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Student's are either given or use the existing profiles of people they follow on a digital media platform. Students are guided to a real on-line job application and description as well as guided through some research on the company posting the job (background, core values, vision statement, etc). Students then use the criteria for the job and company to judge the digital footprint created by the profiles they've been given to assess the likelihood of the that candidate getting hired when just one piece of their digital footprint is examined with any scrutiny or standards applied.

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Students could work in pairs or triads to create assessment activities to be used in other classes. They could determine which digital tool would be best for both creating the task and scoring it once it has been assigned and completed.

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Kim Cswaykus

Grade 5 - Standard 2

Standard: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

Activity Title: Grade 5 - Digital Story Mapping with Google Docs

Description:
Students collaboratively create a digital story map using Google Docs. They identify the central ideas or themes of a text, summarize key details, and analyze how these ideas develop throughout the story.

Resources Needed:

Computers/tablets with internet access Google Docs

Lesson Plan:

Explain the concept of story mapping and its components. Divide students into small groups. Each group creates a Google Doc for a specific text, where they map out the central ideas, key details, and analyze their development.

Each group presents their digital story map to the class, discussing their findings and analysis

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4-6.DL.2 “Select appropriate digital tools to communicate and collaborate while learning with others.” Music students could create a digital performance portfolio and share it with other members of their section or ensemble. What comes to mind is Flipgrid, where students can view one anothers videos and leave feedback. Students would be communicating and collaborating with an authentic audience. What also comes to mind is an “online ensemble” like during the pandemic. Students could each record their tracks and then the recordings could be put together for feedback.

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Standard: Type on a keyboard while demonstrating proper keyboarding technique. Students can engage in typingclub.com, which is a website which shows an effective way to show students how to type. It is comprised of typing games that help students become better typers, but also keep them engaged in the process.

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Ali Lucinski 4-6.CT.7 Identify pieces of information that might change as a program or process runs.

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Ali Lucinski 4-6.CT.7 Identify pieces of information that might change as a program or process runs.

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This could be used to Jeopardy. When we do math game for review. Each of their students actions can change the score, and how the game is going. If one student is not participating, that might effect the outcome of the game. Students are in control of the score and how the game plays out. Changing variables could be something as simple as effort put fourth or changing the group arrangements.

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Focus: Typing on a keyboard while demonstrating proper keyboarding technique...students can participate in "Keyboarding Olympics." This activity consists of a series of typing challenges designed to reinforce proper keyboarding techniques. The challenges could include typing races and accuracy drills. To ensure proper technique, provide instruction and visual aids on correct finger placement and posture.

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ELA

From NYSED, students can use familiar text to create a product on ScratchJr, including the setting, characters, problem, and solution.

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Learn touch typing online using TypingClub's free typing courses. It includes 650 typing games, typing tests and videos.

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7-8 DL.2

Communicate and collaborate with others using a variety of digital tools to great and revise a collaborative product.

Students will use www.learning.com at the beginning of the semester to learn how to be safe on line and use digital etiquette while learning the pros and cons of navigating our digital world.

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Class Dojo Portfolio Assignment 5th grade

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Charlotte Mecklenburg Library libguides cmibrary.libguides.com offers a digital literacy tool box broken down by "For children, for teens, and for adults" Categories within have read alouds, that would work great with the younger kids where discussion is the main activity - to video lessons to online games teaching about digital citizenship and online safety.

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Common sense education commonsense.org has a plethora of interactive lessons and activities for grades K-12 broken down into categories that mesh nicely with the NYSED computer science and digital fluency learning standards.

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Students will create post it notes with positive messages in Jamboard and Padlet. Students will explore the features in both digital tools and create ideas where these tools would be best utilized. Finally, students can evaluate these tools and explain his/her preference.

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Our district has Learning.com, which has lessons for each of these standards per grade level. They even have a typing program built in.

You could use Typetastic with students. It works on an iPad to help teach typing.

Common Sense Media also has great digital citizenship lessons that you can teach as is to students.

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"Everything on @typetastic_com is a WINNER with my students. This has made a huge difference with my students typing skills!"
@magistrazee
"Mapping the keyboard helps to develop an understanding of the keyboard layout in a fun and easy way. @WestNYSchools @FRSNewJersey @typetastic_com "

"My TK students had so much fun today building a keyboard on @typetastic_com It was as huge hit! @SWRegional @celprincipal"
@VPETechnology

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TypeTastic - Take Your Students into Typing Adventure!

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Discover 700+ typing activities for all grade levels - and unleash the joy of typing in your school

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Students can use online keyboarding program for 15 minutes prior to typing their own narratives or responses to writing prompts. Direct instruction provided and modeled to emphasize proper form.

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2-3.CT.3 Present data in multiple visual formats in order to tell a story about the data.

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2-3.CT.3 Present data in multiple visual formats in order to tell a story about the data.

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Students might collect schoolwide data about what a class gift might be: they could create a graph of student responses based on options such as an outdoor classroom space, a new piece of playground equipment, or a new water bottle filling station.

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4-6.DL.7
Identify and describe actions in online
spaces that could potentially be unsafe
or harmful.

Students can be given scenerios of online spaces and places to make a judgement about what information is acceptable to share. Also, creating a plan for when something potentially goes wrong or is unsafe.

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Students prepare a brief presentation that demonstrates their knowledge of the different types of chemical bonding. Students must choose the tools that best allow them to convey their understanding to their classmates.

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Students prepare a brief presentation that demonstrates their understanding of chemical bonding. Students choose the tools that will best allow them to convey their understanding to their classmates.

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Describe ways that information may be shared online.
In the safety lessons for 3-4th grade Health students discuss ways they share information online and decide if it is private or public.

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NYSED CS/DF Activities and Examples - Click to view this library, made with Book Creator

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7-8.DL. Students create a Google Site (as a class) to share out information about a specific event in history or collaborate to create a site about a specific group of people (Incas) and their achievements.

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7-8.DL. Students create a Google Site (as a class) to share out information about a specific event in history or collaborate to create a site about a specific group of people (Incas) and their achievements.

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From NYSED: Students can practice spelling their name and sight words.

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From NYSED: Students can use a keyboard to type words beginning with a letter of the alphabet for a class book or presentation.

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From NYSED: Students use a keyboard to type a narrative written during a writing workshop to create a class book of stories.

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From NYSED: Students use a school-selected online keyboarding program to learn the fundamentals of keyboarding.

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From NYSED: Student analyze their rate progress and letters that are challenging using data produced by the program. They can then create a presentation using those data to show their progress.

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From NYSED: Students regularly type on keyboards as they use technology throughout the school day.

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From NYSED: Students can learn how to write mathematical equations and DBQ’s
for more practice.

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From NYSED: Students can learn how to write mathematical equations and DBQ’s
for more practice.

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From NYSED: Students could use keyboarding techniques in multiple subject areas to type papers, and create presentations, or reports.

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From NYSED: Students are able to type on a keyboard with enough automaticity that they can fluently and fluidly transfer thoughts to computer.

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From NYSED: Have students try to fill in a blank keyboard from memory.

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From NYSED: Students collaboratively build a list of their favorite books, and the teacher posts the list on their class website.

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From NYSED: Students can each poll the class on different likes/dislikes and present the information to the class.

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From NYSED: Students use a shared online document to add to a graphic organizer about a book read in a Guided Reading lesson.

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From NYSED: Students use a school-approved digital tool to type a request to an expert (author, zoologist, museum curator), asking him or her to speak to their classroom; collaboratively generate a list of questions to ask; and connect with the expert over a digital conferencing tool.

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From NYSED: Students use a shared online document to provide feedback on
peers’ work and track changes over time.

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From NYSED: Students can use email in an appropriate manner to ask a teacher or other school professional a question. They can state when it is appropriate to
email someone versus instant message versus phone call.

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From NYSED: Students communicate through digital conferencing tools with
students from other countries about voting rights. Students collaboratively create
an original product (report, presentation, podcast) based on the conversations,
post to a shared site, and provide feedback to peers on their products.

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From NYSED: When using a shared online document, students know how to share a document with other students so that they can work on the document
collaboratively.

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From NYSED: Students could use communication and collaboration in multiple subject areas to create group presentations, or reports.

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From NYSED: Students identify a local issue of interest/concern, collaborate on a
solution, collaboratively create a digital product, and give presentations to
authentic audiences.

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From NYSED: Students can create a school PSA video with narration in a group about a current events topic (environment, pet adoption, no smoking, etc.).

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From NYSED: Students use a teacher provided key word to find appropriate picture(s) related to a search.

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From NYSED: Students each create 1 page for searched images for an alphabet, or animal book.

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From NYSED: Students can be given a topic and they decide on a short list of key words to search for that topic.

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From NYSED: Students could use search tools in multiple subject areas on a multitude of topics.

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From NYSED: Students search for articles published after 2018 and pictures licensed under the Creative Commons Non-Commercial license to create a presentation on endangered ecosystems.

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From NYSED: Students can create an Explain Anything video to show the steps in a science experiment and display the artifacts in the process.

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From NYSED: Students can use a search to find information on their town history and share with the class.

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From NYSED: Students compare results when they search on multiple engines; conduct a search, clear their cache/cookies and then conduct a search again; and conduct a search on a mobile device versus a desktop.

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From NYSED: : Students can compare web searches and databases searches and
evaluate how databases are going to produce more reliable results compared to web searches that have to process more data.

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From NYSED: Students can experiment with searching with one keyword versus multiple or key phrases.

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From NYSED: Students will begin to use digital tools to create something, like a class presentation or an About Me document.

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From NYSED: Students could use a digital camera and other tools to create a project about plant growth.

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From NYSED: Student can use presentation software for an individual book report or for a group project.

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From NYSED: Students could use a variety of digital tools and resources to create,
revise and/or publish artifacts in multiple subject areas.

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From NYSED: Students create a digital story to demonstrate understanding of a concept, such as the branches of government.

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From NYSED: Students can show the life cycle of plants or animals using a presentation tool.

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From NYSED: In collaborative groups, students create anti-cyberbullying
commercials and an accompanying infographic for parents on ways they can help kids spot and report cyberbullying.

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From NYSED: For a project that allows students to represent learning in different/multiple ways, students choose the tools to use and write a justification why they were the best choices.

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From NYSED: Students start to identify similar buttons in word processing programs, or in other applications.

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From NYSED: Students familiar with a desktop presentation software
(PowerPoint/Keynote) use an online presentation tool to create a presentation.

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From NYSED: Students familiar with spreadsheets can start to explore database
software.

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From NYSED: Students choose an emerging technology and use it create a simulation of a principle of physics.

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From NYSED: The teacher leads a discussion about photos found online: how
people post them, how they sometimes let other people see them, and
sometimes they choose to keep them private, and how if the students are playing
a game and the game wants to take their picture, they need to ask a responsible
grown-up if it’s okay.

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From NYSED: The teacher can introduce students to the differences between
blogs, social media, news sources and provide examples of public records, personal web pages, social media posts, etc.

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From NYSED: Students use a tool that displays archived versions of websites
(such as “Wayback Machine”) to research how information is available even if it
seems to be deleted.

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From NYSED: Introduce students to “terms and conditions”/rules of websites

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From NYSED: Students could analyze school-used digital resources looking at
student privacy and explain why each site is OK or not OK for school.

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From NYSED: Students create guides for an adult (family member, celebrity,
fictional character) on how to manage online identity and actions that affect
someone’s digital footprint.

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From NYSED: Have students review the “terms and conditions” of a commonly
used site/app. Have them note anything surprising or confusing.

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From NYSED: Students can research how someone’s digital footprint negatively
impacted their life.

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From NYSED: Students create diagrams/infographics that illustrate the myriad
sites that might collect data on an individual, the accumulation of which is a
digital footprint.

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From NYSED: Students create an online portfolio showcasing sample work and
resume that could be shared with potential employers or college admissions
boards.

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From NYSED: Have students pretend to be college admissions and give them
some sample digital footprints of potential students. Who would get into the
college? Who would not? Why?

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From NYSED: Students hold up red light/green light signs at teacher prompts
about actions with technology/in online environments, such as “Share your
password,” “Go to sites linked from our class webpage,” “Write something mean
about someone,” etc. Actions

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From NYSED: Students as a class can compare appropriate/ inappropriate online
behavior to appropriate/ inappropriate in-person behaviors

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From NYSED: Students could identify why they should find and use truthful
information online.

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From NYSED: : Students can be part of a digital classroom and discuss way to keep
it a safe space like no name calling, or rude comments.

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From NYSED: Students could discuss what some of the consequences are for
spreading or using false information, and how to make sure it’s true information.

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From NYSED: Students create PSAs on online safety and cyberbullying to include
in district/school newsletters/newspaper or make posters to put up in the middle
school.

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From NYSED: Students could write original songs about cyberbullying, identifying
it when it happens and what to do when it occurs.

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From NYSED: Students can create a classroom/school/home online safety plan.
Discuss any differences and similarities.

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From NYSED: Students could identify how sharing personal information, clicking on pop-ups/ advertisements/ phish-bait, and allowing access to their camera could be unsafe.

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From NYSED: Students work in collaborative groups to create action plans to
decrease instances of cyberbullying among teens.

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From NYSED: Student can put up posters on what to do if you are being
cyberbullied. (ARTS)

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From NYSED: Students can research consequences of cyberbullying.

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From NYSED: Students create an individual action plan on how they would prevent
multiple types of cyberbullying and/or a compromise of their digital identity

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From NYSED: Students can research student mental health and the impact of
social media and other technologies.