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Action Plan Goal
Begin implementing your 1-to-1 program, involving each stakeholder accordingly in the onboarding process.
Call to Action What are your initial steps for rolling out your 1-to-1 program? What are your longer-term goals? How will you emphasize to students the importance of making safe, responsible, and respectful decisions from the start?
LATER
NOW
o Incorporate
o Familiarize
Incorporate digital literacy and citizenship lessons into your short- and long-term planning. For inspiration, visit our Scope & Sequence (www.commonsense.org/educators/scope-and-sequence)
Familiarize students with your school’s 1-to-1 program. Equip them with the onboarding skills and resources they need to use their devices in enriching and responsible ways.
Resources: Planning Calendar
Resources: Student Boot Camp
o Help
o Teach
Help families manage students’ use of their devices outside of school. Bring them up to speed with your school’s policies. Encourage them to establish their own guidelines around using media and technology at home.
Teach students to care for and maintain their devices, and help remind them about ongoing upkeep.
Resources: Family Media Agreement | Customizable Device Contract
Resources: Care & Maintenance Posters
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Customizable Device Contract Things to keep in mind...
Before creating a family contract about your kid’s personal or school-issued device, talk about how the device will be used at home. Use the suggested guidelines below to help make sure that you and your kid are on the same page. Then use the customizable form to outline your agreed-upon expectations.
Where, When, and How Long? • Decide where you’re comfortable having your kid use the device. Can they only use it in family spaces, like a family room or kitchen? Can they bring it into their bedroom or the bathroom? Can they use it at the dinner table? • Consider the difference between using a device for homework and using it for entertainment. Your kid’s school may have specific policies for what a device is to be used for and by whom (e.g., no siblings!). • Talk about what it means to “balance” time spent with technology, media, and other activities. What are some steps your family can take to balance screen time with face-to-face time? Do you want to make the dinner table a device-free zone, in which no family member (not even the adults) may use a cell phone, tablet, or computer? Do you want to set a curfew for when devices need to be shut off?
Checking In • Explain that as the parent or caregiver, part of your job is to guide them. Identify ways to maintain open, honest communication with your kids about their device. • Discuss how you’ll monitor the device. Do you want to check up on how they’re using their device? If so, how? Will you ask your kid to give you access to their emails, texts, IMs? Will you review their search history (which can be deleted) from time to time? • Talk with your kid about the kinds of apps they’ll be using and accounts they’ll have. Ask them to show you their favorites, as well as the ones they use most. How do they work? What’s so cool about them? How do these tools support their learning process?
Privacy Settings • Practice creating a strong password together. Use at least eight characters, mix letters, numbers, and symbols, and avoid including any private information such as names, addresses, birth dates, etc. Remember to have your child write down usernames and passwords (as well as their username, if they need one) and keep the information stored in a safe place. • Discuss the importance of not sharing passwords with others, and decide whether parents should be an exception to the rule. One idea is to have kids create their own passwords but have them accessible to parents in a sealed envelope for emergencies. • Review privacy policies and privacy settings together. Make sure your kids understand what private and personal information companies may or may not be collecting. Decide how public or private an audience you all are comfortable with when it comes to sharing and posting.
Care & Maintenance • Discuss what you consider to be responsible care and maintenance of what are often expensive tools. Where will the device be stored and charged at home? Why is it important to treat the device gently and not toss it or shove it into a backpack? • Outline the responsibility factor. Discuss what will happen and who’s responsible if the device gets stolen, lost, or broken — even if by accident.
Communicating Responsibly Online • Talk about the difference between using the device to communicate with classmates for school-related work and using it for hanging out or goofing off with friends. What are the school’s guidelines for appropriate use? How will you enforce similar expectations at home? • Discuss your family rules for social networking and messaging – with people they know, sort of know, or don’t know at all. What does it mean to be respectful to and respected by others? What does that look like? Use this as a springboard for a discussion about cyberbullying, privacy, and safety. Essentials Program
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Family Tablet Contract
This contract outlines my family’s expectations for how I use my school-issued device at home. We agreed upon the following:
Where, When, and How Long
We talked about what it means to use the device appropriately and respectfully at home. Here’s what we came up with:
Checking In
We talked about how we, as a family, will stay involved in how the device is used and what it’s used for. We agree to:
Privacy Settings
We talked about what kinds of accounts I’ll have and how I can best protect my private information. We agree to:
Care & Maintenance
We talked what it means to take good care of my device at home, and what might happen if it’s broken, stolen, or lost. We agree to:
Communicating Responsibly Online
We talked about the different ways I might communicate with other people using my device, and what safe, responsible, and respectful communication looks like. We agree to:
x
x signed by me
Essentials Program
signed by my family member
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Family Media Agreement: K- 5 I will . . . stay safe.
I will not give out any private information, such as my full name, date of birth, address, or phone number, without my family’s permission. I will keep my passwords private and only share them with my family. I will tell a trusted adult if anyone online makes me feel uncomfortable, sad, or unsafe. I will recognize that my safety is more important to my family than anything else.
think first. I will communicate kindly when I use the Internet or my cell phone. I will not tease, embarrass, or bully others. I know that the Internet is public, and I will respect myself and others when I’m using it. I will not pretend that I created something that’s not actually my own work.
stay balanced. I know that not everything I read, hear, or see online is true. I will respect my family’s decisions for what I’m allowed to watch, play with, or listen to, and when. I will continue to enjoy the other activities – and people – in my life.
In exchange, my family agrees to . . . recognize that media is a big part of my life, even if they don’t always understand why. talk with me about what worries them and why, before saying “no.”
x
x signed by me
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signed by my parent or caregiver
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Family Media Agreement: 6-8 I will . . . stay safe.
I will not create accounts or give out any private information – such as my full name, date of birth, address, phone number, or photos – without my family’s permission. I will not share my passwords with anyone other than my family. I will ask my family to help me with privacy settings if I If anyone makes me feel pressured or uncomfortable, or acts inappropriately toward me online, I’ll stop talking to that person and will tell a friend or family member I trust about it.
think first. I will not bully, humiliate, or upset anyone online or with my phone – whether through sharing photos, videos, or I know that whatever I share online or with my cell phone can spread fast and far. I will not post anything online that could harm my reputation. Whenever I use, reference, or share someone else’s creative work online, I will give proper credit to the author or artist.
stay balanced. I know that not everything I read, hear, or see online is true. I will consider whether a source or author is credible. I will help my family set media time limits that make sense, and then I will follow them. I will be mindful of how much time I spend in front of screens, and I will continue to enjoy the other activities – and people – in my life.
In exchange, my family agrees to . . . recognize that media is a big part of my life, even if they don’t always understand why. talk with me about what worries them and why, before saying “no.”
x
x signed by me
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signed by my parent or caregiver
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Family Media Agreement: 9-12 I will . . . stay safe.
of information these companies can collect about me.
think first.
those who do.
stay balanced.
In exchange, my family agrees to . . .
let me make some mistakes and help me learn from them.
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Boot Camp: Grades K-2
A “boot camp” should introduce students to the basic skills, competencies, and resources they’ll need to use their 1-to-1 devices in enriching, responsible, and respectful ways. Below are sample session topics, objectives,
Scheduling: We recommend addressing all of the topics below before giving students their devices, or before allowing them to take them home. Consider scheudling the sessions below into half- or full-day boot camps. Involving Families: Consider any boot camp topics that are also relevant to your parent community. For example, many schools require that parents or caregivers review and sign an acceptable use policy (AUP) with kids at home. A district might also organize a parent education night before or at the beginning of student training. You may also want to recruit parents to help out during the boot camp sessions. Session
Objectives
Sample Activity
Acceptable & Responsible Use
Students will be able to ...
Estimated time: 15 minutes
describe what it means to take care
Have students imagine what it would be like (or is like) to have
of something.
a class pet. Invite them to describe the experience of caring
discuss why it’s important to take responsibil-
for it (for example, handling it gently, feeding it, taking care of
ity when using a school-issued device. students describe what it means to be responsible for something. Relate the experience of being responsible with a class pet to being responsible when using a school-issued device.
Care & Handling
Students will be able to ...
Estimated time: 15-30 minutes
explain the basics of how to properly use
Introduce students to the “iPadosaurus” (or “Tab-o-saurus”),
tablet device.
who often forgets to take care of his tablet. Come up with “Dino,
review classroom rules and routines for
Don’t!” and “Dino, Do!” rules for using and handling a tablet
properly handling a device.
properly in the classroom. For example, “Dino, DON’T use your tablet without your your teacher’s permission.” “Dino, DON’T press the buttons too hard!” “Dino, DON’T toss your tablet around. It’s not a toy!” “Dino, DO carry your tablet with both hands.” “Dino, DO charge your tablet when it runs out of battery.” “Dino, DO keep your tablet in its case and put it back in its
Device Basics
Students will be able to ...
Estimated time: 15-30 minutes
demonstrate how to use key tablet buttons.
Show students the following key buttons, functions, and icons of
recognize key status icons on the
their tablet: turning on/off, unlocking, adjusting volume, closing
tablet screen.
and opening apps, charging, using headphones. Then pretend that you have a visitor (a stuffed animal or a puppet) who has no idea what a tablet is and how it works. Have students answer the visitor’s questions about the tablet and demonstrate how to use the device, when prompted.
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Session
Objectives
Sample Activity
Internet Safety
Students will be able to ...
Estimated time: 45 minutes
compare how staying safe online is similar
Teach Common Sense Media’s lesson “Going Places Safely,” in
to staying safe in the real world.
which students explore the power of the Internet to take them to
explain rules for traveling safely on
places that they might not be able to visit in person. After
the Internet.
watching and discussing a video, students learn that they should follow safety rules when they travel online, just as when traveling in the real world.
Introduction to Core Apps
Students will be able to ...
Estimated time: 45 minutes
try out the apps they will use most
Set up a few different app stations around the room, with a
frequently in class.
teacher or parent at each one. Have groups or students rotate
discuss the difference between using a
from station to station, exploring how the apps work.
tablet for entertainment and using it for school-related work.
Safe & Ethical Use
Students will be able to ... identify a good digital citizen as someone
Estimated time: 15-30 minutes Share Common Sense Media’s All Digital Citizens classroom
who is responsible and respectful in the digital world (and beyond).
uses technology in safe, responsible, and respectful ways. Then have students stand up and, as you review the different “parts”
Culminating Activity
(protects private information, respects
of a digital citizen, invite students to act them out with their
oneself and others online, stays safe online,
bodies. (For example, have students physically “stand up” to
stands up to cyberbullying, balances time
cyberbullying, or balance on one foot to illustrate balancing
spent with technology).
time spent with media.)
Students will be able to ...
Estimated time: 60 minutes
describe ways to use tablets for schoolwork.
Create a short video presentation for students’ families to
explain how a feature of their device or an
give them a taste of how tablets are being introduced into the
app works.
classroom. Film students sharing their “expert” knowledge about tablets. Consider asking students broader questions like: What are some interesting things you can do with a tablet?
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Boot Camp: Grades 3-5
A “boot camp” should introduce students to the basic skills, competencies, and resources they’ll need to use their 1-to-1 devices in enriching, responsible, and respectful ways. Below are sample session topics, objectives,
Scheduling: We recommend addressing all of the topics below before giving students their devices, or before allowing them to take them home. Consider scheduling the sessions below into half- or full-day boot camps. Involving Families: Consider any boot camp topics that are also relevant to your parent community. For example, many schools require that parents or caregivers review and sign an acceptable use policy (AUP) with kids at home. A district might also organize a parent education night before or at the beginning of student training. You may also want to recruit parents to help out during the boot camp sessions. Session
Objectives
Sample Activity
Acceptable Use Policy (AUP)
Students will be able to ...
Estimated time: 15-30 minutes
describe the purpose of an AUP.
Create a list of DO and DON’T situations, based on your AUP. Have
explain school policies for using their devices
students role-play the situations for their peers. Students who are
appropriately, both at and outside of school.
watching can use signs, or their tablets, to vote on whether the
review the components of the AUP that they
situation is a DO or a DON’T. Follow up with a class discussion.
need to discuss with their parents or guardians.
Care & Handling
Students will be able to ...
Estimated time: 15-30 minutes
explain the basics of how to care for and
-
handle a tablet device.
thing. Have they ever looked after a neighbor’s pet? Have they
describe what it means to care for, or look
ever borrowed something from a sibling or friend? What kinds of
after, something responsibly.
responsibilities did they have? Then have students review some
practice basic tablet maintenance and handling rules, strategies, and /or routines.
care and handling basics for classroom environments, such as: proper storage (cart, backpack, rack) charging stations case specs use at desk (stand, storage, cover) (For classes using tablets, use Common Sense Media’s 1-to-1 Essentials Elementary School Care & Maintenance poster!)
Device Basics
Students will be able to ... demonstrate how to use key exterior buttons,
Create a diagram of your 1-to-1 program device to share with
outlets, and accessories of their tablet.
students. Have them label different parts of the device and what
recognize key status icons on the
their functions are. Consider discussing the following functions,
tablet screen.
buttons, and icons: operating the sleep/wake button and home
practice opening and closing an app, transitioning from app to app, deleting an app.
Essentials Program
Estimated time: 15 minutes
button, turning the device on/off, unlocking the device, adjusting the volume, charging the device, identifying Wi-Fi connection, interpreting battery life.
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Session
Objectives
Sample Activity
Setting Up: Personal Accounts & Security
Students will be able to ...
Estimated time: 45 minutes
set up and log into personal accounts
Use the Privacy Module Guide in Digital Passport™
(e.g., email, messaging, iTunes).
(www.digitalpassport.org) to teach a lesson on Internet Safety
identify criteria for strong passwords.
and Security. Students can begin by playing the onboarding
discuss acceptable use and etiquette regarding accounts (e.g., students should only use their own accounts, not others’).
Introduction to Core Apps
Students will be able to ...
activity Password Protect. Next, students can play the game Share Jumper, in which students evaluate examples of online messages and decide what information is appropriate to share and when. You may also refer to the Privacy Module Guide and
Estimated time: 45-60 minutes
try out the apps they will use most frequently
Organize an app “carousel” activity, wherein small groups of
in classes.
students and teachers rotate from station to station learning about
review school policies for downloading apps.
different apps. Set a timer to make sure that each group can
recognize the difference between using a tablet device for entertainment and using it
spend time at each station equally. Consider inviting students’ family members to join in on the fun!
for school-related work.
Safe & Ethical Use
Students will be able to ...
Estimated time: 45-60 minutes
classify what kinds of information they should
Teach Common Sense Media’s “Digital Citizenship Pledge”
keep private online.
lesson. Students work together to outline common expectations
recognize that the information they put
in order to build a strong digital citizenship community, and
online, or what they do on a device, leaves
each member of the class signs a “We the Digital Citizens…”
a digital “trail.”
pledge. Edmodo members can also access this lesson in Edmodo’s
identify a good digital citizen as someone
“Digital Citizenship Starter Kit.”
who is responsible and respectful in the digital world (and beyond).
Culminating Activity
Students will be able to ...
Estimated time: 90 minutes
use an app to create, save, and share an
Have students create their own animation or video tutorial about
original, digital creation.
something that they learned during their 1-to-1 boot camp. For
teach a topic that they learned during their
example, students can use an app such as Toontastic to create a
1-to-1 boot camp (to a parent, to a younger
story that illustrates the DOs and/or DON’Ts of using their device.
student, etc.).
Or students can create a short video of themselves explaining how
device during their project.
consider having students use an app to reflect on some of the challenges they faced while using their device, using a blog, wiki, or an app such as Explain Everything.
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Boot Camp: Grades 6-8
A “boot camp” should introduce students to the basic skills, competencies, and resources they’ll need to use their 1-to-1 devices in enriching, responsible, and respectful ways. Below are sample session topics, objectives,
Scheduling: We recommend addressing all of the topics below before giving students their devices, or before allowing them to take them home. Consider scheudling the sessions below into half- or full-day boot camps. Involving Families: Consider any boot camp topics that are also relevant to your parent community. For example, many schools require that parents or caregivers review and sign an acceptable use policy (AUP) with kids at home. A district might also organize a parent education night before or at the beginning of student training. You may also want to recruit parents to help out during the boot camp sessions. Session
Sample Objectives
Sample Activity
Acceptable Use Policy (AUP)
Students will be able to ...
Estimated time: 30 minutes
describe school policies for using their devices appropriately, both at and outside of school. connect the policies in your AUP to broader school community norms and other policies, such as classroom policies, social media policy, etc. identify how the AUP applies after school hours and beyond campus (if applicable).
Device Basics & Care
Students will be able to ... describe the purpose of key exterior buttons, outlets, accessories, and status icons on their devices. review basic tablet maintenance and handling rules, strategies, and/or routines. review the IT support systems available to them at school and discuss protocol for cases in which a device is lost, broken, or stolen.
Arrange students into small groups and assign each group a different case study scenario related to the AUP. Provide 2-3 discussion questions for each case study. Then have representatives from each group share out their assigned scenario and summarize their group discussion. Invite other class members to chime in with their reactions, as well. Throughout the session, encourage AUP supports those norms. Estimated time: 30-60 minutes Have students create KWL charts (Know, Want to Know, and Learned) at the beginning of the session. Working in small groups, have students review the basics of their devices (e.g., using the sleep/wake and home button, turning the device on/off, unlocking the device, adjusting the volume, charging the device, swiping and scrolling, connecting to the Internet, printing, storing data, etc.). Also, introduce students to key status icons (e.g., Wi-Fi, Battery, Syncing, Lock, Alarm). Then share with students some “getting started” resources that they can refer to later on, such as a user manual or some online tutorial videos. At the end of the session, have students They can also add to the “W” column in a different color to indicate what they’re still curious about. Once completed, these charts will serve as useful resources for teachers and tech coordinators.
Students will be able to ... Setting Up: Personal Accounts set up and log into personal accounts & Security (e.g., email, messaging, iTunes). identify criteria for strong passwords. discuss acceptable use and etiquette regarding accounts (e.g., students should only use their own accounts, not others’).
Essentials Program
Estimated time: 30 minutes Have students create one strong password and one weak password Abraham Lincoln: 4sc0re7yrs@go (Strong) honestabe
(Weak)
Then have students pair up to play hangman, putting the strength of their passwords to the test. Consider using, or aging up, the Password Tips Student Handout from Common Sense Media’s upper elementary school lesson “Powerful Passwords” (www.commonsense.org/educators/scop-and-sequence)
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Session
Sample Objectives
Sample Activity
Introduction to Core Apps
Students will be able to ...
Estimated time: 60 minutes
try out the apps they’ll use most frequently in classes. review school policies for downloading apps. recognize the difference between using a tablet device for entertainment and using it for school-related work.
Safe & Ethical Use of Devices
Students will be able to ... acknowledging that information can spread fast and far.
Have students work in pairs to create one or two video tutorials about a “core app” of their choice. In the video, students can describe what the app does, as well as demonstrate how to use it. You can share these videos with students’ families as part of your family engagement strategy.
Estimated time: 45-60 minutes Refer to Common Sense Media’s lessons “Safe Online Talk,” “Trillion Dollar Footprint,” and “Cyberbullying: Be Upstanding” for activity inspiration.
classify information that should be kept private online. discuss risky online behavior and its potential impact on others’ social and emotional well-being.
“App”- etizers
Students will be able to ... explore a variety of media creation and presentation tools. share tips and tricks with one another for using select media creation and presentation tools. create a model for the year in which teachers and students can share new apps and discuss use cases.
Culminating Activity
Students will be able to ... use apps and tools to solve a variety of challenges or missions. apply what they’ve learned about the proper care and handling of their device. the device for active learning and engagement.
Estimated time: 90 minutes Organize an app “carousel” activity, wherein small groups of students (and teachers!) rotate from station to station learning about different apps. Both teachers and students can lead the app demonstrations. Set a timer to make sure that each group can spend time at each station.
Estimated time: 2-3 hours Create a scavenger hunt around campus in which students search for different QR codes. (A QR or “Quick Response” code is a type of bar code that, when scanned by a smartphone or mobile device, leads to a piece of Web content – a question, a website, an image, a video, etc.) Generate your own set of QR codes and have them link to “assignment” or “mission” for students. Each assignment should prompt students to use a different app on their tablet (for example, “Use GarageBand to create a 30-second song about tablets!”). After completing each assignment, students should receive a hint about the location of the next QR code they need to search for. Leave time at the end of the session for students to
Suggested missions: rules” and then create a slideshow presentation out of it. Create a haiku about tablets and then email it to a teacher involved in the boot camp. Take a photo of your group and message it to a teacher. Note: To complete this activity, students will need a QR code reader on their device. You can download such an app for free on most tablets. To design the scavenger hunt, teachers will need access to a QR code generator; these are available online for free. Teachers will also need a place to upload the content that will be seen when students scan the QR codes. For more information about QR Codes, check out this YouTube video or this Edutopia article, “Five Reasons I Love Using QR Codes in My Classroom.”
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Boot Camp: Grades 9-12
A “boot camp” should introduce students to the basic skills, competencies, and resources they’ll need to use their 1-to-1 devices in enriching, responsible, and respectful ways. Below are sample session topics, objectives,
Scheduling: We recommend addressing all of the topics below before giving students their devices, or before allowing them to take them home. Consider scheudling the sessions below into half- or full-day boot camps. Involving Families: Consider any boot camp topics that are also relevant to your parent community. For example, many schools require that parents or caregivers review and sign an acceptable use policy (AUP) with kids at home. A district might also organize a parent education night before or at the beginning of student training. Session
Sample Objectives
Sample Activity
Acceptable Use Policy (AUP)
Students will be able to ...
Estimated time: 60 minutes
describe school policies for using their devices appropriately, both at and outside of school. relate the AUP to other school policies and norms (e.g., classroom policy, social media policy, etc.). review aspects of the AUP that address behavior outside of school (if applicable).
Device Basics & Care
Students will be able to ... describe the purpose of key exterior buttons, outlets, accessories, and status icons on their devices. review the IT support systems available to them at school and discuss protocol for cases in which a device is lost, broken, or stolen. set up and log into personal accounts (e.g., email, messaging, iTunes).
Prior to the boot camp, involve a group of students in drafting your school’s AUP. During the boot camp, invite these student representatives to help present the AUP, along with appropriate faculty or staff members. Consider having these students help lead small discussion groups with their peers, reviewing different acceptable use scenarios. Emphasize school community norms and how the AUP supports those norms.
Estimated time: 30-60 minutes Have students create KWL charts (Know, Want to Know, and Learned) at the beginning of the session. Then, working in small groups, have them review the basics of their devices (e.g., using the sleep/wake and home button, turning the device on/off, unlocking the device, adjusting the volume, charging the device, swiping and scrolling, connecting to the Internet, printing, storing data, etc.) and key status icons (e.g., Wi-Fi, Battery, Syncing, Lock, Alarm). You may also want to share some “getting started” resources that students can refer to later on, such as a user manual or some online tutorial videos. At the end of the session, have learned. They can also add to the “W” column in a different color to indicate what they’re still curious about.
Introduction to Core Apps
Students will be able to ... try out the apps they’ll use most frequently in classes. review school policies for downloading apps. recognize the difference between using a tablet device for entertainment and using it for school-related work.
Essentials Program
Estimated time: 60 minutes Have students work in pairs to create one or two video tutorials about a “core app” of their choice. In the video, students can describe what the app does, as well as demonstrate how to use it. You can share these videos with students’ families as part of your family engagement strategy.
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Session
Sample Objectives
Sample Activity
Safe & Ethical Use of Devices
Students will be able to ...
Estimated time: 60-90 minutes
social media and mobile technology. recognize that the information they put online, as well as what they do on a device, leaves a digital “trail” that can be searched, saved, and shared. discuss risky online behavior and its potential impact on others’ social and emotional well-being.
App Exploration
Students will be able to ... explore a variety of media creation and presentation tools. share tips and tricks with one another for using select media creation and presentation tools. create a model for the year in which teachers and students can share new apps and discuss use cases.
Culminating Activity
Students will be able to ... use apps and tools to solve a variety of challenges or missions. apply what they’ve learned about the proper care and handling of their device. the device for active learning and engagement.
Have students watch and discuss a few of Common Sense Media’s video vignettes, such as “Abbas’s Story,” “Ricardo’s Story,” and “Emma’s Story,” and “Perspectives on Social Media” (www. commonsensemedia.org/video/educators/student-videos). These videos feature teens sharing real stories and opinions about topics like cyberbullying, privacy, and creating a positive digital footprint. Encourage students to discuss both the upsides and downsides of easily connecting and sharing with others through social and mobile media.
Estimated time: 90 minutes Organize an “app-etizer” activity, wherein small groups of students rotate from station to station learning about different apps. Both teachers and students can lead the app demonstrations. Set a timer to make sure that each group can spend time at each station.
Estimated time: 2-3 hours Engage students in a QR code scavenger hunt challenge. (A QR or “Quick Response” code is a type of bar code that, when scanned by a smartphone or mobile device, leads to a piece of Web content – a question, a website, an image, a video, etc.) Working in groups, have students design a QR code scavenger hunt to set up around campus. The hunt should lead people to different places on campus, while also requiring them to You can create a checklist of parameters to guide what kind of challenges or missions they create (for example, requiring that students include two apps they learned about during the boot camp). Then have groups try out each other’s scavenger hunts. For older students, turn the activity into a competition or assign
Suggested wrap-up questions: How did you use the devices to work collaboratively with one another? What activity or “challenge” are you most proud of creating, and why? Did groups use the same apps or device functions in different ways? If so, how? Note: To complete this activity, students will need a QR code reader on their device. You can download such an app for free on most tablets. To design their scavenger hunts, students will need access to a QR code generator; these are also available online for free. Students will also need a place to upload the content that will be seen when students scan the QR codes. If your videos with students to introduce them to how QR codes work.
Essentials Program
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