Nurturing Tomorrow's Digital Citizens
A Journey through Sixth Grade Digital Citizenship Education

In an era where screens dominate our daily lives, the importance of teaching digital citizenship to young students cannot be overstated. As sixth-grade students embark on their academic journey, educators recognize the necessity of equipping them with the skills and knowledge to navigate the digital landscape responsibly.

The Digital Landscape:
The digital landscape has become an integral part of our lives, transforming the way we communicate, learn, and socialize. Sixth-grade students are at a crucial developmental stage where they are exploring their identities and forming habits that will shape their future behaviors. As they navigate the digital world, they encounter a plethora of information, diverse perspectives, and various forms of media.

Digital Citizenship in Sixth Grade:
Digital citizenship education for sixth-grade students goes beyond mere technical skills. It encompasses a holistic approach that includes understanding online etiquette, respecting intellectual property, and critically evaluating information. Students are introduced to the concept of responsible online behavior, fostering a sense of respect and empathy for their digital peers.

Importance of Media Balance:
One of the cornerstones of sixth-grade digital citizenship education is the emphasis on media balance. The ability to manage one's time spent on screens and strike a healthy balance between online and offline activities is a crucial skill that will benefit students throughout their lives.

Sixth graders are often exposed to a multitude of digital platforms and devices. Teaching them the importance of taking breaks, spending time outdoors, and engaging in non-screen activities helps prevent digital burnout. Understanding that a healthy balance contributes to overall well-being is a lesson that will stay with them.

Media balance involves not only limiting screen time but also encouraging students to critically evaluate the content they consume. Sixth graders learn to differentiate between credible sources and misinformation, honing their ability to make informed decisions in the digital age.

Digital communication should complement, not replace, face-to-face interactions. Sixth-grade digital citizenship education emphasizes the importance of nurturing real-world connections. Students learn to appreciate the value of spending time with friends and family without the constant presence of screens.

As sixth-grade students delve into the intricacies of digital citizenship, the importance of media balance emerges as a guiding principle. By instilling these values early on, educators are not only preparing students for the challenges of the digital age but also nurturing responsible, well-rounded individuals. The journey through sixth-grade digital citizenship education sets the stage for a future where these students can navigate the digital landscape with confidence, empathy, and a keen understanding of the importance of maintaining a healthy media balance.


Technology Essential Questions:

What does it mean to be a Digital Citizen?
How do we balance digital media in our lives?

What can students do to maintain a healthy media balance?

What does media balance mean for me?

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

6-8.CAS

Techspectations

DIGITAL CITIZENSHIP OVERVIEW & The Spofford Pond School A.U.P.

During the first few weeks of school students reviewed the Spofford Pond Digital Citizenship rules. After going through our Acceptable Use Policy (A.U.P.), examining the rules and watching some safety tip videos, students signed the digital citizenship contract, pledging to follow the rules. 

In today's digital age, elementary schools are more than just classrooms for traditional subjects. They play a vital role in molding young minds into responsible digital citizens. This transformation is made possible through the implementation of Acceptable Use Policies (AUPs).

What is Digital Citizenship?

Digital citizenship encompasses the responsible and ethical use of technology. It involves skills like digital literacy, online etiquette, privacy awareness, critical thinking, and cyberbullying prevention.

The Importance of Acceptable Use Policies (AUPs)
AUPs are essential in elementary schools for several reasons:

• Setting Guidelines: AUPs establish clear rules for using technology in school, helping students understand what's expected.
• Empowering Students: They educate students about their digital rights and responsibilities, empowering them to make informed choices online.
• Ensuring Safety: AUPs emphasize online safety, protecting students from potential risks like cyberbullying and inappropriate content.
• Promoting Respect: AUPs foster respectful and responsible online behavior, teaching students to be considerate digital citizens.
• Involving Parents: They involve parents, creating a school-home partnership to reinforce responsible digital behavior.

Life-Long Skills
AUPs don't just prepare students for school; they equip them with life-long skills. These skills are valuable for higher education, future careers, and personal life.  Moreover, AUPs cultivate a culture of accountability and respect in the school community, shaping students into empathetic, critical thinkers who contribute positively to the digital world.

Elementary schools have a broader mission today: nurturing responsible digital citizens. Acceptable Use Policies are the key to achieving this goal. By teaching digital citizenship through AUPs, schools prepare students for success in the digital era while creating a safer and more respectful online environment for all.

Spofford Pond School Handbook/Acceptable Use Policy(A.U.P. can be found on page 23)
Technology Essential Questions:

What does it mean to be a Digital Citizen?
What are our rights and responsibilities as Digital Citizens?

What can students do to keep themselves safe when working online?

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

3-5.CAS.a; 3-5.CAS.b; 6-8.CAS.a; 6-8.CAS.b

Celebrating Computer Science Education Week

HOUR OF CODE2021

In celebration of Computer Science Education Week (December 6 - 10, 2021) classes at Spofford Pond Elementary School participated in an Hour of Code.  Hour of Code is a worldwide phenomenon that reaches tens of millions of students in almost 200 countries. Spofford Pond’s school wide coding event is just one of thousands that takes place during this week around the globe.

Every Spofford Pond student got the chance to spend an hour trying various coding activities from the Hour of Code website.  Students learned computer science skills, math skills, problem-solving and perseverance in each coding activity. They worked collaboratively and creatively to solve the puzzles and move through the programming lessons.

It was an exciting week of amazing discoveries, fun creations and confidence building exercises.

Check out our video of future software engineers, developers and designers!

Here are a few reflection posts from students who participated in Hour of Code 2021:

Technology Essential Questions:
What are the fundamentals of computer programming?
How are algorithms used in coding?
How can you use computer programming to complete a task?
How is computer programming useful in real life?
How might you use computer programming in your future career?

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

Grade 6 Ready to Publish

WE ARE BLOGGERS

Sixth Graders are officially published authors!

Students in Mrs. Sierpina's, Mrs. Magee's and Ms. Osowski's grade 6 classes are getting ready to blog!  First, we spent time discussing blogging and writing for an audience outside of school.  Then each student setup a blog using Blogger.  Students learned to set permissions, comments, layout, theme, format, and sharing and then published their blogs on the internet. Next steps will include posting their writing, adding images and links and responding to comments. According to George Couros, author of The Innovator's Mindset, there are at least five great reasons students should blog (article). Blogging: allows for "open reflection". helps to "develop literacy through different mediums".
"gives students a space for their voice to be heard".
creates "an open archive of learning".
"develops a positive digital footprint". Stay tuned for more about this exciting opportunity and be sure to watch out for our students' blogs as they flourish over the next few weeks.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can we use this digital tool to create original, innovative works and demonstrate a student's unique voice?

How can we use this digital tool to address the different needs, learning styles, interests and abilities of students?

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

6-8.CAS.a; 6-8.CAS.b; 6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b

Video Conferencing

Calling All Students At School and Abroad!

Video Conferencing with the Cronin Crew When Mrs. Cronin realized one of her students would still be visiting family in Jordan and unable to attend the first day of school - she sprang into action!  A few emails later a video conference was setup and just like that J was able to see her classmates, share summer stories and get ready for a new school year along with the rest of the Cronin Crew.

Technology Essential Questions:

Are there technological solutions or enhancements to supplement classroom experiences?

Why is exploring technological tools an important part of learning?
How can a global, real-time experience motivate students and inspire active participation?

We'll Take That Ride!

Grade 4 Takes the Ultimate Road Trip!

Students in Mrs. Viviani's 4th grade class were recently met with a challenge.  As individuals with great knowledge of the states that make up the American West, they were asked to create the ultimate road trip.  Using Tour Builder, students created tours of three western states, highlighting the state capital, two National Parks, two famous landforms and a hidden gem from each state. Completed tours were shared with others and viewed in Google Earth.  The, using street view to enter a virtual map our tours really came to life!

Oh!  And did I mention?  We used this hook video to get our students excited and ready for the journey!

Music by The Talking Heads, "Road to Nowhere" image:  quikcars.com

Spofford Pond School Podcast

The Great Polar Bearier Riff New Episodes are Now Available!

Be sure to check out "Cronin Crew Convos" as third graders investigate what it means to be a community leader! Here is one episode you may enjoy: Andrew has a heart to heart conversation with Dr. Castonguay in "I Love My Job!"

Podcasting behind the scenes

For more episodes, follow this link to find our podcast directly at Anchor or you can search for "The Great Polar Bearier Riff" and listen to our podcast on:

Podcasting Essential Questions:

How can we infuse classroom curriculum with technology that is easily accessible

and simple to use?

How can we use this technology to delve deeper into subject matter?

How does this technology strengthen research, writing and collaboration skills?

How does this technology strengthen speaking and listening skills?

Grade 6 Ready to Publish!

We Are Bloggers

Sixth Graders are officially published authors!

Students in Mrs. Sierpina's, Mrs. Magee's and Ms. Osowski's grade 6 classes are getting ready to blog!  First, we spent time discussing blogging and writing for an audience outside of school.  Then each student setup a blog using Blogger.  Students learned to set permissions, comments, layout, theme, format, and sharing and then published their blogs on the internet. Next steps will include posting their writing, adding images and links and responding to comments. According to George Couros, author of The Innovator's Mindset, there are at least five great reasons students should blog (article). Blogging: allows for "open reflection". helps to "develop literacy through different mediums".
"gives students a space for their voice to be heard".
creates "an open archive of learning".
"develops a positive digital footprint". Stay tuned for more about this exciting opportunity and be sure to watch out for our students' blogs as they flourish over the next few weeks.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can we use this digital tool to create original, innovative works and demonstrate a student's unique voice?

How can we use this digital tool to address the different needs, learning styles, interests and abilities of students?

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

6-8.CAS.a; 6-8.CAS.b; 6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b

Skype and Sketchnotes

Skype and Sketchnotes at Spofford

Students in all grades have had two fun experiences this week.  One experience absolutely relied on technology and the other did not.  However, in both cases students gained new information and new skills. First,  many classrooms participated in a Skype session with Dr. Jane Goodall.  Dr. Goodall spoke about her life as a scientist, her experiences in the field and her current foundations, the Jane Goodall Institute and the Roots & Shoots program.  Classes had the opportunity to ask questions during the Live Chat and even got to take a selfie with Dr. Goodall as well. Congratulations Everyone!  You are now changemakers!

Students also spent time this week learning how to Sketchnote.  Sketchnotes are rich visual notes created from a mix of handwriting, drawings, hand-drawn typography, shapes, and visual elements like arrows, boxes, and lines (definition from Mike Rohde, The Sketchnote Handbook).

We spent some time learning the how-to's of Sketchnoting by watching YouTube videos by Sylvia Duckworth.  Then we practiced on our own!

Technology Essential Questions: How can technology help us participate in the global community?

Are there technological solutions or enhancements to supplement what is being taught?

Why are exploration and creation an important part of learning?

How can we leverage a tool like YouTube to increase engagement and learn new skills?

Global Read Aloud: One Book To Connect the World

Global Read Aloud Sparks Mystery Skyping & Hanging Out
Classrooms around Spofford Pond School have been busy with the Global Read Aloud.  Using apps like Skype and Google Hangouts to place video calls, students are connecting with classrooms across the U.S. and other countries to discuss their read aloud books.

Grade 4 Mystery Skype:  Guess Where Our Classroom Is

Grade 3 Meeting a GRA classroom to discuss "A Boy Called Bat"

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can technology help us participate in the global community?

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

3-5.CAS.c.4; 3-5.DTC.b; 3-5.CS.b.2; 3-5.CS.b.3; 3-5.CS.d.1

Technology Use In Full Swing

Spofford Students Are Keeping Busy with Technology

Students in all grades at Spofford Pond School have been keeping our technology in heavy rotation as we glide through our first months of school.  One highlight of the week happened when 5th grade science explorers in Mrs. O'Brien's classes tested their knowledge of matter using Kahoot!.
Kahoot! is a method of online quizzing that gamifies content in a fun and encouraging manner.  Check out these photos:

Other students got to try their hand at coding during extended studies:

We also kicked off the Global Read Aloud by delivering books (A Boy Called Bat by Elana K. Arnold and Amal Unbound by Aisha Saeed) and helping classes make global connections through technology and use online resources associated with this world-wide event.

 Technology Essential Questions: How does gamification impact learning? How can you use computer programming to complete a task? How can we use technology to make global connections?

Google Drawing

Creating Infographics for the Sustainable Development Goals

Students in Ms. Stewart's grade 6 class have been studying and researching the Sustainable Development Goals.  As part of their investigation, students were tasked with writing an informative essay based on their findings and creating an infographic to visually represent the data they found. Students searched the internet for "free" images and then used Google Drawing to create these attractive posters. Using Google Drawing, students inserted and modified images, text fields and backgrounds.  Students learned to arrange objects on the page and group them appropriately.  Check out these impressive images:

Grade 6 Creating Infographics

Technology Essential Questions:

How can technology be used to enhance a project and communicate knowledge?

How can we use this software to create original, innovative works and ideas?

How can this digital tool help us create a project that sparks curiosity?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
6-8.DTC.a.1-3; 6-8.DTC.b.1; 6-8.DTC.c

Blogging

Using Technology to Write for an Authentic Audience

Students in Mrs. Valzania's grade 6 homeroom are getting ready to blog!  Last week, we spent time discussing blogging and writing for an audience outside of school.  Then each student setup a blog using Blogger.  Students learned to set permissions, comments, layout, theme, format, and sharing and then published their blogs on the internet.
Next steps will include posting their writing, adding images and links and responding to comments.
According to George Couros, author of The Innovator's Mindset, there are at least five great reasons students should blog (article). Blogging: allows for "open reflection". helps to "develop literacy through different mediums".
"gives students a space for their voice to be heard".
creates "an open archive of learning".
"develops a positive digital footprint".
Stay tuned for more about this exciting opportunity and be sure to watch out for our students' blogs as they flourish over the next few weeks.

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can we use this digital tool to create original, innovative works and demonstrate a student's unique voice?

How can we use this digital tool to address the different needs, learning styles, interests and abilities of students?

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

6-8.CAS.a; 6-8.CAS.b; 6-8.DTC.a.3; 6-8.DTC.a.4; 6-8.DTC.b

Snow Day!

Spofford Pond Students Live Snow Day Weather Reports

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How does this digital tool share student voices and ignite discussions?

How can we use this digital tool to create original, innovative works and ideas?

How does this digital tool address the different needs, learning styles, interests and abilities of students?

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

3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.c.4; 3-5.DTC.b

6-8.CAS.a.3; 6-8.CAS.a.4; 6-8.CAS.a.5; 6-8.CAS.b.4; 6-8.CAS.b.6; 6-8.CAS.c; 6-8.DTC.b;

Global Reading Event

Read Across America! Read Across the World! Happy Birthday, Dr. Seuss!

Today Spofford Pond students participated in Read Across America, "an annual reading motivation and awareness program that calls for every child in every community to celebrate reading on March 2, the birthday of beloved children's author Dr. Seuss.
Additionally, students shared book reviews on a global Flipgrid classroom.  Students left video book reviews (complete with #shelfies) of their favorite books and the reasons why they would recommend it to someone else.  This global Flipgrid classroom has over 4000 participants and is still growing! Click here to check it out.
What a great way to share a love of reading on a global platform!

Technology Essential Questions:

How does this digital tool help improve collaboration and/or communication?

How can technology be used to enhance a project and communicate knowledge?

How can we leverage a tool like Flipgrid to increase engagement and amplify student voice?

How can we share our ideas on a global scale?

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

3-5.CAS.a.3; 3-5.CAS.a.5; 3-5.CAS.b.1; 3-5.CS.C.4; 3-5.DTC.b

6-8.CAS.a.4; 6-8.CAS.a.5; 6-8.CAS.b.6; 6-8.DTC.a.1; 6-8.DTC.b

Safari Live!

Grade 6 Students Go on Safari!

Social studies students in all three of Mrs. Valzania's 6th grade classes had a unique experience this week.  They travelled to Africa and rode on safaris in Kenya's Maasai Mara and South Africa's Kruger National Park.  Safari Live allows teachers and students to flatten the walls of their classroom and travel virtually alongside real life safari guides. Through Skype, students can ask the guides questions in real time throughout the expedition.  Questions get posted live on the safari video feed and the guides speak directly to students to give their answers! SPS 6th graders saw elephants, lions, monkeys, water buffalo and zebra during their trip.  They asked great questions and had transparent interactions with the safari guides.
How fantastic is that?

Technology Essential Questions:

Are there technological solutions or enhancements to supplement what is being taught?

Why is exploration an important part of learning?
How can a global, real-time experience motivate students and inspire active participation?

2016 Massachusetts Digital Literacy and Computer Science (DLCS) Curriculum Framework:
6-8.CAS.c.1; 6-8.DTC.a.1-2; 6-8.DTC.b.2; 6-8.CT.e.3