Responsible Use And Learning Skills/Behaviors: A Course 2 Final Project
Over course 2, I spent time reflecting upon my digital citizenship skills and found opportunities to improve how I was spending time instructing my students about them. During this course, I realized that I could improve my students’ digital citizenship skills by tyingCommon Sense Media’s Digital Passport skills to my school’s learning skills and behaviors. I created a document that helped to do this here.
What was great about course 2’s final project was around the time I was making adjustments in my teaching along with reflecting around my beliefs, Jackie, a grade 3 teacher at the American School of Milan, reached out to the Twitterverse searching for a COETAIL partner for our class’ final project. We both were excited to work on a Responsible Use Agreement specially written for our unique third grade students. Many agreements are either written for early elementary and are too simple or have language that it too complex or just plain too lengthy for our grade 3 students.
At that point, we started a Google Doc to begin our collaboration. What was wonderful was shortly after starting it, we wound up online at the same time so we could use Google Doc’s chat feature to determine our work in real time. This made it much easier to get started. Using our Google Doc made it easy to see updates and each other’s work easily.
To begin writing our Responsible Use Agreement (RUA), we began our work looking at what each of our school’s current agreements. We both felt they weren’t just appropriate for our students. Knowing there would be great resources available, we began reviewing other COETAILer’s work. We found some other upper elementary teachers who had made great suggestions to help us get started. These included: Nick Corbin, Megan Kuemmerlin, Jessica Faivre and Devita Villanueva.
We decided that since Jackie uses the International Baccalaureate’s Learning Profiles in Milan and my school uses its own Learning Skills and Behaviors, we would compare where they overlapped; thinkers, communicators and caring/good neighbors. We found many connections which you can see are highlighted below (see linked document for full comparison). We also reviewed ISTE’s Nets Standards to ensure we grounded the Learner Profiles and Skills and Behaviors with their good digital citizenship standards.
After we developed our RUA, we also decided that since our students tend to need concrete visuals, we added photographs to each of the categories as a way to help them remember and refer to our agreements on classroom anchor charts.
This project was a great opportunity to collaborate with another like minded, amazing third grade teacher, Jackie, and at the same time push the work around digital citizenship forward at both of our schools especially for our grade 3 students. After break I will share my project with our Elementary Technology Coach in the hopes that she could help move this idea, even just the connections to our skills and behaviors forward. Regardless of the outcome schoolwide, I will begin using this with my students as we move into our next Digital Citizenship focus after winter break on Creative Credit and Copyright and being a thinker as we do so.