FRIT 7739

Digital Citizenship Unit

Instructional Design Document

Kayla Metheny

Dr. Akcaoglu
Spring 2017
 Part I: Identification of Learning Problem

Target Audience

The learners that I will be guiding through the digital citizenship unit include 16 second

grade students at Mary Lee Clark Elementary School. This unit will be co-taught with their

teacher.

Learning Problem

The learning problem I have identified is common throughout the grade level. Second

grade students at Mary Lee Clark Elementary School are introduced to 1:1 technology. Very few

of these students are aware of digital citizenship, therefore, their behavior and use of the

technology may not always be acceptable and safe.

Goal

The goal of the instruction is for the learner to be able to demonstrate being a good digital

citizen.

Part II: Learner Analysis

Introduction

The learners of the digital citizenship unit include 16 second grade students. These

students have a range of abilities; 3 are identified gifted, 5 are identified as special education, and

8 are regular education students. 10 of the 16 are female and the remaining 6 are male.
Entry Skills and Prior Knowledge

These 16 students were selected by informal observation and conversation with their

teacher, Mrs. Blount. These students have not received any previous lessons or direct instruction

on digital citizenship or internet safety. This school year is their first year being able to have their

own device to use throughout the school day. The students are expected to complete research,

assignments, and math fact practice using their Chromebook and the internet almost daily.

Attitude Towards Content & Academic Motivation:

The group of 16 second grade students that I will be working with are not always

motivated to learn, however, when highly engaged their motivation increases. They enjoy using

technology and prefer to use technology over writing with paper and pencil when they were

polled by their teacher.

Part III: Task Analysis

I used a procedural analysis to determine the steps needed to understand digital

citizenship and internet safety. The procedural analysis will be used as an outline to determine

how each step is identified to meet the goal. This outline will be used to create my website,

resources, and instruction for the unit.

Subject Matter Expert (SME):

I, Kayla Metheny, will serve as the subject matter expert throughout this instructional

unit. I am a highly qualified teacher in the state of Georgia with a B.S. degree in Early Childhood
 Education and currently obtaining a M.ED in Instructional Technology. I have 4 years of

experience being in a 1:1 device classroom using web 2.0 tools regularly in my lessons.

Task Outline:

1. Complete Internet Safety lesson.

1.1 Introduce digital citizenship briefly

1.1.1 Students fill in the K and W on a KWL chart for digital citizenship

1.2 Internet safety resource video

1. 3 Complete Assignment

1.4 Summarizer

1.4.1 Fill in the L of the KWL chart

2. Complete Netiquette lesson.

2.1 Netiquette resources

2.1.1 Watch both videos

2.3 Complete quiz

2.4 Summarizer

2.4.1 Fill in the L of the KWL chart

3. Complete Digital Footprint lesson.

3.1 Digital Footprint resources

3.1.1 Watch both videos

3.2 Complete activities 1-2

 3.2.1 Complete the Follow The Trail Activity

3.2.2 Complete the Padlet Activity

3.3 Summarizer

3.3.1 Fill in the L of the KWL chart

4. Complete Final Assessment and Course Evaluation

4.1 Use Powtoon to create a digital citizenship video

4.2 Complete the course evaluation on Google Forms

Task Diagram:

Part IV: Instructional Objectives

Terminal Objective 1:

Following the unit, learners will be able to demonstrate being a good digital citizen.
Enabling Objectives:

1a. Learners will understand internet safety.

1b. Learners will understand and apply their knowledge of netiquette.

1c. Learners will understand the importance of a positive digital footprint.

Part V: Content Sequencing

Summary Table:

Sequence Description Objective

1 Internet Safety 1 - 1a

2 Netiquette 1-1b

3 Digital Footprint 1-1c

4 Digital Citizen 1

The instructional sequence was arranged using concept-related sequencing, more

specifically, propositional relations, in which the learner is first presented with the content basics

and examples, then the learner will be presented with a task.

Instructional Strategies:

Performance

Content Recall Comprehension Application Analysis Synthesis Evaluation

Fact Objective 1a

Concept Objective 1b
Principles Objective
and Rules 1

Procedure Objective
1c

Interperso
nal

Attitude

Part VI: Instructional Design Summary

Instructional Goals Objectives UDL Assessments

Strategies

Lesson 1: The goal of the 1a. Learners will Multiple Means Learners will be
Internet Safety instruction is for understand of Engagement: assessed by use
the learner to be internet safety. Engaging of instructor
able to platform, open observation and
demonstrate ended questions, by data collected
being a good multiple uses of from the padlet
digital citizen. web 2.0 tools and KWL Chart.
(padlet and
google slides)

Lesson 2: The goal of the 1b. Learners will Multiple Means Learners will be
Netiquette instruction is for understand and of Engagement: assessed by use
the learner to be apply their Engaging of instructor
able to knowledge of platform, observation and
demonstrate netiquette. multiple video by data collected
being a good resources, from the quiz
digital citizen. multiple choice and KWL Chart.
quiz

Lesson 3: The goal of the 1c. Learners will Multiple Means Learners will be
Digital Footprint instruction is for understand the of Engagement: assessed by use
the learner to be importance of a Engaging of instructor
able to positive digital platform, observation and
 demonstrate footprint. multiple video by data collected
being a good resources, from the Follow
digital citizen. variety of web The Trail
2.0 tools for Activity, Padlet,
activities and KWL Chart.

Lesson 4: The goal of the 1.Learners will Multiple Means Learners will be
Final instruction is for demonstrate of Engagement: assessed using
Assessment and the learner to be being a good Engaging the assessment
Evaluation able to digital citizen, platform,, rubric on their
demonstrate variety of web Powtoon
being a good 2.0 tools for creation of
digital citizen. activities Digital
Citizenship. Data
will also be
collected and
analyzed from
the Google form
from the course
evaluation.

UDL Differentiation for Assessments:

Differentiated instruction refers to instructional practices that are altered to meet the needs,

abilities, interests, and motivations of students (Nitko & Brookhart 2015). Multiple Means of

Engagement will be used in the lessons. Learners will be engaged through the use of an

innovative website platform Weebly, multiple website resources and video instruction, various

web 2.0 tools used for assignment completion. Students who are below grade level in reading

will work with the teacher in a small group for assistance in read aloud.

Lesson Summary:

Task Description

Gain the attention of your learners Introduce course site and review Digital
Citizenship poster.
Inform the learners of their objectives Learners will be directed to the objectives
section of the site.

Activate Prior Knowledge Digital Citizenship - KWL Chart

Deliver Content to the Learners Content will be delivered through the use of a
website, videos, and facilitator guidance.

Generative Strategies Learners will demonstrate their understanding

of the content by various assignments.

Differentiation Multiple Means of Engagement: Engaging

platform, various web 2.0 tools, multiple
resources and videos, small group instruction

Part VII: Formative Evaluation Plan

Subject Matter Expert:

The SME I have chosen to conduct a Connoisseur-Based Study for my instructional

design serves as the co-teacher for this unit and Second Grade Chair, also known as the Team

Leader at my school. In addition to this role, she served as my mentor teacher when I began

teaching in the Camden County School System. She is more than eligible to serve as an SME.

She has 23 years of teaching experience. All 23 years she has taught at the elementary level. She

holds a Bachelor and Masters degree in early childhood education, as well as, a Specialist

degree in leadership.

Evaluation Survey:

The survey will guide the SME in reviewing the instructional design. The survey includes

questions from the following three categories: content appropriateness and accuracy,
completeness, usability and appeal. The survey will be completed online using Google Forms.

The results of the survey will guide revisions in the design.

The survey will be given at the end of the unit. In addition to my SME, I will have all

learners complete the survey. After the completion of the unit my SME and I will review the

results of the survey and make changes to the unit as needed for future use.

Evaluation Survey

Learner Assessment

The learner assessment has been created in alignment with each objective for the

instruction. This assessment will be given after the instruction has occurred. After the assessment

has been completed the results will be analyzed to see how much learning has occurred.

Assessment

References

Nitko, A. J., & Brookhart, S. M. (2015). Educational assessment of students (7th ed.). Boston,
MA: Pearson Education.