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Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
Digital Citizenship Webquest
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Digital Citizenship Webquest

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This is a webquest about Digital Citizenship for sixth to eighth graders. It covers topics such as plagiarism and "netiquette". From this webquest, the students will create a Digital Citizenship …

This is a webquest about Digital Citizenship for sixth to eighth graders. It covers topics such as plagiarism and "netiquette". From this webquest, the students will create a Digital Citizenship portfolio and analyze the information to conclude what Digital Citizenship means to them.

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  • 1. Student Page [Teacher Page] Journey to Digital Citizenship Title A WebQuest for Sixth to Eighth Graders for Computer Literacy Introduction Designed by Task Mary Donel, Kelly Markel, Melissa Weiland Process mpd11@zips.uakron.edu, kmm191@zips.uakron.edu, mmw63@zips.uakron.edu Evaluation Conclusion Credits Based on a template from The WebQuest Page
  • 2. Student Page [Teacher Page] Introduction Title Welcome to your journey to digital citizenship. During this quest, you will navigate through what it means to be good digital citizens, Introduction by learning how to research and establishing a proper cyber Task reputation. Process What is good Digital Citizenship? Evaluation Conclusion According to Ribble, Bailey, and Ross (2004), Digital Citizenship is defined as, “the norms of behavior with regard to technology use. As a way of understanding the complexity of digital citizenship and the issues of technology use, abuse, and misuse” (pg. 7). Focusing on Digital Citizenship: Through this quest, you will not only learn about digital citizenship, but also its importance and relevance in the educational and professional settings. You will acquire tools and tips to better your activity and self – presentation on the web. Credits
  • 3. Student Page [Teacher Page] The Task At the end of this quest, each of you should have created a personal, digital portfolio of Title activities and tools on the web. In the form of a Word Document, you should have compiled examples of the prevalence of citing resources and avoiding plagiarism as well as Introduction utilizing proper web etiquette. Task Researching and utilizing web resources Process Self – evaluation for plagiarism and correction Summary to be created and analyzed Evaluation To complete this assignment, you will need access to the Internet, an open Word Conclusion Document, and a willing spirit. Credits
  • 4. Student Page [Teacher Page] The Process Avoiding Plagiarism Title 1. Break into groups of three students - This is your discussion group for the remainder of the quest Introduction 2. Decide upon a historical figure with some contribution to technology Task 3. Research this person and, individually, write a brief summary of their life and important works in a Word Document Process 4. Sign into www.turnitin.com and submit your work 5. Copy and paste the Originality Check beneath your summary in a Word Document Evaluation 6. Create a graph (pie, bar, or line) to show your most common mistakes - In your document, go to “Insert”, click on “Chart”, and choose a chart to use Conclusion 7. Explore http://owl.english.purdue.edu/owl/ for citation tips and references 8. In your group, discuss methods to avoid plagiarism, as indicated by the Originality Check 9. On your document, list three items that need fixed according to www.turnitin.com and how you would fix these mistakes to avoid plagiarism Your Cyber Reputation 1. Read Introduction and all ten rules http://www.albion.com/netiquette/corerules.html 2. In your groups, discuss what good “netiquette” entails 3. In your document, write a summary about good “netiquette” versus bad “netiquette” 4. Sign into your Facebook, Twitter, or MySpace and look for an example of both good and bad “netiquette” 5. In your groups, discuss some of the repercussions of the examples of bad “netiquette” 6. Now, in your document, synthesize all the information regarding plagiarism and “netiquette” and deduce what being a good digital citizen includes, provide support for your conclusions Congratulations! You have now completed your digital passport Credits
  • 5. Student Page [Teacher Page] Evaluation Title CATEGORY Followed Level 1 - Unsatisfactory Level 2 - Inadequate Student neglected Student may have Student used the Level 3 - Adequate Level 4 - Distinguished Student followed Level 5 - Exemplary Student understood Score Directions in the to follow used the instructions, instructions. the instructions the instructions and Introduction Webquest instructions. but not successfully. successfully. followed them flawlessly. Task Student submitted Student submitted Student submitted Student submitted Completed All Student did not some components of components, but they components required in thoroughly completed Process Components submit any completion, but could components with detail. components of the the quest and were incomplete. have been more incomplete quest. thorough. Evaluation Successfully Used Student did not use Student may have Student used Student used all of Student used all of the Conclusion Resources the resources glanced at the resources, but not the resources. resources and demonstrated provided. resources. in full. understanding of the source. Analyzed and Student did not Student submitted Student synthesized and Student successfully Student successfully analyzed some synthesized and analyzed all drew personal conclusion Synthesized offer any original facts, not original of the information provided, through synthesizing and thinking. information, but not Information work. but still room for drawing personal improvement on conclusion. analyzing the provided conclusion. materials. Provided Examples Student did not Student may have Student provided Student provided Student provided and Offered provide any offered an example or examples and creativity, thorough examples and excellent examples that Creativity examples or some creativity. but were not beneficial to creativity, but could still tied into their conclusion the overall goal. improve. and was creative in their creativity. own work. Total Score Credits
  • 6. Student Page [Teacher Page] Conclusion By completing this quest to digital citizenship, you will have explored some of the Title resources from the Internet’s seemingly endless supply. As emerging digital citizens, it is vital that you thoroughly comprehend the negative effects of plagiarism and a harmful Introduction cyber reputation. You will have compiled several examples concerning proper and Task improper conduct on the web and expressed your thoughts concerning digital citizenship. This digital citizenship portfolio reveals your understanding and readiness to be proper Process digital citizens. Evaluation Conclusion Credits
  • 7. Student Page [Teacher Page] Credits & References Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship Addressing Appropriate Title Technology Behavior. Learning and Leading with Techonology, 32. Retrieved Introduction Task from http://www.pbs.org/teacherline/courses/tech340/docs/ Process tech340_bailey.pdf?cc=tlredir Evaluation 2012. Getting a Passport. Retrieved from http://www.destination360 Conclusion .com/travel-resources/images/s/getting-a-passport.jpg Indore, Jim. 7 October 2010. Digital Citizen. Retrieved from http://blog. jimindore.ac.in/wp-content/uploads/2010/10/Digital-People-300x233.jpg Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Credits
  • 8. [Student Page] Journey to Digital CitizenshipTeacher Page (Teacher) A WebQuest for Sixth to Eighth Graders for Computer Literacy Title Introduction Designed by Resources Mary Donel, Kelly Markel, Melissa Weiland Evaluation mpd11@zips.uakron.edu, kmm191@zips.uakron.edu, mmw63@zips.uakron.eduTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  • 9. [Student Page]Teacher Page Introduction (Teacher) This lesson stemmed from an assignment in Education Technology at the Title University of Akron in Akron, Ohio. After reviewing the Module over Digital Citizenship, the class was charged with creating a WebQuest to introduce the Introduction concept of Digital Citizenship into a future classroom. The goal of this Webquest is Learners to help students navigate resources on the web properly and create a good cyber reputation. Standards Through the course of the WebQuest, students will research a historical figure Process crucial to technological advances, write a brief essay, and submit it to www.turnitin.com. They will then discuss in groups their mistakes and formulate Resources ways to avoid plagiarism. Then, after exploring http://owl.english.purdue.edu/owl/ , they will graph their most common mistakes. In regards to their reputation, students will Evaluation study and discuss what it means to have good “netiquette”. They will use social networking cites to find good and bad examples of “netiquette”. They will synthesize andTeacher Script analyze all of the provided information to determine what it means to be a good digital citizen. Conclusion Credits
  • 10. [Student Page]Teacher Page Resources (Teacher) Each student will need access to a computer with access to the Internet. The Title computers will need to have functioning Word software. Introduction One teacher should suffice to complete this assignment and act as a facilitator of Learners the students’ creative thinking. Standards The websites accessed will be: www.turnitin.com Process http://owl.english.purdue.edu/owl/ http://www.albion.com/netiquette/corerules.html Resources Directions for the websites are included in the Process page of this presentation. EvaluationTeacher Script Conclusion Credits
  • 11. [Student Page]Teacher Page Evaluation (Teacher) Title CATEGORY Level 1 - Unsatisfactory Level 2 - Inadequate Level 3 - Adequate Level 4 - Distinguished Level 5 - Exemplary Score Followed Student neglected Student may have Student used the Student followed Student understood Introduction Directions in the to follow used the instructions, instructions. the instructions the instructions and Webquest instructions. but not successfully. successfully. followed them flawlessly. Learners Completed All Student did not Student submitted Student submitted Student submitted Student submitted Standards Components submit any components of the some components of components, but they components required in the quest and were incomplete. completion, but could thoroughly completed components with detail. have been more thorough. incomplete quest. Process Resources Successfully Used Student did not use Student may have Resources the resources glanced at the Student used resources, but not Student used all of the resources. Student used all of the resources and demonstrated Evaluation provided. resources. in full. understanding of the source.Teacher Script Analyzed and Student did not Student submitted facts, not original Student synthesized and analyzed some Student successfully Student successfully synthesized and analyzed all drew personal conclusion Synthesized offer any original information, but not of the information provided, through synthesizing and thinking. but still room for Conclusion Information work. drawing personal improvement on conclusion. analyzing the provided conclusion. materials. Provided Examples Student did not Student may have Student provided Student provided Student provided and Offered provide any offered an example or examples and creativity, thorough examples and excellent examples that some creativity. but were not beneficial to creativity, but could still tied into their conclusion Creativity examples or the overall goal. improve. and was creative in their creativity. own work. Total Score Credits
  • 12. [Student Page]Teacher Page Teacher Script (Teacher) Due to the age group addressed for this assignment, the teacher should serve as a Title facilitator of the exercise, not necessarily as an instructor. The teacher should explain Digital Citizenship and its importance. Take the class through the first Introduction presentation, so they understand the assignment, goal, and grading criteria, then Learners allow them to create the Digital Citizenship portfolio. Clearly explain the goal of the assignment, then have the students break into small groups, and monitor the Standards process. Keep the shenanigans of the students to a minimum and keep them focused on the end goal. Process Resources EvaluationTeacher Script Credits
  • 13. [Student Page]Teacher Page Credits & References (Teacher) Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship Addressing Appropriate Title Technology Behavior. Learning and Leading with Techonology, 32. Retrieved Introduction Learners from http://www.pbs.org/teacherline/courses/tech340/docs/ Standards tech340_bailey.pdf?cc=tlredir Process 2012. Getting a Passport. Retrieved from http://www.destination360 Resources .com/travel-resources/images/s/getting-a-passport.jpg Evaluation Indore, Jim. 7 October 2010. Digital Citizen. Retrieved from http://blog.Teacher Script jimindore.ac.in/wp-content/uploads/2010/10/Digital-People-300x233.jpg Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that others can acquire the latest version of this template and training materials. Credits

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