Web Awareness

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Web Awareness by Mind Map: Web Awareness

1. Digital Citizenship

1.1. Respect yourself

1.2. Respect intellectual property

1.3. Respect others

1.4. Navigate internet safely

1.5. Think more deeply about technology use

1.5.1. "Think before you click"

1.5.2. What you do online matters

1.5.3. Not just consumers of technology - 'creators'

1.6. What looks like

1.6.1. Digital communities have balance of member rights and responsibilities

1.6.2. Balance personal empowerment with community well-being

1.6.3. Modelled by school leaders and educators

1.7. The norms of responsible technology use

1.8. Nine Themes

1.8.1. Digital Access Not all people have the same opportunities Equal Digital Rights Digital exclusion is BAD We should expand and provide technology

1.8.2. Digital Commerce Large share of market economy Law conflicts when buying & selling online Illegal down loading Pornography Gambling Learn to be effective consumers in digital economy

1.8.3. Digital Communication Variety of choices E-mail Cellphones IM (Instant Messaging) Constant Communication Collaborate with anyone

1.8.4. Digital Literacy Taught about what tech. and how it's used Workplace requires technology Occupations require "just-in-time" information Searching and processing skills required

1.8.5. Digital Etiquette Don't recognize inappropriate conduct online Should be responsible digital citizens

1.8.6. Digital Law Ethics of technology in society Thefts and crime "Still a crime even online" - Lucy

1.8.7. Digital Rights & Responsibilities Rights to every digital citizen Privacy Freedom of Speech Should be addressed, discussed, and understood

1.8.8. Digital Health and Wellness Physical Issues Eye safety Repetitive stress syndrome Sound ergonomic practices Psychological Issues Internet Addiction

1.8.9. Digital Security Don't trust others Virus protection Back up data Surge control

2. Necessary Because...

2.1. Unfamiliar territory

2.2. Many risks

2.3. Consequences

2.4. Many students don't have skills to protect themselves on social media

2.5. Many students aren't aware of dangers online

2.5.1. Often not supervised by adults online

3. Technological Literacy

3.1. Becoming a basic skill we need for life

3.2. Think there's a disconnect between basic respect skills and technology

3.3. More relevant now vs. in the past

3.3.1. Technology is more available

3.3.2. So much information at our fingertips

3.3.3. 9-16 year olds spend on average 88min./day online

3.3.4. 95% 12-17 year olds use Internet

3.4. Digital citizenship prepares students for success in learning and life

4. Media Representation

4.1. Thin is beautiful

4.1.1. Media so available Teens acquire negative body image Lowe self-esteem Eating disorders Self-harm Boys less likely to talk about negative body image Affecting more ethnicities than before Those that are insecure may share more photos than those who aren't

4.1.2. Music influence Music videos have thin sexualized performers Girls should be thin, attractive, and sexual Boys should be muscular

4.1.3. Video Game influence Virtual worlds are very popular at very young age Avatar creating can be just as judged Usually make them fit mainstream standards rather than reflect their own looks Unrealistic body types

4.1.4. Photoshop gives us unrealistic goals Youth turn to photomanipulation tools to fit the mould Computer generated models Not even humanistic goals Pushes everyone to one standard

5. Intellectual Property

5.1. Anything that is created or invented

5.2. Public Domain

5.2.1. Intellectual property with no copyright

5.3. Copyright

5.3.1. Right of owner of intellectual property to control it being copied, altered, etc.

5.4. Fair Dealing

5.4.1. How to use copyrighted material without permission

5.4.2. Claus in the Copyright Act

5.4.3. Two Part Test 1. Falls Under an Exemption Private Study Research Criticism/Review News Reporting Satire Education Parody Six Factors What is the purpose of the dealing? What is the character of the dealing? What is the amount of the dealing? What alternatives to the dealing are available? What is the nature of the work? What is the effect of the dealing on the work?

6. Common Sense Education

6.1. Digital Citizenship Curriculum

6.1.1. Privacy and Security

6.1.2. Digital Footprint and Reputation

6.1.3. Self-Image and Identity

6.1.4. Creative Credit & Copyright

6.1.5. Relationships and Communication

6.1.6. Information Literacy

7. Sexual Content Availability

7.1. Exposed to it accidentally

7.1.1. Can stay in heads longer than expected - may cause stress

7.1.2. Prematurely sexualize children

7.2. Exposed to it intentionally (curiosity)

7.2.1. Not censored May be exposed to inappropriate material that can shape beliefs and values as they develop Violent and false ideas about sex Give adolescents the wrong idea about sex - affect their lives

8. Teaching Internet Safety

8.1. 1. Through Gaming

8.1.1. Safety before can move on in the game

8.1.2. Interactive games on Mediasmarts Students can independently explore and learn internet safety and awareness

8.2. 2. Analogies and Student Generated Projects

8.2.1. Little red riding hood - things aren't always what they seem

8.3. 3. Investigative Role Playing

8.3.1. Students are detectives and figure out which website is a hoax

8.4. 4. Guest Speakers

8.4.1. Kids use technology to talk about what speakers said and engage

8.5. 5. Students be the Teachers

8.5.1. Keynote presentations after research digital citizenship and safety

8.6. 6. Third Party Resources

8.6.1. Cybersmart site and other resources already put together

8.7. 7. Self-Created Curriculum

8.7.1. If tech-savy, collect resources and have a better idea of what students should know about digital safety and awareness

8.8. 8. Department Citizenship Program

8.8.1. A lot like another resource

8.9. 9. Part of a Research Lesson

8.9.1. When researching need to know how to do it safely and find reliable sources

8.10. 10. School Wide Program

8.10.1. Reinforced in all classes by all teachers

9. Teacher Professionalism

9.1. Be careful!

9.2. Don't add students as friends on social media

9.3. Speak professionally through text and email

9.4. Don't post inappropriate pictures

9.4.1. Could end up public

9.5. Keep copies of emails

9.6. Don't use personal email to contact parents or students

9.7. Be careful on school server

9.8. Don't leave computer unattended around students

9.9. Know privacy settings of social media you use

9.10. Keep professional boundaries

9.11. Don't have 24 hour conversations - set up 'office hours'

9.12. Don't that could result in disciplinary action

9.12.1. Visiting inappropriate websites

9.12.2. Sending inappropriate emails

9.12.3. Online gambling on school server or using school equipment

9.12.4. Violating copyright laws

9.12.5. Using school equipment to work on second job tasks

9.12.6. Texting, IMing, or Emailing too much during school time

9.12.7. Web browsing sites that aren't connected to curriculum

9.12.8. Posting suggestive or inappropriate pictures of yourself

9.12.9. Posting about students, colleagues, or admin.

9.12.10. Personal email exchange with students

9.12.11. Inappropriate exchanges with colleagues

9.12.12. Criticizing colleagues or school board online

9.12.13. Sharing confidential information

10. Validity of Website or information found

10.1. http://www.lib.vt.edu/instruct/evaluate/

10.1.1. Gives checklists on what to look for and where to look for evidence of a valid site Authority Coverage Objectivity Accuracy Currency

11. Marketing Directed at Children

11.1. Children influence parents' decisions

11.2. Family dynamics changing

11.2.1. Older parents, smaller families

11.2.2. Parents spend less time with kids, so feel guilty and buy them materialistic gifts

11.3. Pester power

11.3.1. Nag parents to purchase something they wouldn't usually

11.3.2. Persistence nagging Repeated asking

11.3.3. Important nagging Plays on guilt and the need the child has

11.4. Psychologists and researches have insight on how to appeal to children

11.5. Brand name loyalty is being geared to younger children

11.5.1. They stay loyal throughout their lives to the brand

11.6. Buzz marketing

11.6.1. Use influential kids to advertise products Social media

11.7. Advertising in schools!

11.8. Market through the internet

11.8.1. Super available for kids

11.8.2. Kids have several hours of screen time a day

11.9. Marketing adult entertainment to kids

11.9.1. Superbowl

12. Overload

12.1. What to or not to explore

12.2. Pruning for useful information

13. Avoid

13.1. Identity theft

13.2. Sexting

13.3. Cyberbullying

13.3.1. How to deal with it

13.3.2. Frighten

13.3.3. Harass

13.3.4. Embarrass

13.3.5. Often unknown to parents

13.3.6. 4 Types Vengeful Angel Power-Hungry Revenge of the Nerds Mean Girls Inadvertent

13.3.7. Can feel inescapable

13.3.8. Educators often the first to know it's occurring

13.3.9. Teens often don't know consequences of sending naked pictures or sexual content of themselves Help them research the sexting laws

13.3.10. Bullying.org Has many resources and activities to do with students Cyberbullying activities

13.3.11. Snapchat Think it is more private because only lasts a few seconds Can be screenshotted and made public Often don't consider consequences involved Teachers may be 'snapped' or recorded

13.3.12. Steps to take: Make copies and document material that is doing the bullying Demand that the bully stop and take down the content that is inappropriate Stop talking to them after so situation isn't escalated Advise administration of the situation Access support through the school board Request that admin. contacts parents of those involved Involve board occupational health and safety (if it involves you) Contact ATA if need more support or advice

13.4. Plagiarism

13.5. Predators

13.5.1. Can track from pictures uploaded exact locations!

14. Ethical

14.1. Identity

14.1.1. Look at future (10 years from now)

14.1.2. Impacts (job interviews)

14.1.3. UNDERSTAND what doing online

14.2. Privacy

14.2.1. Impact of digital footprint

14.3. Ownership

14.3.1. Harm and Intentionality that could be caused

14.4. Trustworthiness

14.5. Participation

14.6. Takes practice

14.6.1. "Fakebook"

15. BYOD (Bring Your Own Devices) 1:1

16. REPs

16.1. Respect

16.1.1. Etiquette

16.1.2. Access

16.1.3. Law

16.2. Educate

16.2.1. Literacy

16.2.2. Communication

16.2.3. Commerce

16.3. Protect

16.3.1. Rights and Responsibilities

16.3.2. Safety and Security

16.3.3. Health and Welfare

17. Netiquette

17.1. Social code or conventions

17.2. Internet code of conduct

17.3. The Golden Rule

17.4. What is socially acceptable online or digitally

17.5. Differs from etiquette in other modes of communication

17.5.1. Face and body language can't be observed

17.5.2. Tone of voice isn't heard

17.6. Differs depending on digital community

17.6.1. English vs. Unabbreviated English

17.6.2. Long comments vs. Short comments

17.6.3. Hijacking posts

17.6.4. Cross-posting or off topic

17.7. Email

17.7.1. Avoid spam

17.7.2. Avoid flamewars


17.7.4. Posts are easily made public

17.7.5. Primary recipient vs. Carbon copy recipients

17.8. Cell-Phone

17.8.1. Prohibited in classroom Cheating Disruption

17.8.2. Banned in schools - NY

17.8.3. Used alone

17.8.4. Used in a group Barrier to face-to-face socialization

17.8.5. Used in public Less acceptable Restaurants Public transportation Stop Phubbing How cell phones should be used in public Signal Jamming Prevents use Faraday cage Unacceptable Weddings Funerals Churches Doctor offices Shouldn't discuss personal or sensitive subjects

17.8.6. Tolerance varies in different regions

17.8.7. Use with family Negotiate spatial boundaries as long as in contact with parent Can create disconnect within families Teenage empowerment from cellphones Less social control because can just text friends even if can't see them