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Digital Etiquette An Element of Digital Citizenship
Part I: Identification of Problem
Target Audience
This unit on Digital Citizenship is designed for 5th grade
students at Hope-Hill Elementary School. The participants all have
access to technology through the schools computer labs and
classroom-based computers, as well as their parents
smartphones.
Problem Identification
The problem with new technologies is that parents have not been
informed about what is appropriate and what is not. Very often,
parents and students alike are learning these technologies from
their peers or by watching others use the technology. School
technology teams are in a better position to teach kids appropriate
digital etiquette (Ribble, 2011).
Goal of Instruction
Students will understand Digital Etiquette and whether specific
digital behaviors are acceptable or unacceptable
Part II: Learner Analysis
Introduction
The 5th graders are students at Hill-Hope Elementary School in
Atlanta, Georgia. Hope-Hill is a
Title 1 school in one of the economically depressed areas of the
city. The students are digital
citizens, and my observations and interviews with them reveal
that they are technologically
savvy. The students have background information on traditional
bullying as it has rightfully
received a great deal of attention in recent years. Digital
Etiquette, however, is an area in which
they dont have a level of formalized training. While teachers
and classroom policies attempt to
guide etiquette, it has not been presented as an independent
content area.
The students have a passion for all things technology-related;
therefore, their attitude toward
instruction related to technology is positive. They are
motivated to learn as it suggests proper
utilization of technology equates to more utilization of
technology.
The students are used to instruction with a single adult
engaging all students in discussions in a
traditional classroom setting. This will be the method of
delivery.
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Part III Task Analysis
Task Analysis
I performed a topic analysis as the goals of instruction include
the transfer of knowledge as well as understanding and application
of concepts. Aligned with the goals of instruction, I documented
the high-level topics for the professional development session.
Task Analysis Outline
Digital Etiquette An Element of Digital Citizenship
1. Digital Etiquette What is it? 2. Understanding Acceptable and
Unacceptable Behaviors
Impact on Others Contextual Use Respect/Cyberbullying
Subject-Matter Expertise (SME) I will serve as the
Subject-Matter Expert and trainer for this unit of instruction. I
am currently working toward the Master of Education degree in
Instructional Technology at Georgia Southern University. In the
program, I have taken courses on Instructional Design and Digital
Learning Environments.
I have worked in the Information Technology field for 19 years
and also served as a corporate trainer in industry. I also met with
an Atlanta Public Schools Technology Specialist and my Site
Supervisor to collaborate on the unit.
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Part IV Instructional Objectives
Instructional Objectives
Objective 1: Learners will name three (3) digital behaviors.
(cognitive domain: knowledge)
Objective 2: Learners will classify identified digital behaviors
as acceptable or unacceptable Digital Etiquette conduct. (cognitive
domain: comprehension) Classification of Instructional Objectives
Objective 1: Recall facts. Objective 2: Apply concepts.
Instructional Objectives and International Society for
Technology Integration (ISTE) Standards
Instructional Objectives
ISTE Standard
1,2 Students understand human, cultural and societal issues
related to technology and practice legal and ethical behavior.
2 Advocate and practice safe, legal and responsible use of
information and technology.
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Part V Development of Assessments
The assessment methods utilized are criterion-based as
participants will be evaluated without consideration of how they
perform against other participants.
Instructional Strategies Goals Objectives UDL Assessments
Objective 1
Participants will understand digital behaviors associated with
Digital Etiquette
Objective 1: The learners will name three (3) digital
behaviors
Illustrate through multiple media (representation)
Objective assessment through objective type test items The group
of students will respond to True/False items and higher-level
questions during an open discussion/assessment at the end of the
unit of instruction.
Objective 2
Participants will recognize acceptable and unacceptable
behaviors related to proper use of technology
Objective 2: The learners will classify the identified digital
behaviors as acceptable or unacceptable Digital Etiquette
conduct
Optimize relevance, value and authenticity (expression)
Assessment Discussion Items
True/False:
1) There are behaviors which are considered unacceptable when
using technology True
2) All students should be able to do whatever they want to do,
when they want to do it, on the internet False
3) Teachers should do whatever they want to do, when they want
to do it, using technological devices False
Open-Ended Response:
4) Why do we need rules for using technology and technological
devices? 5) How could you be more respectful of your classmates
when using technology? 6) What does a Cyberbully do? 7) Is
cyberbullying acceptable? 8) Name acceptable uses of technology in
the classroom/school. 9) Name unacceptable uses of technology in
the classroom/school.
Short Answer:
10) What do we call the standards of conduct for technology
utilization? Digital Etiquette
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Part VI Instructional Sequence
Digital Etiquette An Element of Digital Citizenship
Instructional Sequence
Sequence Description Objective
1 Introduction Including Open Discussion of Learners Thoughts on
Acceptable Use (Background Knowledge Assessment)
2 Define Digital Etiquette 1 3 Identify Digital Behaviors 2
4 Classification of Behaviors as Acceptable or Unacceptable
2
5 Assessment 1,2
This order of activities was developed using logical
prerequisite concept sequencing. A Web 2.0 presentation, YouTube
video and hands-on checkpoints are included ensure inclusion of
multiple means of representation, expression and engagement. The
general Introduction activity is not outlined here. It includes
greeting the students, facilitator introduction, and a short open
discussion on what do you think the school rules of the internet
and mobile phones are?
Objective 1: The learners will name three (3) digital
behaviors.
Initial Presentation: Using introductory Emaze slides, present
an overview of Digital Citizenship and specifically, Digital
Etiquette. Students will then discuss their awareness (or lack
thereof) of digital behaviors. Facilitator will then write Digital
ETTIQUETTE on the board, visible to students during the entire
session. Specific behaviors will be documented and displayed in the
presentation. Differentiation: Providing options for perception:
offering alternatives for visual information. (discussion, writing
on white board, Emaze) Generative Strategy: The selected generative
strategies are associated with recall and organization.
Participants hear the facilitator elaborate on the rules of
etiquette, and have the terminology written on the board as a
constant reminder. In addition, they will participate in the
opening discussion. Note: The hook is better aligned with Objective
2 in the Instructional Sequence and is included there.
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Objective 2: The learners will classify digital behaviors as
acceptable or unacceptable Digital Etiquette conduct.
Initial Presentation/Hook: Show video Digital Etiquette that
provides an example of cyberbullying and inappropriate use of a
computer and the internet. There are also 3 tips for appropriate
behavior in cyberspace.
[https://www.youtube.com/watch?v=BJ8Rafr35Xc] Discuss cyberbullying
as a transition and continue with Interactive Emaze asking students
to state whether certain behaviors are acceptable or unacceptable.
Answer and discuss. Differentiation: Providing options for
perception: offering alternatives for visual information. (YouTube,
Emaze, discussion) Generative Strategy: The selected generative
strategies are associated with recall and organization.
Participants will see acceptable and unacceptable behaviors in the
video, hear the facilitator elaborate on the rules of etiquette,
and have to select acceptable or unacceptable as classifiers for
example behaviors.
References CAST (2011). Universal Design for Learning Guidelines
2.0. Retrieved from http://www.udlcenter.org/aboutudl/udlguidelines
International Society for Technology Integration (2015). ISTE
standards students. Arlington, VA: International Society for
Technology Integration.
Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E.
(2012). Designing effective instruction (7th
edition). New York: John Wiley & Sons. ISBN - 10:
1118359992
Ribble, M. (2011). Nine themes of digital citizenship. Retrieved
April 9, 2015, from
http://www.digitalcitizenship.net/Nine_Elements.html
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Part VII Design of Instruction
Instructional Strategies Goals Objectives UDL Assessments
Objective 1
Participants will understand digital behaviors associated with
Digital Etiquette
Objective 1: The learners will name three (3) digital
behaviors
Illustrate through multiple media (representation)
Objective assessment through objective type test items The group
of students will respond to True/False items and higher-level
questions during an open discussion/assessment at the end of the
unit of instruction.
Objective 2
Participants will recognize acceptable and unacceptable
behaviors related to proper use of technology
Objective 2: The learners will classify the identified digital
behaviors as acceptable or unacceptable Digital Etiquette
conduct
Optimize relevance, value and authenticity (expression)
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Part VIII Evaluation
During the closing discussion, the facilitator will evaluate the
responses of the 5th graders
to see if learning objectives have been met. This will serve as
a summative evaluation, as the
formative evaluation happens during discussion and
question/answer with each portion of the
instructional sequence. Due to the type of instruction being
provided, the students will not be
asked to document anything for evaluation. The facilitator will
back subjective notes regarding
understanding, participation, and validity of responses from the
target audience.
SME/Peer-Review - Solicitation
Thank you for agreeing to review the materials for the
instructional unit on Digital Etiquette An Element of Digital
Citizenship. Your expertise will be valuable as we prepare a unit
for 5th grade students at Hope-Hill. After your review, please
share your feedback in the following areas for each objective.
Objective 1 The learners will name three (3) digital
behaviors.
What prerequisite knowledge and/or advanced organizers would you
use to meet this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What criteria would you consider as measures/performance
indicators of success in meeting this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Objective 2 The learners will classify the identified digital
behaviors as acceptable or unacceptable Digital Etiquette
conduct.
What prerequisite knowledge and/or advanced organizers would you
use to meet this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What criteria would you consider as measures/performance
indicators of success in meeting this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Please include the information in a document and send as an
e-mail attachment.
