IO6 – Workshop for Students

Implementation

prepared by CARDET

Project Title: Digital, Responsible Citizenship in a Connected World

Project Acronym: DRC

Project Number: 2017-1-CY01-KA201-026739

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Self-Declaration by the Teacher/Facilitator Template School: 7th Primary School of Lakatameia

Date: 10-6-2019

Teacher/Facilitator: Miltos Petsas

Please complete the table as appropriate and necessary:

Type of Activities No. of Students Present

Digital Literacy and Citizenship Lesson on Information and Data Literacy

Digital Literacy and Citizenship Lesson on Communication and Collaboration

Digital Literacy and Citizenship Lesson on Digital Content Creation

Digital Literacy and Citizenship Lesson on Safety

57

Digital Literacy and Citizenship Lesson on Problem Solving

Digital Citizenship App

57

Total

Declaration: I hereby declare to the best of my knowledge that the information and details contained within is true

and accurate and can be used as part of the verification process for the Implementation of the Digital

Literacy and Citizenship Resources in my classroom.

Outline of the Classroom (Computer Lab):

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Teacher Evaluation for Digital Literacy and Citizenship Resources for (IO6) Workshops with Students Digital Literacy and Citizenship Resources used in Workshop with Students: (Please tick)

q Digital Literacy and Citizenship Lesson on Information and Data Literacy q Digital Literacy and Citizenship Lesson on Communication and Collaboration q Digital Literacy and Citizenship Lesson on Digital Content Creation þ Digital Literacy and Citizenship Lesson on Safety q Digital Literacy and Citizenship Lesson on Problem Solving þ Digital Citizenship App

Rating Scale: 5 = Strongly Agree, 1 = Strongly Disagree

Overall Feedback The workshop was worth completing. 5 4 3 2 1 The workshop met my expectations. 5 4 3 2 1 The workshop was beneficial for students in my class. 5 4 3 2 1 Digital Literacy and Citizenship Resources The objectives of using the resources were clearly communicated and met to my satisfaction.

5 4 3 2 1

The topics were well organised and easy to understand. 5 4 3 2 1 The topics were relevant to the primary school curriculum. 5 4 3 2 1 The level of difficulty of the resource was appropriate for my students. 5 4 3 2 1 I feel confident that I can use these resources in my teaching practice. 5 4 3 2 1 The resources will help to develop the digital literacy and citizenship of students in my class.

5 4 3 2 1

Digital Citizenship App The Digital Citizenship App was easy to use and accessible. 5 4 3 2 1 The Digital Citizenship App is an effective tool for developing the digital literacy and citizenship of students.

5 4 3 2 1

The interface of the app is suitable for students. 5 4 3 2 1 The content of the app is appropriate for students. 5 4 3 2 1

Date of Workshop: 10/06/2019 Location of Workshop with Students: Computer Lab at 7th Primary Scool of Lakatameia

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I can use the Digital Citizenship App in my teaching practice to develop the digital literacy and citizenship of students in my class.

5 4 3 2 1

Resource Application I will integrate the digital literacy and citizenship resources in my teaching practice.

5 4 3 2 1

The exercises in the lesson plans can be integrated into my classroom. 5 4 3 2 1 I will need access to additional IT equipment/Wi-Fi to use the resources in my teaching practice.

5 4 3 2 1

I will need additional training to use the resources in my teaching practice.

5 4 3 2 1

Workshop Impact This workshop has raised my awareness of digital literacy and citizenship.

5 4 3 2 1

This workshop has raised my awareness of how digital literacy and citizenship can be taught to young students.

5 4 3 2 1

This workshop will help me to support my students to develop their digital literacy.

5 4 3 2 1

Additional Questions a. Where there topics you would have liked to have spent more or less time on? (Please circle)

YES NO If yes, please specify which topics: Digital Citizenship, internet safety. b. Where there other topics which were not included in the workshop content which you would have liked to have covered as part of this course? (Please circle)

YES NO If yes, list these topics: __________________________________________________________________________ c. Where some of the activities included in the lesson plan difficult to use in the classroom? (Please circle)

YES NO If yes, list these topics:

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d. Do you know of other activities and lessons that could be included in this workshop? (Please circle)

YES NO If yes, list these topics: Another activity that could be included in this workshop could be the creation of a blog. e. Additional Comments: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________

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DRC Testimonial Template

Testimonial Template for DRC

It is envisaged that short testimonials will be collected from students as part of the implementation of the Workshop for Students (IO6). Each partner should collect a minimum

of one testimonial from each workshop delivered with children aged 6-12. Please use this template to collect your testimonial(s) from students.

DRC – Workshop with Students Testimonial

Country of Workshop

Cyprus

Class Year/Grade

2018-2019/6th

Age of Student

12 years old

Topic of Workshop

Digital Literacy and Citizenship Lesson on Safety

Testimonial from Student:

“ S1: I really enjoyed the app and learned how to stay safe online S2: I am eager to paly the new games. S3: I wish all of our subjects where taught through games like the DRC Heroes.

”

Project Number: 2017-1-CY01-KA201-026739

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Annex 1: Workshop with Students Report Template

DRC Workshop with Students

Implementation Report Template

Country: Cyprus

Date: 10/06/19

Partner Organisation: 7th Primary School of Lakatameia

Staff Member: Marios Pletsas

Executive Summary An executive summary should be provided summarising the main findings of the Workshop with Students. (300 words)

Profile of schools and students Snapshot of schools, size, type of school, numbers of teachers and students, demographics, current programmes to promote digital citizenship, etc. Demographics of students/classes where workshop took place - gender, age, etc. (400 words)

The 7th Primary School of Lakatameia is a relatively new school that started operating in 2003. It has a student population of 330 children. The school has 1 prinicipal, 3 assistamt principals and 30 techers/ The school has special classrooms and a computer lab. The lesson took place in a Computer Lab and students from 3 dfferent classes have participated in the workshop. Students were recrutited from a 6th grade and consisted by 31 boys and 26 girls.

Course: Developing Digital Competence of Primary School Children in Cyprus

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Description of the Workshop with Students Which of the Digital Literacy and Citizenship Resources were used in the Workshop with Students? (200 words) Please explain the rationale behind choosing these Digital Literacy and Citizenship Resources for the Workshop with Students? (200 words)

For the requirements of the course we have used the below resources: þ Digital Literacy and Citizenship Lesson on Safety (From Digital

Citizenship Programme and Curricula on digital literacy IO4) þ Digital Citizenship App

Lesson 2: Creation of an online poster as part of my city’s travel guide. First topic: Zoo (using Glogster software) In order for students to choose the best online resources to create their online poster for their city’s travel guide, the Digital Literacy and Citizenship Lesson on Safety was selected as the most appropriate lesson from the DRC Programme to srve this need. Prior the initial kick off the course, students where introduced to online safety through the DRC-Heroes application and asked to play the “Safety” game.

Data Collection Description of data collection activities; the material that was collected, i.e. observations, forms, testimonials, etc. (200 words)

Lesson Activities Activities are planned in the classroom. Approach/ teaching method: project-based learning Group size: in groups of four or five pupils.

1. Unit Starting Point (20 minutes) First, the class had already studied the travel guide genre and had investigated its content and features. The class studies printed travel guides and discuss the following question: “Do you or your parents use a travel guide while traveling?” In past discussions, most pupils had mentioned that every time they travel, their parents they search for information online (practicing their e-safety competence), either on the computer or on their mobile phone. Thus, there is a need for creating a practical travel guide that will provide the visitor with all the necessary information. 2. Research (40 minutes) Pupils are divided into groups and each group works on an aspect of the travel guide, doing online research.

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Group 1 looks for information on Limassol’s old and recent history. Group 2 looks for information on the main events in the city, focusing on main details and useful contact numbers. Group 3 lists the most important landmarks of Limassol. Group 4 looks for information on leisure activities in Limassol. Group 5 looks for information on the history of the Limassol zoo. While doing their research, pupils come across numerous different resources on Google. The search is paused at times and the class discusses why a specific resource found is appropriate or not, then pupils evaluate it and put all the information and photos they will use in a folder.

3. Poster Creation (60 minutes) Pupils decide the topic of their poster. They all agree to create a poster for Limassol Zoo, as they have worked extensively on the topic of animal caging in a previous unit and discussed whether animals should be locked in for people’s entertainment. Through various critical texts, videos and stories, they concluded that keeping animals in zoos is acceptable only when there is an absolute respect on the animals’ needs. Pupils choose the picture they want to have as a background on their poster through Glogster software. Then, they choose pictures related to the history of the zoo and decide what information they will present with each picture. After numbering the pictures, they create a narrative audio for each picture. Then, they add electronic sources and more photos on the poster.

Findings How were the Digital Literacy and Citizenship Resources actually used? Were the Digital Literacy and Citizenship Resources integrated into the curriculum or were they all used as extra-curricular resources?

The Digital Literacy and Citizenship Resources were integrated in the course and enhance the teaching and learning practices as described in the previous section.

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What was successful in the Workshop with Students? What challenges did the teachers/ students face? And how were they overcome? (1000 words)

The whole pedagogical experience was fruiful since students were introduced to the fundamentals of e-safety through various activities including the gamified application and the technological resources that where implemented during the lesson. The interactive course transformed the learning experience and content into meaningful experiences for learners. The DRC application boosted students learning, increase their comprehension on the subject matter and turned their passive state of observation into an active mindset. Active and authentic learning increase their engagement and attention and helped them understand the concept of e-safety by playing. This knowledge was then placed into practice while serarhing online to identify appripraite resources for the design of their city e-guide and poster. The whole process progressed smoothly withiu any caveats. Some students, needed more guidance while playing the game or while using the technology but his was immediated overcomed since instructors where in class to accommodate the needs of every indivudal student.

Comments & Feedback Recommendations for how the Toolkit Resources could be improved. Brief overview of:

● Teachers’ views/feedback

● Students’ views/feedback

(300 words)

The toolkit resources could be improved through further evalautions by a greater amount of student population. Some of the recommended technological tools, software and applicatins employed in the DRC curricula are available in English language making it difficult for other speaking languages (e.g. Greek) to use them in the classroom with young students. Generally speaking, teachers’ and students’ were very excited with the new tools and are interested to use other “Good practices” which are recommended in the Digital Literacy and Citizenship Resources (Curricula).