Developing Digital Citizenship/E-safety Jon Audain
http://www.you tube.com/watch?v=bAOWpdQeyBQ
http://youtu.be/XVQ1ULfQawk
http://www.jonathansblog.net/ what_if_movie
In today’s session • Introduce related safety, legal and ethical issues and know where to find guidance • Consider the appropriate way of sharing information • Consider why schools have websites and the ways in which we can make use of them • Introduce safe and focused searching on the web
In today’s session • Begin to explore the vocabulary within the new computing curriculum in preparation for next week’s session.
What is e-safety? • Talk with the person next to you. What do you think: • …the term e-safety means? • …how could we keep children safe online?
Why are we learning about this? • The Internet is a valuable work resource, which enriches teaching and learning. • As part of your professional duties you have a duty to ensure that you use both on-line and mobile technologies appropriately and a duty of care to ensure that those learners you teach also use these technologies appropriately. • E-safety is considered to be an important aspect of your teacher training because investigating and working with new technologies is part of meeting the Professional Standards
So let’s have a heated debate…
You search your pupils’ names online and realise that many have open profiles or open photo albums on social networking sites. Many have lied about their age.
A pupil mentions to you that a well known footballer has accepted their friend request on a social networking site.
An anonymous pupil creates a Facebook profile pretending to be a teacher and adds other staff members as friends, who accept the request.
You come across a discussion thread on a well known parents’ forum and find that parents are openly discussing the school and have mentioned staff members by name.
A member of staff comes across a group of pupils who are looking at sexually explicit images on a device that has been brought into school.
A Facebook homework group is set up by class members, however unpleasant comments have been made about another pupil. Many of your pupils have ‘liked’ these comments.
A pupil comes to you and says that he is being bullied online. He has been using a question and answer site and has received threatening and abusive comments. Some of those who have commented are doing so anonymously but the pupil believes them to be class mates.
Some pupils see a teacher reprimanding another pupil and record the incident on their phones. The video is uploaded to You Tube.
A pupil has circulated an indecent image of another pupil around the school, of which staff are not aware. The parents of the child in the photo come to school the next day demanding that action is taken.
Pupils who are about to leave the school are keen to keep in touch with their teacher. They ask to exchange email addresses and contact details.
Staff members celebrate a night out and photos are uploaded online. The album is shared with friends only, but some staff members tagged in the photos are good friends with several parents, who now have access to the pictures.
The online world to children • http://www.commonsensemedia.org /educators/lesson/going-places-safely-k-1
The Byron Report (2008) • “…independent review of the risks children face from the Internet and video games.”
E-Safety & the Internet
UK Children Go Online Why is internet safety important? Why is the internet so great? What are the risks? What about mobiles? What can parents do?
Discussion
Why is e-safety important?
The Digital Landscape Digital Natives • Born after 1990 • Highly connected • 97% play video games • 75% have cell phones • 68% use Instant Messaging • 70% use Social Networking sites • Easily adapt and adopt • Generate content
Statistics • 93% of children use a computer and phone • 8 out of 10 teenagers have a home computer, mobile phone and games console • 1,400,000 UK pupils have their own web space • There are over 200 million registered users of MySpace • There are over 2.7 billion searches on Google each month • The number of text messages sent every day exceeds the total population of the planet
Different Usage PARENTS
YOUNG PEOPLE
Mostly email & web for research
Interactive chat, IM, Music, Games, Blog
Know IT All 28% of parents who use the internet describe themselves as beginners compared with only 7% of children
Why is the internet so great?
World Wide Web Discover
Connect
Create
Search engines
Email/chat
Blogs (web log)
Homework
VoIP - Skype
Vlogs (video log)
Projects
Instant Messenger
Web sites
Personal interest
Multi-user games
Text & pictures
Amazing facts
Social networks
Music/photo/video
The biggest library Brings people in the world together
Anyone can become a publisher
Connect: Social networking sites
What are the risks?
Risks to your computer • • • • • •
Virus infection Spyware Phishing (fake emails) Downloading music or other free software Sharing your wireless access P2P (filesharing)
Potential risks Commerce/Conduct
Privacy Advertising & information Invasive software • • • •
Content
Contact
Inaccurate and harmful
Inappropriate contact
Adult content
Cyberbullying
Illegal content
Sex offenders
73% of online adverts are not clearly labelled making it difficult for children and adults to recognise them 57% of 9-19 yr olds have come into contact with online pornography accidentally. 4 in 10 pupils aged 9-19 trust most of the information on the internet. 1/3 of young people have received unwanted sexual or nasty comments online. Only 7% of parents think their child has received such comments.
What can you tell about this person?
Discussion
Friend or Foe? •
Easy to fake online persona
•
Predators adapting to Social Networks
•
Practice of “Sextortion” includes using digital content for blackmail
15-year-old girl on Facebook
Discussion
Internet Safety
Do you know who you are talking to ? (Click for video)
Over to you‌
What do YOU think is the biggest risk to children online?
Cyberbullying
What is cyberbullying? •
Bullying through electronic means
•
Text, Facebook, YouTube common mediums
•
Potentially fatal (Megan Meier, Phoebe Prince, Alexis Pilkington)
What is cyberbullying? Threats
Hacking
Manipulation
Exclusion Prejudice
Public postings Stalking
What about mobiles?
Mobile Phones & cyberbullying • Mobile phones are personal & private • Kids love text messaging • Phones do everything a PC can do • You can send text from many web sites anonymously • It is much easier to send a message that wouldn’t be said face to face
Let’s fight it together film
Click on picture or view the film from www.digizen.org/cyberbullying/film.aspx
What can parents do?
Supervision IN SCHOOL Supervised, filtered & monitored
OUT OF SCHOOL Often no supervision, filtering or monitoring
30% of students report having received no lessons at all on using the internet . 79% of young people use the internet privately without their parent’s supervision
Strategy Be a Parent • • •
Take responsibility Set clear rules Set clear consequences Click picture for video
what can you do…? Commerce Install software to protect your computer’s security Be careful which sites the rest of the family visit Use a family email address for shopping and online forms Use the free technology: pop-up blockers & SPAM filters; and your good judgement: don’t reply to SPAM! Check sites for extra security (padlock/https)
What can teachers/parents do? Content Talk to your children about what to do if they do come across something unpleasant and teach them to be critical Use child-friendly search engines or set a search filter Encourage them to use browser tools – Bookmarks & History Install filtering but don’t rely on it Find appropriate sites to visit and try not to
what can you do… Contact Get involved with your children online and encourage balanced use – set time limits Make sure they know who to talk to if they feel uncomfortable Talk about the consequences of giving out personal info or making information public Keep the computer in a family room Agree rules as a family – meeting up
SMART Rules SAFE – Keep safe by being careful not to give out personal information – including full name and email address - to people who you don’t trust online.
MEETING – Meeting up with someone you have only been in touch with online can be dangerous. Only do so with your parent’s/carer’s permission and even then only when they can be present.
ACCEPTING – Accepting e-mails, IM messages or opening files from people you don’t know can be dangerous – they may contain viruses or nasty messages!
RELIABLE
– Someone online may be lying about who they are, and information you find on the internet may not be true. Check information and advice on other websites, in books or ask someone who may know.
TELL
– Tell your parent/carer or teacher if someone or something makes you feel uncomfortable or worried, or you or someone you know is being cyberbullied.
The Computing Curriculum
The Aims of the new computing curriculum
Key Stage 1
Key Stage 2
Terminology • Computing – the broad subject area; roughly equivalent to what is called ICT in schools and IT industry, as the term is generally use • ICT-the school subject defined in the current National Curriculum. • Computer Science-the rigorous academic discipline, encompassing program languages, data structures, algorithms, etc. • IT-systems architecture, networking • Digital Literacy- reading, writing and creating on the web using various tools.
Computer Science • a body of knowledge, including widely applicable ideas and concepts, and the theoretical framework into which these ideas and concepts fit. • a set of rigorous techniques and methods that may be applied in the solution of problems • . A way of thinking and working. • A stable set of concepts. • and existence that is independent from specific technologies.
Computer Scienceconcepts • • • • •
programs: these tell a computer exactly what to do. Every program is written in a program language: each with different strengths. Algorithms: reusable procedures (often a sequence of steps) for getting something done. Data structures: ways to organise data so that a program can operate quickly on it. architecture: this is the term used to describe the large scale structure of computer systems. Communication: almost all computer systems consist of a collection of sub-computers, each running one or more programs: in communicating with others by sending messages or modifying shared memory.
Key concepts • in number of key concepts arise repeatedly in computing. They grouped here under • languages, machines, and computation • data and representation • communication and coordination • of distraction and design • the wider context of computing • these are unifying themes that can be used as a way to understand and organise computer knowledge rather than discrete topics.
Languages, machines, and computation
• computers get things done by a “ machine” executing a “ program”, written in some language. • languages: there is huge range of programming languages, ranging from the machine code that the hardware carries out the high level programming languages such as Java or C++. • algorithms: an algorithm is a precise method of solving a problem ( such as instructions for changing a wheel on a car). An algorithm can be expressed as a program in many different programming languages. • Machines: hardware machines but virtual machines for software to run is also included. • computational models: a sequential “” program executes one step at a time, that is not the only model of
Computer Science A really useful guide which explains this area in plain English is Computer Science: A Curriculum for Schools (http://www.computingatschool.org.uk/data/uploads/Computing Curric.pdf) To begin with, children should be able to: Â
Computer Science  make a remote-control toy move: - write a series of instructions to make a programmable toy move - understand those instructions and be able to make changes if they do not work - understand the vocabulary of computer science, for example: algorithm (an accurate way of solving a problem) abstraction ( comprising of the methods of modelling) modelling (showing the main parts of information so you can get an overview of what is happening in the same way drawing a story map helps you to understand the whole story without telling you all the details) decomposition (breaking a larger problem/task down into smaller sub-steps, e.g. getting ready for school involves getting your bag ready, selecting the books you need for school, packing your PE kit into your PE bag to take with you. All these sub-tasks help you to achieve the overall aim) generalising and classifying (making something easier to understand by bringing out the common element or by grouping elements in a certain way) - write, work out and try a program in order to make something happen - be resilient and work out what has happened if something does not work in their program work out the sequence of everyday programmed events such as the order the traffic lights change in or how a chocolate bar is brought through a vending machine.
Audain, J (forthcoming 2014) The Grassroots Guide to Primary ICT