Collaborative Unit on Digital Citizenship

Instructional Technology Practicum

Aaron T. Cleveland
(In collaboration with Dan Woschitz)

Fall 2015

Collaboration and Topic Selection:

Dan Woschitz is a Business and Computer Education teacher at Apalachee High School. He has
taught this subject for many years and I sought him to collaborate with on a digital citizenship
unit because of his experience with the topic and subject. At the time he was approached about
this collaborative unit, he taught three classes of computer and business education, two entry
level courses typically offered to freshman and sophomores and one upper level class with
mainly seniors.
I approached him in person about the subject of digital citizenship toward the end of August. He
told me that he had already completed a unit on digital citizenship, however, there were some
components that he had left out, which included digital commerce. From there discussed
information I needed for the assignment and he also suggested the use of some resources that he
had used in the past. Documentation of the collaboration is below:

Topic: Digital Commerce

Goal: Increase awareness as to the risks of conducting transactions using the internet.
Over the course of a couple weeks, a learner analysis was conducted and material were collected.
The students were to complete the unit via a Google site created for the module
(tinyurl.com/digitalcom).

Target Audience:
The audience is composed of students at Apalachee High School taking an Introduction to
Business and Technology course. The students are typically in 9th and 10th grade, whose ages
range from 14-18. The total number of students currently enrolled in the course is 53. The
students that were participants in the course subjected to the Digital Commerce unit are
representative of the population of the students of Apalachee High School. The most recent
school demographics are located in the table below1:

Problem Identification and Analysis:

Part of the standards for the Business and Computer Education course at Apalachee High School
has standards that encompass standards that the state of Georgia has for introductory courses in
the Technology Career and Digital Technology cluster2. Within those standards, are competencies
pertaining to digital citizenship and the recognition of digital responsibility and using digital tool
and resources to make informed decisions. Over the course of discussion and collaborations with
the instructor of the course, Dan Woschitz, the teacher identified a felt need, or, desire for the
students to improve awareness on that specific topic. Woschitz determined that the students had
been instructed and made aware of other forms of digital citizenship, such as law, etiquette, and
health, but identified digital commerce as a topic not covered in his course. A survey was
conducted to identify learners knowledge and awareness of digital commerce. As part of this
survey, learner demographics and attitudes toward the content was collected as well. The survey
is located in the appendix.

1 http://www.barrow.k12.ga.us/school-demographics.html
2 http://www.gadoe.org/Curriculum-Instruction-andAssessment/CTAE/Documents/Introduction-to-Digital-Technology.pdf

Four specific questions in the survey identified awareness and experience with digital commerce.
The data are below in the forms of histograms.
I have personally purchased items online. (Mean = 3.01)

Im very comfortable with purchasing items online. (Mean = 3.20)

For the most part, Ive had a positive or successful experience with purchasing items online.
(Mean = 3.39)

Im aware of specific risks in purchasing items. (Mean = 3.89)

It should be noted that for the last question, several of the students that answered that they
strongly agreed or agreed they were aware of specific risks of buying items online, actually
could not identify any specific risks. Some of the answers included none, might order to (sic)
many of the same thing. Other answers suggested general understanding of risks, but less
specific answers on what risks. Overall 32% of the respondents answered neutral or they
disagreed that they understood the risks.
Coupled with the inaccurate answers about knowledge regarding risk facts and the number of
learners that shared they were neutral or disagreed that they knew about risks of buying items
online, as well the number of students that hadnt bought an item online, there was a lack of
knowledge prior to the unit on digital commerce that students were unaware of tips for buying
online and risks for buying online. Therefore, the felt need that Woschitz had of his students and
their lack of knowledge as it pertained to digital commerce was justified.
Instructional Goals:
Instructor
To improve student awareness in digital citizenship, specifically digital commerce
To develop a universally designed instruction that incorporates the needs of various
learners in Business and Computer Education at Apalachee High School.
To develop an instructional module to provide a variety of resources and assessments in
the content area of digital commerce.
Student
Student will identify digital commerce
Student will analyze tips for buying online
Students will explain through written text, audio file, or web 2.0 tool, safety tips for
buying items online
Students will analyze risks for buying items online
Students will explain through written text, audio file, or web 2.0 tool, risks of buying
items online
Student analyze facts about digital commerce

Students will identify through text, audio file, or web 2.0 tool, facts they found interesting
about digital commerce.

Learner Analysis
The targeted audience is all students taking the Business and Computer Education course in the
fall of 2015 at Apalachee High School. The typical age range of these students is 14-18. The
most current demographic, which is for all grades of the high school serves as a reflection of the
students in the Business and Computer Education course and is located in the table below.
Information regarding demographics was collected from the Barrow County School System
website. Other relevant information regarding the learners was collected from a survey
administered prior to the digital commerce unit and the instructor of the course, Dan Woschitz.

Entry Skills and Prior Knowledge

There are no prerequisite courses necessary to take Business and Computer Education at
Apalachee High School
Ability to conduct internet searches using computers
Demonstrate computer literacies such as typing skills and the use of an operating system
Practice with Microsoft Word, Microsoft PowerPoint, Google Drive, Google
Presentation, Google Docs
Use of Youtube for videos

A survey was given to all students in the Business and Computer Education Course at Apalachee
High School in the fall of 2015. The survey consisted of 12 statements in which the students
were to rate on a scale of 1 = strongly disagree to 5 = strongly agree. Three of the items were
responses that required a yes or no, one required to the students to choose what grade they
were in, and one item that required students to expand their thoughts and ideas of a previous
item.
Grade Level of Student

Prior Knowledge of Basic Computer Skills

The data showed that most students (73.3%) had not taken a computer course in high school.
This is not surprising because the course is the introductory course into the career pathway and is
typically offered to incoming freshman. Despite the lack of a computer course in high school,
most of the students reported that they had prior experience using computers (most stating that
they took a course in Middle School), that they had a Google Account, and had a relatively good
understanding of Google applications. The average response rating for the statement I have an

understanding of how to use basic programs like Google and other software programs was a 3.9
out of 5. This demonstrated that the learners had the prior knowledge necessary for this digital
commerce unit.
Attitude toward Content

Most of the learners attitudes toward to content showed a strong understanding of the content
because they felt relatively successful in the course at the time the survey was administered and
the compared to other courses they had more success in the Business and Education course.
Academic Motivation

This provided interesting information regarding academic motivation. A significant number of

students responded that they worked harder than most students, however, in the following
statement I do just enough to get by, the learners responded that they do just enough to get by.
This somewhat contradictory answer appeared to question what they students thought of
themselves are learners in a broader context. The difference between the two answers was
reflected in the number of student responses that were received at the end of the unit, which
appeared to show the students were possibly apathetic. The number of submissions by the
closing of the digital commerce unit was far below the 53 learners that initially began the unit.
Attitude toward School

The mean of the responses for the statements School is boring and School encourages me to
be creative was 3.09 and 3.16, respectively. This appeared to show the learners had a more
neutral attitude toward school and its content.
Content Sequence Outline
1. Students will view hook video of teenager scammed buying a truck online.
a. Discuss Question What if this happened to a friend of yours? Or Worse,
yourself? What can you do to avoid being scammed online?
2. Go over assignment expectations with students.
3. Students go through article links and Youtube Video in section of course What is
Digital Commerce?
a. What is E-Commerce?
b. Growth in Digital Commerce
c. Techopedia What is Digital Commerce?
d. Youtube Video e-commerce evolution
4. Students go through and analyze articles and Youtube Video in section of the Module
Tips for Buying Online
a. StaySafeOnline.org Learn how to protect yourself, your family, and your
devices with these tips and resources
b. Microsoft Safety and Security Center Six Rules for Safer Financial
Transactions Online.
c. WikiHow How to Shop Online in Ten Easy Steps
d. PC World 11 Tips for Safe Online Shopping
e. Youtube Video Online Safety Shopping Online: Security, Tips, Rules, and
Advice.
5. Students go through and analyze articles and Youtube Video in section of the Module
Risks for Buying Online
a. Top Five Dangers of Online Shopping
b. Shopping Online The Risks and Tips
c. The Growth and Risks of Online Shopping
d. Youtube Video Online Shopping The Dangers of the Technological World
6. Students go through and analyze articles and Youtube Video in section of the Module
Fun Facts About Digital Commerce.
a. Inforgraphic on Fun Digital Facts
b. Shocking fun facts about Digital Commerce
c. E-Commerce Facts

d. Youtube Video Shocking but true facts about Online Selling & Buying
7. Students choose one of three assignment options.
a. Create a one of two page PowerPoint slide via Google Presentation of
PowerPoint. Carefully follow expectations on the rubric. Share or send slide to
aaron.cleveland@barrowcounty schools.org
b. Download Text Questions Digital Commerce.docx and complete the assignment
and send assignment to aaron.cleveland@barrowcountyschools.org
c. Using a microphone, record your responses to the questions in assignment two
and submit via MP3 file to aaron.cleveland@barrowcountyschools.org
Subject Matter Expert (SME)
I Aaron T. Cleveland, will perform the functions as SME for this instructional design. My formal
education includes an associates degree in Communication and Media Arts from Genesee
Community College. I have also received a bachelors of science in Social Studies Education
from the University of Georgia. Currently I am in the process of acquiring a masters degree
from Georgia Southern University in the field of Instructional Technology.
My qualifications include certification in the field of education by the Georgia Professional
Standards Commission. The certification is valid through the year 2020. Also, through program
of Instructional Technology at Georgia Southern, Ive had extensive experience with content and
materials in relation to Digital Citizenship. I have also taught the subject of Economics for five
years, which includes material related to digital commerce in the curriculum.
Terminal Objective 1: To increase awareness of the risks of digital commerce.
Enabling Objectives:
1A: Students will define digital commerce.
1B: Students will explain tips for buying and selling items online.
1C: Students will explain risks for buying and selling items online.
1D: Students will identify facts about digital commerce.

Instructional
Strategies
Lesson:
Online learning
module about digital
commerce with
multiple tabs
associated with the
definition of digital
commerce, tips for
buying and selling
online, risks for
buying and selling
online, and interesting
facts about digital
commerce

Goals

Define
digital
commerce.

Explain tips
for buying
and selling
online.

Explain
risks for
buying and
selling
online.
Identify
facts
pertaining to
digital
commerce.

Objectives

UDL

Assessments

Objective 1: After this

lesson, students will
have increased their
awareness about
digital commerce.

Principle One: When

given multiple means
of representation,
learners are given
various ways of
acquiring information
and knowledge.

Google
Presentation/
Microsoft
PowerPoint

1A: Students will

define digital
commerce.

1B: Students will

explain tips for buying
and selling items
online.
1C: Students will
explain risks for
buying and selling
items online.
1D: Students will
identify facts about
digital commerce.

Module
offers
learners
text, audio,
and video in
order to
acquire
information.

Principle Two: When

learners are given
multiple means of
expression, they are
provided with
alternatives for
demonstrating what
they know.

Learners create
slides about the tips,
risks, and
interesting facts
about digital
commerce.
Short Answer
Students submit
responses to
questions about the
tips, risks, and facts
regarding digital
commerce.

Learners
have the
ability to
use web 2.0
tools, or to
construct
and
compose
their
responses to
the different
questions
related to
the text
questions
about the
content

Formative Evaluation
The purpose of the evaluations is to inform the instructional designer of how well the program
served its objectives. Evaluation of the design will be completed at the end of the unit by the
designer. The evaluation will compare the number of students that stated they were neutral,
somewhat disagreed, or strongly disagreed about the risks of buying and selling online (32%)
and compare that to the responses submitted (total) that correctly identified risks of buying and
selling online.