Digital citizenship overview lesson

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Technology has changed the way we connect, communicate,
and learn. Computers, smartphones, and tablets are
increasingly influential in our daily lives. Google, Facebook,
Twitter, and YouTube have become part of our everyday
vocabulary. Our time is often divided between the “real world”
and the world through our screens. Do you view yourself as a
citizen of both worlds?
 Watch the video to get a better idea of what it means to be
a digital citizen.
 Complete the “Got Media Smarts?” handout (Common Sense
Media, 2011).
 Did any of the results surprise you?
 How do the answers connect with your own experiences?
(Common Sense Media, 2011)
digital citizenship: the norms of appropriate, responsible
behavior with regard to technology use (Ribble, 2007) Zhang, X. (2012, January 11). Be a digital citizen [Video file]. Retrieved
But… from http://www.youtube.com/watch?v=FdEXijFXfD8

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The resources below will help you understand digital citizenship
in more depth, and you will use these to explore a topic for
the next activity.
Databases:
 BrainPOP Spotlight: Digital Citizenship
 ProQuest
 MasterFile (EBSCO)
Websites:
 Edutopia
 Digital ID: 21st Century Citizenship
 Power to Learn: Students
 You will be assigned one of the topics below:
 Plagiarism
 Cyberbullying Image Source: http://www.brainpop.com/spotlight/digitalcitizenship/
 Digital Etiquette (Netiquette)
 Digital Footprint
 Internet Safety

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 Go to our class Edmodo page and join the Digital Citizenship
group.
 Using the information sources, research your topic and answer
the following questions:
 1. Provide a basic definition of your topic (in your own words, or
if using a source, include a citation).
 2. Why is your topic an important issue in digital citizenship?
Include examples from your research and from real life.
 3. Write three rules a responsible digital citizen would follow
in relation to your topic.
 Find the group page for your topic in Edmodo, and share your
responses (in 3 separate posts) with your group members.
 Respond to at least 3 posts from different group members. Try
to ask questions and include thoughtful reactions and reflection Image source: http://www.edmodo.com/home#/
to keep the discussion going. Clip art from Microsoft

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 Work together with your group in your assigned roles to
create a poster in Glogster so you can teach your
classmates about your topic. Based on your discussion
posts, determine what you will include on your poster.
 Make sure to include a definition, why your topic is an important
issue in digital citizenship, examples, and three rules a
responsible digital citizen should follow in relation to your topic.
 Cite sources for any quotes, photos, or videos from your
information sources.
 After each group has shared their posters, submit a journal
entry in Edmodo in which you reflect on the question: What
does it mean to be a responsible digital citizen?
Rubrics:
 Glogster
 Journal Reflection Image Source: http://mrst71.edu.glogster.com/digital-citizenship/

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Check out more about digital citizenship:
 Infographics
The Naked Truth (Microsoft, 2012)
Social Media, Social Life (Common Sense Media,
2012)
 Websites
21Things4Students (videos, missions &
quests)
My Digital Life
That’s Not Cool (videos, games, advice)
Digizen Image Source: http://www.viralblog.com/social-media/2013-and-beyond-the-
NetSmartz Teens social-media-revolution/
Reflect: Who are you online?

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Designed for grades 9-10 English students but can be modified for 6-12 and used in different subject Time Frame:
areas. This lesson is intended to be an overview of digital citizenship. Future lessons can explore Three 45-minute lessons plus time outside of class for discussion
each topic (and additional elements of digital citizenship) in more depth. posts.
Common Core State Standards (6-12) If in-class or home access is an issue, the lesson can be modified
so that group discussion is conducted in class.
Reading: 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific
textual evidence when writing or speaking to support conclusions drawn from the text. Writing: 2. Write
Differentiation:
informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the
effective selection, organization, and analysis of content. 6. Use technology, including the Internet, to produce and publish Students can use Kurzweil text-to-speech software for
writing and to interact and collaborate with others. 7. Conduct short as well as more sustained research projects based on information sources. Information sources include multiple
formats and lexile levels so teachers can guide students based
focused questions, demonstrating understanding of the subject under investigation. 8. Gather relevant information from on abilities. Discussion can also take place on VoiceThread if
multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while preferred.
avoiding plagiarism.
Learning Styles:
Standards for the 21st Century Learner Group roles for the Glogster project should be determined
1.1.1 inquiry-based process & making real world connections, 1.1.2 use prior knowledge for context, 1.1.6 make inferences based on student strengths in terms of language or visual
from information presented in multiple formats, 1.1.8 demonstrate mastery of technology tools for accessing info and components.
pursuing inquiry, 1.3.1 respect copyright, 1.3.4 contribute to the exchange of ideas within the learning community, 2.1.2
organize knowledge, 2.1.3, draw conclusions and apply knowledge to real-world situations, 2.1.5, collaborate with others to
Notes to the teacher:
exchange ideas and develop new understandings, 2.1.6, use writing, media and visual literacy, and technology skills to
create products, 2.3.1, connect understanding to real world, 3.1.2, participate as members of a social & intellectual For the Glogster activity, teachers can have each group member
network of learners, 3.1.3, use writing and speaking skills to communicate new understandings, 3.1.4, use technology to create posters (as “experts” on their topic) in order to teach
organize and display knowledge, 3.1.5, connect learning to community issues, 3.2.2, show social responsibility by to members of a jigsaw group.
contributing questions and ideas during group discussions, 3.3.1, respect diverse perspectives, 3.3.4 create products that The instructor may want to model using the information
apply to authentic, real-world contexts, 4.1.7, use social networks to gather and share information, 4.3.1 participate in the sources to help guide students to the sources most appropriate
social exchange of ideas, both electronically and in person. for their topic, although most of the selected sources address
ISTE NETS - National Educational Technology Standards for Students multiple topics.
This lesson is designed for students with prior knowledge of
1. Creativity and Innovation: Students demonstrate creative thinking, construct knowledge, and develop innovative products
Edmodo and Glogster. Initial instruction on how to use these
and processes using technology (a. apply existing knowledge, b. create original works). 2. Communication and Collaboration: tools may be necessary.
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support
individual learning and contribute to the learning of others (a. interact, collaborate, and publish with peers, b. communicate Possible follow-up activity: Use student presentations to
information and ideas using a variety of media and formats). 3. Research and Information Fluency: Students apply digital compile a list of class digital citizenship rules
tools to gather, evaluate, and use information (d. process data and report results). 4. 4. Critical Thinking, Problem Solving,
and Decision Making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using appropriate digital tools and resources. 5. Digital Citizenship: Students understand human,
cultural, and societal issues related to technology and practice legal and ethical behavior.

7. Common Sense Media. (2011). Got media smarts? Retrieved from
http://salemthinktank.wikispaces.com/file/view/Got+Media+Smarts+handout.pdf
Common Sense Media. (2012). Digital life 102. Retrieved from
http://www.commonsensemedia.org/educators/lesson/digital-life-102-9-12
Common Sense Media. (2012). Social media, social life: How teens view their digital lives [Infographic].
Retrieved from
http://cdn2-www.ec.commonsensemedia.org/sites/default/files/socialmedia_infographic_2012_final.pdf
Microsoft. (2012). What does digital citizenship mean to you? Retrieved from
http://www.microsoft.com/security/resources/digital-citizenship.aspx
Ribble, M. (2007). Nine themes of digital citizenship. Retrieved from
http://www.digitalcitizenship.net/Nine_Elements.html
Winn, M. R. (2011). Promote digital citizenship through school-based social networking. Learning & Leading
With Technology, 39(4), 10-13. Retrieved from EBSCOhost
Zhang, X. (2012, January 11). Be a digital citizen [Video file]. Retrieved from
http://www.youtube.com/watch?v=FdEXijFXfD8
Last updated: December 2012
Created by Stephanie Seale
BCPS Slam Dunk Research Model, Copyright 2012, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only.
All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson is based on Jamie McKenzie’s Slam Dunk Lesson module.