To reflect on this Substandard students will choose a few youtube videos to view and then look over the comments for each video. Students will write a mock response to at least 3 positive and 3 negative comments made explaining how they felt about them, how they think the person featured in or the creator of the video interpreted the comment, and what they think the person who made the comment was trying to say.

 

Students will discuss standard 2b with an elbow partner: What does this mean to you in practice? What steps can we take to be responsible digital citizens? What shouldn’t we do? 

 

After this brief discussion, students will watch the following video on digital citizenship: https://www.youtube.com/watch?v=zaEn0BQS0vY 

 

Following the video, students will break into groups of three or four and discuss their immediate reactions: What surprised you? What did not? What is the main takeaway from this video? 

 

An activity students can do is to spend a class period Googling themselves and then revising their security settings, editing their profiles, etc, until they revise their digital footprint into something that they approve of. As a way of beginning that activity, a negative example should be shown, such as this article: http://www.npr.org/sections/ed/2017/06/06/531591202/harvard-rescinds-admission-of-10-students-over-obscene-facebook-messages 

-Have you ever been bullied online? If so, explain your reaction to this event in 2 -3 sentences.

-Are there times when you have witnessed cyber bullying? If so, what did you do in response? 2-3 sentences

-Can you think back on any time when you may have bullied someone online whether intentionally or unintentionally? 2-3 sentences

     Substandard: 2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property. 

 

Students will research and find a moment where (digitally) intellectual property rights laws or norms have been broken. Describe the event, how intellectual property rights were violated, and the impact of such violation regarding the “property rights” owner, the person who borrowed the intellectual property, and the community at large. After answering these questions, students will assess the validity of claims (explicit or implied) made by involved parties and assign a value to those damaged. 

2d Students manage their personal data to maintain digital privacy and security and are aware of data-collection technology used to track their navigation online. 

Activity
Students read 1+ brief articles about data-collection technology, possibly exemplifying ways in which different applications integrate and/or share user information. They then discuss what they have read, and in groups investigate different applications and explore setting options to familiarize themselves on how to secure privacy. This aspect will be guided by a teacher tutorial and/or with specific instructions or videos showing how to access this information and settings in specific applications. 

 To make students aware of their digital identity,
1) have them google their name.
 see what pops up
2) have  paired conversations about the different forms of represented in their searches ( pictures, blog, HW, group membership).
3) Share out about what we found and what we were surprised about.
4) Talk about how manage online identity,  review permanence and  digital identity management.

"Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world."

According to the Business Insider
employers use Facebook to research potential interviewees. I would have students look at a partner's Facebook post and have them imagine themselves as a potential employer preparing to interview their partner. Students will then take turns providing feedback and evaluations of what can be assumed by their posts and activity and if they think they would hire based solely on their social media (digital) identity. Later, we would brainstorm the possible risks associated with careless posts and status updates and reflect on the permanence of digital content and their future consequences. Then, we will submit in a presentation possible strategies to avoid harmful representations of digital identity. For extra credit, students can evaluate the teacher's or principal's digital identity in addition to their selected partner's.

If you have a history of searching for videos about training a dog,  you would be likely to see results related dog training on your search. Do you wonder why? 

Every single time we log onto the Internet, we leave traces of our identity via IP addresses, MAC addresses, and other unique identifiers. In addition, most web browsers, sites, and applications require the user to opt in to the utilization of cookies.

However, the above is only about the time when  you log onto the internet. Have you ever lookup your name on the internet, and see what the result is? Cyber stalers can know you and your family’s address from your digital profile. They can use your pictures to study your hobby, your lifestyle, your home. They have many stuff to process a crime.

Everything you upload or make online, it is in a record, and it's hard for you to control it, but  if you start being aware of what you are sending to the online world, you will be safe and secured.

This a non-intuitive lesson for many young people because there are many forms of entertainment based around sharing and editing content "found" on the internet (many even in this class!). Some of the most popular Youtube categories are mashups and compilations of other content. It's generally assumed that anything is fair game. Not the case, legally! 
I would give a quiz with questions like:  
"You found a perfect infographic for your science presentation in a google image search. Is it ok to use it?"
"You see an artwork you really love on pinterest. Can you take it to a tattoo shop and ask them to copy it onto you exactly?"

Student should read the article: What are Cookies?

Have you ever searched for an item at a shopping site and then for weeks later see ads for this item on all the web pages you visit?  Hold a discussion on tracking cookies and how web sites store information on your computer to remind them who you are when you return.

Essential Question: Are cookies good or bad?

Have students brainstorm in pairs and create a short list of good uses and bad uses of this technology, then follow up with a class report-out on responsible online activities.

Follow lesson up with instruction on web browser settings.

 

Substandard 2a: “Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.”

For this substandard I think I would keep it simple and have the students to a group brainstorm where they contributed ideas (I would let them just popcorn out, but would moderate so that the conversation reamined orderly). I would include a visual element of writing answers on the whiteboard, or on a word doc projected on the wall. I think it is particularly important for students to come up with their own ideas of what it means to cultivate & manage their digital identify, and to make connections with how they can be affected by the permanence created in a digital world — I think if they are going to really latch onto these ideas and concepts, they have to be personally relevant to the students. I think as a part of this discussion, I might ask them to consider what some of the possible outcomes could be of creating an undesirable digital identity, that they might later feel the need to “erase,” and to consider how effective they think the digital erasure would truly be (permanence). It may be beneficial if I were able to show some examples (of celebrities perhaps) who have permanent digital identities, and what messages these images send to us.