All resources in Digital Citizenship and Digital Literacy

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Verifying Social Media Posts

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 Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.

Material Type: Activity/Lab, Assessment, Diagram/Illustration, Homework/Assignment, Lesson, Lesson Plan, Module, Unit of Study

Authors: Sandra Stroup, Amanda Schneider, Megan Shinn

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Verifying Social Media Posts

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 Verifying social media posts is quickly becoming a necessary endeavor in everyday life, let alone in the world of education. Social media has moved beyond a digital world which connects with friends and family and has become a quick and easy way to access news, information, and human interest stories from around the world. As this state of media has become the "new normal," especially for our younger generations, we, educators, find ourselves charged with a new task of teaching our students how to interact with and safely consume digital information.The following three modules are designed to be used as stand-alone activities or combined as one unit, in which the lessons can be taught in any order. "Who Said What?!" is a module focusing on author verification. "A Picture is Worth a Thousand Words'' is a module devoted to image verification. "Getting the Facts Straight" is a module designed to dive into information verification. Lastly, there are assessment suggestions to be utilized after completing all three modules.

Material Type: Activity/Lab

Author: Kylie Warford

Analyzing and Evaluating Media Lesson

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The goal for this unit is to have students analyze a variety of sources on a current events subject of their interest, identify the different perspectives, and defend their own position.This is one lesson from a larger unit on Evaluating Media. This unit will also cover identifying credible sources, analyzing fake news and the role of propaganda, identifying the different ways news is communicated in different communities. This unit will take place in the beginning of the school year to help instill evaluative and critical thinking research skills as we discuss and explore our big ideas throughout the school year. The end goal is to have students create a digital resource for their topic that we can share out as an educational tool for others. We’ll be creating a padlet that links to all of their presentations (students will have their choice in medium, as long as it is digital) that we will share with our school community and ideally can connect and share with other schools and students. There is also a possibility of using PenPalSchools to share out final resources, but that would depend on getting approval from the district to utilize that website.

Material Type: Homework/Assignment

Author: Chelsea Leonard

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Info-luencer: Media Literacy and Civics

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This resource includes multiple lesson plans developed by Washington State teacher John Zingale and can be taught as part of in-person, hybrid, or remote instructional settings. The core content areas include social studies, civics, and media literacy and are designed for use with students in grades 6-12. Additional integrations include ELA, world languages, mathematics, physical education and science. These lessons integrate both state and national civics instruction using project-based and collaborative learning strategies. Features of these lessons include:student researchcollaborative learningdigital learning strategieslateral readingdesign and creation of infographicsTo support these lessons, additional resources are provided to help educators and families with understanding and teaching information and media literacy to young people. Resources include:introductions to media literacyeducator guidesparent guidesstudent learning standards

Material Type: Activity/Lab, Assessment

Author: Mark Ray

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Deepfakes: Exploring Media Manipulation

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Students examine what deepfakes are and consider the deeper civic and ethical implications of deepfake technology. In an age of easy image manipulation, this lesson fosters critical thinking skills that empower students to question how we can mitigate the impact of doctored media content. This lesson plan includes a slide deck and brainstorm sheet for classroom use.

Material Type: Activity/Lab, Lesson, Lesson Plan

Author: Amit

Privacy and Security for Teens

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How safe are your students online? This lesson includes resources with facts and tips about online privacy and security for students. Students will 1.) evaluate resources for best practices in cyber privacy and security and 2.) identify a goal to strengthen an area of cyber privacy and security in their online behavior. (Thumbnail image attribute: Alpha Stock Images http://alphastockimages.com/)

Material Type: Lesson Plan

Authors: Alyssa King, Tracy Cramer, MSDE Admin

How a Medium Changes Discourse

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OverviewThe medium we choose to communicate a message can affect how that message is conveyed and how well the message will be understood by the receiver of the message.  This lesson gives the students a concrete way of seeing the effect a medium has on a message.  This lesson is part of a media unit curated at our Digital Citizenship website, "Who Am I Online?"

Material Type: Activity/Lab, Lesson

Authors: John Sadzewicz, Beth Clothier, Angela Anderson, Dana John

NOVA Cybersecurity Lab Lesson Plan

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"Students explore how to keep their digital lives safe, spot cyber scams, and learn the basics of coding in this media-rich lesson plan from NOVA Labs. The lesson begins with students watching the Cybersecurity 101 video and discussing the online safety measures that they currently take. Next, students makes predictions about online safety best practices, complete the Level 1 challenges of the NOVA Cybersecurity Lab, and compare the best practices from the game with their predictions. Students reconvene for direct instruction on the best practices and key computer science terms and then finish the Cybersecurity Lab game. Finally, students complete the video quizzes with short-response discussion questions and can work on the Cybersecurity stories as homework reading assignments."

Material Type: Activity/Lab

Authors: Nova Labs, PBS

Educatie pentru cetatenie digitala / Digital Literacy and Citizenship in the 21st Century

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Cetățenia digitală este un termen umbrelă utilizat pentru a descrie o serie de subiecte legate de accesul digital, utilizarea responsabilă a tehnologiei, alfabetizarea digitală financiară, amprentele digitale și chiar bunăstarea fizică și psihologică. Este clar că cetățenia digitală se poate manifesta în mai multe feluri, fiind considerată și abordată variat/în alte moduri de către diferiți oameni. Ceea ce este însă important este recunoașterea faptului că, pentru a progresa în noua societate/economie digitală, avem nevoie de cunoștințe și competențe noi, bazate pe era digitală. Sperăm ca modulul propus vine în întâminarea tuturor formatorilor cu o abordare modernă, reușind să facă dintr-un proces de specializare tehnică o experiență dinamică, eficientă și relevantă, pentru formarea unor generații de cetățeni responsabili și activi.

Material Type: Lecture Notes, Module, Reading, Unit of Study

Authors: Gabriela Grosseck, Laura Malita

Digital Citizenship Lesson Plan: Internet Safety

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Title: Internet Safety Team Members: Emily, Devin, KelliGrade: 6-8 gradeOverall Goal: Our overall goal for this lesson is to inform the students on ethical issues that relate to internet safety through a board game. At the end of our lesson, students should be able to identify key terms related to internet safety, be able to see the relevant  issues of internet safety in their lives, and understand the importance of internet safety.Students will first be given a KAHOOT quiz to inform us (the teachers) of what they already know about internet safety. Students will then sit through a short lesson that we teach. We will provide them with statistics about internet safety as well as why internet safety should be taken seriously not only when students use technology in the classroom, but in everyday life. Students will also learn some basic vocabulary about internet safety.          We will transition from our mini lesson into our board game which is a jeopardy game that assesses the students new knowledge of internet safety. We will break the class up into smaller groups (2-4 groups depending on the number of students in the class). We will keep track of each teams score on the board. At the end of the lesson, students should have an understanding of the importance of internet safety and should apply their understanding to their lives by making sure they are making smart decisions online. We believe that learning internet safety is important because many students are blinded by the fact that the internet can contain harmful content and can be dangerous if we are not careful. By learning about internet safety, students can make smart decisions and stay out of trouble.          Our audience will be middle school kids at Bachelor Middle School. We will make our lesson plan relatable to them by providing a video and  content that is age appropriate. We will also incorporate discussions about social media since it is very prevalent in the lives of mosts teenagers these days.  StandardsLearning ObjectiveAssessment6-8.IC.4--Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing), and discuss how unequal distribution of technological resources in a global economy raises issues of equity, access, and power. Objective 1:Students will be able to: identify issues regarding social network and online activity.Objective 2:Students will be able to: explain the importance of internet security, privacy, information sharing, etc.Objective 3:Students will be able to: apply their new knowledge of internet safety to the board game.Objective 4: Students will be able to: describe and explain key terms about internet safety. Students will play the board game (jeopardy game) to assess their knowledge of internet safety.The students will present a summary of what they learned about internet safety to the whole group.  Key Terms & Definitions: ●      Internet Safety: Being able to successfully prevent personal information from being spread as well as ensuring the well being of an individual while on the internet. Also protecting computers and mobile devices from all computer crime.●      Stranger: a person who you don’t know.●      Hacker: people who gain access to data without permission using a computer or mobile device.●      Cyberstalking: Obsessive following online that could lead to harassment but may also be done secretly without knowledge from the owner of a profile.●      Identity Theft: Stealing someone else’s identity/ pretending to be someone else●      Phishing: Tricking someone into giving over personal information by sending fake emails or messages.   Lesson Introduction (Hook, Grabber):We will start by showing the class a video (https://www.youtube.com/watch?v=Cnc4LaevRBw) that gets them engaged in our topic. Next, we will provide the students with a QR code that takes them to a pre-assessment on internet safety (https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e75). After the video students will split into small groups and discuss what stood out to them about the video, what surprised them, etc. After they complete the KAHOOT game we will go over the questions and provide students with the correct answers. We will then jump into our mini lesson about internet safety before starting to play the jeopardy game. The video will get students engaged because students love visuals. The video will help students transition from the lesson to the game. Some people are visual learners so watching a video will grab the viewer’s attention immediately. If some students still are having a hard time understanding the concepts being  presented in the videos/kahoot, we can take questions at the end of the video with a slight review before the game. The KAHOOT game is a fun way for students to test what they already know about internet safety prior to us teaching the lesson about it. Even though KAHOOT is set up like a quiz, it doesn’t seem like a test because it’s more of a game that kids will enjoy. Showing a video/kahoot before our lesson will engage the students to want to play the game because they have previous knowledge of the topic, and it’s fun!   Lesson Main:-Students will watch a short video on internet safety (listed in resources)-Students will take a KAHOOT pre-assessment at the very beginning of the lesson.-Students will be given a QR code that takes them to the KAHOOT quiz on internet safety.-We will show the students an infographic about internet safety that Emily created.-We will introduce internet safety to students through our general knowledge about the statistics included in the jeopardy game questions.-We will provide students with definitions of key terms related to internet safety by showing them from our lesson plan-We will provide students with statistics on internet safety verbally from the jeopardy questions.-We will ask students to discuss any experiences they’ve had where the internet wasn’t safe. -They will talk first in small groups and then we will ask them to share out loud to the class.-We will ask students what they think internet safety looks like in a classroom setting. We will also ask them what it looks like outside of the classroom too.-We will then provide them verbally with how we see internet safety in and out of the classroom by giving them some key points to ensure they are safe online.-We plan to spend about 3-5 minutes on the KAHOOT pre-assessment-We plan to spend about 15 minutes on our mini lesson-We plan to assess the students knowledge with our Jeopardy board game for about 15 minutes.Pre-Assessment Introduction: The main lesson will begin with the students getting a code for our kahoot game! The main ideas in the kahoot will be: internet safety, cyberbullying, stranger danger, and security. A winner may be rewarded some kind of candy to ensure that we have their attention and everyone is engaged.Mini Lesson about Internet Safety and Digital Citizenship: After the Kahoot we will share statistics and information verbally based off jeopardy questions to show students the need for proper internet safety is prevalent and important. Students should understand the damages that can be caused by facts have been pulled from updated sites online and converted into questions and examples to share with the students. After our lecture we will have the students demonstrate their knowledge in our lesson ending.Rules of the Game: The game is pretty simple, making it easy to present to the class. Teams are created and presented with categories of different point levels to choose from and then answer. To avoid going over time we may play first to 1000 points. Students answer questions about internet safety facts highlighted in the lesson and then are rewarded for correct answers and wrong responses are open for anyone to answer. Presentation: We will take turns presenting information verbally to the class. The short part with the kahoot will be accessible online by qr code. What the students should learn:The students should learn the importance of internet safety in not only the classroom, but in all aspects of life outside the classroom. Rules for the real world and the classroom will be highlighted in both the kahoot and the jeopardy questions.  Lesson Ending: In addition to our assessment, our Jeopardy game, we will wrap up our lesson by having students get into small groups and come up with a few main points they learned about internet safety that they didn’t know before. We will also ask them how they will apply what they have learned about internet safety to their life now that they wouldn’t have before.   Assessment Rubric: Great (5 points)Average (3 points)Poor (0 points)Vocabulary understanding Students show that they understand the key terms about internet safety in our lesson. They are able to recite the definition and provide real life examples of key terms that apply to their lives.Students are able to recite most of the definition but cannot provide a real life situation where the key terms are used.Students cannot recite the definition and cannot provide any examples where the term can be used in real life.Participation in board gameStudents are attentive and make an effort to contribute to the team in the game by answering questions and sharing with team. They are fully engaged in the game.Students make somewhat of an effort to contribute to the team when playing the game, but are only partly engaged.Students don’t participate in the game at all.Participation in group discussionsStudents contribute meaningful thoughts that are beneficial in small group and whole group discussion.Students contribute a slightly in the group discussion.Students do not participate in group discussionsKAHOOT participationAll students will answer all kahoot questions.Students answer most Kahoot questions.Students do not participate in Kahoot. Resources / Artifacts:  ●      KAHOOT pre assessment QR code and link (created by Kelli): https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e●      Infographic about internet safety (created by Emily): https://create.piktochart.com/output/28160943-new-piktochart  ●      Rubric listed (created by Emily and Devin)●      https://youtu.be/lMyW8XfCPzM (created by all three group members) How to play our game tutorial●      https://www.youtube.com/watch?v=Cnc4LaevRBw Video to show kids at start (Devin) Differentiation: This section should describe how you could to differentiate your lesson for learners with diverse needs.  Some ideas would be to offer differentiated solutions for English Language Learners, students with mobility challenges, students on the autism spectrum, students with emotional or behavioral challenges, students with auditory or visual impairments, gifted students, etc. You should address Differentiation for ability levels●      High and ability learners: We will place people in groups based on their ability levels so that there is a variety of people in each group. By doing this, higher ability students will be able to help lower ability students so that every student has an equal opportunity to learn about internet safety.       2. Differentiation for demographics●      Gender, race, culture, and/or sexual identity: We will make sure our lesson and board game are free of any biases that may be harmful or offensive to some students.       3. Differentiation for languages●      ESL, EFL, ENL: To accommodate for different learning needs, we will provide many visuals that will help people who have a hard time reading material. Visual representations are a great way for students to learn through observation. The infographic will greatly help with this. We will also have students with different learning needs mixed together so students that cannot read as well or cannot read the language can get help from students who can.       4. Differentiation for access & resources●      Computers, Internet connection, and/or Wifi access: If students don’t have their iPad or if their battery is running low, they will be asked to join another person with a functioning iPad so that they can still participate.. We will assign those people to different groups so that they don’t just choose to be with their friends, but that they can possibly get to know other classmates that they may not usually talk to.  Kahoot is a website accessible by anyone so no problems should be caused by not having access to the site If the wifi access is not working or if the internet is down, there will also be available print-outs so that students will still be able to access what they would have been able to if the internet were working properly.  Anticipated Difficulties:The board game should be relatively easy for students to understand and for us (the teachers) to explain because most people have played some form of Jeopardy before. It will be crucial that we provide students with enough information so that they are able to answer all of the Jeopardy questions. It could be difficult to make sure we teach them enough to achieve in the board game, but not too much to where we are handing out the answers to the board game. We will have to carefully craft our lesson plan in the beginning to overcome this possible issue.We also want to ensure that we get the objectives across to the students clearly. We will do this by engaging our audience through the KAHOOT pre-assessment and then reiterating the importance of internet safety through the jeopardy board game at the end.    

Material Type: Lesson Plan

Author: Emily Finley

Mikulas Gaussman: a citizen digitally resourced for the future?

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This resource offers the user 8 activities that encourage exploration/contemplation of: • current UK educational practices in relation to digital literacy • effects of digital literacy initiatives on UK’s global positioning in 2038 • educational movements that are supportive of global society concerns of sustainability.

Material Type: Activity/Lab, Teaching/Learning Strategy

Author: colin barnett

Washington Educational Technology Learning Standards

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In this update to the 2008 standards, Washington is adopting the 2016 Technology Standards for Students released by the International Society for Technology in Education (ISTE). These standards were developed collaboratively with teachers, administrators, subject matter experts, state and national associations, and stakeholders in educational technology. Teams of Washington teachers, technology integration specialists, and teacher-librarians have reviewed these standards to ensure they effectively meet the needs of Washington students. These standards emphasize the ways technology can be used to amplify and transform learning and teaching, and they resonate with our state’s aspiration to empower connected learners in a connected world. In addition, they complement statewide efforts to enhance instruction in digital citizenship and media literacy, which are critical elements of preparing our students for careers, post-secondary aspirations, and beyond.

Material Type: Teaching/Learning Strategy

Author: Washington Office of Superintendent of Public Instruction

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