webquest digital citizenship
DESCRIPTION
Digital Citizenship skit projectTRANSCRIPT
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For teachers, technology leaders, parents and students
Designed by
Laura McEwan
Based on a template from The WebQuest Page
Webquest to learn about Digital Webquest to learn about Digital CitizenshipCitizenship
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Many students and parents are unaware of what Digitial Citizen means or what it entails. Go to a search engine, type in Digital Citizenship, many websites will come up informing you about Digital Citizenship.
What is Digital Citizenship?
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)
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Create a skit explaining one of the nine components of Digital Citizenship.
You may work alone or in groups of four to five students.
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.
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Research the nine components of digital citizenship Get into your groups Choose one of the nine components Brainstorm with your classmates, organize 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
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C:\Users\Laura\AppData\Local\Temp\MyRubric.xls-2.ods
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Great Job!You have searched and created a skit to show your understand one or more of the components in Digital Citizenship. Now you know the proper internet etiquette
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Ribble, Mike. "Digital Citizenship Website." Digital Citizenship using technology appropriatly. Go Daddy Custom Design Group, n.d. Web. 26 Feb 2013. <http://www.digitalcitizenship.net/Home_Page.html>.
Cyber Ethics and Digital Citizenship . N.d. PBWorksWeb. 26 Feb 2013. <http://digiciti.pbworks.com>.
Bickley, Dana. Digital Citizenship. N.d. NISDWeb. 26 Feb 2013. <http://www.nisd.net/digitalcitizen/>.
Rubistar : http://rubistar.4teachers.org
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.
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A WebQuest for xth Grade (Put Subject Here)
Designed by
Put Your Name HerePut Your E-mail Address Here
Based on a template from The WebQuest Page
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Put the Title of the Lesson Put the Title of the Lesson Here (Teacher)Here (Teacher)
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Begin with something that describes the origin of the lesson. For example: This lesson was developed as part of the San Diego Unified School District's Triton Project, a federally funded Technology Innovation Challenge Grant.
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.
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Describe the grade level and course that the lesson is designed to cover. For 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 additional grades and subjects, mention that briefly here as well.
Describe what the learners will need to know prior to beginning this lesson. Limit this description to the most critical skills that could not be picked up on the fly as the lesson is given.
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What will students learn as a result of this lesson? Describe the outcomes succinctly. Use the language of existing standards. For example:
Social Studies Standards Addressed
•Recognize the relationships among the various parts of a nation's cultural life.•Learn about the mythology, legends, values and beliefs of a people.
Most lessons don't just teach a block of content; they also implicitly teach one or more types of thinking. In addition to describing learning outcomes within traditional subject areas, describe what kind of thinking and communications skills were encouraged by this lesson. Inference-making? Critical thinking? Creative production? Creative problem-solving? Observation and categorization? Comparison? Teamwork? Compromise?
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You can paste in the process description given to students in the “student” process slide and then interleave the additional details that a teacher might need.
Describe briefly how the lesson is organized. Does it involve more than one class? 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 what?
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 here and suggest ways to get around them.
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 role plays, for example?
If you're 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.
VariationsIf 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.
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Describe what's needed to implement this lesson. Some of the possibilities:
•Class sets of books•E-mail accounts for all students•Specific software (how many copies?)•Specific hardware (what kind? How many?)•Specific reference material in the classroom or school library•Video or audio materials
If the lesson makes extensive use of specific websites, it would be appropriate to list, describe and link them here.
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 the 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 lesson?
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How will you know that this lesson was successful? Describe what student products or performances you'll be looking at and how they'll be evaluated. This, of course, should be tightly related to the standards and objectives you cited above.
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 make use of this lesson.
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The WebQuest model is best suited for learners who can navigate the Web on their 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 Learners and special populations by creating a facilitated WebQuest, one that requires an adult or older peer to drive things.
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.
This page will include step by step directions to the facilitator, including:
•What to say at each point in the process•What to click on•What questions and misconceptions to anticipate•How long to take at each point•When to direct learners to work away from the computer
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
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Make some kind of summary statement here about the worthiness of this lesson and the importance of what it will teach.
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List here the sources of any images, music or text that you're using. Provide links back to the original source. Say thanks to anyone who provided resources or help.
List any books and other analog media that you used as information sources as well.
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.
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