choice is an indicator of learning.

Key Assessment Part V: Differentiation Plan

Key Assessment Part V:

Learners will have a choice to complete one of three assessments per objective. The assessments have been designed to meet the needs of all learners. The assessments are setup to offer the learners choices on how they are assessed. Each objective has 3 options with the requirement for the learner to select one option to complete. The assessments are aligned with specific learning objectives. The expectation is for learners to master the objectives in this unit. Objective 1 and 2 are classified as principle and rule type while objectives 3 is an attitude based objective.

Assessment UDLObjective 1a-1bOption 1

The assessment is performance-based. The assessment allows students to choose 1 of 3 options. Option 1 learners will use Tagxedo to create their digital footprint.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. One option is based on the web tool Tagxedo. The second option is the use of Tux Paint. A third option is to create their digital footprint using paper and pencil.

Option 2 Learners will use Tux Paint drawing program to create their digital footprint.

Option 3 Learner will use paper, pencil, or colored pencils to create their digital footprint.

Objective 2Option 1

The assessment is performance-based. The assessment allows students to choose 1 of 3 options.Students will create a comic strip depicting someone being a Cyber Safety Super Hero. The Cyber Safety Super Hero is a character that helps someone make the right decision for his online behavior. The options for creating the comic strip are:Use www.makebeliefscomix.com comic strip creator.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. Two options are web tools and a third option is to produce a comic strip using paper and pencil.Option 2 Use

http://www.readwritethink.org/files/resources/interactives/comic/ comic strip creator.

Option 3 Use paper and pencil to create the comic strip. They may use colored pencils to enhance their drawings.

Objective 3Option 1

This is a review session intended to reinforce the principles of digital footprint and good digital citizen. After reviewing, students will utilize games to practice digital citizenship skills. The assessment is performance-based. Students’ progress in their game choice is an indicator of learning.Students will use www.digitalpasspor.org to practice making the right decisions for online behavior by playing games on this website.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options centered on game based learning.

Option 2 Students will play Carnegie Cadets “MySuperCyberspace Game”. Students learn about online safety as they complete tasks in game format.

Option 3 Students will use http://pbskids.org/webonauts/ to learn about online safety and digital citizenship. Students complete tasks as they work and advance through the game.

Introduction Video Lesson 1

Lesson 1 Option 1

Lesson 1 Option 2

Lesson 1 Option 3

Introduction Video Lesson 2

Lesson 2 Option 1

Lesson 2 Option 2

Lesson 2 Option 3

Lesson 3 Option 1

Lesson 3 Option 2

Lesson 3 Option 3

Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequence Description Objective1 The learner knows what a digital footprint is. 1a2 The learner knows what is in his digital footprint. 1b3 The learner can help others be good digital citizens. 2

Objectives 1 and 2 are recall based objectives relying on cognitive domain. Objective 3 is affective domain based. It is a higher level application performance objective. The sequence starts with learners focusing on defining a digital footprint followed by learning what they have in their personal digital footprints. The sequencing builds the knowledge (cognitive) so the

learner is capable of recognizing how to be a good digital citizen so they are able to help others to understand.

Lesson 1: What is a digital footprint?

Objective 1a-The learner knows what a digital footprint is.

Objective 1b- The learner knows what is in his digital footprint.

Initial Presentation: Students will view Common Sense Media “Digital Footprint Intro” on Vimeo as their introduction to this unit. After viewing the video, students will discuss what a digital footprint is. They get into groups of 2 or 3 to brainstorm websites they think are part of their digital footprint. As small groups discuss websites, each student will make a list of the contents of their individual digital footprint. After brainstorming, each student will create his own digital footprint and print a hard copy. The options for creating their digital footprint are:

1. Use www.tagxedo.com to create their digital footprint. 2. Use Tux Paint drawing program to create their digital footprint. 3. Use paper, pencil, and colored pencils to create their digital footprint.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. One option is based on the web tool Tagxedo. A second option is the use of the program Tux Paint. A third option is to create their digital footprint using paper and pencil. The assessment is performance-based.

Lesson 2: What makes a good digital citizen?

Objective 2- The learner can help others be good digital citizens.

Initial Presentation: Students will view “Pause and Think Online” video on Common Sense Media’s website. Class will discuss being safe online. Students will be allowed to work independently or with a partner. They will create a comic strip depicting someone being a Cyber Safety Super Hero. The Cyber Safety Super Hero is a character that helps someone make the right decision for his online behavior. The comic strip should consist of 2-4 frames and have at least 2 characters. The options for creating the comic strip are:

1. Use www.makebeliefscomix.com comic strip creator.2. Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip

creator.3. Use paper and pencil to create the comic strip. They may use colored pencils to enhance

their drawings.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. Two options are based on the use of web tools and a third option is to produce a comic strip using paper and pencil. The assessment is performance-based.

Lesson 3 Review of digital footprint and digital citizenship

Objective: Learners will review digital footprint and making the right decisions online.

Initial Presentation: This is a review session intended to reinforce the principles of digital footprint and good digital citizen. After reviewing, students will utilize games to practice digital citizenship skills.

Their 3 options are:

1. Students will use www.digitalpassport.org to practice making the right decisions for online behavior by playing the 5 games on this website.

2. Students will play Carnegie Cadets “MySuperCyberspace Game”. Students become a cadet at the academy. Cadets learn about online safety as they complete tasks in game format.

3. Students will use http://pbskids.org/webonauts/ to learn about online safety and digital citizenship. They become webonauts at the Webonaut Internet Academy. Students complete tasks as they work towards graduation from the academy.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options centered on game based learning. The assessment is performance-based. Students’ progress in their game choice is an indicator of learning.

Key Assessment Part VII: Design of Instruction

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1 Students will view a video introduction. They will discuss what a digital footprint is. Next they will form groups of 2 or 3 to brainstorm websites they think are part of their digital footprint. Each student will make a list of their digital footprint. The options for creating their digital footprint are:Use www.tagxedo.com to create their digital footprint.Use Tux Paint drawing program to create their digital footprint.Use paper, pencil, and colored pencils to create their digital footprint.

The learners will learn what a digital footprint is. The learners will learn what is in their digital footprint.

Terminal Objective 1a-The learner knows what a digital footprint is.

Terminal Objective 1b- The learner knows what is in his digital footprint

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. One option is based on the web tool Tagxedo. The second option is the use of Tux Paint. A third option is to create their digital footprint using paper and pencil.

The assessment is performance-based. The assessment allows students to choose 1 of 3 options. Option 1 learners use Tagxedo to create their digital footprint. Option 2 learners use TuxPaint to create their digital footprint. Learners choosing option 3 use paper, pencil and colored pencils to create their digital footprint.

Lesson 2 Students will view “Pause and Think Online” video. The class will discuss being safe online. Students will work independently or with a partner. They will create a comic strip depicting someone being a Cyber Safety Super Hero. The Cyber Safety Super Hero is a character that helps someone make the right decision for his online behavior. The options for creating the comic strip are:Use www.makebeliefscomix.com comic

Learners will learn how to help others be good digital citizens.

Terminal Objective 2-The learner can help others be good digital citizens.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options. Two options are based on web tools and a third option is to

The assessment is performance-based. The assessment allows students to choose 1 of 3 options. The options for creating the comic strip are:Use www.makebeliefscomix.com comic strip

strip creator.Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip creator.Use paper and pencil to create the comic strip. They may use colored pencils to enhance their drawings.

produce a comic strip using paper and pencil.

creator.Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip creator.Use paper and pencil to create the comic strip.

Lesson 3 This is a review session intended to reinforce the principles of digital footprint and good digital citizenship. After reviewing, students will utilize games to practice digital citizenship skills.Their 3 options are:Students will use www.digitalpasspor.org to practice making the right decisions for online behavior by playing games on this website.Students will play Carnegie Cadets “MySuperCyberspace Game”. Students learn about online safety as they complete tasks in game format.Students will use http://pbskids.org/webonauts/ to learn about online safety and digital citizenship. Students complete tasks as they work and advance through the game.

Learners will review digital footprint and digital citizenship

Learners will review Lesson 1 and 2Terminal Objective 1a-The learner knows what a digital footprint is.Terminal Objective 1b- The learner knows what is in his digital footprint.Terminal Objective 2-The learner can help others be good digital citizens.

Differentiation by representation is provided by giving the learners a choice of activities. There are 3 options centered on game based learning.

The assessment is performance-based. Students’ progress in their game choice is an indicator of learning.

Key Assessment Part VIII: Formative Evaluation Plan

Students will complete a survey (SurveyMonkey) following the completion of this unit. A notification is sent to my email once the survey is complete. Since I am serving as my own SME, another technology teacher will be my peer reviewer for this instructional unit. My peer reviewer is Amy Rippey. Amy earned her bachelor’s degree in Early Childhood Education from Valdosta State University and her master’s degree in Instructional Technology from Georgia Southern University. She is the technology teacher at Blandford Elementary School in Effingham County. She has sixteen years’ experience as an elementary educator. After Amy completes her evaluation of the unit she will email the results to me. The results will be coded and evaluated to determine improvements necessary with the unit.

Student Survey

Respond to each item by selecting the choice that best matches your experience.

1. I enjoyed the introductory video for this learning module.

I enjoyed the introductory video for this learning module.  Strongly Agree

Agree

Disagree

Strongly Disagree

2. I learned what makes a digital footprint.

I learned what makes a digital footprint.  Strongly Agree

Agree

Disagree

Strongly Disagree

3. I learned to do what's right online so I will have a good digital footprint.

I learned to do what's right online so I will have a good digital footprint.  Strongly Agree

Agree

Disagree

Strongly Disagree

4. I learned that I should help my friends do what's right online.

I learned that I should help my friends do what's right online.  Strongly Agree

Agree

Disagree

Strongly Disagree

5. I liked doing the activities in this module.

I liked doing the activities in this module.  Strongly Agree

Agree

Disagree

Strongly Disagree

6. I enjoyed doing the digital footprint activity using Tagxedo.

I enjoyed doing the digital footprint activity using Tagxedo.  Strongly Agree

Agree

Disagree

Strongly Disagree

7. I enjoyed collaborating and creating a comic strip with a partner.

I enjoyed collaborating and creating a comic strip with a partner.  Strongly Agree

Agree

Disagree

Strongly Disagree

8. I enjoy collaborating and working with a partner.

I enjoy collaborating and working with a partner.  Strongly Agree

Agree

Disagree

Strongly Disagree

9. I learned the importance of doing what's right when I am online.

I learned the importance of doing what's right when I am online.  Strongly Agree

Agree

Disagree

Strongly Disagree

10. I liked using Make Beliefs Comix Creator.

I liked using Make Beliefs Comix Creator.  Strongly Agree

Agree

Disagree

Strongly Agree

Peer Reviewer Survey:

# Question Strongly Agree

Agree Disagree Strongly Disagree

1Instructional strategies are appropriate for targeted

learners. O O O O2

Each lesson provides variation to appeal to all learners. O O O O

3Lesson introduction is appropriate for the

identified learners. O O O O4

Instructional activities are appropriate for identified objectives. O O O O

5The activities are appropriate to demonstrate the

knowledge gained in this unit. O O O O6

Instructional strategies are appropriate for identified objectives. O O O O

7Differentiation provided in this unit is appropriate

for this group of learners. O O O O8

Lesson introductions are appropriate for targeted learners. O O O O

9Differentiation allows learners the ability to

customize their activities. O O O O10

Instructional activities were appropriate for targeted learners. O O O O

Add any additional comments or suggestions felt to be pertinent.

3. Review and Analyze Data

Completed student surveys will be evaluated. The peer reviewer will also complete a survey. Collected data will be coded and entered into a table to ease the task of locating common themes. Themes identified will be used to make adjustments to the unit.