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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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.


Join the conversation:

Photo of Paul Kim

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?


Photo of Kris

Cristiana, online behavior awareness is a great topic idea for Socrative. Is it possible to share the link for the questions on Socrative? As an educator, I'm also interested in the next step - how do we teach students to adjust their online behavior patterns? I'm thinking about how to help students avoid the addictive behavior.

Photo of Greg Lau

Pretty solid foundation, Christina. I think this method creates a solid framework for the topic. It may be helpful to see how their behaviors have changed after the lesson, and how effective the lesson is in particular behavior changes, for example, keeping passwords private, online interactions, and transactions, etc. With such a followup, we can see how well students empathize and relate to the topic.

from what I've read from this so far, I think the "knowing" element is established. They know they are at risk with certain behaviors. But like most kids, it's not Ann emergency until it happens. I think this lesson would be insanely comprehensive if we can see how well the students changed in particular behaviors and perhaps some exercises that really try to target the "realization" factor, as in, "wow, I actually thought that XYZ was nothing."

I'm excited to see this solid framework grow!

Photo of Jennifer Gaspar- Santos

This is very thorough Cristiana! It sounds like you're well on your way to developing a scope and sequence for dig cit from 6th-12th grade. I also like Alysha's question on the data trends or stand out quotes. Piktochart would be a great way to create an infographic to share out that data. And I hadn't thought about connecting with a specialized lawyer. I'm definitely going to take that idea! Quick add: Re: "How to create a safe password" ---have you seen this resource> https://howsecureismypassword.net

Photo of Cristiana Assumpcao

Thanks Jennifer. I did not know about this resource. It's something that would be really helpful to use with the kids. I will see if I organize the data we collected to share in the near future. We based our best practices tips on areas that we saw that the kids' behavior put them more at risk. That helped make it more significant for them.

Photo of Alysha English

What a cool idea, Cristiana and wonderful way to utilize Socrative. Curious to hear more about the data you got back from students. Were there any insights or quotes that stood out to you? Thanks so much for your contribution!

Photo of Cristiana Assumpcao

Thanks Alysha. One of the insights that first called our attention was why students were sharing their passwords with each other. First, their idea of privacy is very different from our generation. They think privacy is what they don't show their parents, even if everyone else can see it. But the second reason was even more surprising. Kids were using their passwords as a token of proof of confidence and friendship. It was how they showed their best friends and/or boy/girl friends that they trusted them. The problem happened when the relationship ended and the password got out. We had to work a lot on discussing with them the concept of what is private and what is public, the importance of protecting your password and thinking of alternative ways of showing you trust someone. It was an interesting behavior that at the time we had not anticipated.

Photo of Paul Kim

Cristiana. This is great -- I like the layers. I hope you will build this idea out in the next phase as it could be a great resource for teachers. I would love to hear some stories about the impact on student learning. Thanks for sharing on day one of this collaboration. I bet you have other great ideas to share as well.

Photo of Cristiana Assumpcao

Thanks Paul. I'm glad you liked it. I look forward to getting feedback and building on the ideas.