1. Digital Citizenship Webquest
Student Page
[Teacher Page]
Title
For Students in the 8th grade computer class
Introduction
Designed by
Rebecca Price & Lucas Gagne
Task
&
Process
Evaluation
Conclusion
Based on a template from The WebQuest Page
Image Found at
Credits

2. Introduction Student Page
[Teacher Page]
Title
Welcome to a webquest about digital citizenship. Throughout this webquest you will learn about digital citizenship and the nine themes that go along with it.
Digital citizenship can be defined as the use of appropriate and responsible behavior with regard to the use of technology.
There are nine main points, or themes, that go along with explaining and understanding what digital citizenship is: digital access, digital commerce, digital communication, digital literacy, digital etiquette, digital law, digital rights and responsibilities, digital health and wellness, and digital security. These nine themes can be broken into three groups, respect (etiquette, access, law), educate (communication, literacy, commerce), and protect (rights and responsibility, safety, health and welfare).
Introduction
Task
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3. The Task
Student Page
[Teacher Page]
The task assigned with the webquest is quite simple. The class will be divided up into three groups. Each group will be assigned a category from the digital citizenship REP (respect, educate, protect). You will follow the process laid out to find the information needed to teach the rest of the class about your category. You may use any type of format you wish (PowerPoint, word, excel, movie maker, etc.). Each group will share their three themes, why they are important, how to use them, and find one fun example. This can be done by having the class do an activity, showing a video (from YouTube for example), or doing a skit for the class. It will be prevalent that the group shares their citations and that they have a clear understanding of the information.
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4. The Process Student Page Title Introduction Task Process Evaluation
[Teacher Page]
We will now walk through the process of the webquest in detail.
You will be broken down into three groups.
Respect- etiquette, law, access
Educate- communicate, literacy, commerce
Protect- Rights and responsibility, safety, health and welfare
After you are assigned your group topic (respect, educate, protect) you will begin reading the articles, searching the websites, and other internet resources provided for information.
Make sure your research answers these questions:
What are the three themes listed in my category?
Do I know why each theme in my category is important?
Do I understand what each theme is?
When will I use this theme?
Why is it important for others to know more about each them?
How will I use each theme in my daily technological life?
You will then decide which format you wish to teach from. You may choose from PowerPoint, Word, Excel, or MovieMaker.
After choosing your format, gathering your research, it is time to create your project. You may search using a search engine (google, yahoo, anglefire, etc.) for example of different set ups on how you want to present your information. Make sure each presentation includes the previous stated questions in an educated and informative way. You must know the information before sharing it with others!
After creating your project, you must remember that you also have to share with the class a fun skit, short movie, or activity to help connect your themes to our lives.
Remember, the class needs to know the websites in which you gained your information. If further investigation was inquired, the other students will want your resources.
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5. Multimedia Project : Webquest
Evaluation
Student Page
[Teacher Page]
Multimedia Project : Webquest
Teacher Name: Teacher Name
Student Name:     ________________________________________
CATEGORY 4 3 2 1
Mechanics
No misspellings or grammatical errors.
Three or fewer misspellings and/or mechanical errors.
Four misspellings and/or grammatical errors.
More than 4 errors in spelling or grammar.
Presentation
Well-rehearsed with smooth delivery that holds audience attention and informs the audience.
Rehearsed with fairly smooth delivery that holds audience attention and informs the audience most of the time.
Delivery not smooth, but able to maintain interest of the audience and informs the audience most of the time.
Delivery not smooth and audience attention often lost.
Content
Covers all three Digital Citizenship subtopics (assigned part of REP) in-depth with details and examples. Subject knowledge is excellent.
Includes essential knowledge about the three Digital Citizenship subtopics (assigned part of REP). Subject knowledge appears to be good.
Includes essential information about the Digital Citizenship subtopics (assigned part of REP) but there are 1-2 factual errors.
Content is minimal OR there are several factual errors. Very little or no information on the Digital Citizenship subtopics (assigned part of REP)
Requirements
Web quest and presentation completed excellently.
Web quest and presentation completed.
Web quest or presentation not completed satisfactorily.
Web quest and presentation not completed.
Workload
The workload is divided and shared equally by all team members OR This team member fulfilled their role and work together with other members.
The workload is divided and shared fairly by all team members, though workloads may vary from person to person OR
This team member fulfilled their role independently.
The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work OR This team member did not fulfill their role equally.
The workload was not divided OR This team member doesn’t fulfill their role at all.
Date Created: Oct 02, :49 pm (UTC)
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6. Conclusion Student Page Clip Art Images Title Introduction Task
[Teacher Page]
Congratulations! You have completed the Webquest, and you now know how to be a good digital citizenship. Being a good digital citizen is just as important as being a good citizen outside of technology. Additional Resources for you to further your knowledge on digital citizenship, and especially cyber bullying are listed below! As you leave the Webquest remember, how you use digital resources and how you are presented on the internet are up to you!
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7. Credits & References Student Page Title Introduction Task Process
[Teacher Page]
(2012). Be a digital citizen. (2012). [Web]. Retrieved from
(2011). Retrieved from
Cabral, K. (2007). Cyber bullying.
Retrieved from
school/cyber-bullying
Childnet. (2005). Digizen. Retrieved from
Henningson, J. E. (2012, 13 04). American spcc.
Retrieved from
Thanks to The WebQuest Page and The WebQuest Slideshare Group for giving us the tororial and help to make a webquest.
NCMEC. (2001). Netsmartz workshop:a program of the
national center for missing and exploited children.
Retrieved from
PACER, (2012). Pacer. Retrieved from
Ribble, M. (2012). 
Retrieved from
Title
Introduction
Task
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Credits
Thanks to The WebQuest Page and The WebQuest Slideshare Group for giving us the tororial and help to make a webquest.

8. Digital Citizenship Teacher Page Title Introduction Process Conclusion
[Student Page]
Teacher Page
A WebQuest for 8th Grade Computer Class
Title
Introduction
Designed by
Rebecca Price and Lucas Gagne
Rlp40 and lmg64
Process
Conclusion
Credits
Based on a template from The WebQuest Page
Image Found at

9. Introduction (Teacher)
[Student Page]
Teacher Page
This lesson was designed for a project in an Educational Technology class at the University of Akron. The purpose of this lesson is to give middle school (up through high school) computer class students a base knowledge about digital citizenship in a short amount of time, while giving the students practical, hands-on experience in presenting the material they learned on a technology-based medium.
Students will learn how to properly use the internet, as well as some basics for collecting and using internet resources. Also, they will learn to present information in an engaging manner, in order to teach others.
Students will need to have a basic knowledge of computers, the Internet, and at least one mode of presentation (as much as would be taught in the first few weeks of computer class).
Resources needed include a class set of computers (at LEAST one computer for every two to four students), as well as an internet connection. The computers should be preloaded with software that can be used for presenting.
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10. The Process (Teacher) Teacher Page Title Introduction Process
[Student Page]
Teacher Page
This project should be given 3-5 class periods of time (depending on what the teacher wants for the presentations) for the groups to finish the webquest and presentation. During these class periods the teacher should go from group to group assisting and giving advice when needed, as well as keeping all group members involved and on task.
The groups should be split up either randomly or by mixing highly motivated students with students with less motivation. This would ensure the class gets an adequate explanation of each part of digital citizenship. If you find it difficult to keep all students involved, you can assign more specific roles to each group member.
The teacher should try to move about the room and answer questions quickly, as individual students will be in all different places in the webquest. It is highly suggested that the teacher complete the webquest and become very familiar with the sources and steps involved.
The teacher could also vary this project by assigning parts of it to do at home (for example, reading up on the given sources) and just do the group presentation in class. This would be helpful for classes with few computers or limited time.
This project should be evaluated by the effort put in, and quality of the presentation. If the presentation engages the rest of the class and accurately and completely addresses their assigned content, they deserve top marks.
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11. Conclusion (Teacher) Teacher Page Title Introduction Process
[Student Page]
Teacher Page
According to digitalcitizenship.net, “Digital Citizenship is more than just a teaching tool; it is a way to prepare students/technology users for a society full of technology.” Digital Citizenship prepares students for future classes and jobs, especially in subjects like plagiarism and netiquette. Just as learning to be a citizen of a country helps give a person a baseline for what they need to know and how they should act, becoming a digital citizen is important to students futures by giving them guidelines to follow in the online world.
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Introduction
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