Who am I online?

Diagnostic activity for kids to see how they act online, see how others see them and where they are putting themselves at risk.

Photo of Cristiana Assumpcao
9 20

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Introduction:

In this activity students were introduced to the topic of digital citizenship. After a 15 minute discussion on what they knew about the topic and what their expectations were in relation to what would be seen, we allowed them time to share one or two stories that they either read or experienced to illustrate how important it is to stay safe online. 

The challenge:

After the students had had a chance to share their ideas and experiences, we challenged them to participate in an activity that would show them who they were online. Using a tool called Socrative, they answered a quiz about how they behaved online, how they acted and reacted in relation to several situations and what kinds of technology they used in their daily lives. The questions were created by a digital law specialist based on the main cases she has worked with because of bad use of the internet. The questions were also based on the observed high risk behaviors the students had online as they did their schoolwork. 

The students got feedback in real time and could see the class profile for online behavior (no one is individually exposed and the answers are anonymous). After every question they got feedback by the teacher or specialist on the impact of such behavior. They either were being good online citizens or were putting themselves at risk. We then introduced the topics we'd be discussing more in depth in later lessons, such as password privacy, use of images, plagiarism and more. The discussion was very much guided by the student answers and the feedback was personalized, making it much more meaningful to them. They saw how it pertained to their reality and were more attentive when we talked about the different practices. They also got to see for themselves what type of digital citizen they were being.

Next lessons:

The next class we gave the students some conceptual background knowledge about digital citizenship and digital laws, illustrating each point with real case studies and news articles. We then finished the third and last lesson with best practice tips, such as "How to create a safe password" or "How to protect your privacy in social media". 

Share research or student experiences that informed your idea!

I implemented these lessons in a private school that had 2700 students. We partnered with 3 teachers in each grade level (6-12) and every year we would take up 3 class periods to do this digital citizenship course. I worked in partnership with a specialized lawyer. The data we collected not only informed us about student online behavior and trends, but also about which technology they were using. It helped the school decide which technologies to invest in as we had data on student use.

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Photo of Paul Kim
Team

Hi Cristiana,

First of all, thanks for participating in this collaboration between the Teachers Guild and ISTE. We really appreciate your contributions!

We’re in the last week of the build phase of the challenge on digital citizenship so it’s time to fine tune your idea before final voting begins next week.

Here are some things to consider as you continue to build on your idea:
- is your idea clear and will it inspire action from other teachers?
- would it be easy for a teacher to incorporate your idea about digital citizenship in their classroom?
- does your idea include some component of research and are there shareable resources?
- is your idea student-centered and does it promote agency?

Thanks,
Paul

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