Digital Etiquette An Element of Digital Citizenship

Part I: Identification of Problem

Target Audience
This unit on Digital Citizenship is designed for 5th grade students at Hope-Hill Elementary
School. The participants all have access to technology through the schools computer labs and
classroom-based computers, as well as their parents smartphones.
Problem Identification
The problem with new technologies is that parents have not been informed about what is
appropriate and what is not. Very often, parents and students alike are learning these
technologies from their peers or by watching others use the technology. School technology teams
are in a better position to teach kids appropriate digital etiquette (Ribble, 2011).

Goal of Instruction

Students will understand Digital Etiquette and whether specific digital behaviors are
acceptable or unacceptable

Part II: Learner Analysis

Introduction
The 5th graders are students at Hill-Hope Elementary School in Atlanta, Georgia. Hope-Hill is a
Title 1 school in one of the economically depressed areas of the city. The students are digital
citizens, and my observations and interviews with them reveal that they are technologically
savvy. The students have background information on traditional bullying as it has rightfully
received a great deal of attention in recent years. Digital Etiquette, however, is an area in which
they dont have a level of formalized training. While teachers and classroom policies attempt to
guide etiquette, it has not been presented as an independent content area.

The students have a passion for all things technology-related; therefore, their attitude toward
instruction related to technology is positive. They are motivated to learn as it suggests proper
utilization of technology equates to more utilization of technology.
The students are used to instruction with a single adult engaging all students in discussions in a
traditional classroom setting. This will be the method of delivery.

Part III Task Analysis

Task Analysis
I performed a topic analysis as the goals of instruction include the transfer of knowledge as well
as understanding and application of concepts. Aligned with the goals of instruction, I
documented the high-level topics for the professional development session.

Task Analysis Outline

Digital Etiquette An Element of Digital Citizenship
1. Digital Etiquette What is it?
2. Understanding Acceptable and Unacceptable Behaviors
Impact on Others
Contextual Use
Respect/Cyberbullying

Subject-Matter Expertise (SME)

I will serve as the Subject-Matter Expert and trainer for this unit of instruction. I am currently
working toward the Master of Education degree in Instructional Technology at Georgia Southern
University. In the program, I have taken courses on Instructional Design and Digital Learning
Environments.
I have worked in the Information Technology field for 19 years and also served as a corporate
trainer in industry. I also met with an Atlanta Public Schools Technology Specialist and my Site
Supervisor to collaborate on the unit.

Part IV Instructional Objectives

Instructional Objectives
Objective 1: Learners will name three (3) digital behaviors. (cognitive domain: knowledge)
Objective 2: Learners will classify identified digital behaviors as acceptable or unacceptable
Digital Etiquette conduct. (cognitive domain: comprehension)
Classification of Instructional Objectives
Objective 1: Recall facts.
Objective 2: Apply concepts.

Instructional Objectives and International Society for Technology Integration (ISTE) Standards
Instructional
Objectives

ISTE Standard

1,2

Students understand human, cultural and societal issues related to technology

and practice legal and ethical behavior.
Advocate and practice safe, legal and responsible use of information and
technology.

Part V Development of Assessments

The assessment methods utilized are criterion-based as participants will be evaluated without
consideration of how they perform against other participants.
Goals

Instructional Strategies
Objective 1

Objective 2

Participants will
understand digital
behaviors associated
with Digital Etiquette

Participants will
recognize acceptable and
unacceptable behaviors
related to proper use of
technology

Objectives
Objective 1: The learners will name
three (3) digital behaviors

Objective 2: The learners will

classify the identified digital
behaviors as acceptable or
unacceptable Digital Etiquette
conduct

UDL

Assessments

Illustrate through
multiple media
(representation)

Objective assessment
through objective type
test items

Optimize relevance,
value and
authenticity
(expression)

The group of students will

respond to True/False items
and higher-level questions
during an open
discussion/assessment at
the end of the unit of
instruction.

Assessment Discussion Items

True/False:
1) There are behaviors which are considered unacceptable when using technology
True
2) All students should be able to do whatever they want to do, when they want to do it, on
the internet
False
3) Teachers should do whatever they want to do, when they want to do it, using
technological devices
False
Open-Ended Response:
4)
5)
6)
7)
8)
9)

Why do we need rules for using technology and technological devices?

How could you be more respectful of your classmates when using technology?
What does a Cyberbully do?
Is cyberbullying acceptable?
Name acceptable uses of technology in the classroom/school.
Name unacceptable uses of technology in the classroom/school.

Short Answer:
10) What do we call the standards of conduct for technology utilization?
Digital Etiquette

Part VI Instructional Sequence

Digital Etiquette An Element of Digital Citizenship

Instructional Sequence

Sequence
1

Description
Introduction Including Open Discussion of Learners Thoughts on Acceptable Use
(Background Knowledge Assessment)

Objective

Define Digital Etiquette

Identify Digital Behaviors

Classification of Behaviors as Acceptable or Unacceptable

Assessment

1,2

This order of activities was developed using logical prerequisite concept sequencing. A Web 2.0
presentation, YouTube video and hands-on checkpoints are included ensure inclusion of multiple
means of representation, expression and engagement. The general Introduction activity is not
outlined here. It includes greeting the students, facilitator introduction, and a short open
discussion on what do you think the school rules of the internet and mobile phones are?

Objective 1: The learners will name three (3) digital behaviors.

Initial Presentation: Using introductory Emaze slides, present an overview of Digital Citizenship and
specifically, Digital Etiquette. Students will then discuss their awareness (or lack thereof) of digital
behaviors. Facilitator will then write Digital ETTIQUETTE on the board, visible to students
during the entire session. Specific behaviors will be documented and displayed in the presentation.
Differentiation: Providing options for perception: offering alternatives for visual information.
(discussion, writing on white board, Emaze)
Generative Strategy: The selected generative strategies are associated with recall and organization.
Participants hear the facilitator elaborate on the rules of etiquette, and have the terminology written
on the board as a constant reminder. In addition, they will participate in the opening discussion.
Note: The hook is better aligned with Objective 2 in the Instructional Sequence and is included
there.

Objective 2: The learners will classify digital behaviors as acceptable or unacceptable Digital
Etiquette conduct.
Initial Presentation/Hook: Show video Digital Etiquette that provides an example of cyberbullying
and inappropriate use of a computer and the internet. There are also 3 tips for appropriate behavior in
cyberspace. [https://www.youtube.com/watch?v=BJ8Rafr35Xc]
Discuss cyberbullying as a transition and continue with Interactive Emaze asking students to state
whether certain behaviors are acceptable or unacceptable. Answer and discuss.
Differentiation: Providing options for perception: offering alternatives for visual information.
(YouTube, Emaze, discussion)
Generative Strategy: The selected generative strategies are associated with recall and organization.
Participants will see acceptable and unacceptable behaviors in the video, hear the facilitator
elaborate on the rules of etiquette, and have to select acceptable or unacceptable as classifiers for
example behaviors.

References
CAST (2011). Universal Design for Learning Guidelines 2.0. Retrieved from
http://www.udlcenter.org/aboutudl/udlguidelines
International Society for Technology Integration (2015). ISTE standards students. Arlington, VA:
International Society for Technology Integration.
Morrison, G.R., Ross, S. M., Kalman, H. K. & Kemp, J. E. (2012). Designing effective instruction (7th
edition). New York: John Wiley & Sons. ISBN - 10: 1118359992
Ribble, M. (2011). Nine themes of digital citizenship. Retrieved April 9, 2015, from
http://www.digitalcitizenship.net/Nine_Elements.html

Part VII Design of Instruction

Instructional Strategies
Objective 1

Objective 2

Goals
Participants will
understand digital
behaviors associated
with Digital Etiquette

Participants will
recognize acceptable and
unacceptable behaviors
related to proper use of
technology

Objectives
Objective 1: The learners will name
three (3) digital behaviors

Objective 2: The learners will

classify the identified digital
behaviors as acceptable or
unacceptable Digital Etiquette
conduct

UDL

Assessments

Illustrate through
multiple media
(representation)

Objective assessment
through objective type
test items

Optimize relevance,
value and
authenticity
(expression)

The group of students will

respond to True/False items
and higher-level questions
during an open
discussion/assessment at
the end of the unit of
instruction.

Part VIII Evaluation

During the closing discussion, the facilitator will evaluate the responses of the 5th graders
to see if learning objectives have been met. This will serve as a summative evaluation, as the
formative evaluation happens during discussion and question/answer with each portion of the
instructional sequence. Due to the type of instruction being provided, the students will not be
asked to document anything for evaluation. The facilitator will back subjective notes regarding
understanding, participation, and validity of responses from the target audience.

SME/Peer-Review - Solicitation
Thank you for agreeing to review the materials for the instructional unit on Digital
Etiquette An Element of Digital Citizenship. Your expertise will be valuable as we prepare a
unit for 5th grade students at Hope-Hill. After your review, please share your feedback in the
following areas for each objective.
Objective 1 The learners will name three (3) digital behaviors.
What prerequisite knowledge and/or advanced organizers would you use to meet this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What criteria would you consider as measures/performance indicators of success in meeting this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Objective 2 The learners will classify the identified digital behaviors as acceptable or unacceptable Digital Etiquette conduct.
What prerequisite knowledge and/or advanced organizers would you use to meet this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
What criteria would you consider as measures/performance indicators of success in meeting this objective?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________

Please include the information in a document and send as an e-mail attachment.