Digital Footprints: "Who Are You?" vs. "Where Are You?"

Learning Resource Type

Learning Activity

Subject Area

Digital Literacy and Computer Science
English Language Arts

Grade(s)

1

Overview

Through class conversation and research, students determine the difference between private and personal information and what is okay to share in a digital environment. Students will also discuss the two ways to leave a digital footprint: one that tells others who you are and one that tells others where you are.

This activity was created as a result of the DLCS COS Resource Development Summit.

Phase

Before/Engage
Digital Literacy and Computer Science (2018) Grade(s): 1

DLCS18.1.R2

Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

UP:DLCS18.1.R2

Vocabulary

  • credit

Knowledge

Students know:
  • to respect the work of others.
  • to give credit to others when using their work.
  • to obtain permission when possible to use the work of others.

Skills

Students are able to:
  • understand pieces of work belongs to someone else.
  • understand that it is necessary to give credit to others when using their work.
  • understand they should obtain permission when possible to use the work of others.

Understanding

Students understand that:
  • work produced by someone belongs to that person.
  • if they want to use someone's work they must give that person credit.
  • sometimes it is necessary to ask permission to use someone's work.
    •
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.4

    Demonstrate age-appropriate methods for keeping personal information private.

    UP:DLCS18.1.4

    Vocabulary

    • password
    • public
    • private
    • username
    • icon
    • avatar

    Knowledge

    Students know:
    • that passwords protect their private information.
    • passwords should be kept private.
    • photographs and usernames can be used as identifying information.
    • photogrpahs and usernames shared online should not identify them.

    Skills

    Students are able to:
    • keep their passwords private.
    • choose icons and avatars instead of a photograph of them.
    • create usernames that don't identify them to the public.

    Understanding

    Students understand that:
    • they have personal information that identifies them and it should not be shared.
    • safety rules are important to follow when using a computer.
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.6

    Identify appropriate and inappropriate behaviors for communicating in a digital environment.

    UP:DLCS18.1.6

    Vocabulary

    • cyberbullying

    Knowledge

    Students know:
    • that speaking, writing, or behaving unkindly in a digital environment is bullying.
    • taking turns is polite.

    Skills

    Students are able to:
    • take turns.
    • speak, write, and behave respectfully toward others and their work in a digital environment.

    Understanding

    Students understand that:
    • kind and respectful behavior in a digital environment is very much like that out of the digital environment.
    Digital Literacy and Computer Science (2018) Grade(s): 1

    DLCS18.1.7

    Recognize that a person has a digital identity.

    UP:DLCS18.1.7

    Vocabulary

    • identity
    • digital
    • permanent

    Knowledge

    Students know:
    • what they say and do on the internet or a collaborative digital environment is permanent.
    • what they say and do on the internet or a collaborative digital environment is part of their identity.

    Skills

    Students are able to:
    • tell that the way in which they behave, work, and play in a collaborative environment such as an online game and/or learning environment is a part of their identity.

    Understanding

    Students understand that:
    • their behavior, words, and actions in an online collaborative environment is a part of their identity.
    ELA21.1.R1
    ELA21.1.3

    Learning Objectives

    Students will describe a digital footprint.

    Students will voice the difference between private and personal information. 

    Students will voice what type of information locates them.

    Students will keep identifying information private. 

    Students will identify respectful behaviors on and offline.

    Students will ask and answer questions to gain more knowledge on a topic or to clarify something that isn't understood.

    Students will participate in a group conversation by listening, taking turns, asking questions, and offering suggestions about the topic.

    Activity Details

    Watch this video together. Stop and ask/answer questions when appropriate if students need to ask clarification questions.

    1. Discussion questions to consider:
      1. What is a digital footprint?
      2. If a fingerprint/footprint can identify who I am, what can identify me in a digital world?
      3. Why is it important not to give away information about where you are?
      4. Why is it important to behave kindly and respectfully in a digital environment?
      5. Can my digital footprint wash away or be erased?
      6. Do I have a responsibility with OTHER people's private and personal information?

    Title a chart called "My Information". Create a T-chart underneath with the titles: private vs. personal.

    Open a discussion to the class about private vs. personal information. Anything under private should NEVER be shared in a digital environment. Use predetermined protocols for class discussions, such as Socratic seminar, to structure the conversation. 

    Once the chart is complete reflect on HOW we can keep that information private when we are online playing games, working with others, etc.

    Have students reflect in a journal or in another way about how to keep themselves safe from others in the digital world. 

    Assessment Strategies

    Teacher observation through discussions and conversations.

    Student's T-chart responses. Example answers here.

    Student reflection piece.

    Background / Preparation

    The teacher will need chart paper or an interactive whiteboard to create T-chart.

    Follow the Digital Trail Video
    https://www.commonsense.org/education/videos/follow-the-digital-trail

    Approved Date

    Owner (Author)

    mbounds
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