Digital Citizenship

Learning Digital Citizenship Through Renewable Resources

Presented By:

Jessica Carruthers, Secondary Science Teacher

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This was a capstone project byJessica Carruthers. Author Jessica is a science teacher. In this project, she considered student engagement and made it relevant to their lives. She thought that technology is an essential skill in this century while navigating in the online world. She continued talking about the necessity of raising awareness about digital citizenship and digital footprints among students. 

In this article Jessica discussed the importance of digital citizenship while learning how renewable resources fit in our community. For this capstone project the author created a google site. The first part was about the intro and review section, where she asked students their understanding of digital citizenship through a few questions. After students answer these questions on Parlay, students could see their classmates’ responses and reply to them. Later they watched the video to understand what common sense media think about the concept of digital citizenship. Students explained what they think and understand what it is, then through Edpuzzle and google form the author checked students’ understanding of digital footprints and how to protect their data in an online environment. The next step was to start introducing the energy source, and work on the group project.

On the next page, students were asked to evaluate websites and resources and determine if those websites had reliable information and support their answers. They used the CRAAP test and asked students to work with their seat partners, and create a document together. During this section, students were introduced to the website data,  reliability of it, how to work together and follow digital footprints rules. With image licensing assignment they were told the importance of giving credit to the original content writer using proper APA citations. Students were made aware of copyrights and how to protect their private information.

Students created PSA( Public service Announcement) to recommend specific energy resources that they believe the community should invest in. 

After finishing the unit online and adding the digital footprints, the author asked students to reflect how students changed their digital  footprints. If students took advantage of privacy settings for their account, considered the cookies option to save their privacy and protect their information and if they used the citation to give credit to the information they used. 

Author Jessica compared her project with ISTE standards. With 2a, she claimed that this project emperors users to become innovative by facilitating continuous improvement of ACAPS process. Jessica thinks with 5b, this project used several technology tools such as Parlay, Edpuzzle, google forms, Padlet etc. to maximize deep learning. With 7a, the students demonstrated competency and reflected their learning by using technology.

Jessica also thinks that her project made great connections with Triple E. The use of these technology tools to engage students in active social learning and motivate them to start the learning process. It enhances deeper learning and use of technology makes it easier for students to understand the content. It also extends students’ skills that they can use in their everyday life.


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