The document outlines a digital citizenship unit focused on communication and etiquette in digital environments. It addresses the potential for message misinterpretation, emphasizes the importance of sending appropriate online messages, and provides guidelines for digital etiquette. Additionally, it highlights the influence of peers on technology use and encourages students to evaluate their online behavior through empathy and feedback.

1. MINDING YOUR MESSAGES
A DIGITAL CITIZENSHIP UNIT ON
COMMUNICATION AND ETIQUETTE

2. WHAT DO YOU KNOW?
http://kahoot.it
Let’s PLAY the game!

3. DIGITAL COMMUNICATION
DEFINITION
THE ELECTRONIC EXCHANGE OF INFORMATION
WHAT ARE SOME WAYS WE COMMUNICATE?
• TEXT MESSAGES
• SOCIAL NETWORKS
• BLOGS
• VIDEO CHATS/CONFERENCING
• AND MORE….

4. MESSAGE MISINTERPRETATION
ESSENTIAL QUESTION
HOW CAN WE AVOID MISUNDERSTANDINGS WHEN USING VARIOUS COMMUNICATION
TECHNOLOGIES?
ACTIVITY
LET’S FIND OUT HOW WELL A MESSAGE CAN BE RECEIVED.

5. MESSAGE MISINTERPRETATION
HOW CAN MESSAGES BE MISINTERPRETED OR MISCOMMUNICATED?
WHAT ABOUT IF THE PEOPLE ARE NOT IN THE SAME ROOM?
HAVE YOU EVER HAD AN EXPERIENCE WHERE A MISCOMMUNICATION HAPPENED
(E.G., EMAIL, TEXT MESSAGE, CELL PHONE CALL)?
WHAT COULD HAVE BEEN DONE DIFFERENTLY TO AVOID THE
MISCOMMUNICATION?

7. SENDING THE “RIGHT” MESSAGES

8. SENDING THE “RIGHT” MESSAGES
WHY DO YOU THINK PEOPLE PUT OTHERS DOWN WHEN THEY ARE ONLINE?
WHEN ONLINE, HOW DOES IT MAKE YOU FEEL TO SEE NEGATIVE COMMENTS,
EVEN IF THEY ARE NOT DIRECTED TOWARDS YOU?
ARE THESE COMMENTS MORE ACCEPTED IN THE VIRTUAL LIFE OR REAL LIFE?
WHAT CAN YOU DO TO LIMIT ANY NEGATIVE OR MISCOMMUNICATED MESSAGES THAT YOU MAY
POST OR SEND?

9. T
H
I
N
K
• IS IT TRUE?
• IS IT HELPFUL?
• IS IT INSPIRING?
• IS IT NECESSARY?
• IS IT KIND?
S
T
E
P
• STOP
• THINK
• EMPATHIZE
• THEN POST

10. Class 1:
http://padlet.com/am10230/TicketOut_1
Class 2:
http://padlet.com/am10230/TicketOut_2
TICKET OUT THE DOOR

11. DIGITAL ETIQUETTE
DEFINITION
• THE ELECTRONIC STANDARDS OF CONDUCT OR PROCEDURE
DID YOU KNOW?
• VERY OFTEN, PARENTS AND STUDENTS ALIKE ARE LEARNING HOW TO USE TECHNOLOGIES FROM
THEIR PEERS OR BY WATCHING OTHERS USE TECHNOLOGY (RIBBLE, 2015).
• STUDENTS SEE ADULTS USING TECHNOLOGIES INAPPROPRIATELY AND ASSUME THAT IT IS OKAY
AND THAT IS HOW THEY SHOULD ACT (RIBBLE, 2015).
• A GOOD DIGITAL CITIZEN SEEKS FEEDBACK FROM OTHERS TO EVALUATE THEIR TECHNOLOGY
USE, AND THEN MAKES PERSONAL ADJUSTMENTS BASED ON THE FEEDBACK (RIBBLE, 2015).

12. DIGITAL ETIQUETTE KEYWORDS
NETIQUETTE
• THE ACCEPTABLE WAY TO ACT ON THE INTERNET/ONLINE
ACCEPTABLE USE POLICIES (AUPS)
• A DOCUMENT THAT LISTS A SET OF RULES OF HOW THE NETWORK, WEBSITE, OR SYSTEM MAY BE
USED AND APPLIES GUIDELINES OF HOW IT SHOULD BE USED
• GLYNN MIDDLE AUP
EMPATHY
• THE UNDERSTANDING OF SOMEONE ELSE’S THOUGHTS AND/OR FEELINGS
FLAMING
• VERBAL, EMOTIONAL, AND SOMETIMES SEXUAL ABUSE IN WRITTEN FORM USED TO ELICIT RAGE,
EMBARRASSMENT, SADNESS, SELF-DOUBT, AND OTHER FEELINGS.

14. STUDENTS TEXT OR USE SOCIAL MEDIA DURING CLASS TIME.
STUDENTS USE TEXT MESSAGING AND EMAIL SHORTHAND FOR CLASS
ASSIGNMENTS WHEN ASKED TO GIVE COMPLETE ANSWERS.

15. STUDENTS WORK WITH THEIR TEACHERS TO UNDERSTAND WHAT INFORMATION
CAN BE SHARED FROM THEIR CELL/SMARTPHONES, COMPUTERS, OR TABLETS,
AND WHEN IT IS APPROPRIATE TO DO SO.
STUDENTS COMMUNICATE ON A SOCIAL NETWORKING SITE WITHOUT KNOWING THE RULES (WHO
CAN SEE POSTS OR PERSONAL INFORMATION) OR RESPONSIBILITIES (LETTING OTHERS KNOW WHEN
THREATS OR NEGATIVE COMMENTS ABOUT THEM HAVE BEEN MADE).