Digital Citizenship

Digital Detectives on the Case:Investigating Our Digital Footprints

What do fairy tales and digital citizenship have in common? Quite a lot, according to our fourth and fifth graders!

Recently, students stepped into the role of Digital Detectives, taking part in a fun investigation to solve a mystery in Fairyland. Someone had stolen a valuable item, and the only clues were the digital footprints left behind. By examining messages, online posts, and shared information from different fairy-tale characters, students worked together to determine who the thief might be.

This engaging activity, created by Zak Kolar (see below), helped students see that our actions online leave tracks—just like footprints in the snow. Every post, comment, search, or shared photo can leave clues about who we are and what we do.

As detectives, students practiced looking closely at evidence, discussing possibilities, and explaining their reasoning. More importantly, they began to understand that their own digital choices matter. The conversation naturally led to ways students can make safe, responsible decisions and protect their digital reputations.

Activities like this help digital citizenship feel real and memorable. When students actively investigate and solve problems, the learning sticks—and they begin to think more carefully about the trails they leave behind online.

Essential Questions

What is a digital footprint, and how is it created?

What can someone learn about us from the information we share online?

How can we make responsible choices to create a positive digital footprint?

Massachusetts DLCS Standards Addressed (Grades 3–5)

This lesson supported elements of the Digital Citizenship and Safety strand, including students’ ability to:

Explain that information shared online contributes to a digital footprint that can be searched, copied, and shared.

Demonstrate responsible and respectful behavior when using digital tools and online spaces.

Identify strategies for protecting personal information and making safe choices online.

________________________

Digital Citizenship

Keeping Private Information Private:Learning Digital Safety in Grade 3

Recently, third-grade students learned about an important digital citizenship topic: staying safe online by keeping private information private. As students become more independent users of technology—both in and out of school—it’s essential that they understand how to protect themselves in digital spaces.
During this lesson, we focused on helping students recognize what private information is and why it should not be shared online. Through discussion, examples, and guided practice, students learned to think critically about the information they see and share when using digital tools.
We explored questions like:What kinds of information are safe to share?What information should always stay private?How can we make smart choices if someone asks us for personal information online?
Students practiced identifying private information such as full names, addresses, phone numbers, passwords, and school details. We talked about real-world scenarios they might encounter in games, apps, or websites and what to do if something feels confusing or unsafe—including the importance of asking a trusted adult for help.
To wrap up the lesson, students participated in a Privacy Bingo game. This fun, interactive activity gave them the chance to reinforce key ideas from the lesson while collaborating with classmates. As students listened for clues and matched them on their bingo cards, they confidently demonstrated their understanding of how to stay safe online. The energy in the room was high, and it was clear that learning “stuck” when it was paired with play.
Digital citizenship skills don’t develop overnight—they grow through ongoing conversations, practice, and reflection. Lessons like this help lay the foundation for responsible, thoughtful technology use as students continue to learn and explore in digital environments.



Essential Questions
What is private information, and why is it important to keep it private?How can we tell if information is safe or unsafe to share online?What should we do if someone online asks us for private information?
Massachusetts DLCS Standards Addressed (Grades 3–5)1.C. Responsible ComputingDemonstrate an understanding of appropriate and safe behaviors when using technology, including protecting personal information.2.D. Digital CitizenshipExplain how digital tools can be used safely and responsibly, and identify ways to protect oneself in digital environments.1.A. Computing Systems (Awareness Level)Use technology tools appropriately with guidance, demonstrating safe and responsible use.

Computer Science Education Week 2025

May the Code Be With You: The Droids Strike Back

In celebration of Computer Science Education Week (December 8–12, 2025), Spofford Pond Elementary School students participated in the Hour of AI, a new twist on the traditional Hour of Code. The Hour of AI is part of a global initiative that introduces students not only to coding but also to the fundamentals of artificial intelligence (AI), helping them understand how AI works and its impact on the world around them.

Throughout the week, each student dedicated an hour to exploring activities from our Hour of Code Choice Board. They solved coding puzzles, practiced logical thinking, and gained hands-on experience with programming concepts. Additionally, students learned about AI, including how computers can “learn” from data, recognize patterns, and make decisions. This exploration encouraged curiosity about the role of technology in daily life and the ethical considerations surrounding AI.

The week unfolded with excitement as students tackled challenges, collaborated with classmates, and reflected on the ways technology shapes our world. 

Essential Questions Explored:

How do computers solve problems and make decisions?
What is artificial intelligence, and how is it used in everyday life?
How can learning coding and AI skills prepare me for the future?

Events like the Hour of AI inspire students to think critically, analyze problems, and develop skills that go beyond the computer screen. By introducing AI alongside coding, Spofford Pond students gained a deeper understanding of technology and its possibilities, laying the groundwork for future careers in programming, AI, and other tech-driven fields.

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:

3-5.CT.b; 3-5.CT.d; 6-8.CT.b; 6-8.CT.d