Theme 1: Digital Self
Respectfully and responsibly create and manage a positive personal digital presence.
Long-Term Goal
Division I
I understand that my actions online reflect whom I am both on and offline.
Division II
I am actively choosing and using suitable tools and strategies to build my digital presence in Iris and exploring Digital Citizenship in order to build my online presence.
Strategies
- Use Iris to talk about digital presence. (Who is my audience?)
- Direct teaching of Media Sense lessons with a focus on personal presence online and safety.
- Direct teaching the appropriateness of online tools. (How and why we use them)
- Goal setting
- Meaningful conversations/teachable moments throughout the day
- Artifacts that represent their learning in Iris.
- Media Smarts lessons
- Using common language
- Visit by “experts” in the field of technology
Measures
- Students can orally articulate their online choices.
- Students demonstrate understanding of appropriate posts on Iris.
- Demonstration of skills on Iris when considering what they post and purpose
- Sharing exemplars
- Questionnaires
- Class Discussions and Observations
- Students ability to talk to peers and adults about online choices.
- Reflective Writing
- D2L
- “Scenario’s,” or role playing situations.
Evidence – June 2016
- Presence and multiple posts on Iris
- TTFM Survey – Grade 5 & 6
- Monitoring Google drive and students interactions through it.
- Class discussions/meetings, which indicate students, are having positive online experiences.
Theme 2: Digital Interactions
Respectfully and responsibly interact, collaborate, and build relationships with others to create value in the digital and physical world.
Long-Term Goal
Division I
- I understand the difference between knowing and interacting with people online and face-to-face.
- I can distinguish between appropriate and inappropriate digital interactions and content.
Division II
I can recognize the consequences of my digital interactions on others. I use collaborative tools to work with others in online environments.
Strategies
- Class discussions about appropriate and inappropriate content
- Working responsibly on Iris. Sending information to appropriate parties.
- Direct instruction of how to use online tools and their purpose.
- Practice various scenarios and consequences.
- Explicit teaching of Google docs, peer collaboration, editing and sharing work with the teacher.
- Direct teaching of the permanence/irreversibility of putting information on the Internet.
- Direct teaching of Google docs as a collaborative tool.
- Use of Iris to share growth with teacher and develop a positive online presence.
- Coaching in situations and reviewing issues at class meetings.
- Self reflections/self-assessment of online use
- Peer partnering – intentional pairings and peer modeling.
Measures
- Work samples
- Student/teacher conferences
- Posts on Iris
- Google docs for Education
Evidence G June 2016
- Presence and multiple posts on Iris
- TTFM Survey – Grade 5 & 6
- Monitoring Google drive and students interactions through it.
- Class discussions/meetings, which indicate students, are having positive online experiences.
Theme 3: Digital Learning
Evaluate and select information sources and digital tools based on the revelance to specific learning tasks.
Long-Term Goal
Division I
I can ask for help when I am engaging with a new tool, device, and/or application.
I can articulate how technology can support my learning, and explain why I choose specific technologies to accomplish specific learning tasks.
Division II
I practice problem solving and trouble-shooting strategies when I am engaging a new tool, device and/or application.
I can validate the accuracy of digital information and resources.
Strategies
- Direct teaching of how to ask for help.
- Discussions about problems they may encounter.
- Teach multiple ways to use different technologies. (camera’s, iPods, iPads, computers)
- Practice and explain why that form of technology was effective.
- Provide opportunities to use different technologies.
- Direct teaching of website endings and how to validate acceptable resources.
- Sharing sites in class and discussing relevance.
- Teachers share their learning with students.
Measures
- Students are able to teach someone else.
- Students are able to reflect and share how the tool helped them with the learning task.
- Students are able to select the technology that best suits their learning.
- Anecdotal notes/observations
- Students using a variety of technologies in the classroom.
Evidence – June 2016
- Multiple postings on Iris
- TTFM Survey – Grade 5 & 6
- Students using a variety of technology tools in their classroom.
