Digital citizenship gallery

teenager with a backpack looking at his phone

Image source: Drazen_ from Getty Images Signature

Through interactive activities such as discussions, quizzes and concept maps, pupils can develop strong digital literacy skills. They can collaborate internationally to complete tasks, create virtual galleries and maintain learning journals. The project concludes with an art afternoon where they would showcase their work to the school community and local experts.

Objectives

Enhance digital literacy and critical thinking
Promote effective communication and collaboration
Foster creativity and reflective practices
Build awareness of digital rights and responsibilities

Introduction of partners

Digital life poster

Teachers can ask pupils which app they use most. The teachers then create a forum thread on each app and pupils introduce themselves in their favourite app, explaining why they use it and what they like about it. Other pupils can reply to those posts and comment if they use the same app or a similar one.

Digital citizenship quiz

During a video call, pupils can participate in a virtual icebreaker by taking a digital citizenship quiz, designed by teachers, to assess their prior knowledge and explore their current relationships with digital technologies. Topics could include internet safety and data privacy, online reputation and digital footprint, cyberbullying, information literacy and fake news, and digital wellbeing.

Orientation

Concept map

Teachers could give a detailed explanation of digital citizenship, after which pupils break into small groups to make concept maps on the topic. Each group would explore different aspects, such as digital literacy, safety, rights and wellbeing, and then share its map with the rest of the class for discussion. The entire class collaborates to create a collective map which would be shared on the TwinSpace along with the individual group maps.

Digital exploration

Teachers could compile a list of tasks about different aspects of digital citizenship to deepen pupils’ understanding, including articles on digital privacy laws, case studies on cyberbullying and tips on online safety. Pupils would then be split into small international groups (4–6 groups) to complete the tasks and document their findings in a shared file. Once all tasks are completed, each group would present their work during a collective video call.

Communication

Each international group could be assigned specific topics – digital literacy, safety, rights or wellbeing – with the goal of creating a virtual gallery. The group would research their topic, identify key issues and interview local experts to gain deeper insights. Each pupil in the group could suggest a question for the expert, and the recorded session would later be added to their virtual gallery.

Collaboration

Pupils should document their research and findings in a shared file, and collaborate to create a virtual gallery on their digital citizenship topic. The gallery would feature key issues, best practices, tips and expert interviews. Pupils could later present and explain their gallery in an online meeting.

Evaluation & Assessment

Pupils’ peer review

Pupils could maintain a learning journal throughout the project to reflect on their progress and teamwork. These journals would help them to complete a scoring table, provided by teachers, for peer evaluation based on communication skills, contribution and other criteria.

Teachers’ evaluation

Teachers would then be able to assess pupils using the peer evaluations along with a project scoring table that considers creativity, completeness, collaboration and presentation, together with research and digital skills.

Follow up

Documentation

All project activities, from the initial posters to research on digital citizenship, would be displayed in the virtual art gallery and shared on the TwinSpace which includes a link to the gallery.

Dissemination

The class could host an art afternoon where they invite the school community (pupils and staff) and parents to walk through all their virtual galleries. They could create more physical art to give viewers a more fully immersive experience. They could also invite the local experts they interviewed earlier to give workshops or keynote speeches for the school and parents.

Additional information

Age from:

12
Age to:

15
Difficulty:

Advanced
Education type:

School Education
Target audience ISCED:

Lower secondary education (ISCED 2)

Upper secondary education (ISCED 3)

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Additional information

School subjects

Key competences

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