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Webquest digital citizenship


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Webquest digital citizenship

  1. 1. Student Page [Teacher Page] Webquest to learn about Digital Citizenship Title For teachers, technology leaders, parents and students Introduction Designed by Task Process Laura McEwan Evaluation Conclusion Credits Based on a template from The WebQuest Page
  2. 2. Student Page [Teacher Page] Introduction Title Many students and parents are unaware of what Digitial Citizen means or what it entails. Go to a search engine, type in Digital Introduction Citizenship, many websites will come up informing you about Digital Task Citizenship. Process What is Digital Citizenship? Evaluation Conclusion Digital citizenship according to Mike Ribble is “a concept which helps teachers, technology leaders and parents to understand what students/children/technology users should know to use technology appropriately. Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology. Digital citizenship is the norms of appropriate, responsible technology use.” Digital citizenship has nine components: 1. Digital Access, 2. Digital Commerce, 3. Digital Communication, 4. Digital literacy, 5. Digital etiquette, 6. Digital law, 7. Digital rights and responsibilities, 8. Digital Health and Wellness and 9. Digital security (self-protection) Credits
  3. 3. Student Page [Teacher Page] The Task Title Create a skit explaining one of the nine components of Introduction Digital Citizenship. Task Process You may work alone or in groups of four to five students. Evaluation Conclusion The skit should be at least three minutes in length but no more then 10, with complete dialog Please keep the skit clean, (G rated). You may video tape the skit or perform it live in front of the class. You can incorporate more then one of the components if you wish. Credits
  4. 4. Student Page [Teacher Page] The Process Title  Research the nine components of digital Introduction citizenship Task  Get into your groups Process  Choose one of the nine components Evaluation  Brainstorm with your classmates, organize Conclusion your thoughts and your dialog. Follow the Rubric: - skits must be G rates - no less then 3 mintues and no more then 5 minutes in length - you may use index cards, you do not have to memorize your dialog - be prepared the day the project is due Due date: February 26th 2013 Credits
  5. 5. Student Page [Teacher Page] Evaluation Title Introduction Task Process Evaluation Conclusion Credits
  6. 6. Student Page [Teacher Page] Conclusion Title Great Job! Introduction You have searched and created a skit to show Task your understand one or more of the components Process in Digital Citizenship. Now you know the proper Evaluation internet etiquette Conclusion Credits
  7. 7. Student Page [Teacher Page] Credits & References Title Ribble, Mike. "Digital Citizenship Website." Digital Citizenship Introduction using technology appropriatly. Go Daddy Custom Design Group, n.d. Web. 26 Feb 2013. Task <>. Process Evaluation Cyber Ethics and Digital Citizenship . N.d. PBWorksWeb. 26 Conclusion Feb 2013. <>. Bickley, Dana. Digital Citizenship. N.d. NISDWeb. 26 Feb 2013. <>. Rubistar : 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. 8. [Student Page] Put the Title of the Lesson HereTeacher Page (Teacher) A WebQuest for xth Grade (Put Subject Here) Title Introduction Designed by Learners Put Your Name Here Standards Put Your E-mail Address Here Process Resources EvaluationTeacher Script Conclusion Credits Based on a template from The WebQuest Page
  9. 9. [Student Page]Teacher Page Introduction (Teacher) Begin with something that describes the origin of the lesson. For example: This Title lesson was developed as part of the San Diego Unified School Districts Triton Project, a federally funded Technology Innovation Challenge Grant. Introduction Learners In this second paragraph of the introduction, describe briefly what the lesson is about. Remember, the audience for this document is other teachers, not students. Standards Process Resources EvaluationTeacher Script Conclusion Credits
  10. 10. [Student Page]Teacher Page Learners (Teacher) Describe the grade level and course that the lesson is designed to cover. For Title example: "This lesson is anchored in seventh grade language arts and involves social studies and math to a lesser extent." If the lesson can easily be extended to Introduction additional grades and subjects, mention that briefly here as well. Learners Describe what the learners will need to know prior to beginning this lesson. Limit Standards this description to the most critical skills that could not be picked up on the fly as the lesson is given. Process Resources EvaluationTeacher Script Conclusion Credits
  11. 11. [Student Page] Curriculum StandardsTeacher Page (Teacher) What will students learn as a result of this lesson? Describe the outcomes Title succinctly. Use the language of existing standards. For example: Introduction Social Studies Standards Addressed Learners •Recognize the relationships among the various parts of a nations cultural Standards life. •Learn about the mythology, legends, values and beliefs of a people Process . Most lessons dont just teach a block of content; they also implicitly teach one or Resources more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were Evaluation encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization?Teacher Script Comparison? Teamwork? Compromise? Conclusion Credits
  12. 12. [Student Page]Teacher Page The Process (Teacher) You can paste in the process description given to students in the “student” Title process slide and then interleave the additional details that a teacher might need. Introduction Describe briefly how the lesson is organized. Does it involve more than one class? Learners Is it all taught in one period per day, or is it part of several periods? How many days or weeks will it take? Is it single disciplinary, interdisciplinary, multidisciplinary or Standards what? Process If students are divided into groups, provide guidelines on how you might do that. If there are misconceptions or stumbling blocks that you anticipate, describe them Resources here and suggest ways to get around them. Evaluation What skills does a teacher need in order to pull this lesson off? Is it easy enough for a novice teacher? Does it require some experience with directing debates or roleTeacher Script plays, for example? Conclusion If youre designing for a one-computer classroom or for pre-readers and are creating a facilitated WebQuest in which the teacher or an aide controls the computer and guides discussion, you can link from here to the Teacher Script page which would contain a printable script for the facilitator to follow. Variations If you can think of ways to vary the way the lesson might be carried out in different situations (lab vs. in-class, for example), describe them here. Credits
  13. 13. [Student Page]Teacher Page Resources (Teacher) Describe whats needed to implement this lesson. Some of the possibilities: Title •Class sets of books Introduction •E-mail accounts for all students Learners •Specific software (how many copies?) •Specific hardware (what kind? How many?) Standards •Specific reference material in the classroom or school library •Video or audio materials Process If the lesson makes extensive use of specific websites, it would be appropriate to Resources list, describe and link them here. Evaluation Describe also the human resources needed. how many teachers are needed to implement the lesson. Is one enough? Is there a role for aides or parents in theTeacher Script room? Do you need to coordinate with a teacher at another school? With a partner in industry or a museum or other entity? Is a field trip designed in as part of the Conclusion lesson? Credits
  14. 14. [Student Page]Teacher Page Evaluation (Teacher) How will you know that this lesson was successful? Describe what student products Title or performances youll be looking at and how theyll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above. Introduction Learners You may want to just copy and paste the evaluation section of the student page ( Evaluation) into this space and add any clarifications needed for another teacher to Standards make use of this lesson. Process Resources EvaluationTeacher Script Conclusion Credits
  15. 15. [Student Page]Teacher Page Teacher Script (Teacher) The WebQuest model is best suited for learners who can navigate the Web on their Title own and can read the kinds of material commonly found on the Web. We can stretch the format to reach primary-aged learners, developmental English Language Introduction Learners and special populations by creating a facilitated WebQuest, one that Learners requires an adult or older peer to drive things. Standards Use this page to create a script for that facilitator. The facilitator would print this page out and use it to guide their progress through the WebQuest. Process This page will include step by step directions to the facilitator, including: Resources •What to say at each point in the process Evaluation •What to click on •What questions and misconceptions to anticipateTeacher Script •How long to take at each point •When to direct learners to work away from the computer Conclusion To help the facilitator, you might want to include screen dumps of particular screens embedded with the directions of what to do at that point. This page is linked to the Process segment off of the Teacher Page Credits
  16. 16. [Student Page]Teacher Page Conclusion (Teacher) Make some kind of summary statement here about the worthiness of this lesson Title and the importance of what it will teach. Introduction Learners Standards Process Resources EvaluationTeacher Script Conclusion Credits
  17. 17. [Student Page]Teacher Page Credits & References (Teacher) List here the sources of any images, music or text that youre using. Provide links back to Title the original source. Say thanks to anyone who provided resources or help. Introduction List any books and other analog media that you used as information sources as well. Learners Include a link back to The WebQuest Page and The WebQuest Slideshare Group so that Standards others can acquire the latest version of this template and training materials. Process Resources EvaluationTeacher Script Conclusion Credits