TELECOLLABORATIVE ENOTEBOOK THERESA SMITH AZUSA PACIFIC UNIVERSITY

Table of Contents

Through the Digital Looking Glass: A Global Digital Citizenship Project o Structure o Standards o Implementation Plan Time Frame 5 Step Lesson Plan o Web Captured URL o Synopsis of Learning Experience o Samples of Student Work o Student Reactions o Comments

Flat Stanley o Structure o Standards o Implementation Plan Time Frame 5 Step Lesson Plan o Web Captured URL o Synopsis of Learning Experience o Samples of Student Work o Student Reactions o Comments

Through the Digital Looking Glass: A Global Digital Citizenship Project

Structure: Global/Flat Classroom

Standards: ISTE 5: Digital CitizenshipStudents understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: 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 learing d) Exhibit leadership for digital citizenship California English-Language Arts Content Standards Listening and Speaking 1.3: Choose logical patterns of organization to inform and to persuade, by soliciting agreement or action, or to unite audiences behind a common belief or cause. Listening and Speaking 1.9 Analyze the occasion and the interests of the audience and choose effective verbal and nonverbal techniques for presentations. Listening and Speaking 1.11 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Implementation Plan

Time Frame Contacted Administrator at the end of March Get started ASAP Finish our culminating project by end of May Students turn in reflective essays first week of June

5-step Lesson Plan

Anticipatory Set Teacher initiates discussion about the essential question: Does the digital me reflect the real me? Teacher relates to past experiences and learning by monitoring student discussion regarding good and bad experiences in social networking, etc. Students complete a quickwrite in which they briefly discuss the best experience and worst online experiences/interactions they have had. Share objective: Students will explore what digital citizenship encompasses including: digital literacy, cyber bullying, and digital footprint Culminating Project: The culminating global group project is a digital Public Service Announcement (PSA) or News Broadcast that will highlight through a compelling story, some aspect of Digital Citizenship. Instruction Students will watch the example video/PSA so they understand the project they will be expected to complete at the end of the project. Teacher will show several Brainpop videos on digital etiquette, cyberbullying, social networking, information privacy, online safety, plagiarism, and copyright. To check for understanding, students will complete accompanying quizzes as they watch the videos and teacher will go over answers to quizzes and initiate discussion after videos.

Guided Practice

Students will be divided into pairs or small groups. Each pair/group will be assigned one of the above topics (digital etiquette, cyberbullying, social networking, information privacy, online safety, plagiarism, copyright) to create a slide show about. Pairs groups will present their slideshows to class and receive feedback via a peer presentation rubric.

In pairs or small groups, students will create a digital citizenship PSA. Class will work with the video production class on this project. Together, the teachers will guide and direct students in the creation of the PSAs.

Throughout the unit, students will participate in sustained dialogue about digital citizenship topics in a monitored blog via the GLP website during scheduled visit to the school computer lab.

Closure Teacher will provide feedback on the slideshows and PSAs via rubrics. Students will share their PSAs with their partner class and on the GLP website.

Independent Practice Students will write a 2-page reflective essay on what they learned about digital citizenship and how their personal attitudes about digital citizenship have changed since the project.

Through the Digital Looking Glass: A Global Digital Citizenship Project - About The Project

Through the Digital Looking Glass: A Global Digital Citizenship Project

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The essential question that drives this project is:Does my digital me reflect the real me? Students in all classrooms, everywhere , need to learn about and practice the tenets of Digital Citizenship. Through the Digital Looking Glass: A Global Digital Citizenship Project was created to be flexibly integrated into any class, and can be modified to fit the age of your students. You may partner with students that are older, younger, or the same age as your students. Begin the challenge by filling out the simple registration form to the right!

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I would like for my class to be partnered with * students in the same age group as my class students younger than my students (mentor younger students) students older than my students (would like peer mentors for my students) My students have access to computers with Internet access * every day at school and at home every day at school at least 3 days per week at school at least one day per week at school Special considerations not already covered.

What exactly will your students do?

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Through the Digital Looking Glass: A Global Digital Citizenship Project - About The Project

You and your partner school will decide on a timeline that fits best for your classes. Through sustained dialog in a monitored blog, students will explore what digital citizenship encompasses including: digital literacy, cyber bullying, and digital footprint. The culminating global group project is a digital Public Service Announcement (PSA) or News Broadcast that will highlight through a compelling story, some aspect of Digital Citizenship. View an example of a News Broadcast in our Media Gallery , the space where we will showcase student work. Also view theStep By Step...area onthe Teacher Zone page for more details.

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Synopsis of Learning Experience Instead of including this global learning project as part of my English curriculum, I decided to offer it as an after-school activity. I teach at an alternative high school, and last school year the students were only required to attend four periods a day, from 8:00 AM to 12:40 PM. So, I decided that the best implementation for my students and me would be to offer it as an after-school project that they could earn additional credits for participating in. I offered 2.5 elective credits for participation in the project. The project took place two days a week, Mondays and Fridays, for one hour after their regular school day, for five weeks, a total of ten sessions. We joined the project very late into the school year, the end of the school year was fast approaching, so time allowed for only five weeks of participation. Originally, I was assigned to a group with two other teachers, Ms. Walker from Australia, and Ms. Sweatt from North Carolina. Unfortunately, Ms. Walker dropped out of the project not long after I joined. She indicated that she was frustrated that the project was taking so long to get started. Ms. Sweatt was still willing to participate, but unfortunately he school year ended three weeks prior to the end of my school year, so we only had about two weeks during which our two groups of students could interact. This was the first global learning project that I participated in, and it was the first global learning project that my students participated in. The initial reaction by my students was very positive. Many students signed up to participate and they seemed excited, buzzing among themselves about the possibility of interacting with students from another state. Many of my students have never been out of California, or even out of our immediate area, so this project had real potential for opening up the world to them. I started with around 30 participants, but as the weeks passed, participation dwindled. I only allowed 1 absence, and many of these students have serious attendance issues, so it was a struggle for some of them to meet the attendance requirements. In the end, I had about 15 students who participated regularly throughout the five weeks and earned 2.5 elective credits Participation by the student mostly consisted of them posting on the projects blog, http://kidblog.org/SweattSmithWalkerClasses/. They thoroughly enjoyed being able to express their opinions about topics such as cyberbullying, online popularity, and just sharing a little about themselves. In spite of our high hopes, the other class we were partnered with did not participate much, and so my students were a little disappointed. They were looking forward to interacting with the students from North Carolina. In spite of the hiccups we experienced, I feel that this project made a positive impact on my students. We had a lot of great discussions in class about topics such as cyberbullying, online privacy and safety, and netiquette. I was hoping to pair my students with students from North Carolina so they could create presentations on a variety of digital citizenship topics, but unfortunately, that did not work out due to lack of participation and cooperation by the class we were grouped with. We also did not get to produce our public service announcement because the video production teacher was out for two weeks to help care for her sick father. Even though we encountered some setbacks, I still think this project was a unique and memorable learning experience for my students.

Samples of Student Work Here is a screenshot of the main Kidblog page for the global learning project.

Here is a screenshot of a students blog entry regarding the cost of being popular online.

Here is a screenshot of a students blog entry on cyberbullying.

Here is a screenshot of a students blog entry on online social/privacy rules.

Here is a screenshot of a response one of my students made to another students (from North Carolina) entry:

Student Reactions Students initially expressed excitement about being able to interact with students from North Caroline. I started off with about thirty participants, but the number of participants dwindled to about fifteen students who satisfactorily completed the project. They were very excited when they received a response to a blog post, which unfortunately was not often. I see the potential of this type of project to positively impact students, especially alternative students like mine. It is something unique that adds an interesting layer to what can be the drudgery of everyday learning.

Comments Overall, I was a little disappointed with how this project turned out. I think one big factor was timingwe didnt get rolling until very late in the school year and I believe that very negatively impacted our experience. We just needed more time to organize the activities and interact with one another. If I could do it over again, I would start much earlier in the school year and communicate more with my teaching partners to organize cooperative activities.

Flat Stanley

Structure: Sequential Creations

Standards: ISTE 1: Creativity and InnovationStudents demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. b. c. d. Apply existing knowledge to generate new ideas, products, or processes Create original works as a means of personal or group expression Use models and simulations to explore complex systems and issues Identify trends and forecast possibilities

California English-Language Arts Content Standards Writing 2.1: Write biographical and autobiographical narratives or short stories. Writing 2.1c: Describe with concrete sensory details the sights, sounds, and smells or a scene and the specific actions, movements, gestures, and feelings of the characters; use interior monologue to depict the characters feelings.

Implementation Plan

Time Frame Emailed potential partner classroom beginning of April Get started ASAP Exchange products and stories through the end of the school year (mid June)

5-step Lesson Plan

Anticipatory Set Teacher shows students various Flat Stanley pictures to get students motivated for the project. Brainstorm as class to come up with fun ideas of where to photograph Flat Stanley. Share objective: Use the Flat Stanley app to create a Flat Stanley character, take photos including your character, and share it with people around the world via the Flat Stanley app feed.

Instruction Teacher uses LCD projector and iPad to demonstrate the Flat Stanley App and how it works. Teacher walks one student from each class through the registration process and helps him/her take a picture. Teacher shares the feed on the Flat Stanley app so students can see the photos/locations.

Guided Practice Throughout April and May, the teacher will loan the classroom iPad to a pair of students (or students can use their iPhones) and allow them to take pictures with their Flat Stanley character around the school. Teacher will encourage students with iPhones to take pictures with their Flat Stanley characters in various places and share with the class and the Flat Stanley feed.

Closure Students will create a collage of their Flat Stanley photos to be displayed in class. Independent Practice Students will write a 1-page reflective essay about the project, describing the favorite Flat Stanley picture they took and the favorite Flat Stanley picture they saw on the feed, and share what they learned about a particular place or person.

Flat Stanley: About | A Literacy and Community Building Project for Kids

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The Flat Stanley Project

In 1994, Dale Hubert began the Flat Stanley Project in Ontario, Canada. Hubert had the brilliant idea of having children create their own Flat Stanley paper cutouts and mailing them to friends and family around the globe, in order to foster authentic literacy activities for kids and get them excited to write about Stanley's adventures. Hubert invited other teachers to take part by "hosting" Flat Stanley visitors in their classrooms as they arrived in the mail, and encouraging students to keep their own Flat Stanley journals. Jeff Brown, author of the original book, Flat Stanley, was delighted with the Flat Stanley Project. An enormous resurgence of interest in the character of Flat Stanley followed, eventually resulting in a new sequel by Brown, almost 40 years after the original book's publication. Hubert and Brown remained good friends until Jeff's death in 2003. Today, the Flat Stanley Project is a uniquely multi-generational, global literacy activity that engages hundreds of thousands of children on a daily basis. The Project encompasses more than 6000 schools registered in 88 countries around the globe, and is included in the curriculum for more than 15% of elementary schools in the US.

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Synopsis of Learning Experience Unfortunately, my students did not react positively to the Flat Stanley project. After going through my lessons, I encouraged my students to download the Flat Stanley app to their phones and participate. I was quite surprised by their reluctance to download the app. They didnt want to put the app on their phones. My students are very protective of the electronic devices and their privacy, and they somehow felt that this was a violation. Many students also expressed that they felt that this project was for little kids. They felt they were too old to take pictures with Flat Stanley. They thought the whole concept was just silly and juvenile.

Samples of Student Work Students did not produce any work for this project.

Student Reactions My students (10th graders) felt they were too mature for this particular project.

Comments In the future, I will more carefully choose my projects. I think it would be best to introduce several global learning projects to the students and let them choose which project(s) they would like to be a part of. That way I know they will be interested in the project and they will have more buy-in to do well and help the project be successful.