Amanda Hallameyer

November 16, 2020

ISTC 731

Digital Citizenship Activity

1. Of the nine digital citizenship topics presented which do your students struggle with? Which are
they strong in?

The 2020-2021 school year has provided a lot of unique learning experiences different
from any other year of teaching I have experienced. I have had to learn and grow so much as a
teacher to meet the changes that this year has brought. My students have had to adapt to a new
way of learning. I am a teacher in Baltimore County Public Schools. This school year, all
students were given a device and a hot spot for internet if needed. As a result, all of my students
have digital access for learning. All of my students are able to get onto our Google meets each
day for learning using their school device. They also use their school device to complete
assignments, conduct research, create projects, and many other activities. I am so thankful that
each of my students has their own computer to use for learning.
I teacher kindergarten and my students are five and six years old. I know when I was
there age, I was not able to navigate a computer like my students are doing each day. I am highly
impressed with their abilities to learn to operate a computer, complete assignments online, and
engage in online learning. My students have outshined all of my expectations in their
technological abilities. One digital citizenships topic that my students are working on is digital
communication and collaboration. My students are learning to use the chat box in Google meets
to interact with their peers, answer questions, or comment on their peer’s answers. My students
are learning to work together on online projects like Wixie and Jamboard. They have worked so
hard to get to where they are in using all of the programs and educational tools that we use each
day for learning. I know that with continued practice, my students will be strong in this topic.
Each day we begin school with a morning meeting. The morning meeting is a chance to
welcome all students, share thoughts, go over the schedule, and to review digital etiquette. I
display the digital etiquette rules on a flipchart and we review them together as a class. My
students have done very well in following digital etiquette, like keeping your microphone muted
while the teacher or another peer is speaking. My students know to have their cameras on so that
I am able to see them and help them as needed. They know to raise their hand and wait to be
called on before they unmute their microphone so that they do not disrupt the speaker. They
know they should be seated at a table or desk during learning time. The students know not to be
doing anything else on the computer unless directed by the teacher. My students have done very
well with adapting to digital etiquette for this school year.
In the beginning of the year, I gave a presentation to my class about digital law and
digital rights and responsibilities. I spoke with my students about the responsibility that they
have with using their computer. Their school device is not a toy and should be treated with care
and respect. Just as you care for the computer, it also matters what we use the computer for. We
went over what is appropriate to use the school computer for and what is not appropriate. My
students know that this computer was given to them so that they can learn and complete their
assignments. They know they are not to be using this computer for inappropriate activities. Our
school administration also sent out information explaining the rules for the use of the school
 devices. I also explained to my students that having a computer comes with responsibility. My
students know that they were given their computer to use for school purposes. They know that
there are rules and requirements for them when they are using their school device. If there is a
problem, the students know to ask their parents or teacher to help them. My students have done a
great job with using their device appropriately, taking care of their device, and being responsible
with their device.
One element of digital citizenship that my students struggle with is digital health and
welfare. In the world that we live in today, children are surrounded with technology. Their lives
revolve around technology. Ever since they were little, they have used technology. The majority
of my students spend way too much time on technology every day. When I ask my students what
they did after school or during their breaks, the majority of the say that they watched their tablet,
watched tv, or played video games. I tell my students that they need to be active and go play
outside, but they want to spend their time with technology. We often have discussions about
living a balanced life and exercising. I try to share with my students how I get out everyday to
walk my dog and get fresh air, hoping that it will encourage my students to be active. This
element is something that my students are working on and I hope to help them succeed in living
a balanced life during virtual learning.

2. Based upon your role as an educator, in what ways might you engage different stakeholders in
digital citizenship (S3). 

I am a kindergarten teacher in Baltimore County Public Schools and I believe that many
stakeholders should be involved in digital citizenship. Digital citizenship has three guiding
principles: safe, savvy, and social. All three of these elements should be taught to students and
their families at the beginning of the year. I believe that the teachers, administration, and families
of the students are all stakeholders in digital citizenship. At my school, the administration set
home letters and posts through our school’s communication platform: Class Dojo explaining
digital citizenship and the expectations for this school year. Administration have also sent
automated voicemails to families going over digital citizenship and expectations. The students
are reminded daily on the rules and expectations of their devices both by their classroom teacher
and special’s teachers. I communicate with my students daily how they are to be responsible with
their device. I use Class Dojo to post updates, share reminders, and communicate with families
the expectations of digital learning and digital citizenship. I communicate with parents through
phone calls and Class Dojo to restate the rules of online learning. Communication with families
is crucial to establish rules and expectations. The families of students must also be committed to
digital citizenship in their homes. Students are learning from home, at the supervision of parents,
siblings, or other family members. It is important that these individuals take on the role of
ensuring that their student is abiding by the digital citizenship norms. I could engage my families
by holding a Google Meets session to go over digital citizenship that way families could be
educated on this very important topic.
 Review one of the lessons presented through the common sense curriculum, adult training or any
lesson on digital citizenship and reflect on the following questions: 

3. Share a synopsis of the lesson you chose to review (you may need to create an account to see a
lesson plan).

The lesson that I chose to review is the Kindergarten lesson: Media Balance Is Important.
In this lesson, students will learn how to find a balance between online and offline activities. The
students will consider their feelings and how much technology is appropriate. There are two key
vocabulary words for this lesson: balance and device. To begin this lesson, students will be
introduced to the Digital Citizen characters by completing a coloring book page. Each character
represents a digital citizenship topic. The teacher will then open up the room for a discussion.
Students will answer the question: Have you ever had the feeling that you’ve spent too much
time using a device like a tablet? The teacher will then share about how we should be making
healthy and responsible choices when using our devices. The students will listen to a song called
“Balance Is Important.” Then, the second key word, balance, will be introduced and discussed.
Next, the students will watch the music video “Media Balance Is Important.” There are dance
moves that go along with the song that the class can do together. The next part of the lesson is
the explore section. The teacher and students will discuss the way the Digital Citizens in the
video kept their technology use in balance. The last part of the lesson is the reflect section.
During this section of the lesson, students will be distributed the Pause and Think Moment
Student Handout, where they will draw a picture of what technology balance looks like for them.

4. Note which of the 9 elements you believe this lesson meets.

In this lesson, there are digital citizenship elements that are present. One of the elements
is the digital health and welfare element. This element focuses on the physical and mental well-
being of people in the digital world. The sample lesson that I chose focuses on the balance
between the use of technology and a healthy lifestyle. Both the sample lesson and digital
citizenship element focus on the balance of technology and a healthy lifestyle. This lesson also
meets the digital access element. In this lesson there are videos, songs, handouts, and family
activities that can be sent and accessed digitally from home that way families can continue the
discussion of media balance.

5. What do you see as the lesson's strengths and weaknesses?

This lesson is a great lesson for my kindergarten students. I think that it is age appropriate
and skill appropriate. I like that this video has movement, discussion questions, songs, videos,
and handout activities. For young learners, movement and visual images are key to helping them
learn. I like that the video that students watch, called “Media Balance Is Important,” has
movements that students can participate in as they are watching and reviewing the song. The
movement activities will help my students connect their learning. I also think that the handout
activities are a great way to assess student understanding after teaching the lesson. It is a great
opportunity for the teacher to see if the student comprehended the lesson. In this lesson, the
students are given an activity sheet and asked to draw a picture of what media balance looks like
in their life. It also asks them to write a sentence to go along with their picture. One thing that I
 would change about this handout is giving my students a sentence starter and a word box to help
them write their sentence. My students are still at the very beginning of their writing journey and
need a lot of assistance. I think that having a sentence starter and a word bank would help them
to write their sentence. I would also create an anchor chart with students so that they could have
a visual image to reference when we discuss media balance. I would have Media Balance as the
title, a written definition of media balance that we would come up with as a class, and pictures of
ways to balance your lifestyle.

6. How might the lesson work in your instructional setting (or hypothetical class)?

I think that my students would benefit from having this lesson be a part of our
curriculum. My students have been participating in virtual learning since the beginning of the
school year. I know that my students struggle with media balance. I know that my students spend
way too much time on technology on a daily basis. We have discussions about the importance of
living a healthy, balanced lifestyle but we have not had an official lesson on this topic. I think
that my students would enjoy this lesson and benefit from the important topics that we would
discuss. I could teach this lesson during our content time where we have our science, social
studies, and health lessons. I could post this lesson on our class Schoology page, which is the
platform that BCPS uses for information, communication, and students to complete assignments.
The students and families would have access to the lessons resources to continue the discussion
at home.

7. What changes you would make to address the issues you present.

This lesson has many positive qualities, but there are a few changes that I would make to
adjust this lesson to fit a virtual learning environment. I would transfer the lesson to a flipchart
that way my students have a visual to reference as we move through the lesson. On the flipchart I
would have the objective posted so that my students and I can unpack the objective together as a
class. I would also have to change the independent assessment activity. We are completely
virtual so I would not be able to pass out worksheets like if we were in the classroom. I would
have to create the independent assessment activity as a Wixie or Schoology assignment that way
students can complete in online. I will still give my students their sentence starter and word bank
to help them complete this assignment. I would also post all of the lesson resources, like videos,
discussion questions, and activities to Schoology so that families have access to them after the
lesson for continued discussion on the topic.

8. What technology might you integrate into this lesson to make it stronger and more impactful to
your learners?

For this lesson, I would integrate technology to enhance the lesson and appeal to my
virtual learners. This lesson already has videos incorporated, which is a great way to
communicate information to students. I would allow students to use the chat box to answer
questions or put emojis to my questions. I would have the independent assignment created as
either a Wixie or Schoology assignment where the students will be able to complete the
independent assignment using their device. The families will also have access to the assignment
resources through Schoology so they can access them at any time.