Professional Documents
Culture Documents
DC Idu Report
DC Idu Report
DC Idu Report
Spring 2022
Topic:
Digital Citizenship Comprehension within
Kindergarteners
1.0 Introduction
1.1 What is your system of interest?
I currently teach in the state of Georgia for Fulton County Schools. Our system of interest
lies in comprehension and understanding of digital citizenship within kindergarten students. Students are
expected to understand how to maneuver the internet and their devices every year as they graduate
mature. The background of the kindergarten grade block is to provide meaningful experiences that allow
the small group to effectively understand the basics of digital citizenship. Students in kindergarten are
around 4 0r 5 years of age. For students to move onto first grade they must understand how to use devices
and how to be safe on them when they transition from the home environment to academic environment.
Our goal is to aid students in successfully being able to work devices and be safe on them as they
navigate the real world.
Resources
These kindergarten students do not have access to technology in their classroom. So their
engagement with the materials is very little to none from the way they use it at home with their parents.
The kindergarten teacher informed me that they have no devices except when it is time for iReady
diagnostic then they take them to the computer lab when needed.
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2.0 Front- end Analysis
2.1 Are there performance gaps involved in this problem that justify a learning intervention?
Narrative:
Yes, there is a performance gap involved in this problem that digital citizenship intervention within the
classroom. The student will be unable to effectively use devices and websites and apps safely and
appropriately if they are not informed of the consequences of not using the technology correctly. In this
Mager & Pipe model, we will show the different ways in which we will get students to close the gap. We
will first start off in a 20-minute small group session on different objectives in the digital citizenship unit
for 2-3 days. During these small group sessions, the coaches and teachers would provide feedback that
would aid them in fixing their misconceptions paired with time for turnaround for turn and talk and
activity completion.
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addition, took a small direct assessment with the students based on areas that would be tied to
kindergarten digital citizenship areas of knowledge. From there the assessment data will drive what
activities we will do and how we will do those activities within different learning environments.
3.3 What are the discrepancies for the desired (optimal) state?
The discrepancy is that students not given their absolute best or just clicking on buttons to just finish the
activities. In addition, students of the same learning group initially may not be there the entire time so
accuracy to data could be skewed due to a student participating in a lesson one session and not in the next
session.
3.4. What priorities can you assign to the identified discrepancies or goals?
It is important to give students an engaging lesson and activity based on their readiness and
developmentally appropriateness to their ages. As kindergarteners they like to sing and dance and watch
cartoons, so bringing in a level of interest will definitely keep them more engaged and the desire to
participate will increase.
MEASUREMENT
LEARNING GOAL Class Evaluation…X _ __
How to Teach Kindergarten Students to be safe and engaging online
community members Performance Test…X…
__
Learning Outcomes
Performance Condition Criterion
(tasks to perform goal) (learning (restrictions, tools)
environment)
Intellectual Cognitive Verbal Motor Attitude
Skills Strategies Informati Skills
on
Elementary x x
Students will learn School x Prior
how to embody the Classrooms knowledge
qualities of a digital with definitions of
citizenship Kindergarten terminology
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superhero. Students And usage of
computer
Elementary x x x
School
Students will Classrooms x
understand how to with Prior
make responsible Kindergarten knowledge of
decisions regarding Students definitions
screen time and and how they
their community interact with
members. friends and
family
Elementary x x Prior
Students will School x knowledge of
understand how the Classrooms what their own
benefits and with community
challenges of online Kindergarten looks like and
world and the real Students definitions
world.
Elementary x x Prior
Students will School knowledge of
understand how to Classrooms how to be safe
stay safe online on with x in life
any device. Kindergarten
Students
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Can students
Students will learn demonstrate effective
how to safely act Student will successfully show
digital citizenship
on a device online that they are positive digital
behavior?
and how to be
positive engaging 2 7 act
citizens that can safely
online on any device.
1 digital citizens.
Yes
No
Students will
understand how to Students will
make responsible Students will
understand how understand
Students will learn decisions regarding the benefits and
how to embody the screen time and challenges of
how to stay
qualities of a digital their community online world and safe online on
members. any device.
citizenship superhero.
3 5the real world.
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5.2. Describe how you would determine the characteristics of the target population.
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Initially, I trusted Ms. Baldwin with identifying students who would best fit the small group activities for
the digital citizenship unit, then we decided to just have little talks with them about what they knew. The
kindergarteners love to talk and tell their teacher about EVERYTHING! Afterwards, in addition, I
informally had a talk with Ms. Baldwin about their learning interest and styles and what type of activities
they do inside the classroom. She gave me a lot of insight that the kids are very hands on and love to sing
and dance and have fun with hands on activities.
5.2.1 Learner Analysis Preferences
Informal Informal
Conversation/ Conversation
Classroom
Observation
5.3. Describe how you would determine the physical and organizational environment.
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Due to the differences of the students and their learning styles, they are best suited to succeed in
differentiated instruction. Their understanding of their own interest and dislikes causes them to have a
more personable learning experience when it comes to digital citizenship understanding. The learning
environment will either be in a community circle format or in small groups. During the technology usage
each scholar will have their own device and materials. Ms. Baldwin will assist with kindergarten access
to log in and etc at any given matter.
In addition to the learning environment, I will ensure that students have access to
tutorials/modeling videos via virtual and physical resources. To reassure students learning styles, I will
provide visuals, songs, poems, pledges, hands on activities, web 2.0 activities and turn and talks to
provide an enhanced experience for the kindergarteners.
5.3.1 Conduct a technical analysis using the technology assessment instrument found in
folio on your learning system and provide a narrative overview.
Technology Planning and Policies In this elementary school, the administration and
planning committee have put forth an effort to
make technology more accessible to all students
including K-2. It is currently working out plans to
give each classroom a class set of devices for
students to use and to ensure the integration of
technology provides more access to programs that
allow students to practice and gain the necessary
tool for safe digital use. The implementation of
expanding access to technology will provide
students the opportunity to relearn skills needed to
student mastery and as extend their currnet
knowledge base.
Equipment and Infrastructure The school has high speed internet and Wifi. The
school has desktop computers in the media center
and 2 in each classroom for student use. The
school also has several COWs with classroom
sets of Chromebooks in them. Ipads are also
available for checkout. Classrooms also have
headsets made available but how long they last
depends on the usage of them. In addition,
teachers are also provided with HDMI cords to
pair to their smart boards/projectors.
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Technology Applications
The school provides each registered student with
access to various programs and applications that
will support their educational goals per the grade
they are in. Every week, the applications are
updated and evaluated to make sure everything is
up to date and in full access/speed to the staff and
students.
Maintenance and Support The school uses the district’s IT specialist along
with the school’s media specialist to maintain and
support the technological needs. In every school,
the office provides support in the event and
repair/error occurs or help is needed; time varies
due to the problem. The METI, device coordinator
and STS work together to ensure short turnaround
of device mishaps on day to day basis.
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6.2.1 Subordinate Objective (Psychomotor): Using your eyes, locate the qualities of
how to be a digital citizenship superhero.
6.2.2 Subordinate Objective (Cognitive): Using prior knowledge, identify and describe
which shows super balance when being a digital citizenship superhero.
6.2.3 Subordinate Objective (Verbal Information): Using prior knowledge of superhero
disguise training, successfully identify the solutions to the quizziz questions on how to stay safe
on device and online.
7. Assessments
7.1 Select one SO; describe the manner by which you would assess whether or not the learner
has achieved that objective.
In order to understand how much students have learned when becoming effective digital citizens
in kindergarten, I will assess them daily in our unit and also ongoing during the unit in the form of turn
and talks. The scoring of those assessments will be based on accuracy and growth.
7.2 What types of assessment instruments will your instruction have? Why?
The type of assessment instrument that we used is a verbal alternative assessment. We chose this
instrument because it gives us teachers accurate results in real time. I will also use formative assessments
(hands on and web 2.0) that are tied to student interest to get them more interested in activities and soak
in information learned.
7.3 Write items that assess the SOs in 6.2 above. Include an answer key or rubric.
Directions: Students will cut and paste images to show which shows super balanced screen time and
which images do not.
Template:
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Rubric:
Identification of Students was unable to Students was able to Students was able to
Pictures cut and paste images to cut and paste images to cut and paste images to
the balance scale 25% the balance scale 75% the balance scale
of the time. of the time. qualities 100% of the
time.
Reasoning Students were unable Students were able to Students were able to
to describe what their somewhat describe describe what their
scale represented and what their scale scale represented and
how it is tied being represented and how it how it is tied being
super balanced using is tied being super super balanced using
few words. balanced using more than 2 sentences.
sentences.
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Accuracy Students were unable Students were Students were able to
identify super balances somewhat able to identify super balances
screen time 25% identify super balances screen time 100%
Displayed alot errors screen time 75%. Displayed very no
and mishaps. Displayed little to no errors and mishaps.
errors and mishaps.
7.3.2 Write one item from the selected domain in 6.2. (Psychomotor Domain)
6.2.1 Subordinate Objective (Psychomotor): Using your eyes, locate the qualities of
how to be a digital citizenship superhero.
Directions: Students will draw a picture and discuss what qualities are they showing as a DC superhero
in training.
Template:
Answer Key:
Varies to student
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Directions: Students will click the button that accurately identifies answers to true/false or yes/no
questions. (Verbal Informational)
Kahoot Link:
Answers:
1. No
2. No
3. No
4. No
5. ABCYA or Safari Montage
6. Yes
7. No
8. Yes
9. No Yes
8.1 For the TO (terminal objective), specify and exemplify an appropriate pre-instructional
activity or activities.
Students will be able to safely navigate technology and show their ability to be a good digital citizen
within any given environment.
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When it comes to digital citizenship, students will need to be assessed on their prior knowledge of
how to handle technology and vocabulary to see if they understand different terms.
Students would receive a needs assessment that identifies several word meaning and scenarios
they may be familiar with.
Students could also show their prior knowledge through giving them a task to do and seeing how
they handle it from observational perspectives.
Before instruction, students can tell me how they act in real life when faced with a stranger
danger situation using descriptive words to guide the discussion with their peers.
8.3 For the same SO specify and exemplify an appropriate practice activity or activities.
In this activity students will be given a tablet where they will join a gamified activity site where
they must push buttons to answer questions. They will have me or Ms. Baldwin assisting them regarding
understanding the question or assistance with pushing the correct button. I am assessing to whole
assessment accuracy of about 70% for this kindergarten group.
8.4 For the TO, specify and exemplify an appropriate evaluation follow-through activity or
activities.
Students will be able to safely navigate technology and show their ability to be a good digital citizen
within any given environment.
To justify the students ability to be effective digital citizens in the world around them, they will
be asked to complete the Microsoft Teams activity where they must answer the questions tied to the
scenarios given to them.
9.1 For the TO, provide a description of the learning experience and how you have planned for
it.
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TO: Students will be able to safely navigate technology and show their ability to be a good digital citizen
within any given environment.
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10. Developing Instructional Materials
10.1. Terminal Objective: Students will be able to safely navigate technology and show their ability to
be a good digital citizen within any given environment.
The target population is a class of kindergarten students. The students would receive a pretest
that has scenarios in the Microsoft forms link and will be a conversational assessment. The students will
be assessed through a guided reading activity. They will be given an introduction that lets the reader
know what the story will be about and then introducing the skill (for example: identifying words with a
specific prefix or suffix). Students will be asked to identify prefixes, suffixes, and root words.
10.2. Subordinate Objective (Cognitive): Using prior knowledge, identify and describe which shows
super balance when a digital citizenship superhero.
10.3. Subordinate Objective (Cognitive): Using prior knowledge, identify and describe which shows
super balance when a digital citizenship superhero being.
10.4. Terminal Objective: Students will be able to safely navigate technology and show their ability to
be a good digital citizen within any given environment.
Follow-through materials:
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At the end of the unit, the students’ ability to accurately identify student digital citizenship
qualities and how to stay safe in and off devices will be assessed on an edit ticket. Students will tell me
their thoughts as I complete these answers on the Microsoft Forms form. This assessment will let me
know if students are able to understand what effective digital citizenship is made up of.
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