Digital Learning Overview:
Where We Are in Place and Time
ISTE Standards for Students:
1. Creativity and Innovation:
2. Communication and Collaboration:
3. Research and Information Fluency:
-Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
-Process data and report results
4. Critical Thinking, Problem-solving and Decision-making:
5. Digital Citizenship:
6. Technology Operations and Concepts:
ISTE Standards for Teachers:
1. Facilitate and Inspire Student Learning and Creativity:
2. Design and Develop Digital Age Learning Experiences and Assessments:
3. Model Digital Age Work and Learning:
5. Engage in Professional Growth and Leadership:
Access to opportunities are determined by geographical borders and citizenship.
Factors such as family, education, government, wealth, location and personal attributes, increase or decrease access to opportunities.
Why are some people rich while others are poor?
What causes people to have different experiences and lives around the world?
How does physical geography affect access to opportunities?
How does the political state one in born into affect access to opportunities?
Digital Learning Overview:
Google Forms: Students will create a survey to collect data on different opportunities students at school have access to. They will then interpret the results in Google Sheets.
Infographics: Students will take the data they have collected and create a simple infographic to communicate the results of their survey.
iMovie: Students will research three different countries around the world and the opportunities the average student has access to. They will then create an iMovie project from scratch using images that represent their findings. They will narrate the differences focusing on comparing and contrasting language.
Google Drive/Docs: Students will be writing a personal narrative in journal form from the perspective of a child who migrates from a country/location of few opportunities to one a country/location of greater opportunities. Students will peer edit using the comment feature in Google Docs based on the writing outcomes we are focusing on.
Minecraft: Students will enter into a Minecraft world(s) where they will be exposed to different physical biomes and then adapt to the opportunities that are given to them. If possible, students will be randomly selected to have different degrees of resources in their tool belt so as to replicate the real world chance of being born into families of wealth versus families of poverty or middle income. Students will then have to build a home/village using the natural resources at their disposal and create a means of earning money. A potential to import and export goods based on their regional abundance could occur between worlds if students take it that direction.
Six Facets of Understanding:
Explain: Students will explain how the daily life of a migrant changes as he/she changes geographical and political locations.
Interpret: Students will interpret data they have collected from their digital survey to draw conclusions about the opportunities NIST students have access to.
Apply: Students will apply visual literacy skills in their iMovie and infographic towards communicating data they have collected using non-text forms.
Have perspective: Students will begin to appreciate how lucky they are to be able to live with all of the opportunities they have access to, being such a small minority in the world.
Empathize: Students will empathize with those who have fewer opportunities and wealth by experiencing it indirectly as avatars in Minecraft.
Have self-knowledge: Students will develop an increased sense of empathy and respect towards those who were not as fortunate as they were in their birth lottery.