Digital Citizenship Project

Sandra Curd

Online Safety Action Plan

Goal Definition
LaFayette High School is in Walker County, Georgia the school is located in a rural area and provides
education for students in grades 9-12. It is a public school that has a mission “to ensure all students
graduate ready for college, work, and life” (LaFayette High School, 2022). LaFayette High School employs
89 certified teachers, one principal, three assistant principals, and one academic coach. There are a total
of 1,010 students enrolled at the high school. The demographics are as follows: 0.2% American
Indian/Alaskan Native, 0.2% Asian, 4% African American/Black, 87.5% White/Caucasian, 3.8%
Hispanic/Latino, and 4.3% Two or More Race Categories. (Z. Reynolds, personal communication, June 9,
2022). Additionally, there are 169 Special Education students in grades 9-11.

The results of the Online Safety Assessment concluded that LaFayette High School has many areas that
are needing improvement. For this action plan, we will focus on the first two areas of need:

1. The commitment of school leadership to creating and maintaining a safe online environment.
2. Following state and/or district guidelines.

The areas of need were chosen since they were the first two identified. Many areas are needing
improvement, as stated previously, and the foundation of leadership, state, and district
policies/guidelines need to be set. This is why the two areas of need were chosen as the first two things
to address in this action plan.

This action plan will focus on how to improve the commitment of school leadership to creating and
maintaining a safe online environment by using the suggestions given after the online safety assessment.
One way to improve in this area is to encourage a positive school climate, this will in turn also improve
school culture. We will also focus on following state and/or district guidelines by reviewing and possibly
adopting ISTE Standards, as well as those set by the PSC.

Currently, we do not have policies in place that monitor students other than GoGuardian. GoGuardian is
where the teacher can monitor what the students have on their screen. The downfall to this program is
that the students have to be enrolled in your classroom and you have to be on your computer to monitor
the students. I know that there are software options that will follow the student's keystrokes and look for
keywords. Also, we do not have a reporting policy in place which is something that the students need to

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have a safe online environment. I believe we need both in place to prepare this action plan to address
the first two areas of need.

List Tasks

Task Action Reasoning

1 August: Review ISTE and PSC One of the areas of need was to follow state
standards/guidelines. and/or district guidelines. One way that this can
be addressed is to review the state and district
guidelines. Also, we can review and adopt the
ISTE standards for our school. Fuller (2020) has a
great article on the ISTE standards for students.

2 August: Create an action plan to present to There needs to be an action plan developed on
the administration and academic coach. how to create and maintain a safe online
environment for students. The journal article by
Yu et al. (2009) can be used as a reference when
developing an action plan to present to the
administration.

3 August: Create a presentation of ISTE Trust (2018) has an article that is entitled From
standards and PSC guidelines for Teaching with Technology to Using Technology to
administration and academic coaches. Empower Learners. This would be a great
resource when developing a presentation for the
administration and the academic coach on why
ISTE standards would be a great resource for our
school.

4 September: Initial meeting with To create a safe online environment there needs
administration and academic coach. to be a consensus between the administration
team. The team will discuss ways to create and
maintain a safe online environment.

5 September: Meet with an academic coach The meeting will occur to develop a school-wide
action plan and a reporting platform for students.

6 September: Academic coach will present The academic coach will present an action plan
to the school faculty. and reporting platform to the school during
planning meetings.

7 Every Month: Academic coach will meet The meetings will be to assess the
with faculty. implementation of the action plan as well as the
standards. There will also be feedback surveys to
ensure that there is success and to assess areas of
need.

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Assign Tasks

Task Individual Completing Task Reasoning

1 Myself I have taken the online safety assessment and identified

needs for our school.

2 Myself Since I have identified the areas of need for our school I will
organize and create the action plan for our school.

3 Myself and the Academic I will work with the school's academic coach to organize the
Coach presentation to our administration. The academic coach at
LaFayette High School wears many hats and this would be
one of the hats that she would wear. We will collaborate to
inform the administration of the two areas of need for our
school.

4 Myself, Academic Coach, and We all will work in collaboration to make sure that there is a
Administration consensus for all stakeholders. The academic coach will be
the one presenting to the faculty and the administration
staff will be the ones ensuring that all plans are being
implemented by the faculty.

5 Myself and Academic Coach We will develop a school-wide action plan based on Task 4
and we will create a reporting platform for students. This
will occur after the meeting with the administration where
important topics were discussed.

6 Academic Coach The academic coach was chosen because this is how
information is addressed to the faculty from the
administration.

7 Academic Coach There are monthly planning meetings where the academic
coach presents information from the administration.

Assessment

Task Assessment Type Reasoning

1 Checklist There will be a checklist of the state and district guidelines and it will show
what guidelines are being followed successfully and which guidelines need
improvement. This will also include the ISTE standards.

2 Plan Developed There will be an action plan developed on how to create and maintain a
safe online environment for students.

3 Plan Developed A presentation will be developed for the administration and the academic
coach on why ISTE standards would be a great resource for our school.

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 4 Checklist There will be a checklist developed on what is important to the
administration team when creating and maintaining a safe online
environment for students.

5 Plan Developed There will be a school-wide action plan and a reporting platform will be
developed for students.

6 Survey There will be a follow-up survey for the faculty to ensure that the topics of
discussion were addressed successfully.

7 Survey There will be a survey that will be sent to the faculty to ensure that there is
success in the implementation of the action plan and addressing the areas
of need.

References
Fuller, M. T. (2020). ISTE standards for students, digital learners, and online Learning. In Handbook of

research on digital learning (pp. 284-290). IGI Global.

LaFayette High School. (2022, June). Mission and Vision. https://lhs.walkerschools.org/about-us/mission

Trust, T. (2018). 2017 ISTE standards for educators: From teaching with technology to using technology to

empower learners. Journal of Digital Learning in Teacher Education, 34(1), 1-3.

Yu, F. Y., & Liu, Y. H. (2009). Creating a psychologically safe online space for a student‐generated

questions learning activity via different identity revelation modes. British Journal of Educational

Technology, 40(6), 1109-1123.

Mini-Lessons

ML1. Social Responsibility & Empathy Mini-Lessons (ISTE-E 3a)

MINI-LESSON PLAN

LESSON TITLE
Stopping to Reflect Before Posting (Social Responsibility & Empathy)

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 ISTE STANDARDS FOR STUDENTS
1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

FOCUS QUESTION
Should I post this online and does it meet standards of being socially responsible and empathetic?

RELATED QUESTIONS
Does my post show empathy and/or social responsibility?

Will my post be harmful to anyone?

How can I reflect on my post before putting it online?

OBJECTIVE
To have the students reflect on their posts and to make sure the students are aware of being empathetic
and socially responsible.

RESOURCES NEEDED
Chromebooks

Cell Phones (if needed)

Vocabulary Lesson

Scenario Statements for the Students

Social Responsibility and Empathy Posts Activity

ACTIVITY DESCRIPTION

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The teacher will begin the lesson by introducing the students to two vocabulary terms, social
responsibility, and empathy. They will be shown examples of posts that do or do not meet those
definitions. There will then be a classroom discussion to determine which category the posts would fit in.

The students will then locate some examples of posts that they think do not demonstrate social
responsibility or empathy. There will be a class discussion about how the students feel when they see
posts that are not socially responsible or empathetic. They will also be asked to determine if people
would actually state their posts in real life or if they would only do it online.

To conclude the activity, the students will write posts that demonstrate social responsibility and
empathy. They will share their posts with their classmates and reflect on the different feelings about a
post that meets those definitions and a post that does not meet those definitions.

Scenarios:

● Students will view a post that does not meet the definitions of social responsibility and empathy.
○ I do not think that this post is ________ because ______.
● Students state their viewpoint during a classroom discussion and another student wants to
agree/disagree.
○ I appreciate your viewpoint, however, I do not agree because _____.
○ I appreciate your viewpoint and I agree with you because _____.
● Students will reflect on how they feel about posts that do not demonstrate social responsibility
and/or empathy.
○ The post makes me feel _____ because _____.
● Students will reflect on the posts written by their classmates that demonstrate social
responsibility and/or empathy.
○ Your post makes me feel ____. I appreciate that you added ____ to your post.

EXTENSION IDEAS
The students will be able to use their school-issued Chromebook to research posts online. This will allow
students to use other resources.

The students may also use their cell phones in the classroom to view posts if the social media or website
they are viewing is blocked by the school's wifi.

The students can create a journal post to reflect on when they have had a positive and/or negative
online experience related to social responsibility and/or empathy.

TEACHING TIPS
The teacher will need to create a vocabulary introduction for the students to social responsibility and
empathy.

The teacher will also need to research posts online that demonstrate social responsibility and empathy.

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The teacher will need to discuss with the students that if something is harmful to the student then they
will have to report the activity.

The teacher will also need to discuss that the classroom discussion will be more productive and positive
if there are names left out of the classroom discussion.

The teacher will need to introduce the students to the scenario statements for their classroom
discussion.

The students may need modeling or guidance when the lesson is concluded and there is a class
discussion about the posts and how they make the students feel.

MINI-LESSON PLAN

LESSON TITLE
Negative Conversation vs. Respectful Conversation with a Difference of Opinion (Social Responsibility &
Empathy)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

FOCUS QUESTION
To learn the difference between a negative conversation and how to have a respectful conversation with
a difference of opinion with another group or individual.

RELATED QUESTIONS
What does it mean to have a negative conversation?

What are the signs of a negative conversation?

How can we have a conversation that is respectful even if there is a difference of opinion?

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 OBJECTIVE
To understand how to detect a negative conversation and know how to conduct a respectful
conversation even with a difference of opinions.

RESOURCES NEEDED
Chromebooks

Scenario Statements for the Students

Negative and Positive Conversations Activity

Respectful Conversation Activity Topics

ACTIVITY DESCRIPTION
The teacher will begin the lesson by having a classroom discussion about negative conversations vs.
positive conversations. The teacher will provide the students with examples of both negative and
positive conversations and the students will put them into categories.

Once the students have a grasp of positive and negative conversations then they will be asked if they
think it is ok to have a difference of opinion. The students will have a classroom discussion about this
particular topic. Then the students will be asked to compile a list of how to have a respectful
conversation with a difference of opinions.

To conclude the activity the students will be given a few topics of discussion to have a group/partner
discussion. The students will respectfully discuss their opposing conversation views. There will then be a
whole group discussion about how their conversations demonstrate respectful conversations and not
negative conversations.

Scenarios:

● Students will view a conversation and they will decide if the conversation is either negative or
positive.
○ I do/do not think that this conversation is positive/negative ________ because ______.
● Students state their viewpoint during a classroom discussion and another student wants to
agree/disagree.
○ I appreciate your viewpoint, however, I do not agree because _____.
○ I appreciate your viewpoint and I agree with you because _____.
● Students will reflect on how they feel when engaging in negative conversations.
○ The conversation makes me feel _____ because _____.
● Students will reflect on how they feel when engaging in positive conversations.
○ The conversation makes me feel _____ because _____.
● Students will discuss how to have a respectful conversation with a difference of opinions.
○ I think to have a respectful conversation we need to _____.

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 ○ I appreciate what you have gone through in your life but in my experience _____.

EXTENSION IDEAS
The students will be able to use their school-issued Chromebooks to research negative conversations and
respectful conversations with a different of opinions.

The students will be asked to make a journal post about an example of a negative conversation they have
had and how it made them feel.

The students will be asked to make a journal post about an example of a respectful conversation with a
difference of opinions they have had or seen online.

TEACHING TIPS
The teacher will need to develop negative and positive conversation activities for the students to
introduce the lesson.

The teacher will need to set guidelines for their classroom discussion, making sure that the students do
not name names when it comes to negative conversations.

The teacher will need to discuss the scenario statements for their classroom discussion.

The teacher will need to create topics of discussion for the respectful conversation closure activity for
the students.

The students may need modeling/guidance when the lesson is concluded and there is a classroom
discussion about how to have a respectful conversation with a difference of opinions.

ML2. Online Safety, Ethical & Legal Mini-Lesson (ISTE 3c)

MINI-LESSON PLAN

LESSON TITLE
Cell Phones in the Classroom (Online Safety, Ethical & Legal Use of Technology)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model ways that are safe, legal and ethical.

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1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

FOCUS QUESTION
How can cell phones be used appropriately in the classroom?

RELATED QUESTIONS
Should cell phones be used in the classroom?

Should cell phones only be used in certain classrooms?

How can you share with your classmates while protecting your privacy?

Should the class discuss what is appropriate usage together or should the teacher decide?

OBJECTIVE
To determine appropriate cell phone usage in the classroom.

RESOURCES NEEDED
Article: Cell phones in the classroom: Teachers’ perspectives of inclusion, benefits, and barriers

Reference: Thomas, K. M., O’Bannon, B. W., & Bolton, N. (2013). Cell phones in the classroom: Teachers’
perspectives of inclusion, benefits, and barriers. Computers in the Schools, 30(4), 295-308.

Article: 6 Ways To Use Student Smartphones for Learning

Resource: https://www.iste.org/explore/toolbox/6-ways-use-student-smartphones-learning

Article: 10 Exciting Ways to Use Mobile Phones Inside the Classroom

Resource:
https://www.splashlearn.com/blog/10-exciting-ways-to-use-mobile-phones-inside-the-classroom/

Google Slides Activity

ACTIVITY DESCRIPTION
Have the students discuss in groups of 3-4 what cell phone policy they would create if they were high
school teachers. Students need to discuss appropriate times for cell phone usage. They also need to

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discuss applications that would be appropriate in the classroom. Ways that cell phones could be used for
research or activities in the classroom.

Students can share on a Google Slides activity their discussion. Once the groups have submitted their
slides then there can be a whole class discussion about appropriate cell phone usage. The students can
also discuss applications for collaboration that will protect the privacy of the students. For example,
using Google Classroom allows the students to collaborate but does not have them share their cell
phone numbers. They can also use applications such as Remind, Flip, Nearpod, etc.

At the end of the activity, the class can create a classroom cell phone policy that works for their
classroom. This will allow for student buy-in as well as interest and respect.

EXTENSION IDEAS
Students can use their school-issued Chromebook to research appropriate cell phone usage in the
classroom. This will allow students to use other resources if the resources provided are not helping them
brainstorm.

TEACHING TIPS
Help the students to focus on proper cell phone usage/etiquette in the classroom.

Provide the students with Google Slides in Google Classroom for them to outline their group discussions.

Provide a template or example for the students to review of an appropriate cell phone policy that
exemplifies appropriate cell phone usage in the classroom.

Discuss how inappropriate cell phone usage will be handled in the classroom.

Once an appropriate cell phone usage policy is developed make sure it is displayed in an easy-to-find
location for the students.

MINI-LESSON PLAN

LESSON TITLE
Facebook Privacy (Online Safety, Ethical & Legal Use of Technology)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

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1.5 Computational Thinker: Students develop and employ strategies for understanding and solving
problems in ways that leverage the power of technological methods to develop and test solutions.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

FOCUS QUESTION
Am I practicing online safety while posting on social media and searching online?

RELATED QUESTIONS
How is my digital footprint used for ads?

What are privacy settings?

How do online searches and posts affect my privacy?

OBJECTIVE
To understand online safety and privacy settings.

RESOURCES NEEDED
GoGuardian Review for Students

Teaching Online Safety

Reference: Adelman, H. (2004). Teaching online safety. Voices from the Middle, 11(3), 17.

Facebook Privacy Settings: Who Cares?

Reference: Hargittai, E. (2010). Facebook privacy settings: Who cares?. First Monday.

ACTIVITY DESCRIPTION
The students will be introduced to the concept of online safety through an introduction to GoGuardian, a
program used at LaFayette High School. The students will be shown how the program is used by teachers
and other faculty members to provide the students with online safety.

The students will then be introduced to the article by Hargittai 2010, Facebook Privacy Settings: Who
Cares? The students will explore their social media platforms and see how their privacy settings are set.

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To wrap up the lesson there will be a class discussion about online safety and why privacy settings are
important. The students will reflect on their Facebook privacy settings during the wrap-up session.

EXTENSION IDEAS
The students will be allowed to evaluate their privacy settings with their parents if they would like. This
would allow the students extended time on the lesson if they do not complete the lesson in the time
allotted.

TEACHING TIPS
A full review of the article by Adelman 2004, Teaching Online Safety, should occur before introducing the
lesson to the students.

A review of the Facebook Privacy Settings.

Help the students to locate the Facebook Privacy Settings if assistance is needed.

Have a discussion with the students about online safety and privacy settings and why they are important.

ML3. Digital Identity & Data Privacy (ISTE 3d)

MINI-LESSON PLAN

LESSON TITLE
Social Media Impressions (Digital Identity)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

1.4 Innovative Designer: Students use a variety of technologies within a design process to identify and
solve problems by creating new, useful, or imaginative solutions.

1.6 Creative Communicator: Students communicate clearly and express themselves creatively for a
variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their
goals.

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 FOCUS QUESTION
What is the impression that is being portrayed on social media?

RELATED QUESTIONS
What is a digital identity and is it important?

Are you portraying a negative or positive identity on social media?

What impressions do your peers have about your social media page/pages and how do they compare to
your impressions in person?

OBJECTIVE
Students will learn about digital identity and the identity they are portraying on social media.

RESOURCES NEEDED
Digital Identity Tracking Excel/Sheet Document

Social Dilemma Documentary on Netflix

Is your online identity different from your offline identity?

Qin, Y., & Lowe, J. (2021). Is your online identity different from your offline identity?–A study on the
college students’ online identities in China. Culture & Psychology, 27(1), 67-95.

ACTIVITY DESCRIPTION
The students will be introduced to the concept of their digital identity by watching the Social Dilemma
Documentary on Netflix. The students will be asked questions about what impressions they think they
are portraying on social media.

We will also read the article by Qin et al. 2021, Is your online identity different from your offline identity?
The students will get an understanding of how digital identities are different from offline identities.

The students will then review their social media platforms with digital identities in mind. They will then
be asked to track the posts/impressions on the Excel/sheet that was created for digital identity tracking.

To wrap up the lesson we will then discuss the student's impressions of their social media platforms. The
students will also discuss with each other what impressions they are leaving online and how it compare
to their offline identity.

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 EXTENSION IDEAS
If students need additional time or help tracking their digital identities they can discuss with their
partner or take more time to complete the tracking at home. If a student does not have internet access
they will be given a paper copy of the tracker.

TEACHING TIPS
The students need to have a full understanding of digital identity and the impressions that they are
leaving online.

Create an Excel/Google Sheet for the students to track their digital identity.

Discuss the student's digital identity impressions and their offline identity impressions as a group
discussion.

MINI-LESSON PLAN

LESSON TITLE
Tracking Your Digital Footprint (Data Privacy)

ISTE STANDARDS FOR STUDENTS

1.2 Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and
working in an interconnected digital world, and they act and model in ways that are safe, legal and
ethical.

1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to
construct knowledge, produce creative artifacts and make meaningful learning experiences for
themselves and others.

FOCUS QUESTION
How do I track my digital footprint?

RELATED QUESTIONS
What is a digital footprint?

What is my digital footprint?

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How is my digital footprint tracked?

How does my digital footprint affect my data privacy?

OBJECTIVE
To track individual digital footprints and discuss data privacy.

RESOURCES NEEDED
Digital Footprint Tracking Excel/Sheet Document

Social Dilemma Documentary on Netflix

Perceptions of Digital Footprints and the Value of Privacy Article

References: Vervier, L., Zeissig, E. M., Lidynia, C., & Ziefle, M. (2017, May). Perceptions of Digital
Footprints and the Value of Privacy. In IoTBDS (pp. 80-91).

ACTIVITY DESCRIPTION
The students will be introduced to the concepts of digital footprints and data privacy by watching a clip
from the Social Dilemma Documentary on Netflix. There will be a class discussion about what they
thought about the video and if they think that their digital footprint is tracked.

We will then dig deeper into the topic by reading the article by Vervier et al. 2017, Perceptions of Digital
Footprints and the Value of Privacy Article. The students will get a full understanding of the vocabulary
for this mini-lesson, digital footprints, and data privacy.

The students will then learn how they will track their digital footprint on Excel/sheet. The students will
input their online usage and we will discuss how their privacy/digital footprint is tracked. They will track
their online presence both inside the classroom as well as outside the classroom.

To wrap up the lesson we will discuss their feelings on digital footprints and data privacy. Questions will
also be answered if the students have questions/concerns.

EXTENSION IDEAS
The students will have access to the Excel/sheet and they will complete the data both in class as well as
outside the classroom. If a student does not have internet access they will be given a paper copy of the
tracker. Also, the students with smartphones will be able to use their cell phone data analytics to help
them fill in the Excel/sheet.

TEACHING TIPS

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The students need to have a full understanding of the terms data privacy and digital footprints.

Create an Excel/Google Sheet for the students to track their digital footprint.

Help the students to find the data analytics on their cell phones, if needed.

Discuss the student's feelings, thoughts, and concerns about their digital footprint and their data privacy.

Mini Lesson Implementation Reflections

Stopping to Reflect Before Posting (Social Responsibility & Empathy)

● What:
○ Title: Stopping to Reflect Before Posting (Social Responsibility & Empathy)
○ Goals: To have the students reflect on their posts and to make sure the students are
aware of being empathetic and socially responsible.
○ Activity Description: The teacher will begin the lesson by introducing the students to two
vocabulary terms, social responsibility, and empathy. They will be shown examples of
posts that do or do not meet those definitions. There will then be a classroom discussion
to determine which category the posts would fit in. The students will then locate some
examples of posts that they think do not demonstrate social responsibility or empathy.
There will be a class discussion about how the students feel when they see posts that
are not socially responsible or empathetic. They will also be asked to determine if people
would actually state their posts in real life or if they would only do it online. To conclude
the activity, the students will write posts that demonstrate social responsibility and
empathy. They will share their posts with their classmates and reflect on the different
feelings about a post that meets those definitions and a post that does not meet those
definitions.
● Emotions:
○ This lesson was very important for my students in my opinion. As stated previously, they
think that what you do online is just online and it does not matter in real life. I hope that
this lesson helps them to see that we should always think about what we are doing
before we do it both digitally and in person.
● Perspectives:
○ Student:
■ I have never thought of social media as being socially responsible or empathetic.
■ I have had social media posts make me feel bad about myself especially when
people do not like my post or say mean things on the post.
■ Sometimes I post things on social media because I am scared to say what I want
to say in real life.

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 ○ Teacher:
■ I felt a lot of emotions during this mini-lesson. I felt bad for the negative
experiences that my students have had on social media.
■ I am thankful that I taught this lesson to my students. Even if I only affect my
little classroom I am thankful that the students will know that what they do
affects others.
■ I was very proud when I heard the posts that my students decided to post at the
end of the lesson; it assured me that they had mastered this mini-lesson.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students through the use of different forms of technology. The students were able to use
their cell phones and school-issued Chromebooks. During this mini-lesson, I was able to
keep the students engaged by creating a lesson that was meaningful for them and
relevant to their interests. This mini-lesson has at some point been relevant to all people
in general, not just my students. The lesson was opened by introducing the students to
the terms social responsibility and empathy and then demonstrating social media posts
that both demonstrate and do not demonstrate social responsibility and empathy. The
students were able to write posts that demonstrate social responsibility and empathy to
conclude the mini-lesson. The students then viewed their classmates' posts and gave
them feedback on how well they did while demonstrating the terms we learned during
this mini-lesson.
● Position:
○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to teach my students about social responsibility and
empathy. I felt that it was important to implement this lesson with my students because
they sometimes do not stop and think about their actions online. This lesson allowed the
students to see how the digital world is the same as the real world in a sense. I learned
that students sometimes do not see a difference between what they do online and what
they do in real life. The students were able to have group discussions to learn from each
other which I think helped to make this lesson more meaningful to the students.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
■ 1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
● Actions:
○ As a digital citizenship educator, I will have the students find examples of socially
responsible and empathetic posts. I will just have to make sure that they do not use
people that are in our school or people that we may know. I would not want the lesson

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 to take a turn and become a gossip session. By telling them that it would need to be
people we do not know personally that will eliminate that in my opinion.

Negative Conversations vs. Respectful Conversations with a Difference of Opinions

(Social Responsibility & Empathy)

● What:
○ Title: Negative Conversation vs. Respectful Conversation with a Difference of Opinions
(Social Responsibility & Empathy)
○ Goals: To understand how to detect a negative conversation and know how to conduct a
respectful conversation even with a difference of opinions.
○ Activity Description: The teacher will begin the lesson by having a classroom discussion
about negative conversations vs. positive conversations. The teacher will provide the
students with examples of both negative and positive conversations and the students
will put them into categories. Once the students have a grasp of positive and negative
conversations then they will be asked if they think it is ok to have a difference of opinion.
The students will have a classroom discussion about this particular topic. Then the
students will be asked to compile a list of how to have a respectful conversation with a
difference of opinions. To conclude the activity the students will be given a few topics of
discussion to have a group/partner discussion. The students will respectfully discuss
their opposing conversation views. There will then be a whole group discussion about
how their conversations demonstrate respectful conversations and not negative
conversations.
● Emotions:
○ I feel like this lesson needs to be taught at every level. Students need to know this lesson
both digitally as well as in person. I have heard negative talk in my classroom due to a
difference of opinions and I was excited to teach this lesson to my students. I want them
to know that you can be respectful and have a difference of opinions.
● Perspectives:
○ Student:
■ I have seen so many arguments on social media platforms.
■ I feel like some people always post things just to see what reaction they can get
from other people.
■ I respect your opinion but I do not believe that everyone needs to go to college.
○ Teacher:
■ For some reason, I thought that my students would need more guidance during
this mini-lesson but they did so well and I was very proud of them.
■ I walked around the room as they compiled the list of how to have a respectful
conversation and I noticed that even during this discussion the students were
being respectful of the other opinions in their group.

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 ■ I experienced so much gratitude during this lesson and I was so proud of my
students and how receptive they were.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students by discussing a topic that is very relevant to their life and will benefit them in
the future. The students were able to use their cell phones and school-issued
Chromebooks for this mini-lesson. This particular mini-lesson was a very engaging topic
for my students. They were interested in the topic and have experienced a difference of
opinions at some point in their life. The lesson was opened by the students viewing
examples of both positive and negative conversations. To conclude the activity the
students were given a list of discussion items that would allow for both positive and
negative conversations based on the decisions that the students made. There was then a
classroom discussion about how their conversations could have taken a negative turn
but they changed it to make it a positive conversation.
● Position:
○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to teach my students about how they could have a positive
conversation with two opposing viewpoints. This is another lesson that I believe is very
important in both life and as a digital citizen; the lesson taught both social responsibility
as well as empathy. I learned that students are more receptive to teaching topics if they
have some sort of ownership of the lesson. This lesson allowed me to make having
positive conversations more meaningful to my students.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
■ 1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
● Actions:
○ As a digital citizenship educator, I will have my students write a lesson reflection on this
topic. I feel like this is a very important life lesson that the students need to learn in both
the digital world and the real world. I will allow the students to present their lesson in
whatever format they would like to present. For example, they could use a Google Suites
Platform, podcast, Flip, their social media accounts, etc.

Cell Phones in the Classroom (Online Safety, Ethical & Legal Use of Technology)

● What:
○ Title: Cell Phones in the Classroom (Online Safety, Ethical & Legal Use of Technology)

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 ○ Goals: To determine appropriate cell phone usage in the classroom.
○ Activity Description: Have the students discuss in groups of 3-4 what cell phone policy
they would create if they were high school teachers. Students need to discuss
appropriate times for cell phone usage. They also need to discuss applications that
would be appropriate in the classroom. Ways that cell phones could be used for research
or activities in the classroom. Students can share on a Google Slides activity their
discussion. Once the groups have submitted their slides then there can be a whole class
discussion about appropriate cell phone usage. The students can also discuss
applications for collaboration that will protect the privacy of the students. For example,
using Google Classroom allows the students to collaborate but does not have them
share their cell phone numbers. They can also use applications such as Remind, Flip,
Nearpod, etc. At the end of the activity, the class can create a classroom cell phone
policy that works for their classroom. This will allow for student buy-in as well as interest
and respect.
● Emotions:
○ This lesson intrigued me because this is a very controversial topic between educators
and other stakeholders. I was nervous that my students would not take this lesson
seriously because they just want to have their cellphones at all times. I wanted my
students to see that cell phones can be used properly in the classroom and I wanted
them to help me come up with our classroom cell phone plan.
● Perspectives:
○ Student:
■ I like that we get to use our phones in this class.
■ I enjoyed that we get to develop the policy and we are not just told what to do.
■ I appreciate being treated like an adult and not a child.
○ Teacher:
■ I was nervous about this mini-lesson.
■ I did not realize that my students would develop a reasonable plan.
■ I thought that my students would come up with something that I was going to
have to say no to but they actually thought through this mini-lesson and took it
very seriously.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students through the use of different forms of technology. The students were able to use
their cell phones, Google Classroom, Remind, Flip, Nearpod, and any other resource that
they would have liked to use. I was able to keep the students engaged during the lesson
because they were very interested in creating a cell phone policy for our classroom. The
lesson was opened by allowing the students to have a group discussion about what cell
phone policy they would create for their high school classroom. The students were able
to reflect on the lesson by all the groups coming together and creating a policy that
works for our classroom.
● Position:

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 ○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to collaborate with my students to create a cell phone plan
in my classroom. Cell phones in the classroom are something that I have mixed feelings
about. This lesson helped me to develop a plan with my students that would work for
my classroom and it allowed them to have ownership and buy-in.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model ways that are safe, legal and ethical.
■ 1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
● Actions:
○ As a digital citizenship educator, I will make sure to keep an open mind when
implementing this mini-lesson. This is one thing that I struggle with in the classroom. I
want my students to be able to use their cell phones for educational purposes but they
seem to struggle with wanting to be connected to their phones at all times. When
implementing this mini-lesson I will keep an open mind when the students have
suggestions on the classroom cell phone policy. By allowing the students to help develop
the policy they are taking ownership and should in turn follow the policy since it is what
they developed.

Facebook Privacy (Online Safety, Ethical & Legal Use of Technology)

● What:
○ Title: Facebook Privacy (Online Safety, Ethical & Legal Use of Technology)
○ Goals: To understand online safety and privacy settings.
○ Activity Description: The students will be introduced to the concept of online safety
through an introduction to GoGuardian, a program used at LaFayette High School. The
students will be shown how the program is used by teachers and other faculty members
to provide the students with online safety. The students will then be introduced to the
article by Hargittai 2010, Facebook Privacy Settings: Who Cares? The students will
explore their social media platforms and see how their privacy settings are set. To wrap
up the lesson there will be a class discussion about online safety and why privacy
settings are important. The students will reflect on their Facebook privacy settings
during the wrap-up session.
● Emotions:
○ I was excited to implement this lesson because my students needed to learn about social
media and their privacy. I felt like this was an important topic for my students because
they were not being cautious about their privacy while online.

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● Perspectives:
○ Student:
■ I thought this lesson was pretty interesting to see what the teachers can see on
GoGuardian.
■ Yeah, I never knew that my teachers could see all of the things I do on my
computer.
■ I did not know that privacy settings were so important.
○ Teacher:
■ I did not realize that my students have never been told what GoGuardian is. I
teach Juniors and Seniors and I just assumed that someone told them about
GoGuardian when they were given their school-issued Chromebooks the first
time.
■ I am thankful that I taught this lesson because my students did not realize the
importance of privacy settings. They are very open with everything but did not
realize that anyone can see what you are doing online.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students through the use of different forms of technology. The students were able to use
both their cell phones and the Chromebooks that are provided by the school. I was also
able to keep the students interested through the use of Facebook which is something
that they all use and they are all interested in. The lesson was opened by introducing the
students to the teacher side of GoGuardian, a program used to monitor students while
online. The students were able to reflect on their own Facebook privacy settings which
made the lesson meaningful to them.
● Position:
○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to teach my students about online safety through their
privacy settings on their social media. I was able to see how well my students
understood the lesson when we had a class discussion and talked about their privacy
settings during the reflection of the lesson.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
■ 1.5 Computational Thinker: Students develop and employ strategies for
understanding and solving problems in ways that leverage the power of
technological methods to develop and test solutions.
■ 1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
● Actions:

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 ○ As a digital citizenship educator, I will make sure that all of my students have a Facebook
before implementing the lesson. Thankfully, all of my students had Facebook but if they
did not the mini-lesson could have not gone as well. I will also make sure to develop a
graphic for the students that includes the current Facebook Privacy settings so it can be
displayed on the ViewSonic Board. I would also like to relate this to other social media
platforms, for example, Snapchat. A lot of my students use SnapChat and share their
locations on this social media platform.

Social Media Impressions (Digital Identity)

● What:
○ Title: Social Media Impressions (Digital Identity)
○ Goals: Students will learn about digital identity and the identity they are portraying on
social media.
○ Activity Description: The students will be introduced to the concept of their digital
identity by watching the Social Dilemma Documentary on Netflix. The students will be
asked questions about what impressions they think they are portraying on social media.
We will also read the article by Qin et al. 2021, Is your online identity different from your
offline identity? The students will get an understanding of how digital identities are
different from offline identities. The students will then review their social media
platforms with digital identities in mind. They will then be asked to track the
posts/impressions on the Excel/sheet that was created for digital identity tracking. To
wrap up the lesson we will then discuss the student's impressions of their social media
platforms. The students will also discuss with each other what impressions they are
leaving online and how it compare to their offline identity.
● Emotions:
○ Sometimes I think that my students and many individuals, in general, think that if it is
posted online that it does not matter or affect people. I hope that this lesson will help
my students to see that what they do online is a reflection of who they are as a person in
real life as well.
● Perspectives:
○ Student:
■ I liked the documentary clips, I wish that we could have watched the whole
documentary.
■ I need to go look at my social media and see what I have on there.
■ I wonder what people think of my social media platforms.
○ Teacher:
■ I did not realize that my students would want to watch the whole documentary. I
figured that they would find it boring and want to just watch the highlights.
■ I found that my students were very interested in this mini-lesson.

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 ■ I also found that the students sometimes think that what you do online is not
the same as doing it in real life.
■ I felt like this mini-lesson allowed for many great classroom discussions and I
think the discussions will even continue after this mini-lesson.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students through the use of different forms of technology. The students were able to use
their cell phones or their school-provided Chromebook. I was able to keep the students
engaged because they were interested in their social media platforms and learning
about digital identity through social media impressions. The lesson was opened by
allowing the students to watch clips from the Social Dilemma Documentary on Netflix.
The students were able to reflect on the lesson by comparing their online identities to
their offline identities.
● Position:
○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to teach my students about social media and the
impressions that they leave online. The learning occurred when the students had to
reflect on their social media platforms. I found this lesson very important especially with
high school students.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
■ 1.4 Innovative Designer: Students use a variety of technologies within a design
process to identify and solve problems by creating new, useful, or imaginative
solutions.
■ 1.6 Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms, tools, styles,
formats and digital media appropriate to their goals.
● Actions:
○ As a digital citizenship educator, I will allow the students to view the whole Social
Dilemma Documentary and not just clips of the documentary. To do this I will need to
allow for more time for this mini-lesson. The students were intrigued by the
documentary and I think it would be more effective if they could view the whole
documentary. With that being said, I think that this mini-lesson was not a mini-lesson
but more of a unit that needs to be split into a few mini-lessons next time.

Tracking Your Digital Footprint (Data Privacy)

● What:

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 ○ Title: Tracking Your Digital Footprint (Data Privacy)
○ Goals: To track individual digital footprints and discuss data privacy.
○ Activity Description: The students will be introduced to the concepts of digital footprints
and data privacy by watching a clip from the Social Dilemma Documentary on Netflix.
There will be a class discussion about what they thought about the video and if they
think that their digital footprint is tracked. We will then dig deeper into the topic by
reading the article by Vervier et al. 2017, Perceptions of Digital Footprints and the Value
of Privacy Article. The students will get a full understanding of the vocabulary for this
mini-lesson, digital footprints, and data privacy. The students will then learn how they
will track their digital footprint on Excel/sheet. The students will input their online usage
and we will discuss how their privacy/digital footprint is tracked. They will track their
online presence both inside the classroom as well as outside the classroom. To wrap up
the lesson we will discuss their feelings on digital footprints and data privacy. Questions
will also be answered if the students have questions/concerns.
● Emotions:
○ I have heard my students say so many times, “My phone is always listening to me.” The
students do not have a grasp of a digital footprint and I wanted to create this lesson to
help them see what a digital footprint is. I was nervous that the students may not
understand or care about their digital footprint but I hope this lesson helps them to
learn about privacy and tracking.
● Perspectives:
○ Student:
■ I have never heard of the term digital footprint.
■ I have always wondered how my phone knows what I am talking about and puts
ads on my social media.
■ I wish that we could have watched the whole documentary instead of just clips.
○ Teacher:
■ I knew that my students do not pay attention to many things but I did not realize
that they did not care about their privacy or footprint.
■ I found this lesson important because most of the students had never even
heard of the term digital footprint.
■ I enjoyed the lesson wrap-up because it allowed me to see and understand what
my students took away from this mini-lesson.
● Addressing Diverse Learners:
○ As a digital citizenship educator, I was able to address the diverse learning needs of my
students through the use of different forms of technology. The students were able to use
their cell phones, Google Classroom, and Google Suites to complete this mini-lesson. I
was able to keep the students engaged during the lesson by hooking them with the
opener about the Social Dilemma Documentary on Netflix. Students were very
interested in the documentary and this is what kept them interested during the entire
lesson. The students were then able to reflect on their digital footprints and data privacy
to conclude the lesson.

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● Position:
○ As an educator, I believe that we should not only teach our students the content
standards but we should also teach them how to be good people in general. During this
lesson, I had the opportunity to show my students how they could track their digital
footprint. I feel like this lesson was very important for the students because they are
growing up in a digital world and are constantly being tracked. They need to know how
to protect themselves and they were able to learn this by completing this mini-lesson.
○ ISTE Standards:
■ 1.2 Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected digital world,
and they act and model in ways that are safe, legal and ethical.
■ 1.3 Knowledge Constructor: Students critically curate a variety of resources using
digital tools to construct knowledge, produce creative artifacts and make
meaningful learning experiences for themselves and others.
● Actions:
○ As a digital citizenship educator, I will allow the students to view the whole Social
Dilemma Documentary and not just clips of the documentary. To do this I will need to
allow for more time for this mini-lesson. The students were intrigued by the
documentary and I think it would be more effective if they could view the whole
documentary. With that being said, I think that this mini-lesson was not a mini-lesson
but more of a unit that needs to be split into a few mini-lessons next time.

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