Friday, December 20, 2013

Megan Botham 20% Project on Digital Citizenship

Megan Botham 20% Project: Digital Citizenship in a Third Grade French Immersion Classroom.  

The goal of this project is to promote and model digital citizenship and responsibility.

In this project I promote and model digital etiquette and responsible social interactions related to the use of technology and information.

Before engaging in a community building activity involving an interactive Google map, my third grade students needed to be introduced to the online community or “reseaux sociaux.”

I used the lesson plan HERE to introduce to students’ responsibilities in an online community.  It was an effective way to create parallels between “real life” responsibilities and the online world.  This lesson was clear and concrete enough for my students to develop an understanding of the importance of good behavior online as well as in the classroom.  It also helped us to review base vocabulary around online communities.
We modeled categorizing online responsibilities in an Activinspire Flipchart before students did the activity in their notebooks. 

During the next session, I asked students to re-read their work and to name the responsibilities that are the most salient to them. 

Here are several student’s answers:

In the third session, I asked students to create a “ PowToons” presentation to explain important responsibilities that come with being in an online community.  This not only deepened students thinking about their online community responsibilities, it added a sense of urgency to their work.  They were very excited to know that their learning would be shared with more children. 


We will share our PowToons presentations with other classes to share what we've learned. 

All in all, this was a strong set of lessons to introduce digital citizenship.  My students were engaged in their learning and eager to share.  I will continue to build on this introduction as we explore digital citizenship and respect and responsibility online. 

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