Week 1 Blog: Using Collaborative Technologies to Increase Civic Engagement

 

Week 1 Blog

Using Collaborative Technologies to Increase Civic Engagement
Focus:  Literacy and Voter Turnout Rates

This lesson thoughtfully aligns ISTE standard 1.7.b with Oklahoma Academic Standards 10.1, 10.3, 10.7, and USG.5.4 by focusing on increased civic engagement. This lesson focuses on how literacy impacts voter turnout rates. Technology has been implemented that allows for student-to-student collaboration, and class-to-community collaboration. By using tools such as EdPuzzle, Flip, Google Docs, and Canva, students practice critical reading, writing, and civic argumentation while also developing fluency with tech tools. These tools were integrated into this lesson to engage learners in authentic, multimodal expression which reinforces the idea that 21^st century skills involve the consumption and creation of knowledge responsibly in digital spaces (ISTE, 2016). This learning experience is intended to enhance literacy standards, civic engagement, and knowledge of digital tools. 

This lesson also integrates ISTE’s pillar in which students connect globally and contribute to their communities by extending learning outside the classroom (ISTE, 2016).  This lesson incorporates advocacy letters, online infographics, embedded QR codes in public spaces, and virtual showcases to connect students to their communities. The integration of literacy standards with purposeful digital tools demonstrates how instructional design can leverage 21^st-century tech to promote engagement, amplify student voice, and support educational transformation.

I aligned this lesson with Kolb's Triple E Framework by designing times for engagement, enhancement, and extension. For engagement, I built substantial time on task to think critically about peer-collaborative questions by using Padlet and digital sticky notes in a shared interactive whiteboard.  For enhancement, I deepened student learning by connecting the lesson to their peers in class and with the community through QR codes and video public service announcements.  For extension, this lesson allows communication with county election boards through letter-writing, QR code publicly posted for community notification, and a virtual showcase at a local library with stakeholders.

Please view and comment on the full lesson plan that is attached here.

 

ISTE Standard 1.7.b Multiple Viewpoints

Using Collaborative Technologies to Increase Civic Engagement
Focus:  Literacy and Voter Turnout Rates

Grade Level: 10th

Subject Area: English Language/Government

 

Standards Alignment

10.1 – Students will actively listen and speak clearly using appropriate discussion rules.

10.3.W.2 – Students will compose informative texts incorporating evidence.

10.7.R – Students will analyze the relationship between context and meaning in informational texts.

10.7.W – Students will create multimodal content that accomplishes a purpose.

USG 5-4 – Students will evaluate the importance of civic participation for preservation of our constitutional government.

 

Learning Objectives

Content

•         Students will explain how literacy influences civic engagement.
•         Students will analyze how educational philosophies connect to real-world literacy access.

Language

•       Students will use academic language in written and spoken formats.

 

Materials & Tools

  Excerpt from Noddings (2017), pp. 35–36 (uploaded to Google Classroom/Drive)
    
Digital Graphic Organizer: Literacy and Power T-Chart (Google Docs/Sheets or Canva Interactive Whiteboard)

·         PBS News Video (embedded in EdPuzzle with comprehension questions)

·         Abstract from NIH article (shared via Google Docs)

·         Exit Ticket (Google Form or Flip video response)

·         Technology Tools Integrated: Google Docs, Canva Interactive Whiteboard, EdPuzzle, Flip (Flipgrid), Canva, Padlet, QR codes, Google Sheets, Mentimeter.

Lesson Sequence

Day 1

Anticipatory Set:

1.  Display Dewey’s quote in Google Slides with embedded Padlet link. Students respond digitally to the reflection question: “How can reading and writing help people make change in the world?” Responses appear live on Padlet.

 

Collaborative Conversation:

2.  Students use Canva Interactive Whiteboard to share and rotate answers with peers. Digital sticky notes allow collaborative, real-time reflection.

 

Mini-Lesson & Discussion:

3.  Present Dewey’s ideas with visuals in Google Slides.

4.  Students brainstorm current literacy challenges using a Mentimeter word cloud.

 

Guided Practice:

5. Watch PBS video via EdPuzzle, pausing for embedded comprehension questions.

6. Read NIH abstract in Google Docs. Students highlight evidence collaboratively.

7. Complete Literacy & Power T-Chart in Google Sheets.

 

Exit Ticket:

8. Students record a 1-minute video response on Flip using academic vocabulary.

 

 Day 2

Review:

1. Groups revisit T-Charts in Google Docs/Sheets and add new insights.

 

Collaborative Project:

2. Groups draft a letter to the county election board using Google Docs.

3. Create a multimodal product:

4. Canva infographic showing literacy & voter turnout connections.

5. Canva Video for a PSA.

6. Google Slides public announcement with QR codes linking to resources.

 

Sharing & Publishing:

·         Present projects to class.

·         Upload final letters and graphics to a class Google Site or blog.

·         Generate QR codes for student products to share with families and community bulletin boards.

 

Assessment:

Formative: Day 1 Flip exit ticket.

Summative: Letter and multimodal product, assessed with a rubric that includes effective use of digital tools.

 

Community Integration:

·         Post projects on the school’s website or social media to engage adult community members.

·         Share infographics with local library partners for literacy awareness campaigns.

·         Host a virtual showcase (Google Meet/Zoom) with community stakeholders (library staff, election board representatives).

Reflection

Students respond in a Google Form: “How did technology help you communicate your ideas more effectively? How might the tools you used today be valuable in civic life outside of school?”

References

 

International Society for Technology in Education. (2016). ISTE standards for students. ISTE.

            https://www.iste.org/standards/for-students

Noddings, N. (2017). Philosophy of education (4th ed.). Westview Press.