(click “Internet smarts” above to begin tutorial)
(Spanish I, 7-9th grade, 12-15 year olds)
The link above will direct you to my interactive story made by Twine focusing on cyberbullying/digital footprint and reputation online. The purpose of this Twine tutorial is for students to discuss with their friend Preston the certain issues that come from misusing social media. This interactive tutorial would be paired with a worksheet with questions that would prompt students to visit the sites mentioned and answer questions related to that additional content as well as the tutorial. In this way, students would be encouraged to seek and apply the information in the activity.
In my Spanish class, this activity would precede an in-class project where students would make fake facebook profiles individually, using a digital template, for a student in a Spanish speaking country and display/write about their likes and dislikes, while commenting on other’s profiles, in Spanish, asking them other questions about their interests by commenting on the same Google doc in the space below the profile . Students will learn not only how to communicate likes and dislikes, plus some of the similarities and differences between students here and in Spanish speaking countries, but also the appropriate ways to use social media that are respectful to others and construct their desired digital identity.
The combination of the Twine tutorial and the activity reinforce the ISTE and VASOL standards as a single unit. In addition, since my classroom as a Spanish classroom is focused on communication, the ways that we communicate and express ourselves on social media is a great topic for me to connect the content of my lessons to 21st Century technology skills.
Here are the VASOL’s in addition to the ISTE standards that apply to the lesson as a whole:
VASOL: Spanish I
-S1.1 “The student will exchange simple spoken and written information in Spanish”
-2: “Express likes, dislikes, requests, descriptions, and directions”
-3: “Ask and answer questions about familiar topics, such as family members, personal belongings, school, and leisure activities, time, and weather”
-S1.7 “The student will develop an awareness of common perspectives, practices, and products of Spanish-speaking cultures.”
-4: “Identify some products of Spanish-speaking cultures, for example, natural and manufactured items, creative and fine arts, forms of recreation, pastimes, dwellings, regionally-specific language, and symbols”
-2: Digital Citizen: Students recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical.
-2a “Students cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world”
-3: Knowledge constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
-3a “Students plan and employ effective research strategies to locate information and other resources for their intellectual or creative pursuits”
-3c “Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions”