Digital Citizenship:

Teens in the Digital World

Instructional Design Document

Megan Taylor
3/2014

Topic
Redesigning a high school curriculum to increase the application in a technology
applications course and help students better acquire authentic skills and knowledge which
prepare them for professional and academic endeavors in the digital world.
Overview
The state of Texas requires high school students to complete one full year credit in
a technology applications course before graduating. Some schools offer advanced
courses such as Robotics, Web Design, and Game Design, but others only offer the very
basic Computer Science or Business Information Management (BIM) class.
The International Society for Technology in Education (ISTE) developed standards
to guide technology curriculum and help educators develop instruction that helps students
learn effectively and live productively in an increasingly global and digital world. The
ISTE National Educational Technology Standards (NETS)-S include the following strands:
Creativity and Innovation, Communication and Collaboration, Research and Information
Fluency, Critical Thinking, Problem Solving, and Decision Making, Digital Citizenship, and
Technology Operations and Concepts (ISTE, 2007). This instructional design takes into
account the standards and conditions outlined by ISTE to partially redesign a basic
technology applications curriculum for a group of Texas high school students.
In a flipped classroom, students do lower-level tasks (Blooms Taxonomy)
before/outside of class instruction. When students view lectures/presentations
independently, there is more instructional time for higher-order cognitive work. (Brame,
n.d.) Where homework or projects are typically completed outside of class, the flipped
classroom moves these tasks into the classroom. Students can then work collaboratively
and with teachers assistance on projects that require their application of knowledge and
skills. Higher-order thinking-applying, analyzing, and creating- will be facilitated during
physical class time (Brame, n.d.)
Additional Resources for Flipped Instruction
http://www.washington.edu/teaching/teaching-resources/flipping-the-classroom/
Brame, C.J. (n.d.) Flipping the Classroom. Center for Teaching. Vanderbilt University. Retrieved from
http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/#theory
International Society for Technology Education. (2007). ISTE NET-S. Retrieved from
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2

Learning Theory
When learning basic technology and media creation skills it is necessary for
students to apply what they learn and use the skills concurrently with knowledge
acquisition. Constructivist theory is the foundation for learning, as students will embark on
independent learning activities that help them to apply the knowledge and skills they need
to develop. Because many may have exposure to the ideas in the course, but do not have
the factual knowledge to put with it, instruction will build on students prior knowledge and
experiences. Constructivist theory contrasts to the previous instructional approach and
will greatly increase students engagement and comprehensive acquisition of skills.
Constructivist theory also correlates with the ISTE standards, and will better encourage
creativity, critical thinking, problem solving, and collaboration.
Furthermore, a Project-Based Learning approach will be used for student output.
Activities will be authentic, individualized, and encourage students to take ownership of
their learning and assignments. Each instructional unit will require the student to complete
a project and consider the purpose, objective, and audience. This will increase
engagement by giving assignments a purpose, and help the learner see the relevance
and importance of the material (Larmer & Mergendoller, 2010).
Larmer, J. & Mergendoller, J.R. (2010). 8 essentials for project-based learning. Educational Leadership,
68(1). Retrieved from
http://bie.org/object/document/8_essentials_for_project_based_learning
Larmer, J. (2014, January 6). Project-based learning vs. problem-based learning vs. x-bl. Retrieved from
http://www.edutopia. org/blog/pbl-vs-pbl-vs-xbl-john-larmer

Audience
The target audience for this instructional design is high school students who are
enrolled in a basic/regular technology course to fulfill their required technology credit.
Currently most students take a basic desktop publishing course for the mandatory credit.
The flipped classroom instructional format is intended for these students who do not
exhibit great interest in technology for non-social purposes (and therefore do not choose
to take the more advanced and specialized classes). All of these students have
experience using technology; they use Facebook, Instagram, and other social networking
sites regularly. The majority has smart phones and access to computers at home. Despite
this exposure to technology many still struggle with basic desktop publishing and media
design.

Purpose
The focus of this course is to prepare students for life in the digital world. Much of
the course will focus on the issues and foundational knowledge that students need to
know to function successfully and safely. The concepts that will be taught- etiquette,
digital citizenship, digital identity, Internet safety, and copyright- are imperative for
students to understand in addition to the acquisition of word processing and media
creation skills. Additionally, the course will require students to operate and manipulate
software and technology to create products that reflect that integrate their knowledge of
the concepts and technology skills.
Problem
I have observed and worked with the students in basic courses that mainly focus
on basic office skills, including Microsoft Word, Excel, and PowerPoint. In these
courses, students are given a text file and written instructions and must follow step-bystep directions to create and edit documents. The results are generic, unauthentic
products that the students have no ownership of or interest in.
In these classes, instruction does not address the issues that surround technology
and Internet use. Students do not receive any intentional teaching about safety, their roles
online, their digital identity, or cyberbullying. We should not be teaching students to use
software programs and encouraging them to use the Internet but not teaching them how
to do so responsibly. Currently, the curriculum struggles to meet the ISTE standards, and
students are struggling to develop the skills to prepare them for digital age careers,
education, and social responsibilities. Students are not exercising the basic abilities laid
out by ISTE, particularly creativity, critical thinking, problem solving and decision-making.
Lack of these skills will make it difficult for students to use the knowledge they acquire in
real world capacities.
Technology Required
The teacher will need to ensure the classroom is large enough for each student to
have a personal computer. A color printer will also be needed in the classroom. Microsoft
Office software will be required, including Word, Excel, PowerPoint, and Publisher.
Students will need access to computers in the classroom and at home (or the
public/school library). They will also need to be provided or bring their own
headphones/earbuds. Students need access to high-speed Internet service in order to
upload files onto the class page, view instructional materials, complete research online,
and participate in web-based discussions.

Learning Expectations
In order to meet the standards set by the Texas Education Agency, learning
expectations will closely correlate with Texas Essential Knowledge and Skills (TEKS).
G.1 Students will know and use netiquette.
1.1 Students will understand and describe netiquette guidelines. (C)
1.2 Students will use appropriate netiquette. (P)
1.3 Students will analyze communications for proper netiquette. (C)
G.2 Students will understand the meaning of digital citizenship
2.1 Students will exhibit characteristics of good digital citizens (A)
2.2 Students will discuss issues of appropriate technology use (C)
2.3 Students will practice safe and appropriate online behavior (A & P)
2.4 Students will explain the negative impact of inappropriate technology
use (C)
2.5 Students will compare digital citizenship to regular citizenship. (C)
2.6 Students will describe their roles and responsibilities while online. (C)
2.7 Students will analyze their own online behaviors. (C)
2.8 Students will analyze and critique a situation for good digital practices
(C)
2.9 Students will use web-based applications to create graphic
representations of digital citizenship issues. (C & P)
G.3 Students will understand the issue of cyberbullying.
3.1 Students will discuss personal experiences with cyberbullying. (C & A)
3.2 Students will compare bullying and cyberbullying. (C)
3.3 Students will identify ways to deal with cyberbullying. (C)
3.4 Students will apply decision-making skills to deal with cyberbullying. (C
& P)
3.5 Students will develop and create a presentation against cyberbullying.
(C & P)
G.4 Students will understand digital identity and Internet safety.
4.1 Students will express the importance of ones digital identity. (C)
4.2 Students will analyze their own online identity and footprint. (C)
4.3 Students will assess their online safety. (C & A)
4.4 Students will examine importance of staying safe online. (C)
4.5 Students will implement measures to increase online security. (P)
4.6 Students will practice safe online behaviors. (P)

G.5 Students will understand copyright issues and fair use policies.
5.1 Students will recognize and describe importance of adhering to
copyright laws (C)
5.2 Students will follow copyright laws when choosing materials. (P & C)
5.3 Students will justify their choice of acceptable materials. (C & affective)
5.4 Students will utilize the Internet to find information and media. (C)
5.5 Students will correctly cite information and media used. (C & P)
5.6 Students will differentiate fair use from copyright. (C)
5.7 Students will create an original work and utilize copyright measures to
protect their work. (C & P)
G.6 Students will use Microsoft Office software to produce documents,
spreadsheets, and presentations
6.1 Students will develop a plan for completing project. (C)
6.2 Students will apply problem solving and decision making skills to make
informed decisions (C & A)
6.3 Students will create graphic representations of information
(C & P)
6.4 Students will integrate two or more technologies to create a new
digital product (C & P)
G.7 Students will participate in online collaboration with peers
7.1 Students will describe appropriate online behavior for collaboration (C &
A)
7.2 Students will exhibit proper netiquette in online interactions (A)
7.3 Students will contribute to online discussions (C)
ISTE NETS-Students
1.Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop
innovative products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
c. use models and simulations to explore complex systems and issues.
d. identify trends and forecast possibilities.
2.Communication and Collaboration
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. Students:

a.interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
b.communicate information and ideas effectively to multiple audiences using a
variety of media and formats.
c. develop cultural understanding and global awareness by engaging with
learners of other cultures.
d.contribute to project teams to produce original works or solve problems.
3.Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a.plan strategies to guide inquiry.
b.locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
c. evaluate and select information sources and digital tools based on the
appropriateness to specific tasks.
d.process data and report results.
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. Students:
a.identify and define authentic problems and significant questions for
investigation.
b.plan and manage activities to develop a solution or complete a project.
c. collect and analyze data to identify solutions and/or make informed
decisions.
d.use multiple processes and diverse perspectives to explore alternative
solutions.
5.Digital Citizenship
Students understand human, cultural, and societal issues related to technology
and practice legal and ethical behavior. Students:
a.advocate and practice safe, legal, and responsible use of information and
technology.
b.exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d.exhibit leadership for digital citizenship.

6.Technology Operations and Concepts

Students demonstrate a sound understanding of technology concepts,
systems, and operations. Students:
a. understand and use technology systems.
b. select and use applications effectively and productively.
c. troubleshoot systems and applications.
d. transfer current knowledge to learning of new technologies.
Learning Activities
Each weeks module is set up to follow the same outline/schedule. Because the
flipped, online course will be new for students a set routine will help them complete
activities on time and adapt to the new learning environment. Every student will follow a
basic weekly schedule but because much of the work is independent, students can work
at his or her own pace and spend more time as needed on activities (with teacher
supervision and approval). The student will be required* to access the site and view
presentations or post to the discussion board for homework. Additionally, they can work
on class projects/assignments at home, but they will be given plenty of class time to
complete assignments.
*This can be done at home, in the Library after school or during lunch, in the Study Skills
room, or in the teachers lab before or after school.
Weekly Topics
Week 1: Netiquette
Week 2: Digital Citizenship
Week 3: Cyberbullying
Week 4: Digital Footprint & Internet Safety
Week 5: Copyright & Fair Use
Week 6: Wrap-up/Conclusions

Weekly Schedule/Calendar

Assessment
Assessment will occur through comprehensive projects that assess students
acquisition of the skills to manipulate software/technology, as well as their understanding
of the purposes and appropriate uses of technology. Based on a set of given
requirements students will independently create documents using graphics, text, and
images. Assignments will be assessed using rubrics. Students will participate in online
blog/discussion posts, which will also be graded with a rubric. Informal assessment will
also take place with comprehension checks throughout the lessons. Students will
required to answer questions correctly before completing a lesson, which will be graded
for completion and participation. Formative assessment will occur at the end of each
week, when students will take a brief computer-based quiz.

Evaluation
Instruction effectiveness will be evaluated through survey and feedback provided
by the cooperating teacher. Specific information will be gathered comparing the flipped
instructional format to the traditional approaches currently in use. Moodle survey
questions will be used to evaluate students perception of the course format, and their
own perceived effectiveness for learning. This information will determine the potential for
additional units of instruction in the technology applications course.

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