Module 2: Learning
In this module you'll find out how some of our faculty are already integrating DigCit vocabulary and concepts into their lessons. You'll also notice that integration of digital citizenship can help facilitate more creative project based learning for students. Below are examples from classrooms right here at St. John's Prep.
In this module you'll find out how some of our faculty are already integrating DigCit vocabulary and concepts into their lessons. You'll also notice that integration of digital citizenship can help facilitate more creative project based learning for students. Below are examples from classrooms right here at St. John's Prep.
Etiquette in Religious Studies
Randy Reinbold wanted his students to collaboratively create a mind map showing the impact of institutional racism. He chose a digital tool called Bai Board because it allowed students to add more graphics and to work together even when they could not be in the classroom together.
Since they were all using a new tool and learning it together, Randy talked with the students to establish and agree upon norms for how they would use their devices and the app. He also actively moved around the room to supervise and offer students support as they worked.
Finally, as students discovered helpful functions and features of the tool, including who would be able to see their resulting work online, they were encouraged to share them with their classmates.
Since they were all using a new tool and learning it together, Randy talked with the students to establish and agree upon norms for how they would use their devices and the app. He also actively moved around the room to supervise and offer students support as they worked.
Finally, as students discovered helpful functions and features of the tool, including who would be able to see their resulting work online, they were encouraged to share them with their classmates.
Identity and Personal Brand in English
Nicole Zito wanted students to demonstrate comprehension of the stories of the mythological gods they were reading, but also saw an opportunity for them to create an interactive project that incorporated digital citizenship concepts. Each of her 7th graders created a Fakebook page accurately reflecting the identity and personality of their assigned god.
Then in order to encourage them to maintain their god's true identity, they commented on their classmates' Fakebook pages from the perspective of their assigned god. Their comments needed to demonstrate mastery of the content through an accurate and appropriate discourse between the gods. In the photo above the students are active and moving as they carry out the interactive portion of the project.
Then in order to encourage them to maintain their god's true identity, they commented on their classmates' Fakebook pages from the perspective of their assigned god. Their comments needed to demonstrate mastery of the content through an accurate and appropriate discourse between the gods. In the photo above the students are active and moving as they carry out the interactive portion of the project.
"Through discussing the kinds of online mistakes that gods and goddesses might make such as bragging, posting inappropriate behaviors, or spreading rumors I ask students to consider their own choices on social media. They reflect on how their own social media presence is permanent, public, and omnipresent and then write a digital citizenship statement about the kind of person they want to project online and the action steps they will take to shape their digital footprint." -Nicole Zito
Communication and Responsibility in World Language
Elizabeth Solomon wanted to help her students demonstrate understanding of Latin vocabulary by associating images with the words. While she encouraged them to create their own images whenever possible, some chose to look for images online.
For images that others have created, Elizabeth taught them how to look for Creative Commons licensing and how to cite the sources of the images. Before beginning this work, Elizabeth spent time creating a classroom culture where students were empowered to use their iPads for academic work, but held accountable for staying on task while finding Creative Commons-licensed images and then creating their own visual vocabulary with accurate sourcing.
The media creations of the students are included above with the source information they submitted.
For images that others have created, Elizabeth taught them how to look for Creative Commons licensing and how to cite the sources of the images. Before beginning this work, Elizabeth spent time creating a classroom culture where students were empowered to use their iPads for academic work, but held accountable for staying on task while finding Creative Commons-licensed images and then creating their own visual vocabulary with accurate sourcing.
The media creations of the students are included above with the source information they submitted.
Privacy and Safety in A.P. Literature
As part of the introduction to digital portfolios, Gail Dennig welcomed a discussion with seniors about whether to make the portfolio public or private, and the benefits and drawbacks of each option were reviewed. Seniors were able to make the decision for themselves.
Most chose to make their academic work public so that they could invite adults from colleges or summer job opportunities to view their work. Students learned that adding a reflection to contextualize each piece of their writing, and adding images to help illustrate their points, enriched their work and also provided a better experience for their digital audience.
Students also naturally started commenting on one another’s blogs. Through this experience they learned the value of engaging in online discussion about academic work. Additionally, they used the comment moderation feature to make sure that discussion in the comment section remained positive and to maintain the security of their blog.
Most chose to make their academic work public so that they could invite adults from colleges or summer job opportunities to view their work. Students learned that adding a reflection to contextualize each piece of their writing, and adding images to help illustrate their points, enriched their work and also provided a better experience for their digital audience.
Students also naturally started commenting on one another’s blogs. Through this experience they learned the value of engaging in online discussion about academic work. Additionally, they used the comment moderation feature to make sure that discussion in the comment section remained positive and to maintain the security of their blog.
"As I use it, the digital portfolio forces students to look closely at their writing and continually work on the process of proofreading, editing, and refining with the end result providing a polished representation of senior year work. Their overall writing improves knowing at some point the work will be published. " -Gail Dennig
Complete the Google Form below to help you reflect on how some of these ideas might work with your students in your classes. Be sure you are signed into your St. John's Prep Google account in order to complete it.
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