Georgia Southern University

Instructional Design Semester Project:

Spring 2022
Topic:
Digital Citizenship Comprehension within
Kindergarteners

Prepared by Paris Dimick

FRIT 7239 ITSE Practicum
Georgia Southern University

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.

1.2 What are the subsystems?

The ability of the students

The student group we are most focused on is kindergarten students. They are in more urban
communities and a lot of research that has been done in these communities reflect that test score and
comprehension levels are low. Kindergarten is not required in the state of Georgia, so a lot of students
miss out on valuable learning moments that help them matriculate in a less stressful environment. In
addition, these groups of kindergarten students are experience their first actual moments of school life due
to the pandemic lifestyle so more than likely they have been introduced to technology without any formal
or proper training on how to use it and be safe while using it at home.

Prior Knowledge of the students

In the early levels of learning, students learn about important motor skills that help them
transition to the kindergarten level curriculum, but unfortunately, they have not even been introduced to
pre-k or day care activities due to the pandemic shutting everything down for so long. The school
institutions have done the best they can to keep children as safe as possible since the start so shut downs
in all academic areas were mandated and a lot of pre-k, day care and learning centers did not feel safe
enough opening back their doors.

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.

1.3 What symptoms drew your attention to this system of interest?

Through much observation and experience, Ms. Baldwin informed me that they need this unit
more then most due to the lack of formal instruction they have on technology and interactions with
technology is very low. They just want to play games and click on anything they see, which can be very
dangerous for equipment and for them as very young users.

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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.

3.0 Needs Assessment

3.2 Actuals
3.2.1 What information and data would you collect?
We will collect information informally from teacher of the room based on how they work within the
classroom (prompting, assistance, independence level, what does she thing they need work on ), in

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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.

3.2.2. How would you collect that information and data?

I collected the informal information from Ms. Baldwin I regards to how they like to learn, how they learn
and what level of independence they are on. The direct needs assessment was through a conversation I
had with them, and they told me what they knew about each given question that was documented on
paper and transferred to Microsoft forms summary link. All other formal assessments that are ongoing
were given through hands on, written and web 2.0 platforms.

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.

3.5. Prepare a learning goal statement (see example in Folio)

3.5.1. Conduct a goal analysis for your problem

Program: Date: Instructor(s):

Kindergarten DigitalCitizenship February-March 2022 Dimick

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

3.5.2. Write out a goal statement in narrative form

The goal is for kindergarten students to be able to safely engage in online activities on any device
in any environment.

4.0 Instructional Analysis

4.1. Goal Analysis
4.1.1. What is the domain classification and type of learning (or type and level of
learned capability) for your problem?
The domain of this problem is classified as an cognitive, verbal and attitude. Digital Citizenship requires
students to understand how being safe online gives them diverse experiences. The students must be able
to understand what certain terminology means in order to connect those terms to the process of digital
citizenship unit. The type of learning require for this unit includes cognitive verbal and attitude because it
requires the student to thinking about how it affects them, verbal because it requires definition recall and
imagery connection to experiences and also attitude to understand their own thought process in regards to
digital citizenship.

4.2. Subordinate Skills Analysis

4.2.1. Choose an appropriate analysis method and provide an example of a subordinate
skills analysis associated with the instruction that you will provide.

5

Students will learn
how to safely act
on a device online
and how to be
positive engaging
1 digital citizens.
Can students
demonstrate effective
Student will successfully show
digital citizenship
that they are positive digital
behavior?
2 7 act
citizens that can safely
online on any device.

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.
6
4

Describe ways Describe ways you

can use devices to Describe ways
Identify they can show
learn new things to stay safe
qualities of a balance in real and how it is online and on
DC superhero world with different from the devices.
screen time. real world.
3.1 4.1

Identify Identify Identify

Identify how
consonantsofand
definition definitions of definition of
you are safe in
vowel letters
online and balance and online and
the real world.
and sounds
device device website
3.2
4.2.2. Show which skills are entry level skills.
The following skills that the 3rd grade students must already know before……
- Identify definitions of online and device
- Identify definitions of balance and device
- Identify definition of online and website
- Identify how you are safe in the real world.

5. Learner and Context Analysis

5.1. What is the target population? (Narrative Response)

The target population is a kindergarten class in an urban area elementary school. We are conducting this
with a small group of 10 students from 1 kindergarten classroom. Their age range varies from 5-6 years
old and there are 8 girls and 2 boys. Of those boys and girls they are all African American students.

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

Student Gender Race Age Multiple Feedback

Intelligences
Learning
Style

Informal Informal
Conversation/ Conversation
Classroom
Observation

Alania F African 5 Visual spatial Immediate

American Feedback

Jet M African 6 Musical Immediate

American Feedback

Deon F African 6 Bodily Immediate

American Kinesthetic Feedback

Dailyn F African 6 Bodily Immediate

American Kinesthetic Feedback

Christian F African 5 Visual spatial Immediate

American Feedback

Chosen F African 5 Visual spatial Immediate

American Feedback

Skylar F African 6 Visual spatial Immediate

American Feedback

Madison F African 6 Musical Immediate

American Feedback

Daylen M African 6 Bodily Immediate

American Kinesthetic Feedback

Ashanti F African 6 Musical Immediate

American Feedback

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 Integration Assessment

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.

Finance The district and school administration sets a

technology budget for each school. A survey is
passed to teachers at the end of the year to assess
what programs are being used in the class. From
there the administration looks into the subscription
of the programs and sets the budget according to
that. Wifi is provided by the district.

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.

Professional Development During pre-planning and on designated

Professional Development Days, staff members
are trained on new technology tools. During these
sessions, teachers learn how to integrate the
technology into their classroom. Every module or
pre planning activity varies in time and is assigned
during the year at specific times like Teacher
workdays or during PLCS. Some examples of
educational platforms trained is Microsoft EDU,
Seesaw, Iready, Fastbridge, Nearpod, etc.

Technological Integration We are teachers that use technology in our class

on a daily basis. We are always trying something
new with our students and if it works we extend it
to our colleagues. The older teachers on our team
come to us for help with their technology needs.
Students are not proficient depending on their
grade level and experience. Additional time is
required to train themselves on programs and
applications (parents too). We identified our ISTE
LOTI score as 4b due to the students have the
ability to tie their learning interest and experiences
to their modules and activities.

6. Writing Performance Objectives

6.1 State the terminal objective (TO) for your instructional plan.
Students will be able to safely navigate technology and show their ability to be a good digital citizen
within any given environment.

6.2 Prepare three (3) Subordinate Objectives (SO)

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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.

7.3.1 Write one item in the cognitive domain.(Cognitive)

6.2.2 Subordinate Objective (Cognitive): Using prior knowledge, identify and describe
which shows super balance when a digital citizenship superhero being.

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:

Point 1 Points 2 Points 3

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

7.3.3 Write one item from the selected domain in 6.2.

6.2.3 Subordinate Objective (Verbal Information): Using prior knowledge of superhero
disguise training, successfully identify the solutions to the kahoot questions on how to stay safe
on device and online.

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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. Planning the Instructional Strategy: Theoretical Bases

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.

8.2 For a SO (subordinate objective) specify and exemplify an appropriate pre-instructional

activity or activities.

6.2.3 Subordinate Objective (Verbal Information): Using prior knowledge of superhero

disguise training, successfully identify the solutions to the kahoot questions on how to stay safe
on device and online.

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.

6.2.3 Subordinate Objective (Verbal Information): Using prior knowledge of superhero

disguise training, successfully identify the solutions to the kahoot questions on how to stay safe
on device and online.

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. Planning Logistics and Management for Instructional Materials

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.

9.2 Provide a material, technology, and resources logistics checklist.

-Material: tablets, pictures, poems, chants, powerpoint, scissors, glue, pencil, paper, etc.
-Technology: kahoot and mcirosoft teams usage, internet access, tablets
-Resources: lesson plan, student learner data, learning sheets,

9.3 Provide an organizational matrix/table showing learning initiatives, activities, lessons.

Learning Initiative Lessons Activities

Students will learn how to How to Be a Digital - Presentation on Day

embody the qualities of a Citizenship Superhero Day 1 1 DC qualities
digital citizenship superhero. - Turn and Talk
- Pledge
- Drawing a example
of a qualities of a
digital citizenship
superhero)
- Videos
- Pictures

Students will understand how How to Be a Digital - Presentation on Day

to make responsible decisions Citizenship Superhero Day 2 2 DC super balance
regarding screen time and with screen time
their community members. - Cut and Paste image
to the correct sides of
balance scale
- Turn and Talk
- Video
- Pictures

Students will understand how How to Be a Digital - Presentation on Day

the benefits and challenges of
online world and real world.
Students will understand how
to stay safe online and on any
device
Citizenship Superhero Day 3 4 on privacy and
security as well as
how we use device
and being online
- Kahoot activity
- Video
- Turn and Talk
- Virtual Field Trip
- Pictures

Students will show what they Post Test - Review presentation

know in regards to digital on all of the above
citizenship in their unit. - Microsoft Teams
Activity

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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.

Plan for pre-instructional materials

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.

Defense of Presentation of materials

For the objective given above, the instructor will provide a given skill to work on for the day, in
this case, prefixes. For this skill, the instructor will teach the skill explicitly through 10-15 minute lessons
that will provide time for modeling as well as active engagement within whole group lessons. These
lessons will consist of turn and talks and active engagement that will aid students with properly
understanding how to be super balances with screen time. After modeling, active engagement the teacher
will link it to an activity they will do that assesses them on their now current knowledge. Each lesson will
consist of the same breakdown and engagement activities.

10.3. Subordinate Objective (Cognitive): Using prior knowledge, identify and describe which shows
super balance when a digital citizenship superhero being.

Defense of practice materials

With this skill given instructors provided a group of scenarios will be presented to the students to
see if they will understand the difference between good balance and bad balance when have screen time.
Then they will have turn and talks to discuss why its good balance or not and transition that practice into
the link activity.

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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