ALEX Learning Activity

  

Presenting....Digital Citizenship through Infographics

A Learning Activity is a strategy a teacher chooses to actively engage students in learning a concept or skill using a digital tool/resource.

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  This learning activity provided by:  
Author: Suzanne Sullins
System:Madison County
School:Buckhorn High School
  General Activity Information  
Activity ID: 1007
Title:
Presenting....Digital Citizenship through Infographics
Digital Tool/Resource:
Piktochart
Web Address – URL:
Overview:

Piktochart is one of many programs that makes it easy for teachers to integrate literacy and technology standards into any lesson.  Visual learners love the way that infographics seem to make data easier to digest.  Infographics are very helpful when a teacher wants to 'chunk' a lesson in to smaller units.  'Chunking' is a method for grouping and organizing information to make it easier to comprehend and remember.  Piktochart can be used to display and present a large amount of information in a visually appealing way.    

  Associated Standards and Objectives  
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
12) Define digital permanence.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define digital permanence.
Teacher Vocabulary:
  • digital permanence
Knowledge:
Students know:
  • that once something is posted online, it can be difficult to remove it.
Skills:
Students are able to:
  • identify appropriate and inappropriate posts.
Understanding:
Students understand that:
  • online posts can alter your reputation and limit your opportunities.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
13) Define personal privacy, digital footprint, and open communication.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • define personal privacy.
  • define digital footprint.
  • define open communication.
Teacher Vocabulary:
  • personal privacy
  • digital footprint
  • open communication
Knowledge:
Students know:
  • that personal information can be divided into the three categories of personal privacy, digital footprint, open communication.
Skills:
Students are able to:
  • define personal privacy.
  • define digital footprint.
  • define open communication.
Understanding:
Students understand that:
  • information is either, personal, part of your digital footprint, or available as open communication.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 6
16) Communicate and/or publish collaboratively to inform others from a variety of backgrounds and cultures about issues and problems.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • publish or communicate information about issues or problems in their community with groups of various cultures and backgrounds while working in groups or with partners.
Knowledge:
Students know:
  • how to use a platform to share and inform others of a variety of backgrounds about issues or problems important to them.
Skills:
Students are able to:
  • publish and communicate as creators of content and information, instead of only consumers of the same.
Understanding:
Students understand that:
  • being able to communicate effectively and disseminate that information to reach a broader audience is an important part of being a global collaborator.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 7
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • discuss the impacts of data permanence on digital identity.
  • identify best practices to protect personal digital footprint.
Teacher Vocabulary:
  • data permanence
  • digital footprint
Knowledge:
Students know:
  • that data posted to the internet can be difficult to remove and can impact how others view you.
Skills:
Students are able to:
  • identify ways to protect their personal digital footprint.
Understanding:
Students understand that:
  • data posted online can be difficult to remove and can impact a personal digital footprint.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 8
10) Analyze different modes of social engineering and their effectiveness.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify various modes of social engineering and indicate their effectiveness.
Teacher Vocabulary:
  • social engineering
Knowledge:
Students know:
  • social engineering is used to elicit access to information one would not normally allow.
Skills:
Students are able to:
  • identify various modes of social engineering and indicate their effectiveness.
Understanding:
Students understand that:
  • social engineering is used to manipulate individuals into revealing personal information.
  • many modes of social engineering are used to manipulate individuals into revealing personal information.
Learning Objectives:

  1. Students will understand and define the nine elements of digital citizenship: 1) digital access, 2) digital commerce, 3) digital communication, 4)digital literacy, 5)digital etiquette, 6) digital law, 7) digital rights & responsibility, 8) digital health & wellness,  9) digital security
  2. Students, or groups of students, will use Piktochart to create an interactive infographic to define, analyze, compare, and visually represent the nine elements of digital citizenship.
  3. Students will publish and present an interactive infographic using Piktochart.  
  Strategies, Preparations and Variations  
Phase:
After/Explain/Elaborate
Activity:

  1. Students will use prior knowledge gained during a lesson on digital citizenship.
  2. Students will create an interactive infographic using Piktochart to visually represent the nine elements of digital citizenship.
  3. Students will publish and present the interactive infographics to the teacher, media specialist, and other students.  
Assessment Strategies:

The following rubric may be used/modified to assess student infographics:http://www.schrockguide.net/uploads/3/9/2/2/392267/schrock_infographic_rubric.pdf


Advanced Preparation:

Technical Preparation:

  • Teacher will need to create student log-ins prior to the lesson.  The teacher may choose to create individual log-ins or a shared log-in may be created to curate all projects in one location.
  • The teacher will need to be familiar with the basic editing tools of Piktochart.  
  • The teacher will need to be familiar with the presentation modes of Piktochart to be able to show the students the boundary lines for each presentation section. 
  • The teacher will need to be familiar with copying and pasting html codes if the infographics are to embedded within a webpage, blog, or other social media platforms.  

Background Knowledge:

  • Students should already have had instruction on the nine elements of digital citizenship.
  • Students should have already been shown different types of infographics.
  • Infographic elements should have already been discussed, including an overview of the grading rubric. 
Variation Tips (optional):

  • Students can be divided into nine groups and each group will research ONE of the nine elements of digital citizenship, create an infographic to present to classmates, teacher, and/or media specialist.    
Notes or Recommendations (optional):

The following web sites can be used to help a teacher become familiar with infographics, as well as serve as lesson resource tools to introduce students to infographics:  

Kathy Schrock's Guide to Everything - infographics:

http://www.schrockguide.net/infographics-as-an-assessment.html

Teachers First's Resources for Infographics:

http://www.teachersfirst.com/iste/infographics/resources.cfm

  Keywords and Search Tags  
Keywords and Search Tags: