Smallville County School DistrictDigital Literacy and Citizenship Initiative

Grant Proposal Prepared by:

Dawn Johnson, Lauren Brantley, Roderick Smith, Laramy Wells

Abstract:Students are often referred to as “Digital Natives”. In spite the label bestowed upon them, there is still a need for non-digital natives to help them navigate this complicated digital world. They need to understand the context of being a digital native. The purpose of this initiative is to give students and teachers the tools and resources to use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills. The overall outcome is for all participants to develop the necessary skills, for appropriate, responsible behavior with regard to technology and other digital resources.

Demonstrated Need: The Smallville County School District has established a Digital Citizenship initiative to prepare teachers to help students navigate a complexed, digital world. The overall rationale for choosing Digital Citizenship as an initiative was based on a district wide survey. The survey was a uniform questionnaire applied in a specific sample size, a minimum of 300, which allowed for a reasonable level of stratification while preserving a high confidence level. The survey was conducted over 30 days and the full sample size was 570. (303 teachers, 189 students and 78 parents) The district FTE student count for the district is 23,000.

Goals and Objectives:Educational Goal: All District teachers will implement and integrate a digital citizenship curriculum throughout their curriculum designed to help raise student awareness of appropriate internet use focusing on the domain of Digital Literacy.

Goal 1: By June of 2015, all teachers are trained on key elements of digital literacy to distinguish the credibility of online content so that their students better understand digital resources.

● Objective 1: Educators will learn to evaluate and compare online sources for accuracy, relevance, and bias through the use of source evaluation checklist.

Goal 2: By June of 2015, all teachers will be empowered with the information to make safe and appropriate online decisions by learning the importance of online citizenship, managing and creating a positive online reputation, and safely exploring the Internet and other digital communication so that their students are equipped with the tools to navigate the Internet safely.

● Objective 1: Educators will learn the guidelines for protecting online content through the creation of a strong password.

● Objective 2: Using YouTube’s rules of conduct, educators will learn about rules of online citizenship.

● Objective 3: Given several sample scenarios, educators will develop skills for interacting with others online and how to responsibly represent themselves.

Goal 3: By Junes of 2015, all teachers will learn how to avoid online tricks and scams, and learn best practices of how to conduct themselves online.

● Objective 1: After being provided with tips and tricks, educators will know what actions to take if they find themselves being scammed.

Plan of Operation:Timeline/TimeInformation

Activities Goal/Objectives Addressed

Evaluating Online Sources45 Minutes total

1. pre-assessment: 2 min.

2. Hook: 3 minutes3. What makes a

website trustworthy? 5 minutes

4. Video/Notes 10 minutes

5. Activity 20 minutes6. Post Assessment 3

minutes

1. On the True/False Handout mark true or false on statements provided.

2. 2 truths and a lie. Presenter will give out 2 truths and 1 lie. participants will guess which is the lie and will be asked of their thought process.

3. Participants divided in groups of 3-4 will create a chart displaying factors they feel make a website trustworthy. Participants will go on a gallery walk looking at other answers. whole group discussion to follow.

4. Participants will watch video by google, Detecting Lies and Staying True. While watching fill out the provided handout listing evaluation criteria listed in the video.

5. Students will divide into a group 3-4. They will use resources provided to evaluate the relative quality of 3 sources . Whole group discussion to follow.

6. Review True or False Statements from beginning to see if statements have changed.

Goal 1:By June of 2015, all teachers are trained on key elements of digital literacy to distinguish the credibility of online content so that their students better understand digital resources.

● Objective 1: Educators will learn to evaluate and compare online sources for accuracy, relevance, and bias through the use of source evaluation checklist.

Manage Your Digital Footprint: Part 1 Making Strong Passwords 45 minutes total

1. Pre-Assessment 3 minutes

2. Hook 2 minutes3. Video/ discussion 5

minutes4. Creating strong

1. Pre-Assessment: Participants will fill out the KWL chart provided in the handout

2. Open discussion bridging why we should have safe passwords and why we have keys to our homes

3. Watch short video fill out questions in handout booklet open discussion to follow

4. Participants will fill out handout

Goal 2:By June of 2015, all teachers will be empowered with the information to make safe and appropriate online decisions by learning the importance of online citizenship, managing and creating a positive online reputation, and safely exploring the Internet and other digital communication so that their

Passwords 10 minutes

5. keeping passwords safe 5 minutes

6. Post Assessment 3 min

found in booklet we will create tough passwords meeting the suggested guidelines

5. Participants will team up in pairs. They will create passwords the group will evaluate the best passwords and suggest ways to make them better.

6. Fill out the KWL chart on what you learned

students are equipped with the tools to navigate the Internet safely

● Objective 1: Educators will learn the guidelines for protecting online content through the creation of a strong password.

Manage your digital footprint Part 2:Being Respectful to yourself and others 45 min:

1. Pre-Assessment 2 min:

2. Hook 3 min3. Lesson 10 min4. What’s The Point? 5

minutes5. Activity 10 minutes6. Post Assessment 3

minutes

1. Write down all guidelines you know about youtube

2. Discuss what it takes to build a community

3. Will watch a video/ fill out handout/ discuss

4. Discuss citizenship guidelines5. Participants arranged in groups

of 3-4 will use handout provided. Each group will represent a different online community and must create 6 rules 3 do’s and 3 dont’s

6. Add additional guidelines to pre-assessment

● Objective 2: Using YouTube’s rules of conduct, educators will learn about rules of online citizenship.

Manage Your digital Footprint Part 3:Be Street Smart 45 minutes

1. Hook 3 min2. Lesson 5 min3. Activity 1 20 min4. Activity 2 20 min

1. Hook: Bridge the thought of not riding with a stranger and being careful of online interacting.

2. Video and discussion on staying safe

3. Activity What would you do? based on information given about strangers on cyberspace you must determine if you would or would not interact with them

4. Activity 2 groups will be in a team and will create a profile of a famous person and groups will determine if too much information is revealed

● Objective 3: Given several sample scenarios, educators will develop skills for interacting with others online and how to responsibly represent themselves.

Identify Tricks and Scams Online 60 minutes

1. Hook 5 minutes2. Lesson 10 minutes3. Lesson 2 20 minutes4. Lesson 3 20 minutes5. Closing 5 minutes

1. Hook: Ask a series of question in relation to building towards identity theft. allow time for participants to reflect and share experiences

2. What is identity theft? explain to students information thieves are

Goal 3: By Junes of 2015, all teachers will learn how to avoid online tricks and scams, and learn best practices of how to conduct themselves online.

● Objective 1: After being

6. Extension looking for.3. How to catch a Phish lesson:

Participants learn about Phishing and will complete the Phishing handout.

4. Protect yourself from online scamming: Participants will create their own Phishing emails.

5. Closing: Students will answer discussion board questions

6. Extension: Students will play game from following link (www.onguardonline.gov).

provided with tips and tricks, educators will know what actions to take if they find themselves being scammed

Further Description of Project Activities and alignment with Goals Objectives and Effective Professional Development.

Session 1: Evaluating Online SourcesParticipants are given a pre- and post- assessments in order to gauge the depth of knowledge of the participants. This gives the presenters information needed to know to tailor the activities as much as possible within the time given. Participants are given a variety of mediums in order to learn and to gain awareness of the material. Activities 1-6 directly lign up with Goal 1, Objective 1 because the students are practicing their evaluation skills and comparing actual online sources with a group discussion following to correct any misconceptions. The activities are short and varied mediums (group discussion, charts, videos, small groups, and individual activities) are used to present and synthesize material. This session uses the principle of active learning which is an important component of effective professional development. In the journal article, What Makes Professional Development Effective? Results from a National Sample of Teachers by authors Michael S. Garet, Andrew C. Porter, Laura Desimone, Beatrice F. Birman, Kwang Suk Yoon an important component of professional development is active learning where teachers have the opportunity for “meaningful discussion” and the opportunity to plan and process the information they are learning. With the source evaluation checklist, teachers have a concrete tool to take back to their classrooms for source evaluation.

Sessions 2, 3, and 4: Managing Your Digital FootprintParticipants receive information that will give them the ability to help students make passwords. The activities are guided around creating and evaluating passwords with suggestions on how to make them safer which directly line up with the goal and specifically the objective, where educators will learn the guidelines for protecting online content through the creation of a strong password as well as responsible, respectful, and safe online participation. The participants are equipped with guidelines for digital citizenship as well as training in specific scenarios. These activities directly relate to what the teachers face with their students in the online world. An effective professional development consists of knowledge that the participants will use immediately.

Session 5: Identify Tricks and Scams OnlineUsing a game, participants will practice finding out whether they are being scammed. Using this

entertaining activity, we will meet that the goal of using the information to discover whether they are being tricked by internet predators. In effective professional development, it is critical to engage participants.

Evaluation Plan:Each session (excluding Manage Your Digital Footprint - Street Smart) will be accompanied with a pre- and post-assessment. Participants will also be asked to complete a survey upon the completion of the workshop. These documents can be found in Appendix A and B of the proposal.

Research from Garet, M., Porter, A.C., Desimone, L., Birman, B. F., S.Y., Kwang, 2001 shows that teachers respond well to coaching and mentoring during regularly scheduled planning time at their school. We know that providing the teachers follow up meetings at their school with the technology coach assigned there provides the mentorship and evaluation necessary to get a digital citizenship program off the ground. (In addition, the professional development further connects directly to activities and responsibilities at their particular school) Rather than spend more money having more workshops on this subject, having one school representative that earns professional development hours meeting with the technology coach for follow up meetings is an effective way to continue the duration of the professional development. It is also a way to measure the effectiveness of the professional development by giving the technology department feedback on the future outcomes. In summary, we have provided teachers valuable information, activities that align with goals and objectives, and follow up with their technology coach to help schools achieve the goal of raising student awareness of appropriate internet use focusing on the domain of Digital Literacy, our overarching goal of this professional development.

Budget:Item Cost per Unit Quantity Total Cost Budget Rationale

Teacher Stipend $50 per teacher First 600 teachers

$30,000 The $50 is for motivation in order to bring teachers to the summer training. Giving a stipend also communicates the importance of the information provided.

Box of Copy Paper

$45.99 4 boxes $183.96 In order to participate with the lessons, each participant will need a packet. Lesson 1 has an 8 page packet, lesson 2 has an 11 page packet, and lesson 3 has a 7 page packet. This results in 26 pages per participant.

Chart Paper Pad $15.49 13 pads $201.37 One of the activities requires groups to create a chart to share with all participants. Chart paper will be easier to see than standard copy paper. Group will consist of 3 to 4 members. Each pad contains 20 sheets of chart paper. We will need 13 pads to account for around 200 groups.

Ink Pens $6.69 (60 pens per pack)

10 packs $66.90 Ink pens will be provided to each participate in order to fill out their packets.

Markers $3.99 (10 markers per pack)

10 packs $39.99 Markers will be provided for the groups to complete their charts.

Total: $30,492.22

References:Michael S. Garet, M.S., Porter, A.C., Desimone, L., Birman, B.F., Suk Yoon, K., (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915-945.

Google digital literacy and citizenship curriculum. (n.d.). https://www.google.com/goodtoknow/web/curriculum/ Retrieved October 26, 2014.

Google digital literacy and citizenship curriculum. http://www.ikeepsafe.org/educators_old/more/google/ (n.d.). Retrieved October 26, 2014.

Flavin, R. (2014). Tips for writing a winning grant proposal. (cover story). Tech Directions, 74(1), 18-19.

Appendix B: Evaluation Survey

Lesson: Becoming an Online SleuthPre-Assessment: True or False? (Answers are in italics.)

● If I can find it online, it must be true. (False)● There is an email address listed in the website, so it must be a legitimate source! (False)● There is a logo of the White House at the top of the page, so I can definitely trust this

website. (False)● The website looks really official. The information it offers must be true. (False)

● There are a lot of graphs and charts on the site. With all this information it must be true. (False)

● It is clear who wrote the content because there is contact information and the information seems current and error-free. I can safely use this information for my homework assignment. (False)

● I should always compare the information I find online with at least 2 other sources. (True)

● I should always be a skeptic when it comes to information that I find online. (True)● I should always think about what’s missing from a website. (True)● I should always review the sources (or author) of the website. (True)

Post-Assessment: True or False?Participants will pull out the True/False questions they answered earlier. They will be asked to review and determine if any of their answers have changed. If so, they will discuss with a partner.

Lesson: Manage Your Digital Footprint - Protect Your StuffPre-Assessment: KWL Activity SheetWithin their packet will be the following table with room to write:

I Know I Want to Know I Learned

How to keep personal information private online. Give Examples:

How to keep personal information private online. Your questions:

How to behave online and what to do if someone misbehaves. Give example:

How to behave online and what to do if someone misbehaves. Your questions:

How to avoid dangers online. Give example:

How to avoid dangers online. Your questions

Participants will be instructed to write in the “I Know” column one thing that they already know in each category. On the “I Want to Know” column, they will write one question that they would like to know in each category. They will be instructed to leave the “What I Learned” column blank.

Post-Assessment: KWL Activity SheetParticipants will write in the “I Learned” column things that they learned in the session.

Lesson: Manage Your Digital Footprint - Be Respectful to Yourself and OthersPre-Assessment:Participants will write down all of the YouTube guidelines they know of.

Post-Assessment:

Participants will add any additional guidelines (that they learned from the session) to the list they started at the beginning of the session.

Lesson: Identify Tricks and Scams OnlinePre-Assessment:The session will begin with some questions to determine the participants knowledge. Participants may be divided into groups of 4-5 and discuss these questions among themselves.Questions to ask:

● Who uses email in the class?● Who knows what an online scam is? Give examples.● Have you ever been scammed via email? Why did you think it was a scam?● What should you do when you think you are being scammed?● Who has an account on a social network, including but not limited to, Google+,

Facebook, Instagram, Tumblr?● Is it safe to use your real personal information for an online character? Why?● How can you get an email scam from someone if you never gave your email address to

that person?● If you get a greeting card from a “secret admirer,” should you respond?● Can scams happen on websites that you visit?● If you get a chain letter saying that something bad will happen to you or to someone you

know if you don’t forward it, should you go ahead and forward it to all your friends?

Post-Assessment: “Who Wants to be a Millionaire?”Participants will play a game to end this session. The game will test their knowledge about how to steer clear of cyber tricks. The game includes the same pre-assessment questions as well as a few additional questions from the session.

Who Wants to be a Millionaire? A Cyber Security Game (Answers in italics.)● For $100: Is it safe to use your real personal information for an online character?

A. Yes, it doesn’t matter.B. Yes, but only your real name, address, and age.C. Yes, but only once in a while.D. It’s better not to reveal personal information, even when creating an online

character. ● For $200: Phishing means…

A. Using a phishing pole in the water and catching phish.B. Someone should have been more careful with the spell check.C. Websites and emails created just to trick you so cybercriminals can steal your

information.D. All of the above

● For $300: Can you get an email scam from someone even if you never gave your email to that person?

A. No, you can only receive an email scam from someone you know.B. Yes, phishing scams use software to take other sources.

C. No, you can only receive an email scam if you give out your email to too many friends.

D. No, only friends and family know your email. ● For $500: Which of the following is not a tip to avoid falling for scams?

A. Thinking before you click.B. Doing a web search for a company’s name before you give them any information

about yourself.C. Read the fine print.D. All of the above.

● For $1000: Chain emails are...A. A way to ensure you have good luck.B. A way to stay in touch with your friends.C. A way for you to help cybercriminals to spread scams and tricks.D. None of the above

● For $2000: Personality tests are...A. A fun way to learn more about yourself.B. A way for cybercriminals to collect facts about you to collect your private

information.C. A way of making you more attractive to the opposite sex.D. None of the above

● For $4000: Pop-Up ads are...A. Funny jokesB. Just annoying advertisements but generally safe.C. A way to win contests and get fun electronics.D. None of the above

● For $8000: By entering your email address in the “free coupon” pop-up ad after placing an order with Orbitz, Priceline.com, Buy.com, 1-800 Flowers, Continental Airlines, Fandango you get...

A. A $10 off coupon on your next order sent to your email.B. A $10 off coupons on your next order sent with your order.C. A repeating charge from a “web loyalty” company on your credit charge.D. None of the above

● For $16000: Which of the following is also a scam?A. Become a laptop tester.B. Free sports equipment for filling out a survey.C. Bank of America security asking you to change your password.D. All of the above

● For $32,000: Legitimate companies rarely send you emails that require you to enter your account name/username/password immediately or face really bad consequences. How do you check to be sure the email is really from a company you know?

A. Open your web browser and log–on to the site the way you normally would.B. Click on the link in the email.C. NothingD. None of the above

● For $64,000: If you receive a phishing email you should A. Report it to antiphishing.com or spam.uce.govB. Nothing, it is not going to hurt anyone if nothing is done.C. Reply back to the email with rude words.D. None of the above

● For $125,000: Preventive measures that can be used includeA. Using anti-virus, anti-spyware software and a firewall.B. Thinking twice before opening attachments and clicking links even from people

and companies I know.C. Telling everyone who uses a computer about ways to protect themselves and

their computer.D. All of the above

● For $250,000: Identity theft only occurs to...A. AdultsB. Youth who share personal information.C. People with firewalls installed on their computers.D. All of the above

● For $500,000: According to http://docs.apwg.org/reports/apwg_trends_report_Q4_2012.pdf, which industry sector saw a rise in phishing attacks?

A. Social NetworkingB. GamingC. FinancialD. None of the above

● For $1 Million: Sending personal information like a social security or credit card number by email is ok if...

A. It is to a well-known company.B. It is to my school.C. It is to my family.D. None of the above

Appendix B: Evaluation Survey

Lesson: Becoming an Online Sleuth

Which activities will you use in your classroom?❏ Hook/Attention Activity❏ True/False Questions❏ Video or Key Concepts❏ Activity: Domains❏ Comparing Websites❏ Additional Activity: Scavenger Hunt❏ Activity: Source Comparison Tool

❏ Additional Activity: Source Sleuth Game❏ Other: ________________________________________________

What was the MOST helpful part of this lesson?❏ Hook/Attention Activity❏ True/False Questions❏ Video or Key Concepts❏ Activity: Domains❏ Comparing Websites❏ Additional Activity: Scavenger Hunt❏ Activity: Source Comparison Tool❏ Additional Activity: Source Sleuth Game❏ Other: ________________________________________________

What was the LEAST helpful part of this lesson?❏ Hook/Attention Activity❏ True/False Questions❏ Video or Key Concepts❏ Activity: Domains❏ Comparing Websites❏ Additional Activity: Scavenger Hunt❏ Activity: Source Comparison Tool❏ Additional Activity: Source Sleuth Game❏ Other: ________________________________________________

Other Comments: ____________________________________________________________

How would you modify this lesson? ______________________________________________

These activities fulfilled the objectives outlined at the beginning of the workshop?❏ Strongly Agree❏ Agree❏ Neutral❏ Disagree❏ Strongly Disagree

Lesson: Manage Your Digital Footprint - Protect Yourself

Which activities will you use in your classroom?❏ I Know/I Want to Know (handout)❏ Hook/Attention Activity❏ Video❏ Activity 1: Creating Strong Passwords

❏ Activity 2: Keep Your Passwords Safe❏ Activity 3: Creating Strong Answers to Secret Questions❏ Other: ________________________________________________

What was the MOST helpful part of this lesson?❏ I Know/I Want to Know (handout)❏ Hook/Attention Activity❏ Video❏ Activity 1: Creating Strong Passwords❏ Activity 2: Keep Your Passwords Safe❏ Activity 3: Creating Strong Answers to Secret Questions❏ Other: ________________________________________________

What was the LEAST helpful part of this lesson?❏ I Know/I Want to Know (handout)❏ Hook/Attention Activity❏ Video❏ Activity 1: Creating Strong Passwords❏ Activity 2: Keep Your Passwords Safe❏ Activity 3: Creating Strong Answers to Secret Questions❏ Other: ________________________________________________

Other Comments: ____________________________________________________________

How would you modify this lesson? ______________________________________________

These activities fulfilled the objectives outlined at the beginning of the workshop?❏ Strongly Agree❏ Agree❏ Neutral❏ Disagree❏ Strongly Disagree

Lesson: Manage Your Digital Footprint - Be Respectful to Yourself and Others

Which activities will you use in your classroom?❏ Hook/Attention Activity❏ Online Citizenship Rules❏ Community Guidelines for YouTube❏ Community Rules (handout)❏ Action to Take with Online Bullies❏ Extended Activities❏ Other: ________________________________________________

What was the MOST helpful part of this lesson?❏ Hook/Attention Activity❏ Online Citizenship Rules❏ Community Guidelines for YouTube❏ Community Rules (handout)❏ Action to Take with Online Bullies❏ Extended Activities❏ Other: ________________________________________________

What was the LEAST helpful part of this lesson?❏ Hook/Attention Activity❏ Online Citizenship Rules❏ Community Guidelines for YouTube❏ Community Rules (handout)❏ Action to Take with Online Bullies❏ Extended Activities❏ Other: ________________________________________________

Other Comments: ____________________________________________________________

How would you modify this lesson? ______________________________________________

These activities fulfilled the objectives outlined at the beginning of the workshop?❏ Strongly Agree❏ Agree❏ Neutral❏ Disagree❏ Strongly Disagree

Lesson: Manage Your Digital Footprint - Street Smart

Which activities will you use in your classroom?❏ Hook/Attention Activity❏ Video❏ What Would You Do?❏ How Much to Share?❏ Other: ________________________________________________

What was the MOST helpful part of this lesson?❏ Hook/Attention Activity❏ Video❏ What Would You Do?❏ How Much to Share?❏ Other: ________________________________________________

What was the LEAST helpful part of this lesson?❏ Hook/Attention Activity❏ Video❏ What Would You Do?❏ How Much to Share?❏ Other: ________________________________________________

Other Comments: ____________________________________________________________

How would you modify this lesson? ______________________________________________

These activities fulfilled the objectives outlined at the beginning of the workshop?❏ Strongly Agree❏ Agree❏ Neutral❏ Disagree❏ Strongly Disagree

Lesson: Identify Tricks and Scams Online

Which activities will you use in your classroom?❏ Hook/Attention Activity❏ Guidelines to Follow❏ Video❏ Phishing Scams❏ Activity: Who Wants to Be a Millionaire?❏ Other: ________________________________________________

What was the MOST helpful part of this lesson?❏ Hook/Attention Activity❏ Guidelines to Follow❏ Video❏ Phishing Scams❏ Activity: Who Wants to Be a Millionaire?❏ Other: ________________________________________________

What was the LEAST helpful part of this lesson?❏ Hook/Attention Activity❏ Guidelines to Follow❏ Video❏ Phishing Scams❏ Activity: Who Wants to Be a Millionaire?❏ Other: ________________________________________________

Other Comments: ____________________________________________________________

How would you modify this lesson? ______________________________________________

These activities fulfilled the objectives outlined at the beginning of the workshop?❏ Strongly Agree❏ Agree❏ Neutral❏ Disagree❏ Strongly Disagree

Additional Thoughts

I would attend this workshop again.❏ Yes❏ No❏ Yes, with more modifications

Which workshop was MOST helpful?❏ Becoming an Online Sleuth❏ Manage Your Digital Footprint - Protect Yourself❏ Manage Your Digital Footprint - Be Respectful to Yourself and Others❏ Manage Your Digital Footprint - Street Smart❏ Identify Tricks and Scams Online

Which workshop was LEAST helpful?❏ Becoming an Online Sleuth❏ Manage Your Digital Footprint - Protect Yourself❏ Manage Your Digital Footprint - Be Respectful to Yourself and Others❏ Manage Your Digital Footprint - Street Smart❏ Identify Tricks and Scams Online

Are there any other topics that should be covered in this curriculum? ____________________

Appendix C: Data Results

The survey was conducted over 30 days and the full sample size was 570. (303 teachers, 189 students and 78 parents) The district FTE student count for the district is 23,000.

Main Survey Results

● 9 out of 10 Parents think it's important that their children learn about digital citizenship.● Over 50% of educators think the district emphasizes digital citizenship less than it

should.● Less than 40% of Feel very well prepared to teach digital citizenship.