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Key Assessment Part 1: Identification of Learning Problem

Audience:
My learners will consist of 22 fifth graders at Sand Hill Elementary School (SHES). There are
currently 9 males and 13 females in this class. The number of students may fluctuate as students
enter our school, are assigned to this class, and withdraw from our school. Most of the fifth
graders are currently 10 years old and 1 student is eleven. The majority (17) of the students in
this class have been enrolled in our school since Kindergarten. The other 5 students have
attended SHES for at least two years. Six students are in the Gifted and Talented program. One
student receives speech assistance. One student is hearing impaired and wears bilateral hearing
aids. All students have received some digital footprint instruction in previous years at SHES.
Problem Identification
Children today are continually exposed to the internet. This includes both the benefits and the
risks. It is important for children of the 21st century to learn and understand digital citizenship
and their digital footprint. Local policies recognize the need for this training by including good
internet citizenship as a discipline to be taught within my county. Based on my prior research I
have incorporated the use of games to promote learning. In past years of teaching students about
digital citizenship and footprint there were no games involved in the lesson.
Instructional Goals
1. The learner knows what a digital footprint is.
2. The learner knows what is in his digital footprint.
3. The learner can help others be good digital citizens.
This unit covers 3 sessions with my students. It has a narrow focus and is suitable to be taught in
this length of time. The unit covers digital footprint and digital citizenship. Learners should be
able to achieve success in the target objectives of this unit. SHES students attend the Technology
Lab on a Canady Innovative Scheduling 4 day rotation. Each session lasts 40 minutes. Lessons
plans are written for four consecutive days then change when group rotations repeat. The four
day rotation allows for an additional day of review for this unit if necessary for the learners to
master the objectives.
Learners will access this unit online using the SHES Technology Lab. There are sufficient PCs
in this lab to serve the students. The unit is composed of introductory training videos, and
multiple gaming options to promote learner enthusiasm and retention.

I have asked Dr Sayra Harris, Media Specialist at our school, to serve as my mentor. She has 14
years experience in education. Dr. Harris earned her Bachelors from Georgia Southern
University December 2001 B.Ed Middle Grades Education with emphasis in Science and Social
Studies. She earned her M. Ed Instructional Technology (Media Specialist Certification) from
Georgia Southern University in May 2006. Dr. Harris earned her Ed. D. in Teacher Leadership
from Walden University in December 2008.

Key Assessment Part II: Learner Analysis


Learner Analysis
General Characteristics:
According to the Statewide Longitudinal Data System (SLDS) the SHES student population is
represented by the following characteristics. There are eighty-nine percent White/non-Hispanic,
six percent Black/non-Hispanic, two percent Hispanic, two percent multi-racial and one percent
Asian. Fifty-five percent of the targeted learners are economically disadvantaged. There are no
learners in the group classified as English Language Learners (ELL). Approximately 50% of
SHES students lack computer and/or internet access at home.
Specific Characteristics:
This group of students consists of 22 fifth graders at Sand Hill Elementary School (SHES). There
are currently 9 males and 13 females in this class. The number of students may fluctuate as
students enter our school, are assigned to this class, and withdraw from our school. Most of the
fifth graders are currently 10 years old and 1 student is eleven. The majority (17) of the students
in this class have been enrolled in our school since Kindergarten. The other 5 students have
attended SHES for at least two years. None of the targeted learners have been retained in
elementary school. Six students are in the Gifted and Talented program. Three students have
been diagnosed with ADD (Attention Deficient Disorder) and are currently being treated to help
them focus in school. One student receives speech assistance. One student is hearing impaired
and wears bilateral hearing aids. No accommodations are necessary for the identified students
with special needs in this online learning module. All students have received some keyboarding
and software instruction each school year at SHES.
Entry Competencies:
Most students at SHES are excited and very motivated to attend Computer Literacy class. They
show an eagerness to learn and are motivated to experience all that is offered. Another indication
of learner motivation is the lack of discipline problems experienced. Information gathered from a
student survey and teacher observations indicate that learners prefer the use of games as a
learning tool. They especially enjoy advancing in games and watching their progress. Students
are excited to set goals and to work to obtain them. They are driven by competition. Several
sources of compiled data have been used to complete the learner analysis. The sources consist of
SHES records as well as compiled Effingham County and Georgia state records.

Introduction
The targeted group of learners is third through fifth grade at Sand Hill Elementary School
(SHES) in Guyton, Georgia. The targeted group is forty-five percent of the student population at
SHES. Based on Effingham Countys Infinite Campus database attendance records, the learners
represent 241 students. This group consists of forty-seven percent boys and fifty-three percent
girls. According to the Statewide Longitudinal Data System (SLDS), there are eighty-nine
percent White/non-Hispanic, six percent Black/non-Hispanic, two percent Hispanic, two percent
multi-racial and one percent Asian. Fifty-five percent of the targeted learners are economically
disadvantaged and twenty percent are students with disabilities. There are no learners in the
group classified as English Language Learners (ELL). Five percent of the learners have been
retained at some point in the elementary experience. Gifted learners represent eleven percent of
the targeted group. Several sources of compiled data have been used to complete the learner
analysis. The sources consist of SHES records as well as compiled Effingham County and state
records.
Learner Guidance:
All students have received technology training at SHES. Some of the training includes digital
footprint instruction in previous years at SHES. They are familiar with operating online (under
guidance) in the Technology Lab. Any new online programs used in the unit are introduced and
their operation explained to the learners. Further assistance is given as needed to those learners
who need additional help. Students will be expected to complete assignments independently in
the Technology computer lab.
Entry Skills and Prior Knowledge
Fifty percent of the learners in the targeted group have access to a computer at home. Their level
of knowledge and ability is reinforced by computer use and training at SHES. Students in
kindergarten through fifth grade attend Computer Literacy class. Students learn the parts of a
computer workstation, how to use a PC, applications, and websites that are grade level
appropriate. Lessons are aligned with the National Educational Technology Standards (NETS-S)
developed by the International Society for Technology in Education (ISTE). Along with
Computer Literacy classes, learners are further exposed to computer use by their respective
classroom teachers through assignments and projects as they tie in academics to computer
applications.
Learners who maintain their attendance at SHES receive a thorough education and training of PC
use, understanding, and interaction. Learners new to SHES are quickly assessed for Computer
Literacy knowledge and extra effort is provided to fill any detected limitations. Individual
attention is given to those who are not as computer literate as their peers.

Attitudes toward Content & Academic Motivation


Most students at SHES are excited and very motivated to attend their Computer Literacy classes.
Based on personal observations and conversations with students, learners comment positively
about their experience in this class. Many students have expressed how excited they are when
they go to class. They show an eagerness to learn and are motivated to experience all that is
offered. Teachers have also commented about how excited their learners are attending these
classes. Another indication of learner motivation is the lack of discipline problems experienced
in Computer Literacy class. If students were less motivated discipline issues would be more
prevalent.
Educational Ability Levels
The Criterion-Referenced Competency Test (CRCT) is used to measure student performance in
Reading, English/Language Arts, Mathematics, Science, and Social Studies. Test results indicate
how well learners obtain the skills and knowledge for the five main content areas. Individual
student strengths and weaknesses are discovered through participation in this test. Identification
of learners strengths and weaknesses provide information needed to help teachers plan
instruction to meet their academic needs. In Effingham County this test is administered to 3rd, 4th,
and 5th graders in the elementary schools to limit expenses. CRCT testing results show the
learners at Sand Hill have average to above average capability. The test was administered to 3rd,
4th, and 5th graders at Sand Hill during the spring of 2013. The peer group is other 3rd, 4th, and 5th
grade learners in the state of Georgia who took the test during the same period. The performance
indicators show ninety-five percent of SHES learners meet or exceed their peer group
expectations in Reading and Language Arts. In Math ninety-three percent of the learners met or
exceeded expectations. The tested SHES learners also achieved in Science and Social Studies
with ninety-one and ninety-four percent, respectively.
Special adaptations are provided for learners with special needs. Trackballs are available for
those with reduced or limited motor skills. Special keyboards and oversized monitors are
provided for those learners with vision impairment.
General Learning Preferences
Information gathered from a student survey and teacher observations indicates that learners
prefer the use of games as a learning tool. Learners are excited by setting a goal and obtaining it.
Based on research, games are a beneficial way to motivate, enrich, and remediate learners.
Digital game-based learning is engaging and educational. Learners are excited and very
motivated when learning through game activities. Many learners show an eagerness to learn
when games are incorporated into the curriculum. Games with earned rewards or feedback
responses are the best for motivation. Another article supporting the use of games in education is
10 Emerging Educational Technologies & How They Are Being Used Across the Globe.
According to Planning game-based learning (www.multilingual.com), games tap into the natural

desire of competition and challenge. Combining standards and activities is a great combination.
Students venture into virtual worlds to work towards goals in a risk-free environment. Making
mistakes is part of the experience where students are not afraid to try again.
Attitude toward Teachers and School
Most students enjoy attending Sand Hill Elementary School. Many have expressed regret when
they are promoted from 5th to 6th grade and must leave to attend middle school. Past students of
SHES have returned years later, some as adults, to express their gratitude to their past teachers.
Some have returned to say they are sorry for the disruptions they caused when they attended
SHES. Several parents have also commented on the loving nature of the SHES staff. This facility
is known as the little school with a big heart.
Group Characteristics (including social characteristics and relevant cultural information)
Sand Hill Elementary School is located in the rural setting of Effingham County. This county is a
bedroom community to nearby Savannah. SHES students, as well as all students in Effingham
County, are required to wear school uniforms so their physical appearance does not cause
distractions in the educational setting. Fifty-five percent of the targeted learners receive either
free or reduced lunch. SHES qualifies as a Title I school. The majority of the learners are White
and from non-Hispanic heritage. There are no non-English speaking students in the targeted
learners. Five percent of the targeted learners have been retained for one year. Therefore, the
learner population is age appropriate. Twenty percent of the learners have a disability. No special
supplies are needed for Computer Literacy class; therefore, no learners are lacking supplies.

Key Assessment Part III: Task Analysis


A topic evaluation is used in this task analysis. The topic evaluation is used to capture the details
and actions needed for the design. Having the detailed information allows the final design to fit
the needs. Once the task analysis is laid out it was reviewed to determine proper flow and
progression related to a procedural evaluation.
Subject Matter Expert (SME)
As the Computer Literacy Instructor at Sand Hill Elementary School (SHES) I am uniquely
qualified to be the SME for this task analysis. I have been in this position for nine years. My
responsibilities include teaching Computer Literacy to Kindergarten through Fifth grade,
troubleshooting all technology equipment (wireless pads/pens, projectors, televisions, student
responders, digital still and video cameras, webcams, document cameras, microphones, DVD
players, printers, scanners, staff and student computer workstations), setting up new computer
workstations and printers, imaging new computers, troubleshooting software, overseeing the
resource lab, sub-site director for the school website, school photographer, yearbook creation,
inventory all technology equipment, and assisting teachers with computers and other technology
equipment. During my time in this position my knowledge of computer literacy has grown and
expanded. My formal training is a B.S. in Early Childhood Education from Armstrong Atlantic
State University (1984) in Savannah, Georgia. I have the endorsement for teaching Gifted and
Talented students and the Teacher Support Specialist endorsement. I am currently working on my
Masters in Instructional Technology at Georgia Southern University located in Statesboro,
Georgia.
Task Analysis Outline
1. What is a digital footprint?
1.1 Introductory video
1.2 Group discussion on digital footprint
1.3 The learner knows what a digital footprint is.
1.4 The learner knows what is in his digital footprint
2. The learner can help others be good digital citizens.
2.1 Introductory video
2.2 Classroom discussion on digital footprint
3. The leaner will review lessons 1 and 2

3.1 Learners will play games to reinforce objectives from unit


4. Location of learner
4.1 At school
4.1a Computer is up and running in classroom to save time.
5. Activity
5.1 Review introductory video if applicable.
5.2 Play game or complete activity.
5.3 Close game.
5.4 Complete worksheets as per instructions
5.5 Return PC to its original status.

Learners access website in SHES

Technology Lab?

Computer is running in
classroom to save time.

Proceed to Lesson 1 No

Proceed to
Lesson 2

No

Proceed to Lesson 3 No

Yes

Yes

Yes

Watch video
introduction

Watch video
introduction Pause
and Think Online

Review lessons 1 and


2

Form groups of 2-3 and


brainstorm websites
thought to be part of the
digital footprint

Class discussion - be
safe online. Students
will create a comic strip

Play games to
reinforce unit
objectives

Select option choice for


creating your digital
footprint

Select option choice for


creating your comic
strip

Complete assignment

Complete assignment

Close game.

Return PC to its
original status.

Key Assessment Part IV: Instructional Objectives


Terminal Objective 1a: The learner knows what a digital footprint is Cognitive Domain
Terminal Objective 1b: The learner knows what is in his digital footprint Cognitive Domain
Terminal Objective 2: The learner can help others be good digital citizens Affective Domain

Classification of Instructional Objectives


Performance
Content
Fact
Concept
Principles and rules
Procedure
Interpersonal
Attitude

Recall

Application

1a, 1b
2

Relationship of Instructional Objectives and Standards


1A, 1B, 2

1A, 1B, 2

1. Creativity and innovation


Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new
ideas, products, or processes
b. Create original works as a means of personal
or group expression
2. Communication and collaboration
Students use digital media and environments to
communicate and work collaboratively, including
at a distance, to support individual learning and
contribute to the learning of others.
a. Interact, collaborate, and publish with peers,
experts, or others employing a variety of digital
environments and media
c. Develop cultural understanding and global
awareness by engaging with learners of

other cultures
d. Contribute to project teams to produce original
works or solve problems
1A, 1B, 2
5. Digital Citizenship
Students understand human, cultural, and societal issues related
to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and
responsible use of information and technology
b. Exhibit a positive attitude toward using
technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for
lifelong learning
d. Exhibit leadership for digital citizenship
1A, 1B, 2
6. Technology operations and concepts
Students demonstrate a sound understanding
of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively
and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning
of new technologies
StandardsS 2007 International Society for Technology in Education
2

Social Studies
Government/Civic Understandings
SS5CG1 The student will explain how a citizen's rights are
protected under the U.S. Constitution.
a. Explain the responsibilities of a citizen.
Georgia Performance Standard 2008

Key Assessment Part V: Development of Assessments


Lesson
s
Lesson
1

Lesson
2

Instructional Strategies

Goals

Students will view a video


introduction. They will discuss what a
digital footprint is. Next they will
form groups of 2 or 3 to brainstorm
websites they think are part of their
digital footprint. Each student will
make a list of websites that are in their
digital footprint. The options for
creating their digital footprint are:
Use www.tagxedo.com to create their
digital footprint.
Use Tux Paint drawing program to
create their digital footprint.
Use paper, pencil, and colored pencils
to create their digital footprint.

The learners will


learn what a digital
footprint is. The
learners will learn
what is in his
digital footprint.

Students will view Pause and Think


Online video. The class will discuss
being safe online. Students will work
independently or with a partner. They
will create a comic strip depicting
someone being a Cyber Safety Super
Hero. The Cyber Safety Super Hero is

Learners will learn


how to help others
be good digital
citizens.

Objectives
Terminal
Objective 1a-The
learner knows
what a digital
footprint is.
Terminal
Objective 1b- The
learner knows
what is in his
digital footprint.

Terminal
Objective 2-The
learner can help
others be good
digital citizens.

UDL

Assessments

Differentiation by
representation is
provided by giving the
learners a choice of
activities. There are 3
options. Two options
are based on the web
tool Tagxedo. A second
option is the use of the
program Tux Paint. A
third option is to create
their digital footprint
using paper and pencil.

The assessment is
performance-based.
The assessment
allows students to
choose 1 of 3
options. Option 1
learners use
Tagxedo to create
their digital
footprint. Option 2
learners use
TuxPaint to create
their digital
footprint. Learners
choosing option 3
use paper, pencil
and colored pencils
to create their
digital footprint.
The assessment is
performance-based.
The assessment
allows students to
choose 1 of 3
options. The
options for creating

Differentiation by
representation is
provided by giving the
learners a choice of
activities. There are 3
options. Two options
are based on web tools

a character that helps someone make


the right decision for his online
behavior. The options for creating the
comic strip are:
Use www.makebeliefscomix.com
comic strip creator.
Use
http://www.readwritethink.org/files/re
sources/interactives/comic/ comic
strip creator.
Use paper and pencil to create the
comic strip. They may use colored
pencils to enhance their drawings.
Lesson
3

This is a review session intended to


reinforce the principles of digital
footprint and good digital citizen.
After reviewing, students will utilize
games to practice digital citizenship
skills.
Their 3 options are:
Students will use
www.digitalpasspor.org to practice
making the right decisions for online
behavior by playing games on this
website.
Students will play Carnegie Cadets
MySuperCyberspace Game.
Students learn about online safety as

and a third option is to


produce a comic strip
using paper and pencil.

Learners will
review digital
footprint and
digital citizenship.

Learners will
review Lesson 1
and 2.
Terminal
Objective 1a-The
learner knows
what a digital
footprint is.
Terminal
Objective 1b- The
learner knows
what is in his
digital footprint.
Terminal
Objective 2-The

Differentiation by
representation is
provided by giving the
learners a choice of
activities. There are 3
options centered on
game based learning.

the comic strip are:


Use
www.makebeliefsc
omix.com comic
strip creator.
Use
http://www.readwrit
ethink.org/files/reso
urces/interactives/c
omic/ comic strip
creator.
Use paper and
pencil to create the
comic strip.
The assessment is
performance-based.
Students progress
in their game
choice is an
indicator of
learning.

they complete tasks in game format.


Students will use
http://pbskids.org/webonauts/ to learn
about online safety and digital
citizenship. Students complete tasks as
they work and advance through the
game.

learner can help


others be good
digital citizens.

Key Assessment Part V: Differentiation Plan


Key Assessment Part V:
Learners will have a choice to complete one of three assessments per objective. The assessments have
been designed to meet the needs of all learners. The assessments are setup to offer the learners choices
on how they are assessed. Each objective has 3 options with the requirement for the learner to select one
option to complete. The assessments are aligned with specific learning objectives. The expectation is for
learners to master the objectives in this unit. Objective 1 and 2 are classified as principle and rule type
while objectives 3 is an attitude based objective.

Objective
1a-1b
Option 1
Option 2
Option 3

Objective 2
Option 1

Option 2

Option 3
Objective 3
Option 1

Option 2

Assessment
The assessment is performance-based. The assessment allows
students to choose 1 of 3 options. Option 1 learners will use
Tagxedo to create their digital footprint.
Learners will use Tux Paint drawing program to create their
digital footprint.
Learner will use paper, pencil, or colored pencils to create their
digital footprint.

The assessment is performance-based. The assessment allows


students to choose 1 of 3 options.
Students will create a comic strip depicting someone being a
Cyber Safety Super Hero. The Cyber Safety Super Hero is a
character that helps someone make the right decision for his
online behavior. The options for creating the comic strip are:
Use www.makebeliefscomix.com comic strip creator.
Use
http://www.readwritethink.org/files/resources/interactives/comi
c/ comic strip creator.
Use paper and pencil to create the comic strip. They may use
colored pencils to enhance their drawings.
This is a review session intended to reinforce the principles of
digital footprint and good digital citizen. After reviewing,
students will utilize games to practice digital citizenship skills.
The assessment is performance-based. Students progress in
their game choice is an indicator of learning.
Students will use www.digitalpasspor.org to practice making the
right decisions for online behavior by playing games on this
website.
Students will play Carnegie Cadets MySuperCyberspace
Game. Students learn about online safety as they complete
tasks in game format.

UDL
Differentiation by
representation is provided by
giving the learners a choice of
activities. There are 3 options.
One option is based on the
web tool Tagxedo. The second
option is the use of Tux Paint.
A third option is to create their
digital footprint using paper
and pencil.
Differentiation by
representation is provided by
giving the learners a choice of
activities. There are 3 options.
Two options are web tools and
a third option is to produce a
comic strip using paper and
pencil.

Differentiation by
representation is provided by
giving the learners a choice of
activities. There are 3 options
centered on game based
learning.

Option 3

Students will use http://pbskids.org/webonauts/ to learn about


online safety and digital citizenship. Students complete tasks as
they work and advance through the game.

Introduction Video Lesson 1

Lesson 1 Option 1

Lesson 1 Option 2

Lesson 1 Option 3

Introduction Video Lesson 2

Lesson 2 Option 1

Lesson 2 Option 2

Lesson 2 Option 3

Lesson 3 Option 1

Lesson 3 Option 2

Lesson 3 Option 3

Key Assessment Part VI: Content Sequencing and Instructional Strategies


Instructional Sequence
Sequence
1
2
3

Description
The learner knows what a digital footprint is.
The learner knows what is in his digital footprint.
The learner can help others be good digital citizens.

Objective
1a
1b
2

Objectives 1 and 2 are recall based objectives relying on cognitive domain. Objective 3 is
affective domain based. It is a higher level application performance objective. The sequence
starts with learners focusing on defining a digital footprint followed by learning what they have
in their personal digital footprints. The sequencing builds the knowledge (cognitive) so the

learner is capable of recognizing how to be a good digital citizen so they are able to help others
to understand.
Lesson 1: What is a digital footprint?
Objective 1a-The learner knows what a digital footprint is.
Objective 1b- The learner knows what is in his digital footprint.
Initial Presentation: Students will view Common Sense Media Digital Footprint Intro on
Vimeo as their introduction to this unit. After viewing the video, students will discuss what a
digital footprint is. They get into groups of 2 or 3 to brainstorm websites they think are part of
their digital footprint. As small groups discuss websites, each student will make a list of the
contents of their individual digital footprint. After brainstorming, each student will create his
own digital footprint and print a hard copy. The options for creating their digital footprint are:
1. Use www.tagxedo.com to create their digital footprint.
2. Use Tux Paint drawing program to create their digital footprint.
3. Use paper, pencil, and colored pencils to create their digital footprint.
Differentiation by representation is provided by giving the learners a choice of activities. There
are 3 options. One option is based on the web tool Tagxedo. A second option is the use of the
program Tux Paint. A third option is to create their digital footprint using paper and pencil. The
assessment is performance-based.

Lesson 2: What makes a good digital citizen?


Objective 2- The learner can help others be good digital citizens.
Initial Presentation: Students will view Pause and Think Online video on Common Sense
Medias website. Class will discuss being safe online. Students will be allowed to work
independently or with a partner. They will create a comic strip depicting someone being a Cyber
Safety Super Hero. The Cyber Safety Super Hero is a character that helps someone make the
right decision for his online behavior. The comic strip should consist of 2-4 frames and have at
least 2 characters. The options for creating the comic strip are:
1. Use www.makebeliefscomix.com comic strip creator.
2. Use http://www.readwritethink.org/files/resources/interactives/comic/ comic strip
creator.
3. Use paper and pencil to create the comic strip. They may use colored pencils to enhance
their drawings.
Differentiation by representation is provided by giving the learners a choice of activities. There
are 3 options. Two options are based on the use of web tools and a third option is to produce a
comic strip using paper and pencil. The assessment is performance-based.
Lesson 3 Review of digital footprint and digital citizenship
Objective: Learners will review digital footprint and making the right decisions online.

Initial Presentation: This is a review session intended to reinforce the principles of digital
footprint and good digital citizen. After reviewing, students will utilize games to practice digital
citizenship skills.

Their 3 options are:


1. Students will use www.digitalpassport.org to practice making the right decisions for
online behavior by playing the 5 games on this website.
2. Students will play Carnegie Cadets MySuperCyberspace Game. Students become a
cadet at the academy. Cadets learn about online safety as they complete tasks in game
format.
3. Students will use http://pbskids.org/webonauts/ to learn about online safety and digital
citizenship. They become webonauts at the Webonaut Internet Academy. Students
complete tasks as they work towards graduation from the academy.
Differentiation by representation is provided by giving the learners a choice of activities. There
are 3 options centered on game based learning. The assessment is performance-based. Students
progress in their game choice is an indicator of learning.

Key Assessment Part VII: Design of Instruction


Lessons

Instructional Strategies

Goals

Objectives
Terminal
Objective 1a-The
learner knows
what a digital
footprint is.

Lesson
1

Students will view a video introduction.


They will discuss what a digital footprint
is. Next they will form groups of 2 or 3 to
brainstorm websites they think are part of
their digital footprint. Each student will
make a list of their digital footprint. The
options for creating their digital footprint
are:
Use www.tagxedo.com to create their
digital footprint.
Use Tux Paint drawing program to create
their digital footprint.
Use paper, pencil, and colored pencils to
create their digital footprint.

The learners
will learn
what a
digital
footprint is.
The learners
will learn
what is in
their digital
footprint.

Lesson
2

Students will view Pause and Think


Online video. The class will discuss being
safe online. Students will work
independently or with a partner. They will
create a comic strip depicting someone
being a Cyber Safety Super Hero. The
Cyber Safety Super Hero is a character that

Learners
will learn
how to help
others be
good digital
citizens.

UDL

Differentiation
by representation
is provided by
giving the
learners a choice
of activities.
Terminal
There are 3
Objective 1b- The options. One
learner knows
option is based
what is in his
on the web tool
digital footprint
Tagxedo. The
second option is
the use of Tux
Paint. A third
option is to
create their
digital footprint
using paper and
pencil.
Terminal
Differentiation by
Objective 2-The
representation is
learner can help
provided by
others be good
giving the
digital citizens.
learners a choice
of activities.
There are 3

Assessments
The assessment is
performance-based.
The assessment
allows students to
choose 1 of 3
options. Option 1
learners use Tagxedo
to create their digital
footprint. Option 2
learners use
TuxPaint to create
their digital
footprint. Learners
choosing option 3
use paper, pencil and
colored pencils to
create their digital
footprint.
The assessment is
performance-based.
The assessment
allows students to
choose 1 of 3
options. The options
for creating the

helps someone make the right decision for


his online behavior. The options for
creating the comic strip are:
Use www.makebeliefscomix.com comic
strip creator.
Use
http://www.readwritethink.org/files/resourc
es/interactives/comic/ comic strip creator.
Use paper and pencil to create the comic
strip. They may use colored pencils to
enhance their drawings.

Lesson
3

This is a review session intended to


reinforce the principles of digital footprint
and good digital citizenship. After
reviewing, students will utilize games to
practice digital citizenship skills.
Their 3 options are:
Students will use www.digitalpasspor.org
to practice making the right decisions for
online behavior by playing games on this
website.
Students will play Carnegie Cadets
MySuperCyberspace Game. Students
learn about online safety as they complete
tasks in game format.

Learners
will review
digital
footprint
and digital
citizenship

Learners will
review Lesson 1
and 2
Terminal
Objective 1a-The
learner knows
what a digital
footprint is.
Terminal
Objective 1b- The
learner knows
what is in his
digital footprint.
Terminal

options. Two
options are based
on web tools and
a third option is
to produce a
comic strip using
paper and pencil.

comic strip are:


Use
www.makebeliefsco
mix.com comic strip
creator.
Use
http://www.readwrite
think.org/files/resour
ces/interactives/comi
c/ comic strip
creator.
Use paper and pencil
to create the comic
strip.

Differentiation by
representation is
provided by
giving the
learners a choice
of activities.
There are 3
options centered
on game based
learning.

The assessment is
performance-based.
Students progress in
their game choice is
an indicator of
learning.

Students will use


http://pbskids.org/webonauts/ to learn
about online safety and digital citizenship.
Students complete tasks as they work and
advance through the game.

Objective 2-The
learner can help
others be good
digital citizens.

Key Assessment Part VIII: Formative Evaluation Plan


Students will complete a survey (SurveyMonkey) following the completion of this unit. A
notification is sent to my email once the survey is complete. Since I am serving as my own SME,
another technology teacher will be my peer reviewer for this instructional unit. My peer reviewer
is Amy Rippey. Amy earned her bachelors degree in Early Childhood Education from Valdosta
State University and her masters degree in Instructional Technology from Georgia Southern
University. She is the technology teacher at Blandford Elementary School in Effingham County.
She has sixteen years experience as an elementary educator. After Amy completes her evaluation
of the unit she will email the results to me. The results will be coded and evaluated to determine
improvements necessary with the unit.

Student Survey
Respond to each item by selecting the choice that best matches your experience.

1. I enjoyed the introductory video for this learning module.


I enjoyed the introductory video for this learning module. Strongly Agree
Agree
Disagree
Strongly Disagree

2. I learned what makes a digital footprint.


I learned what makes a digital footprint. Strongly Agree
Agree
Disagree
Strongly Disagree

3. I learned to do what's right online so I will have a good digital


footprint.
I learned to do what's right online so I will have a good digital footprint. Strongly Agree

Agree
Disagree
Strongly Disagree

4. I learned that I should help my friends do what's right online.


I learned that I should help my friends do what's right online. Strongly Agree
Agree
Disagree
Strongly Disagree

5. I liked doing the activities in this module.


I liked doing the activities in this module. Strongly Agree
Agree
Disagree
Strongly Disagree

6. I enjoyed doing the digital footprint activity using Tagxedo.


I enjoyed doing the digital footprint activity using Tagxedo. Strongly Agree
Agree
Disagree
Strongly Disagree

7. I enjoyed collaborating and creating a comic strip with a partner.


I enjoyed collaborating and creating a comic strip with a partner. Strongly Agree

Agree
Disagree
Strongly Disagree

8. I enjoy collaborating and working with a partner.


I enjoy collaborating and working with a partner. Strongly Agree
Agree
Disagree
Strongly Disagree

9. I learned the importance of doing what's right when I am online.


I learned the importance of doing what's right when I am online. Strongly Agree
Agree
Disagree
Strongly Disagree

10. I liked using Make Beliefs Comix Creator.


I liked using Make Beliefs Comix Creator. Strongly Agree
Agree
Disagree
Strongly Agree

Peer Reviewer Survey:


#

1
2
3
4
5
6
7
8
9
1
0

Question

Instructional strategies are appropriate for targeted


learners.
Each lesson provides variation to appeal to all
learners.
Lesson introduction is appropriate for the
identified learners.
Instructional activities are appropriate for
identified objectives.
The activities are appropriate to demonstrate the
knowledge gained in this unit.
Instructional strategies are appropriate for
identified objectives.
Differentiation provided in this unit is appropriate
for this group of learners.
Lesson introductions are appropriate for targeted
learners.
Differentiation allows learners the ability to
customize their activities.
Instructional activities were appropriate for
targeted learners.

Strongl
y Agree

Agree

Disagre
e

Strongly
Disagre
e

O
O
O
O
O
O
O
O
O
O

O
O
O
O
O
O
O
O
O
O

O
O
O
O
O
O
O
O
O
O

O
O
O
O
O
O
O
O
O
O

Add any additional comments or suggestions felt to be pertinent.

3. Review and Analyze Data


Completed student surveys will be evaluated. The peer reviewer will also complete a survey.
Collected data will be coded and entered into a table to ease the task of locating common themes.
Themes identified will be used to make adjustments to the unit.