Wednesday, July 25, 2012

Digital Citizenship WebQuest (2nd Draft)

Below is the 2nd draft of a Digital Citizenship WebQuest I started working on earlier this month.

Digital Citizenship WebQuest - DRAFT #2


"What do you suppose Schlechty meant when he pointed that out?" asked Jerry, our leadership workshop facilitator looked at us; a room full of principals and central office team members stared back. Fumbling with our own assortment of laptops, iPads, iPhones, no one had really been paying attention. After all, wasn't this just another sit-n-get opportunity, a chance to catch up on email and craft exquisitely detailed to-do lists for team members back at our respective campuses and departments? 
Jerry paused for a moment as he waited for a response. "Allow me to share that quote again." His thumb depressed a button on his iPad, then the screen with the Schlechty quote slid back into view, appearing on the big projection screen to the right.
"Ok," he began, "we've spent a lot of time figuring out how we can control student behavior via policy and procedure. School districts across the country are revamping their Acceptable Use Policies, hammering them into Responsible Use Agreements, trying to legislate--for lack of a better term--how children and staff should behave in school."
As of July 1, 2012, the Federal Government has even mandated that schools that want eRate funding--which is how many K-12 schools fund their technology programs--must include statements like the one below:
"The school district will educate all students about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms and cyberbullying awareness and response."
How has your school district responded to this? And, is that response enough? How have you as campus principals and central support to campuses changed how you model this in YOUR school and district?
Often, it's one thing to develop policy, quite another to implement it in a way that makes sense. How can we, as leaders in a learning organization, model responsible use of technology with students and staff? Over the next 20-30 minutes, you will explore this question.

The Task

To develop an understanding of digital citizenship, cybersafety, and how it applies to you, you need to develop a thorough understanding of what digital citizenship means in K-12 schools. One way for you to get there is to critically analyze a number of digital citizenship scenarios and discuss them from multiple perspectives. That's your task in this exercise.
By the end of this lesson, you and your group will answer these questions:
  1. What is meant when someone says, "What are the nine general areas of digital citizenship?"
  2. What are some of the key elements of the District's Responsible Use Agreement?
  3. What's the connection between digital citizenship, social media/networking sites and responsible use in the classroom?
  4. How can we better help staff, students and parents realize the value of digital citizenship?
The Process
You have several choices for getting the information you need to respond to the 4 questions above. Below are your choices for preparing for the Digital Citizenship Quiz:

  1. You can view the slideshow, Digital Citizenship for School Leaders and get the information you need there.
  2. You can participate in the Concept Builder Activity below, then take the Digital Citizenship Quiz.
Please decide which approach you will take and let your session facilitator know.
  1. Divide the whole group into small groups of four. Each small group member will assume one of the different roles shown below:

     The Classroom Teacher: Over the past year, you've attended several state conferences such as the TCEA and TexasASCD conference. Everywhere you've gone, the message is coming in loud and clear--social media is THE way to connect with students where they are at since over 74% of students have mobile devices. Technology has never been easier to use! You're thrilled that Bring Your Own Technology (BYOT) initiatives are starting up in your District. Last week at the local pizzaria, you ran into a parent of one of next year's students. You happen to mention that you'll be using Facebook Pages to facilitate information sharing (including video of student projects). Now, everyone wants to know what you're up to and you want them to support you. In spite of your enthusiasm, the question in your mind is, How can social media be used within the context of being a responsible digital citizen? Begin. The School Administrator: In your mind, the best use of technology is the one that results in the least amount of litigation. Yesterday, a parent happened to comment at a morning coffee how wonderful it was that one of the teachers was using a Facebook Page to manage communications about homework and classwork, sharing videos featuring students and what they are learning. Then he asked, What do you think about it? While you're thrilled parents are happy, you weren't so sure, worrying it wouldn't be long before you are embroiled in scandal. You just want to stop the Internet and can't wait for this fad to be over. You decide to analyze the District's Responsible Use Agreement to see how the district may have missed the mark, and ask yourself, How will I share this with students, teachers and parents? Begin.
     The Parent: "Cheer, cheer, cheer!" Your straight "A" daughter Julie, who happens to be a cheerleader and a junior at the local high school, is constantly using her new iPhone to share pictures, video and status updates on Facebook. Although you try to keep up, Facebook is not your thing. That may be why you missed that slightly racy picture of Julie and the quarterback at the Summer Dance, but don't they all dance that way these days? Just yesterday, though, you noticed Julie seems withdrawn and at dinner, she said, "I hate Facebook!" You thought the new BYOT policy the District is implementing would have had her doing right punches for joy, but now you're wondering, maybe there's something else going on. You wonder, If I couldn't keep up with her at home using Facebook, how will letting her have an iPhone at school work out and will she be OK? Begin. The Curriculum Specialist: In the last few years since No Child Left Behind accountability standards and Adequate Yearly Progress (AYP) kicked in, your job has transitioned from focusing on helping teachers be better learning facilitators to testing drill instructors. The challenge changed from a focus on project-based learning, differentiated instruction, multiple intelligences to just ensuring all students pass the test. You fundamentally believe that technology is irrelevant to classroom instruction, although it can enhance teacher efficiency and achievement data analysis. Teachers, students and BYOT are a dangerous mix because they take our eye off the ball--improving student achievement in a competitive economy. Why are we spending time on digital literacy, digital citizenship and learning? Begin.
  2. Individually, you'll examine each of the concept builder activities shown for your role on the list of resources and develop a set of guidelines from the perspective of your role. As you work through the Concept Builder, take notes using your Concept Builder Notes handout. You'll need to examine each web site fairly quickly. Don't spend more than 15 minutes on your concept builder. Research, analyze, and communicate quickly.
  3. When everyone in the small group has prepared their reports, it's time to get together to answer the following questions. One way to proceed would be to go around and poll each team member for their understanding of the concepts. Pay attention to each of the other perspectives, even if at first you think you might disagree with them.
  4. After identifying the main points from each of your perspectives, pool your perspectives and be prepared to share 3 important points from your work.
  5. One person in each group should record the group's thoughts using the Action Plan page that appears at the bottom of each concept builder.
  6. When debriefing time is called, use the Action Plan to speak from as you report your results to the whole class. Do you think the other groups will agree with your conclusions?
  7. Take the Digital Citizenship Quiz. The answers to the Digital Citizenship Quiz should pop up when you select the correct response.


Here are the supporting resources for this webquest:
  • Slideshow presentation, Blending Digital Citizenship and Engaged Learning
  • Print Acrobat Reader PDF document - Print these materials or use them to deliver the actual presentation. Includes evaluation form.
  • Concept Builder Activities:
    • The Classroom Teacher - This concept builder activity explores how educators are embracing mobile devices (e.g. BYOT) and social media to connect with their students responsibly.
    • The School Administrator - This concept builder activity explores how your school district's policy--as expressed in your responsible use policy--can best be introduced to staff, students, parents and the Community.
    • The Parent - This concept builder activity explores software piracy and how to foster ethical and legal use of software in school settings.
    • The Curriculum Specialist - This concept builder activity explores how district staff can blend mobile devices and technology into core content curriculum.
  • Digital Citizenship Quiz - This 8 question copyright quiz will help you gauge your understanding of copyright law in education.


When you're done discussing what you have learned, it is hoped that you will have understood the importance of modeling digital citizenship and cybersafety and where you stand as an educator, as well as sharing your understanding with your peers and students.

Web Resources

This webquest adapted with permission from The Copyright WebQuest

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Everything posted on Miguel Guhlin's blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

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