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.