SPHE Inservice InformationSPHE Support ServiceT: 018057718F: 018535113E: [email protected]: www.sphe.ie
DisclaimerWhileeveryefforthasbeenundertakentomakethispublicationascompleteandasaccurateaspossible,theauthorandthepublisherdoesnotacceptanyliabilityorresponsibilityforanypersonorentitywithrespecttoanylossordamagesarisingfromtheinformationcontainedinthispublication.InclusionofproductsandcompanynamesdoesnotimplytheendorsementbytheNCTEofaproductorcompany,nordoesexclusionimplythereverse.TheNCTEdoesnotacceptresponsibilityforanyopinions,adviceorrecommendationsontheexternalwebsitesmentionedinthispublication.
Copyright©NationalCentreforTechnologyinEducation2007.Permissiongrantedtoreproduceforeducationaluseprovidingthesourceisacknowledged.Copyingforanyotherpurposesprohibitedwithoutthepriorwrittenpermissionofthepublisher.
NCTE ICT in Schools ProgrammeT: 017008200F: 017008210E: [email protected],[email protected]: www.ncte.ie
//:Be SAFE_Be WEBWISE://An Internet Safety Lesson & Resource Pack for SPHE Teachers
design by roomthree.com
Foreword........................................................................................................................... 02
Introduction.&.Guidelines............................................................................................. 03
Topic.1:.Secret.Codes.................................................................................................... 06
i. SecretCodesWorksheet................................................................................................................................ 08
ii. ResponsibleUseRules..................................................................................................................................... 09
iii. ResponsibleUseWorksheet........................................................................................................................ 10
Topic.2:.Identity.Parade................................................................................................ 12
i. MyProfileWorksheet......................................................................................................................................... 16
ii. DebateMarkingSheet....................................................................................................................................... 17
Topic.3:.Cyberbullying................................................................................................... 18
i. CyberbullyingJigsaw............................................................................................................................................. 21
ii. ‘EveryoneHatesU’Poster
iii. ‘ThinkbeforeyouUpload’Poster
TeacherResourceNotesandBackgroundInformation.................................................................. 25
Topic.4:.Asking.for.Help.–.On.My.Own.Two.Feet................................................... 28
i. ‘Ijustdon’tknowwhattodo’Worksheet............................................................................................ 31
ii. HelpingAgencies................................................................................................................................................... 32
iii. SituationsHandout............................................................................................................................................... 33
Topic.5:.Internet.Decisions........................................................................................... 34
TeacherResourceNotesandBackgroundInformation...............................................37
SaferInternetDayProjectGuide.......................................................................................38
Glossary.of.Internet.Terms........................................................................................... 39
Posters.
CyberbullyingJigsaw
‘EveryoneHatesU’
‘ThinkbeforeyouUpload’
Contents
Foreword
Weliveinatimewhen,duetoinfluencesofinformationandcommunicationstechnology,thewayourchildrenlivetheirlivesisconstantlychanging.Nowhereisthismoreevidentthanwithyoungpeople’suseoftheInternet.Theeaseofaccesstopowerfulcommunicationtoolssuchassocialnetworkingwebsites,videoandphotographsharingsites,andcamera-phonesmeansthat,allovertheworld,variouspeoplearesayingnewthingsinnewwaystonewaudiences.Individualsaresharingideasandviewsonapanoramicscaleinwaysthat,untilrecently,wereonlyopentobroadcasters.
However,alongsidethetremendousopportunitiesprovidedbytechnology,therearealsochallenges.Manyyoungpeopleapproachonlinecontentinthesamewaythattheyreadabook-theybelievemostofwhattheylook-uponline.Inschoolsweneedtofosterthecriticalandanalyticalskillsthatcanharnessthepositiveaspectsoftheinformationmediawenowhaveaccesstoattheclickofamouse.Inshort,weneedtopromotedigitalliteracy.
Digitalliteracyisnotsimplyaboutdevelopingskillstousetechnologyortovalidateonlinecontent.Email,instantmessaging,texting,andBeboareallowingIrishchildrentoconnectwitheachotherandengagewithsocietyinwaysthatwereunimaginabletwoyearsago.Wearealsoseeinghowtheanonymous,instant,andfarreachingcommunicationcapabilitiesoftheInternethavebroughtanewdimensiontochildprotectionissuessuchasbullying,anorexia,suicide,andsexualexploitation.
Consequently,youngpeoplechildrenneedtodevelopskillstoestablishsupportiverelationships,toenjoythecompanyofothers,andtoresolveconflictsinappropriateways.Theyneedtobeawareofandsensitivetotheirroleininfluencingthebehaviourofothersthroughtheironlinelives.Studentsrequiretheskillstoidentifywhentheyaresubjecttoinfluenceormanipulation,whetherovertorsubtle,andtheself-confidencetoresistthesepressures.
Throughdiscussionandgrouptechniquesthisprogrammeaddressesthelife-skillsassociatedwithpersonalsafety,socialresponsibility,ethicalandhumanrightsinthecontextofthewideuseoftheInternetbyyoungpeople.Thisapproachenablesstudentstolearnfromtheirpeersandestablishethicalcodesofpracticeforthemselvesbythemselves.
TheNCTEistheIrishInternetSafetyawarenessandisresponsiblefortheWebwiseInternetSafetyawarenesscampaigninschools(www.webwise.ie).InpartnershipwithChildlineandtheNationalParentsCouncilPrimary,itoperatesanInternetSafetyhelplineforchildrenandprovidesapanelofexpertstoparentsassociationsandschoolsacrossthecountrytodeliverinformationseminarsandtrainingtoparents.ContinuingprofessionaldevelopmentinInternetSafetyisalsoprovidedtoteachersthroughthelocalICTAdvisoryService.
TheNCTEandtheSPHESupportServicehaveworkedtogether,inaverypositivewaytodeveloptheseInternetSafetyeducationeducationalresourcestobeusedbyschoolsinimplementingtheSPHEcurriculumintheJuniorCycle.Thislearningprogrammeempowersstudentstoreflectupontheirownsafety,read,analyse,anddecodeInternetcontent,italsopromotestheuseofInternettechnologiesasinstrumentsofself-expressionandcreativity,andequipsadolescentstousetheInternettoengagesafely,effectivelyandresponsiblywiththeirlocal,nationalandglobalcommunities.
Iwouldliketothankandacknowledgethework,enthusiasmandexpertiseoftheoftheBeSAFE_BeWEBWISEteam,AnnePottsandNodlaigO’Grady,SPHEandGráinneWalsh,NCTE,inthecreationandcompilationoftheselearningmaterials.OurcollaborativeprojectwasaidedbythesupportandassistanceoftheformerSPHENationalCoordinatorJohnLahiffand,sinceSeptember2007,bySharonMcGrathSPHENationalCoordinator.
Thisteachers’resourcepackwillprovidepracticalguidanceontheembeddingofInternetSafetymessagesinclassrooms.Ibelievethattheexemplarlessons,theresourcesandteachingmaterialswillprovidecomprehensivesupportforteacherstohelpthemguideandprotecttheirstudentsandtoenableouryoungpeopletobewiserandsaferInternetusers.
JeromeMorrisseyDirector,NationalCentreforTechnologyinEducation
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InanagewheretheInternetplaysanincreasinglyimportantroleintheeducation,developmentandsocialisationofourchildren,theNationalCentreforTechnologyinEducation(NCTE)incooperationwiththeSocial,PersonalandHealthEducation(SPHE)SupportServicehavedesignedthisresourcetoempoweryoungpeopletobesafe,effectiveandautonomoususersoftheInternetforlife.
Thisteachers’bookletisdesignedasaresourceforSPHEteacherstoassistthemwithclassesanddiscussionsonInternetSafety.TheresourcehasbeendesignedtogivestudentstheopportunitytoexploretheirattitudesandtheirsafetywhenusingtheInternet.PersonalsafetyissuesinregardtoInternetusehaveemergedasanareaofconcernforJuniorCertificatestudents.
Riskbehaviourandawarenessneedswereidentifiedthroughlarge-scalesurveysofchildren’suseoftheInternetin2003and2006conductedbytheNCTE’sInternetSafetyinitiativeWebwise.Risksidentifiedincludethedisclosingofpersonalinformation;cyberbullying;Internetliteracyneedsandsocialinfluencingonline.Theworkshopsandlessonsaredesignedtoaddresstheseissuesinthecontextofthechild’srighttopersonalsafety.
SaferInternetDayiscelebratedeachyearduringthesecondweekinFebruaryandsomeofthesematerialsandtheworkproducedbystudentsduringtheworkshopscouldbeusedinpreparationforawhole-schoolInternetSafetyawarenessproject.
Topic Overview ThelessonsaredesignedtobedeliveredaspartoftheJuniorCycleSPHEProgramme.Indecidingwhatyeargroupwouldbenefitfromaparticularlessonteachersarefreetousetheirprofessionaljudgement,keepinginmindthestageofdevelopmentandbackgroundoftheirclassgroup.Theteacherwillalsoknowthedevelopmentallearningneedsofindividualstudentsandcanmakeappropriateadaptationstosuittheirrequirements.AsSPHEisdesignedasanenablingcurriculumsomeofthelessonsaddressingInternetSafetyissuescouldbeusedinthecontextofavarietyoftopicsandmodulesinSPHE.Somesuggestionsareoutlinedbelow.
Introduction & Guidelines
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LESSON YEAR MODULE TOPIC
Secret Codes
Exploringmyrightsandresponsibilitieswhenonline
1 PersonalSafety Lookingaftermyself
Identity Parade
RecognisingthattheInternetisnotaprivateplace
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PersonalSafety
EmotionalHealth
Lookingaftermyself
Respectingmyfeelingsandthefeelingsofothers
Cyberbullying
Developingstrategiestorecogniseandavoidonlinebullying
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3
PersonalSafety
BelongingandIntegratingFriendship
Bullyingiseveryone’sbusiness.Recognisingunsafesituations
Thechangingnatureoffriendship
Asking for Help
Knowingwheretogethelp
3 PersonalSafety
RelationshipsandSexualityEducation
Helpagencies
Findingsupport
Internet Decisions
Developingstudents’criticalawarenessinregardtotheInternet
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PersonalSafety
InfluencesandDecisions
Makingagooddecision
Acceptable Use PolicyItisrecommendedthatteachersusingthisresourcearefamiliarwiththeschool’sAcceptableUsePolicy(AUP)anditsICTResponsibleUseRules.TheWebwiseInternet Safety Pack for Schoolscontainsinformation,adviceandAUPtemplateswhichcanbeusedasabasisforwholeschoolICTpolicydevelopment.Adoptingawholeschoolapproachandlinkingtootherpolicyareassuchastheschool’sAnti-BullyingPolicyandChildProtectionPolicywillallowtheschooltodealwithanywiderissueswhichmayarisefollowingtheseInternetSafetySPHEsessions.
Workshop/Lesson DeliveryWhilethelessonsaredesignedtobeusedinaclassroomsuitablefordiscussionanddebate,allofferopportunitiestointegrateICTintoSPHE.TeachersofSPHEmayliketoliaisewiththestudents’ICTteacherwhocouldextendthelearningintothestudents’ICTclasstime.
TheSPHElessonsarepartoftheNCTE’sInternetSafetycontinuingprofessionaldevelopmentcourseforprimaryandpostprimaryteachers:IntegratingInternetSafetyintoTeaching+Learning,detailsavailableatwww.ncte.ie
Learning ResourcesWebwise,theInternetSafetyinitiativeoftheNCTEwasestablishedin2005andistheIrishnodeoftheEUInformationSociety’sSaferInternetNetwork.Webwise.ieistheInternetSafetysiteinIrelandwhichsharesgoodpractice,promotessafeandresponsibleuseanddevelopsawarenessofInternetSafetyrisksandissues.Itprovidesinformation,adviceandtoolstoparentsandeducatorstoteachchildrenandyoungpeopletoberesponsibleInternetusersandtoreduceonlineriskbehaviour.WebwisepromotesSafer.Internet.Day,celebratedinFebruaryeachyearandoffersonlineinteractiveresourcesandclassroom-readydownloadableactivitiesforteachers.
Itsadviceandsupportsiteforteenagerswww.watchyourspace.ieofferspracticaltipsandadviceonsocialnetworkingandpicture-sharingwebsites.ItisintegratedwiththeChildlineonlinehelplineservice.
TheWebwiseLearningResourcessectionworkstoprovideprimaryandpostprimaryteacherswithappropriatecurriculumsupportmaterialstoenablethemtodelivereffectiveeducationprogrammessothatouryoungpeoplecanbecomeskilled,confident,responsibleandautonomousICTusers.AllInternetSafetyteachingandlearningresourcesandclassroomactivitiescanbefoundat:www.webwise.ie/LearningResources.Downloadablecopiesofthe.Internet.Safety.Education.Pack.for.Schools,deliveredtoschoolsinMarch2007,areavailableatwww.webwise.ie
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SPHE Curriculum Mapping
ModulePersonalSafety
TopicLookingaftermyself
AimsTo help students develop an awareness of the potential risks in disclosing personal information online.
To reinforce the basics of Internet safety and how to practise safety strategies.
To realise and understand that AUP Rules are necessary in order to protect students and the school
Learning OutcomesAftercompletingthislessonthestudentshould:
be able to identify the potential hazards of disclosing personal information online.
have developed their skills in ways of keeping safe when using ICT.
have practical knowledge of responsible use procedures.
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ICT Framework Links: Level 3demonstrate an awareness of and comply with responsible and ethical use of ICT
respect the rights and feelings of others when working in an electronic environment.
discuss, develop, implement and evaluate the school’s AUP regarding the Internet, email, mobile phones and other ICT devices
recognise the need for, contribute to and adhere to classroom and school rules in relation to use of ICT
Materials/ResourcesSecret Codes Worksheet
Responsible Use Rules (in students’ School Journals if available or Sample provided)
Students’ Responsible Use Rules Worksheet
Relevant websiteswww.webwise.ie/LearningResourceswww.watchyourspace.ie
Some.SPHE.teachers.may.like.to.work.with.the.ICT.teacher.when.preparing.to.deliver.this.lesson
Further ResourcesGlossary of Internet Terms
Webwise ‘Internet Safety Pack for Schools’
Differentiated Learning ResourceChatwise Learning Module activities: www.webwise.ie/LearningResources
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Secret CodesYear: 1st Subject: SPHE Subject Links: ICT Duration: 1-2 class periods
Topic OverviewThis lesson is designed to help students discuss and understand some of the issues related to disclosing personal information online. It explores how to be more responsible online and develops their understanding of the school’s Acceptable Use Policy (AUP) and its ICT Responsible Use Rules.
Additional copies of resources: www.webwise.ie/LearningResources
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Lesson 1 Secret Codes
Activity/TasksStudentswillconsiderwhatinformationshouldnotbeshared,ontheInternetorelsewhere.TheywillexploretherightsandresponsibilitiestheyhaveinrelationtousingICTintheschoolandtheywilldiscusstheirroleintheschool’sAcceptableUsePolicy.
MethodologyA. Students are provided with of copy of the Secret Codes Worksheet. They are invited to
place a check mark beside each item for which they have a code or pin number.
B. The following questions are then posed:
Howmanyofyouwouldgiveoutyourpasswords/codesforyourhousealarm?
Whynot?Whatdifficultiescouldarisefromgivingoutanyprivatepasswords?(Feedbackistakenonblackboard)
Howcanonemakeasecurepassword?(leadintoadiscussionofalpha-numeric,6characters,notusingaknownnamee.g.pet’sname)
C. Students open the Responsible Use Rules in their school-journals (if not available an individual copy should be handed to each student). The following questions are then posed:
WhydoweneedanAUP?
Whichoftherulesrelatestopasswordsorcodes?
Whyshouldwekeepourloginorpasswordprivate?
Whyshouldweneveropenorinterferewith,theworkorfolderofanotherstudent?
D. In groups of 4 students examine the list of AUP Responsible Use Rules and are asked to either
Addanotherrule,andifsostatewhy?
Leaveout,orchangearule,andifsostatewhy?
Feedbackistakenonblackboard
E. In pairs, students are asked to consider one of the Rules.
Eachpairwillstudythecodeandidentifyrightsandresponsibilitiesthatrelatetothatrule.
AsampleisprovidedontheStudent’sResponsibleUseRulesWorksheet.
Feedbackisthentakensoallrulescanbediscussed.
Assessment/EvaluationStudentsretainacopyoftheirWorksheetsintheirfolders.
Studentsrecordsomeitemof‘new’learningforthem,asaresultofparticipatinginthislesson,intheirSPHEJournal.
StudentsidentifyandlistwaysinwhichtheymightbemoreresponsibleintheiruseoftheInternetintheirSPHEJournal.
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Worksheet
Secret Codes
Mobile Phone ...................................................................................................
ATM .......................................................................................................................
House Alarm ....................................................................................................
PC ..........................................................................................................................
Website ...............................................................................................................
Email ....................................................................................................................
Voice Mail ..........................................................................................................
Instant Messaging .........................................................................................
Locker Combination .....................................................................................
Skype ...................................................................................................................
eBanking ............................................................................................................
Other ...................................................................................................................
Placeacheckmarkbesideeachitemforwhichyouhaveorknowacodeorpinnumber:
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Sample
Responsible Use Rules for our SchoolThecomputersystemisownedbytheschool.Theseruleswillhelpustobefairtoothersandkeepeveryonesafe.
1. I will only use my own network login and password
2. I will not look at, change or delete other people’s files.
3. I will not bring in my personal software, disks, memory sticks, MP3 player, mobile phone, PDA, laptop or personal digital devices into the computer room.
4. I will ask permission before using the Internet.
5. I will tell the teacher if I see a problem with any computer.
6. I will not download software from the Internet.
7. I will obey copyright rules.
8. I will not give my address or phone number online.
9. I will only e-mail people my teacher has approved.
10. I will be respectful of the feelings of other users.
11. I will not use Internet chat.
12. I will tell a teacher immediately if I see anything I am unhappy with or I receive messages I do not like.
13. I understand that the school may check my computer files and the Internet sites I visit.
14. I understand that if I deliberately break these rules, I may not be allowed to use the computers or the Internet.
Theschoolmayexerciseitsrighttomonitortheuseoftheschool’scomputersystems,includingaccesstoweb-sites,theinterceptionofe-mailandthedeletingofinappropriatematerialswhereitbelievesunauthoriseduseoftheschool’scomputersystemisormaybetakingplace,orthesystemisormaybebeingusedforharmfulorcriminalpurposesorforstoringharmful,unauthorisedorunlawfultextorimagery.
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Worksheet
Student’s Responsible Use Rules
Rule.1
Iwillonlyaccessmyownwork;neverinterferewiththeworkorcomputerofanotherstudentandIwillkeepmylogonpasswordsecure.
Responsibility
Tokeepmypasswordsecure.Torespecttheprivacyofothers.
Rule.2
Responsibility
Rule.3
Responsibility
Rule.4
Responsibility
Rule.5
10
Responsibility
Rule.6
Responsibility
Rule.�
Responsibility
Rule.8
Responsibility
Rule.9
Responsibility
Rule.10
Responsibility
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SPHE Curriculum Mapping
ModulePersonalSafety/EmotionalHealth
TopicLookingaftermyself/Respectingmyfeelingsandthefeelingsofothers
AimsTo help the students to be conscious of their own emotional responses and the feelings of others.
To help the students to recognize appropriate and inappropriate fora and ways of expressing emotions.
To help students develop an awareness of the potential risks in disclosing personal information online.
To explore with the students procedures for protecting their personal safety and security when online
Learning OutcomesAftercompletingthislessonthestudentshould:
be aware of the appropriate ways of and fora for expressing their emotions.
be able to identify the potential hazards of disclosing personal information online.
have developed their skills in ways of keeping safe when using ICT.
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ICT Framework Links: Level 3demonstrate an awareness of and comply with responsible and ethical use of ICT
discuss and demonstrate appropriate care when using social networking websites.
discuss and agree the consequences of inappropriate and irresponsible use of ICT. (e.g. accessing or posting inappropriate or harmful material, inappropriate interference with the work of other students etc.)
Materials/ResourcesLesson 1 MyProfileWorksheet
Lesson 2 TheICTRoomandtheInternet
Lesson.3. DebateMarkingCard
Relevant websiteswww.webwise.ie
www.webwise.ie/LearningResources
www.watchyourspace.ie
Further Resources Glossary.of.Internet.Terms
Webwise.‘Internet.Safety.Pack.for.Schools’.
Differentiated Learning Resource: Chatwise Learning Module activities: www.webwise.ie/LearningResources
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Year: 1st or 2nd Subject: SPHE Subject Links: ICT/English Duration: 3 class periods
Topic OverviewTheselessonsaredesignedtohelpstudentsdiscussandrecognisetheappropriateforumforsharingpersonalinformationandexpressingfeelingsandemotions.
Identity Parade
Downlaodable copies of resources: www.webwise.ie/LearningResources
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Lesson 1 Identity Parade
Activity/TasksInLesson1thestudentswillexploretheissueofpostingpersonalinformationontheInternet
MethodologyA. Students are provided with a copy of the My Profile Worksheet. They are invited to complete
the open ended sentences.
B. When most have almost completed the sentences, the teacher asks if students would be comfortable to have them displayed on the classroom-notice board. Would they be comfortable posting them to the Staffroom noticeboard? The local Library Noticeboard? Shopping Centre Noticeboard? Discuss why it would not be appropriate to post it to any of these places. What about posting it to the school website? Reactions? Ask how many have posted this kind of personal information on their own websites/social netsites? Should one? Why/ Why not? What are the risks involved? Discuss. Feedback is taken on blackboard
Assessment/EvaluationStudentsbegininitialpreparationsinsmallgroupsforadebate,forandagainstthemotion
THAT.THIS.CLASS.BELIEVES.THAT.MY.SPACE.ON.THE.INTERNET.IS.MY.PRIVATE.SPACE
.Eachstudentwritesthedebatemotioninhis/herSPHEJournalandnotesonepoint‘For’themotionandonepoint‘Against’themotion.
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Lesson 2 Identity Parade
Activity/TasksStudentswillprepareforthedebatebyresearchingonWebwise.ieandWatchyourspace.ieintheICTRoom.Theywillexamineandresearchtheissueofpersonalsafetyonlineanddrafttheirdebatespeeches.
SPHE.teachers.may.like.to.work.with.the.students’.ICT.teacher.when.preparing.to.deliver.this.lesson.
MethodologyRecaponthemotionofthedebatetoberesearched.
THAT.THIS.CLASS.BELIEVES.THAT.MY.SPACE.ON.THE.INTERNET.IS.MY.PRIVATE.SPACE.
Dividetheclassintotwogroups‘For’and‘Against’themotionandbringthestudentstotheICTRoom.
Askthestudentstoopenwww.webwise.ieandexploretheSurfwiseandChatwise.Topic.Areas.TheyshouldtakenotesintheirSPHEJournalsontheTechnologies/Risks/What can you do?areasrelevanttothedebate
Technologies
Risks
Whatcanyoudo?
Eachdebateteamworkstogethertopreparetheirspeechesforthedebatewhiletherestofthestudentsexplorewww.watchyourspace.ie
Assessment/EvaluationEachteammemberwillwritea2minutespeechforthedebatewhichwilltakeplaceinthenextclassperiod.
Additional copies of resources: www.webwise.ie/LearningResources
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Lesson 3 Identity Parade
Activity/TasksStudentswilldebatetheissueofpostingpersonalinformationontheInternet.PersonallearningwillberecordedinSPHEJournals.
MethodologySettheroomupfortheDebate.Brieflyrecapontheissuesraisedonthepreviousclass.
DistributetheDebate Marking Sheets.Eachteamspeakershouldspeakfor2minuteseach.Theotherstudentsmarkeachspeakerastheydelivertheirpreparedspeech.
Thechaircantakequestionsfromthefloorwhilethemarksaretotaledtodecidethewinningteam.
Assessment/EvaluationStudentswriteaparagraphontheirnewlearningbycompletingthefollowingintheirSPHEJournal:‘What I have learned about ‘my space’ on the Internet is…’ and‘I have learned to be safe online I should…’
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Worksheet
Identity Parade
My Profile Sheet
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a
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a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
a
Fill the blank spaces:
Mynameis andIam yearsold.
Iliveat andIgotoschoolat
Iwoulddescribemyselfas
Iam
Ithink
Ifeel
Ihopeto
Ifeelangrywhen
Iintendto
Ifeelsaddestwhen
Ilove
Ihate
Signed:
Date:
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Worksheet
Identity ParadeDebate Marking Sheet
Motion:
SPEAKERS CONTENT - 50 MARKS PRESENTATION - 30 MARKS OVERALL IMPRESSION
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SUB-TOTAL
OVER-ALLTEAMATOTAL
SPEAKERS CONTENT - 50 MARKS PRESENTATION - 30 MARKS OVERALL IMPRESSION
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SUB-TOTAL
OVER-ALLTEAMBTOTAL
Team B
Team A
Eachteamhasthreespeakers;theyspeakfor2minuteseach.Pleasemarkeachspeakerastheyspeak.Themarkswillbeaddeduptodecidethewinningteam
Curriculum MappingModulePersonalSafety/Friendship/InfluencesandDecisions
TopicThechangingnatureoffriendship
AimsTo enable students to recognise cyberbullying behaviour and the damaging impact that cyberbullying can have on its victims.
To enable students to identify situations in which their safety might be compromised.
To enable students to develop strategies and skills for use when confronted with bullying behaviour and to learn where to go for help and advice.
Learning OutcomesAftercompletingthislessonthestudentshould:
be able to identify the characteristics of cyberbullying
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be aware of the damaging impact of cyberbullying on its victims
have developed their skills for dealing with bullying behaviour
ICT Framework Links: Level 3demonstrate an awareness of and comply with responsible and ethical use of ICT
discuss and demonstrate appropriate care when using social networking websites.
respect the rights and feelings of others when working in an electronic environment
discuss and agree the consequences of inappropriate and irresponsible use of ICT. (e.g. accessing or posting inappropriate or harmful material, inappropriate interference with the work of other students etc.)
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Year: 1st, 2nd or 3rd Subject: SPHE Subject Links: CSPE/ICT/Art Duration: 3-4 class periods
Topic Overview: 3 TopicsWhat is Cyberbullying?
Text & Chat Bullying
Posting inappropriate photos
Note:All3lessonsareaccompaniedbyTeacherResourceNotes&BackgroundInformationonCyberbullying.
Theselessonsaredesignedtobeintegratedintoapreventativeprogrammeforbullyinginpost-primaryschools.Thestudentswillhavepreviouslylearnedthatbullyingisalwayswrongandwhattodoifoneisbullied.
Thelessonsproposetheuseofthevisualartstohelptheclasstodefinecyberbullying.Thelessonoutputs(i.e.posters)willprovideaneffectivewaytodisseminateanti-bullyingmessagesintheschoolenvironmentandfosteranethosofa‘tellingschool’–onethatclearlysendsoutthemessagethatbullyingwillnotbetolerated.
ThepostersandtheuseofonlinephotoswillalsoallowfordiscussionandreflectionoftheissueofpostinginappropriatephotostotheInternet.
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Cyberbullying
Additional copies of resources: www.webwise.ie/LearningResources
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Materials/ResourcesLesson.1:.Cyberbullying
Large A3 ‘jigsaw’ template for classroom display
Photocopied A4 jigsaw worksheet per student.
Teacher Resource Notes & Background Information: What is Cyberbullying?
Lesson.2:.Text.&.Chat.Bullying
WatchYourSpace Poster: Don’t Accept Bullying ‘Everyone hates u’ Poster
Teacher Resource Notes & Background Information: What is Cyberbullying?
Lesson.3:.Posting.Inappropriate.Photos
WatchYourSpace Poster: ‘Think Before You Upload’ Poster
Teacher Resource Notes & Background Information: What is Cyberbullying?
Relevant Websiteswww.watchyourspace.ie
www.webwise.ie
www.webwise.ie/LearningResources
SPHE.teachers.may.like.to.work.with.the.students’.ICT.teacher.when.preparing.to.deliver.these.lessons.
ArtpaperorDesktopPublishingsoftwareorPresentationsoftwaremayberequirediftheExtensionActivitiesareundertaken
Further ResourcesGlossary.of.Internet.Terms
Webwise.‘Internet.Safety.Pack.for.Schools’
Differentiated Learning Resource: Chatwise.Learning.Module.activities:.www.webwise.ie/LearningResources
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Lesson 1 Cyberbullying
Activity/TasksSmallgroupdiscussionsoncyberbullying,followedbywholeclassfeedbackanddiscussion.PersonallearningwillberecordedinSPHEJournals.
Methodology1. Students are each presented with an A4 jigsaw worksheet. In groups of four they are
invited to complete each of the four sections of their own jigsaw by answering the following questions:
WHATiscyberbullying?
WHYmightsomeonecyberbullyanother?
WhatmightbetheEFFECTSofcyberbullyinganotherperson?
WhatACTIONSmightonetakeiftheywerebeingcyberbulliedortoavoidbeingcyberbullied?
2. Feedback is taken from each group and placed on the large A3 ‘jigsaw’ template for all to see.
Note:.TeachermaysupplementstudentsunderstandingusingTeacherResourceNotes&BackgroundInformation:What is Cyberbullying?
AnA3PosterversionofthisCyberbullyingJigsawcanbefoundinthebackcoverpocket
Assessment/EvaluationStudentsretainacopyofthecompletedjigsawworksheetintheirfolder.Studentsrecordtheirnew,personallearningaboutcyberbullyingintheirSPHEJournal.ThecompletedA3jigsawcouldbedisplayedintheclassroom.
Possible Extension Activities1. Students, working in four groups could each create a section of the jigsaw using paper
or presentation software. The 4 jigsaw elements could then be gathered together and presented. The students’ jigsaw could be kept and used as a focus for discussion on Safer Internet Day in the second week of February.
2. Students could create their own art work/posters or slideshows or short video clips on the topic of cyberbullying.
Note:.Theresultingworkcouldbedistributedamongsttheclass/schoolforcommentorpostedtotheWatchYourSpacewebsite.Otherstudentscouldthenvieworcommentandrespondtotheirwork.
AsawaytoraisetheissueofcopyrightandenablestudentstogainanunderstandingofrightsandlegislationinregardtotheirownuseofonlinematerialpriortopostingtheirworkthestudentscouldapplyforaCreativeCommonsLicence.
CreativeCommons(CC)isalicensingsystemdevelopedatStanfordUniversitywhichallowsacontentcreatortodecidehowpublishedworkmaybeused,copied,modifiedanddistributed.ItisoneofthenewlicensingsystemsnowgrowinginpopularityallowingforeasysharingandadaptingofworkontheInternet.Thecreatorcanusecreativecommonstochangethecopyrightterms,forexample,from“AllRightsReserved”to“SomeRightsReserved”.
http://creativecommons.org
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Worksheet
What is Cyberbullying?
Lesson 2 Cyberbullying - Text and Chat Bullying
Activity/TasksUsingtheA3Jigsawrecaponpreviousclass.
Inthisclass,theposter‘Everyonehatesu’willbeusedtodiscussaspecificexampleofcyberbullying.Itshouldinitiateadiscussiononhowtousetechnologyappropriatelyandwhatpupilscandoiftheyreceivehurtfulmessagesoriftheyseecyberbullying.PupilsalsoneedtoknowthattheyshouldtakeresponsibilityfortheirownactionsonlineandknowwheretogethelpiftheyexperienceproblemswhenusingtheInternetandothertechnologies.
MethodologyStage.1
RecaponpreviousclassTeacherholdsupfoldedposter,onlydisplayingtophalfandthemessage ‘Everyonehatesu.’Teacherasksisthisanexampleofcyberbullying?Whyisitcyberbullying?
Stage.2
Teacherwritesthecaption‘Everyonehatesu’ontheboardandinvitesstudentstogiveexamplesofothersimilarmessagestheyhaveseenorhadconcernsabout.Theyarerecordedontheboard.
Classdiscusswhysuch‘messages’givecauseforconcern.Thepupilsareaskediftheywouldsayanyofthesethingsfacetoface.
Theyareaskedhowtheywouldfeelifitwassaidtothemorsaidaboutthem.
TheyareaskediftheythinkitisOKtousetext/chatlikethiswhenonechatsonline.
Whatotherexamplesofcyberbullyingaretheyawareof?
Dotheyoftenseebullyingtakeplaceonline?
Byobservingthebullyingandnottakingactionarebystanderscondoningthebullies’behaviour?Whatcanonedoifoneisabystander?
Stage.3
Whatadvicewouldyougivetoafriendwhoisbeingbulliedonline?
Teachercollatesadviceonboard.
Teacherthendisplaysthebottomhalfoftheposter,checksadviceandsendsstudentsto
www.watchyourspace.ieforfurtheradviceandsupport.
Note:.Theteacherneedstoensurethatfeedbackfromthesequestionsisgeneralandshouldnotinanywaybecomepersonalorbecomeanopportunityforpeopletonameorshameothers.
AnA3Poster‘EveryoneHatesU’canbefoundinthebackcoverpocket
Assessment/EvaluationStudentsrecordtheirnew,personallearningaboutcyberbullyingintheirSPHEJournal
StudentsidentifyoneactiontheycouldtakeiftheyexperiencedorwitnessedcyberbullyingandnoteitintheirSPHEJournals.
Additional copies of resources: www.webwise.ie/LearningResources
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Lesson 3 Cyberbullying - Posting Inappropriate Photos
Activity/Tasks: 3rd class periodTheWatchyourspace.ieposter‘Think.before.you.upload’willbeusedasadiscussionstarterinregardtopostinginappropriatephotosonlineandtheissueofinformationandcommunicationprivacy.Smallgroupdiscussionswillbefollowedbywholeclassfeedbackanddiscussion.ThediscussionwillhavelinkstoCSPE,dataprotectionandcivilliberties.PersonallearningwillberecordedinSPHEJournals.
PupilsneedtoknowthattheyshouldtakeresponsibilityfortheirownactionsonlineandknowwheretogethelpiftheyexperienceproblemswhenusingtheInternetandothertechnologies.
MethodologyRecaponpreviousclasses
TeacherdisplaystheWatchyourspace.ieposter‘Think.before.you.upload’,orthewebsite:www.watchyourspace.ieasastimulustodiscussingthepostingoruploadingofphotosonline.
Stage.1.
Ingroupsoffourstudentsareinvitedtoconsiderthefollowingquestions:
Howwouldyoufeelifaphotoofyou,likeanyofthesephotos,waspostedonthewebwithoutyourpermission?
Howmightpostingsuchphotosbeusedtohurtandembarrassaperson?
DoesanyonehavetherighttotakeaphotoofyouandpostittotheWebwithoutyourpermission?
Whatareyourrightsinregardtoinformationandcommunicationprivacy?
WhatareCivilLiberties?WhatrightsdoweallhaveundertheDataProtectionAct?
The.teacher.may.like.to.consult.with.the.CSPE.Department.in.school.prior.to.this.lesson.and.view.these.sites.for.further.information:
OfficeoftheDataProtectionCommission:www.dataprotection.ie/teens.TheirnewCSPEteachingresourceonprivacy,rights&responsibilitiesandtechnologycalled:SignUp,LogIn,OptOut:ProtectingyourPrivacy&ControllingyourDataiseasytoviewanddownload.
OmbudsmanforChildren’sOffice:www.oco.ie
IrishCouncilforCivilLiberties:www.iccl.ie
Feedbackistakenfromeachgroupandkeypointsofthediscussionarerecordedontheboard.
Stage.2
Returningtotheirgroupsoffour,studentsareinvitedtoconsiderthefollowingquestions:
Whatexamplesofinappropriatephotoshavethestudentsseeninsocialnetworkingphotogalleries?
Whatmightbesomeofthepossiblelongertermconsequencesifyoupostinappropriatephotosofyourself?
Areyouanonymousonline?What’sanI.P.address?What’sanonlinedatatrail?CantheGardaíobtainthisandtrackinformationtoinvestigatebullyingoroffensivematerialonline?
Whatareyourresponsibilitiesinregardtotheprivacyofothersonline?Couldthetakingand
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postingofphotosofotherswithouttheirknowledgeorpermissionbeaformofbullying?Coulditbeillegal?
Whatcanonedoifoneseesaninappropriatephotoonlineofa)yourselfb)apersonyouknow?
Feedbackistakenfromeachgroupandkeypointsofthediscussionarerecordedontheboard.
Teachercollatesstudents’advice,hintsandtipstotakingappropriateactionuponfindinginappropriatepersonalphotosonline.Teachersendsstudentstowww.watchyourspace.ieforfurtheradviceandsupportifrequired.
Note:.Theteacherneedstoensurethatfeedbackfromthesequestionsisgeneralandshouldnotinanywaybecomepersonalorbecomeanopportunityforpeopletonameorshameothers.
AnA3Poster‘ThinkbeforeyouUpload’canbefoundinthebackcoverpocket
Assessment/EvaluationStudentsrecordtheirnew,personallearningaboutthepostingoruploadingofphotosintheirSPHEJournal
Studentsidentifyoneactiontheycouldtakeiftheycomeacrossinappropriatepersonalphotosonline.
Possible Extension ActivitiesThestudentsworkinginfourgroupscouldeachtakeoneofthe4CharacteristicsofDigitalMediabelowandcreateaposterusingpaper,presentationorothersoftware.The4posterscouldthenbegatheredtogetherandpresentedwiththeslogan:
Remember:.Think.before.you.click.or.post.
The 4 Characteristics of Digital Media -It’ssearchable:Anyone,anytime,anywherecanfindit.
It’sforever:Anyone(evenGranandGrandad)canfindittoday,tomorrow,30yearsfromnow.
It’scopyable:oncetheyfindittheycancopyit,shareitandchangeit.
Ithasaglobalinvisibleaudience:Youcan’ttellwhoissharingyourpages.Evenifyourpageisprivateyouhavenocontroloverwhat‘friends’willdowithit.
FromIntegrating Internet Safety into Teaching + Learning,NCTETeachers’Course2007
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Teacher Resource Notes & Background Information: Cyberbullying
Chat/Text.translators.TeachersmayliketovisiteitheroftheseText(SMS)andChattranslationonlinesitesbeforetheclassornotetheirURLsforfutureuse:www.transl8it.com/cgi-win/index.plwww.netlingo.com/inframes.cfm
Anti-bullying.videos.RunningasearchonYouTube.comfor‘AD.COUNCIL.Cyberbullying-Talent.Show’.couldbeausefulstartingpointforteachers.(TheotherUS.AD.COUNCILvideosintheir‘Thinkbeforeyoupost’campaignaregoodresourcesalso.)
YouTube.comIncollaborationwithBeatbullying.orghassetupananti-bullyingsite:www.youtube.com/user/beatbullying
TheDepartmentofEducation&Sciencepublication‘Guidelines for Countering Bullying Behaviour’forPrimaryandPostPrimaryschoolsisavailableat:www.education.ie
What is Cyberbullying? Adapted from Nancy Willard’s ‘Educator’s Guide to Cyberbullying and
Cyberthreats’ http://cyberbully.org © 2005-07
CyberbulliesusetheInternetormobilephonestosendhurtfulmessagesorpostinformationtodamagepeople’sreputationandfriendships.Cyberbullyingissimilartoothertypesofbullying,exceptittakesplaceonlineandthroughtextmessagessenttomobilephones.Cyberbulliescanbeclassmates,onlineacquaintances,andevenanonymoususers,butmostoftentheydoknowtheirvictims.
Some.examples.of.ways.teenagers.bully.online.are:
Sendingsomeonemeanorthreateningemails,instantmessages,ortextmessages.
Excludingsomeonefromaninstantmessengerfriends/buddylistorblockingtheiremailfornoreason.
Trickingsomeoneintorevealingpersonalorembarrassinginformationandsendingittoothers.
Breakingintosomeone’semailorinstantmessageaccounttosendcrueloruntruemessageswhileposingasthatperson.
Creatingwebsitestomakefunofanotherpersonsuchasaclassmateorteacher.
Usingwebsitestoratepeersasprettiest,ugliest,etc.
Bothboysandgirlssometimesbullyonlineandjustasinface-to-facebullying,tendtodosoindifferentways.
Boysmorecommonlybullybysendingmessagesofasexualnatureorbythreateningtofightorhurtsomeone.Girlsmoreoftenbullybyspreadingrumours,sendingmessagesthatmakefunofsomeoneorexcludeothers.Theyalsotellsecrets.
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Different types of Cyberbullying Someexamplesofdifferenttypesofcyberbullying:
Repeatedlysendinghurtful,insultingandnastymessagestoanother.e.g.Annewasbeingbulliedbyanotherstudentinherclass,shecheckedhermobilewhenshecamehomefromschooltofind30hurtfulmessages,somefromtotalstrangers.
“Dissing”someoneonline.Sendingorpostingrumoursorgossipaboutsomeonetodamagehisorherreputationorfriendships.e.g.Agroupofgirlscreateda‘WeHateJohn’websitewheretheypostedrumours,spitefulcomments,cartoons,andgossipetc,alldissingJohn.
Pretendingtobesomeoneelseandsendingorpostingmaterialintendedtogetthatpersonintrouble,ortodamagethatperson’sreputationorfriendships.e.g.JoanlookedoverEmma’sshoulderassheloggedontoherwebsiteanddiscoveredherpassword.LaterJoanloggedontoEmma’ssiteandsendsameanmessagetoEmma’sboyfriend,Paul.
Sharinganotherperson’ssecretsorembarrassinginformationorimagesonlinee.g.Usinghismobilephone,GeorgetookapictureofShanewhileShanewaschangingafterP.E.intheschoollockerroom.Withinashorttimethepicturehadbeensenttoseveralphonesintheschool.
Trickingsomeoneintorevealingsecretsorembarrassinginformation,thensharingitonline.e.g.KatiesentamessagetoMaria,pretendingtobeherfriendandaskingratherpersonalquestionstowhichMariarespondedhonestly,sharingsomepersonalinformation.Katieforwardedtheresponsestootherswiththecomment,‘Mariaisaloser.’
Someoneisdeliberatelyandcruellyexcludedfromanonlinegroup.e.g.Natalietrieshardtobeincludedinagroupofgirlsinschool.Sherecentlygotonthewrongsideoftheleaderofthegroup.NowNataliehasbeenblockedfromthefriendshiplinksoftheothergirlsinthegroup.
Repeated,intenseharassmentanddenigrationthatincludesthreatsorcreatessignificantfear.e.g.WhenJackiebrokeupwithPaul,hesenthermanyangry,threatening,pleadingmessages.Hespreadhurtfulrumoursabouthertoherfriendsandpostedonlineaninappropriatephotographofher(whichshehadgivenhimwhentheyweretogether),alongwithheremailaddressandmobilephonenumber.
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Why might young people cyberbully others?Herearesomeresponsestothatquestion,givenbyyoungpeople:
Manydon’tthinkitisabigdeal;itcanbetheresultofnotthinkingandsendingsomethingasajokewhichmaybedeeplyupsettingtotherecipient.Theythinkitisfunny,theyareonly‘messing’orjokingtheysay.
Theyhavealackofawarenessordon’tthinkabouttheconsequences,theymaysaysomethinghurtfulaboutanotherpupilthattheydon’texpecttobeforwardedorviewedoutsidetheirimmediategroup.
Encouragedtodosobyfriends
Thinkthateverybodycyberbullies
Thinkthattheywon’tgetcaught,
Itisananonymouswayof‘gettingat’someone
Jealousy/Resentment/Revenge
Tobepartofthegroup
Beingdaredbyotherstodoso
The effects of CyberbullyingVictimsofcyberbullyingmayexperiencemanyofthesameeffectsaschildrenwhoarebulliedinperson,suchasadropinmarksorgrades,lowself-esteem,achangeininterests,ordepression.Howevercyberbullyingcanseemmoreextremetoitsvictimsbecauseofseveralfactors.
Cyberbullying.
Occursinthechild’shomeandpersonalspacedayornight:Beingbulliedathomecantakeawaytheplacechildrenfeelmostsafe.
Canbeharsher:Oftenteenssaythingsonlinethattheywouldn’tsayinperson,mainlybecausetheycan’tseetheotherperson’sreaction.
Far-reaching:Teenagerscansendemailsmakingfunofsomeonetotheirentireclassorschoolwithafewclicks,orpostthemonawebsiteforthewholeworldtosee,forever.Theworryofcontentresurfacingcanmakeitdifficultforachildtocopewithonlinebullying.
Anonymity:Cyberbulliesoftenhidebehindscreennamesandemailaddressesthatdon’tidentifywhotheyare.Notknowingwhoisresponsibleforbullyingmessagescanaddtoavictim’sinsecurity.
Mayseeminescapable:Itmayseemeasytoanadulthowtogetawayfromacyberbully-justgetoffline-butforsometeenagersnotgoingonlinetakesawayoneofthemajorplacestheysocialise.
Childrenwhoarecyberbulliedreportfeelingangry,hurt,embarrassedorscared.Thesereactionscancausethevictimstoreactinsuchwaysas:
Seekingrevengeonthebully
Avoidingfriendsandactivities
Cyberbullyingback
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What to do if you are cyberbullied?Tellyourparentsoratrustedadult.
Donotretaliate.Thisonlyfeedsintothecyberbullyandcouldmakeotherpeoplethinkyouarepartoftheproblem.
Trytoignorethecyberbully.
Blockthebullyfromyoursite.
Savetheevidence.Keeparecordofeverymessagebutdonotreplytoanybullyingmessages.
Showorgivetherecordofthebullyingmessagestoyourparents
If.the.cyberbullying.persists.and.gets.worse,.your.parent.or.a.trusted.adult.can:.
Fileacomplaintwiththewebsite,ISP,ormobilephonecompany.Thereisgenerallyalinkonthewebsite’shomepageforreportingconcerns.
ContacttheGardaíifthecyberbullyingincludesanythreats.
Responding to CyberbullyingThe.School
Schoolsalreadydealwithbullyingthroughtheiranti-bullyingpoliciesandprocedures,theycanrespondtocyberbullyinginthefollowingways:
Supportingthepersonbeingbullied.Offersupportandreassurance;tellthechildthathe/shehasdonetherightthingintelling.Refertoanypastoralsupportorproceduresintheschool.Informparents.
Helpthechildtokeeprelevantevidenceforinvestigationbytakingscreenshotsorprintingwebpagesandbynotdeletingmobilemessages.Showthechildhowtopreventithappeningagainby-
changingpasswordandcontactdetails,blockingcontacts,reportingabuseonsite.
ensurethatthechildknowsnottoretaliateorreturnthemessage.
encouragethechildtokeeppersonalinformationprivateonline.
Investigating.incidents
Investigateandrecordallbullyingincidents.Ifthepersonresponsibleforthecontentisknown,askthemtoremoveit.
Tryandkeeparecordofthebullyingasevidence.
Reporttheabusetothesocialnetworkingsite;blockthesenderonamobilephone.
Usetheguidelinesoftheschool’sAcceptableUsePolicy,Anti-BullyingPolicyandBehaviourandDisciplinePolicytodeterminetheactionsandsanctionsthatareappropriate.
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Peers.and.Friends
Encouragethechildwhoisbeingbulliedto:
Gethelpfromparents,fromtheschoolcounsellor,principal,orateachertheycantalktoatschool.
Supportthechildwhoisbeingbullied:
Bystandersandwitnessescancomfortthevictimandsupportthem.Speakingupinacalmsupportiveway,butnotretaliatingonline,willletthebulliesknowthattheirbehaviourisbeingnotedandnotcondoned.
Bystanderscanspeakuptoatrustedadult,tellingateacherinschoolifaclassmateisbeingbulliedonlineinaschoolrelatedsite.
Bystandershaveacriticalroletoplayincreatingananti-bullyingenvironment.Inasocialnetworkingwebsitelinkedtoaschoolthisisanimportantrolefellowstudents,especiallyolderstudentscanplay.Teacherscanacknowledgethepowerofthebystanderandencouragethemtoreportanincidentofbullying.Bystandersneedtounderstandthatbyobservingthebullyingandnottakingactiontheyarecondoningthebullies’behaviour.
Preventing Cyberbullying in your schoolThebestwaytopreventcyberbullyingistotreatitasawholeschoolcommunityissueandanotherformofbullyingwithintheschool’santi-bullyingpoliciesandprocedures.Weteachstudentsthatbullyingiswrong.Weshouldhelpthemunderstandthatcyberbullyingishurtfulandwrongandtoalwaystreatothersonandofflinewiththerespectwewouldlikefromothers.
Informandeducatestudentsandparentsoftheschool’sAcceptableUsePolicies(AUPs)andthesanctionsforthemisuseofICTstocausehurtanddistresstootherstudents.
Teachstudentsthattheyhaverightsandresponsibilitiesonline.
TeachstudentsthattheInternetisnotaprivateplaceandtheyshouldguardtheirprivateinformationonline.
Promotethepositiveuseoftechnology,discussnetiquette,personalsafetyissuesanddigitalliteracy.
Encouragea‘telling’atmosphere,makereportingofcyberbulllyingeasier.Provideandpublicisedifferentwaysofreportingcyberbullyingintheschool.
Reviewanti-bullyingpolicies,keepthemup-to-date.Promoteanti-bullying(includingcyberbullying)awarenessdaysandevents.
Encouragestudentstomakefriendsandpromotepositivewellbeingandasupportiveatmosphereintheschool
Advice for Students - ways of avoiding Cyberbullying
Treatothersthatyoumeetonlinewiththesamerespectthatyouwouldliketobegivenandthesamerespectthatyougiveotherswhenyoumeettheminperson
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Don’tgiveoutprivateinformationsuchaspasswords,pinnumbers,addresses,phonenumbers,orpersonaldetails.Don’tevenrevealyourpasswordtoyourfriends.PersonalandprivateinformationshouldbekeptprivateasunfortunatelyitcanbemisusedbybulliesandotherharmfulpeopleontheInternet.
Thinkbeforeyoupostpersonalpicturesonline,it’sonlineforever,sobesurethatyouwouldbecomfortablewithyourparents,grandparents,teacheroranybodyseeingit,thisweek,nextyearorin30yearstime.
Don’tpostpicturesofotherswithouttheirpermissionorgiveouttheire-mailaddressesormobilephonenumberstopeopleyoumeetontheInternet.
Don’tsayorpostanythingthatmightcauseyouembarrassmentinthefutureorwhichcouldbeusedbyabullytoembarrassyouonline.Asageneralrule,ifyouwouldn’tsayittoyourgranorgranddad,don’tsayitonline.
Ifyouuseinstantmessaging,don’tacceptmessagesfrompeopleyoudon’tknow,don’taddpeopletoyourbuddylistunlessyouknowthempersonally.
Don’tsendamessagewhenyouareangry—it’shardtoundothingsthataresaidinanger.
Dodeletemessagesfrompeopleyoudon’tknow,orthosefrompeoplewhoseemangryormean.
Learntorecognisethesigns.Whensomethingdoesn’tseemright,itprobablyisn’t.Neverhopontheband-wagonorjoininwithbullyingbehaviour.
Understandthatbydoingnothingaboutbullyingthatyouwitnessyouarecondoningbullyingbehaviour.Takeaction,tellanadult.
Learnhowtoblockandreportcertainpeopleinchatroomsandalsohowtosaveorprintacopyofaconversationincaseyourparentsneedtoreportit.
Realisethatonlineconversationsarenotprivate.Otherscancopy,printandshareanycommentsorpicturesyoupost.
Be.careful.online!
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SPHE Curriculum Mapping
ModulePersonalSafety
TopicHelpAgencies
AimsTo provide students with knowledge of the available helping agencies
That students will explore and reflect on the skills necessary to enable them to make contact with such agencies
Learning OutcomesAftercompletingthislessonthestudentshould:
be able to identify the appropriate helping agency for a diverse range of situations.
have developed their skills to enable them to make contact with such agencies.
ICT Framework Links: Level 3demonstrate an awareness of and comply with responsible and ethical use of ICT.
effectively research, access and retrieve information.
evaluate, organise and synthesise information.
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Materials/ResourcesLesson.1
Copies of Handout ‘I Just Don’t Know What To Do’
Copies of Handout Helping Agencies ~ some examples
The ICT Room and the Internet to allow students access the Helping Agencies websites and to research support sites.
Lesson.2
Copies of Handout – Helping Agencies ~ some examples
The ICT Room and the Internet to allow students access the Helping Agencies websites and to research support sites.
Lesson.3
Copies of ‘Situations’
Poster paper and markers
Relevant Websiteswww.webwise.ie/LearningResourceswww.watchyourspace.ie
Some.SPHE.teachers.may.like.to.work.with.the.students’.ICT.teacher.when.preparing.to.deliver.these.lessons.
Further ResourcesGlossary.of.Internet.Terms
Webwise.‘Internet.Safety.Pack.for.Schools’.
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Asking for Help On My Own Two Feet
Year: 2nd or 3rd Subject: SPHE Subject Links: ICT Duration: 3 class periods
Topic OverviewTheselessonsaretakenfrom‘OnmyOwnTwoFeet’.‘AssertiveCommunicationHandbookLesson10’hasbeenupdatedtoincludecurrentcontactdetailsforrelevanthelpingagencies.
Thecoreconceptofthelessonisthateveryonehastherighttoaskforhelpwithoutfeelingguiltyandwithoutfeelingdisloyal.Thehelpingagencieswebsitesaredistributedtostudentstoallowthemtomakecontactwithsuchagencies.
Additional copies of resources: www.webwise.ie/LearningResources
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Lesson 1 Asking for Help
Activity/TasksYoungpeoplehavearighttofeelsafeandsecure.Iftheyareexperiencingaproblemtheyhavearighttoaskforhelpandtokeepondoingsountiltheygettheresponsetheyneed.Thisfirstlessonlooksatsomeoftheproblemswithwhichyoungpeoplemayneedhelpandsomeofthepeopleandagenciestowhomtheycangoforthathelp.
MethodologyA. Divide the class into groups of 4 or 5.
Present Handout - ‘I.Just.Don’t.Know.What.To.Do’..Invite the groups to discuss the questions on the handout. Take feedback on each of the questions posed. Acknowledge that we all experience problems and difficulties throughout our lives and often need to seek help
B. They return to their groups and list the agencies/people/services, both locally and nationally, of which they are aware who help people with problems. It may help if they think of anyone they know who ever got help with a problem from any person or agency. Feedback is taken and the teacher lists all suggestions on the board.
C. Distribute Handout – Helping.Agencies. Web addresses are given on the handout and Helpline telephone numbers. Ask students to complete the Handout for Homework by filling in the missing voluntary and statutory agencies phone numbers. They will find the relevant phone numbers when they access the helping agencies websites. Alternatively the class could do this online in the school’s ICT room at this time.
Assessment/EvaluationStudentsretainacopyofHelpingAgencies~someexampleshandout.AthometheyfillinthephonenumbersofthehelpingagenciesforthenextclasswhichwilltakeplaceintheICTRoom.
Lesson 2 Asking for Help
Activity/TasksInthisclassstudentsinpairsintheICTRoomaregoingtoresearchonlineoneparticularhelpingagencyandpresenttheirfindingstothewholeclass.
Materials/ResourcesCopiesofHandout–HelpingAgencies~someexamples
TheICTRoomandtheInternettoallowstudentsaccesstheHelpingAgencieswebsitesandtoresearchsupportsites.
MethodologyEachpairofstudentsselectsoneoftheHelpingAgenciessupportwebsitesandresearchesit,takingnotesandthenpreparinganddeliveringa2minutepresentationontheHelpingAgencytotheotherstudents.
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Assessment/EvaluationEachstudent’snotesandpresentationmaterialwillberetainedinhis/herSPHEJournal.
Possible Extension MaterialIftimeallowsstudentscouldexplorethe‘UsefulWebAddresses’namedonHelpingAgencies~someexamplesHandout
Lesson 3 Asking for Help
Activity/TasksStudentsaregoingtobrainstormtheissuesandproblemsaboutwhichyoungpeoplemightcontactaprofessionalhelpingagency.Iftheyhavedifficultytheycouldusethoseprovidedonthe‘Situations’sheet.
Materials/ResourcesCopiesof‘Situations’
MethodologyStage 1Roleplaymakingcontactwithanagency.Dividethestudentsintosmallgroupsandgiveeachgroupaproblemsituation.Geteachgrouptoprepareascriptforroleplayingtheinitialcontactwiththeagency,andwhatfollows.Grouppresentsroleplay.
Stage 2Aftereachgrouphaspresentedtheroleplay,putthefollowingquestionsfordiscussion:
Why.are.people.sometimes.slow.to.ask.for.help?
How.did.the.person.with.the.problem.feel.making.the.initial.contact?
Could.the.person.have.made.it.easier.for.her/himself?.If.so,.how?
Do.you.think.this.is.a.realistic.role.play.with.regard.to.how.an.agency.would.respond.to.a.person.with.a.problem?
Mentionthesupportiveapproachusedbyhelpingagencieswhendealingwithpeople,e.g.theywouldwelcomeyou,listencarefullyandoffersupportandadvice.
Raise.the.question.If you’re not happy with the first response you get what would you do then?Emphasisetheneedtotrysomeoneelse,nottogiveup.
Additional.suggestion:.
Guestspeakersfromvariousagenciese.g.AlAnon.,TheSamaritanscouldaddressthegroup.Guidelinesfor‘Visitorstotheclassroom’shouldbefollowedintheeventofguestspeakersbeinginvitedtoaddressthegroup.
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Worksheet
Asking for Help “I just don’t know what to do”
Imagineyouaretalkingwiththispersonandhehastomakeanimportantdecision.
1. What might the problem be?
2. Describe the kind of situations or problems your friends might have difficulty in deciding what to do?
3. How would you help this boy choose what to do?
4. How might he react to a friend’s suggestions?
5. What would you do to make it easy for him to decide on what is best?
6. Some problems cannot be solved. Can you think of examples?
7. Do you know of any agencies that help people with problems?
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Alcoholics AnonymousSantryBusinessParkSwordsRoadDublin9www.alcoholicsanonymous.ieTel:
AlateenAl-AnonInfoCentreCapelStreetDublin1www.al-anon.alateen.orgTel:
AwareHelpingtoDefeatDepressionwww.aware.ieHelpline:1890303302
Bodywhys.TheEatingDisordersAssociationPOBox105BlackrockCoDublinwww.bodywhys.ieTel:
CARI, Child Protectionwww.cari.ieHelpline:1890-924567
ChildlineISPCCHeadOffice29LowerBaggotStreet,Dublin2www.childline.ieHelpline:1800-666666
Crisis PregnancyUnplannedpregnancyadvicewww.positiveoptions.ieFreetext:‘list’to50444Drugs AwarenessInformationandadvicewww.dap.ie
The.Drugs/HIV.Helpline.Helpline:1800-459459.
Headsup Text Anautomated24-hourtextserviceforyoungpeoplewhichprovidesalistofhelplinenumbersandtheiropeninghoursFreetext:‘headsup’to50424
Hotline.ie ReportingillegalwebcontentSandyfordOfficeParkDublin18www.hotline.ieTel:
National Office for Suicide Prevention www.nosp.ie
Watchyourspace.ieSocialNetworkingadviceforteenswww.watchyourspace.ieRape Crisis Centreww.drcc.ieHelpline:1800-778888
Samaritans 112MarlboroughStreetDublin1www.samaritans.orgHelpline:1850-609090
STIs/HIV ClinicsIrishFamilyPlanningAssociationListofnationwideclinicswww.ifpa.ie/sti/clinicsUseful web addresses www.youthinformation.iewww.spunout.ie
Worksheet
Helping Agencies Some Examples
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Worksheet
Asking For Help Situations
Theteachermaychoosetousealternativeexamples,relevanttotheirparticularcohortofstudents.
Situation 1 Mymumhasadrinkingproblem–thisresultsinrowsandviolenceinourhome.
Possible helpers Parents,AlAnon,SchoolCounsellor,Tutor,HomeLiaisonTeacher,Chaplain,Childline
Situation 2 Mypregnancytestispositive.Iamterriblyworried.Myparentswillkillme.WhatwillIdo?
Possible helpers Parents,PositiveOptions,WellWomanCentre,SchoolCounsellor,Doctor,Tutor.
Situation 3 Ifeelsooverweight.IdietanddietbutIstillfeelfatandugly.Foodmakesmesicknow.Peoplearealwayshasslingmetoeat–theywon’tleavemealone.Ifeeltotallydepressed.
Possible helpers Parents,Doctor,SchoolCounsellor,Bodywhys
Situation 4 WhenIbrokeupwithPaulhesentmeangrythreateningtextsandpostedhurtfulcommentsonmywebpage.Thenhepostedaphotoofmeonthebeachalongwithmyemailaddressandphonenumberonasexsite.WhatamIgoingtodo?Myparentswilldiewhentheyfindout.
Possible helpers Parents,Gardaí,DataProtectionAgency,Watchyourspace.ie,ChildlineOnline
Situation 5 RecentlyIwassuspendedfromschool.EversincethatIhaven’tgotonwithmyparents.IthasgottothepointthatIdon’ttalktothematall.Iignorethemtotally.Afewdaysagoitwasmybirthdayandmymotherdidn’tevengivemeacardorapresent.SincethenIhavefeltlikeafailure.Ihaveaskedmyselfwhatistheuseofbeingonearth.Icouldnevercommitsuicide.IthasnotgottothatbutIfeellikeafailure.Idon’tknowwhattodo.ThismorningmymothersaidthatIshouldfindsomewhereelsetolive.Ihaveconfidedinafriendbuttoldhimnottotellanyone.
Possible helpers Parents,TheSamaritans,Childline,Aware,SchoolCounsellor,Doctor,Tutor,NationalOfficeforSuicidePrevention.ie
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Internet Decisions
Curriculum Mapping
ModulePersonalSafety/InfluencesandDecisions
TopicLookingaftermyself/Makingagooddecision
AimsTo help students become aware of the importance of thinking ahead in making good decisions.
To help students recognize situations in which their personal safety might be threatened.
To explore with the students procedures for protecting their personal safety and security when online
Learning OutcomesAftercompletingthislessonthestudentshould:
be aware of the importance of thinking ahead in making good decisions.
be able to gather, collate and evaluate information to aid decision making.
have developed their skills in ways of keeping safe when using ICT.
ICT Framework Links: Level 3demonstrate an awareness of and comply with responsible and ethical use of ICT
discuss and demonstrate appropriate care when using social networking websites.
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effectively research, access and retrieve information.
evaluate, organise and synthesise information.
express creativity and construct new knowledge and artefacts.
Materials/ResourcesSPHE.teachers.may.like.to.liaise.with.the.ICT.teacher.when.preparing.to.deliver.these.lessons..
Lesson.1TheICTRoomusingWordProcessingorSpreadsheetpackagesandprinter.TeacherResourceNotes&BackgroundInformation
Lesson.26largesheetsofchartpaper.TeacherResourceNotes&BackgroundInformation
Lesson.3TheICTRoomusingaDesktopPublishingpackageandorPresentationsoftwareandaprinter.
Relevant Websiteswww.webwise.ie/LearningResourceswww.watchyourspace.ie
Further ResourcesGlossary of Internet Terms
Webwise ‘Internet Safety Pack for Schools’
Differentiated Learning ResourceSurfwise Learning Module activities: www.webwise.ie/LearningResources
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Year: 2nd or 3rd Subject: SPHE Subject Links: ICT Duration: 3 class periods
Topic Overview:TheselessonsaredesignedtohelpstudentsdevelopcriticalawarenessinregardtotheInternetandenablestudentsidentifysituationsinwhichtheirsafetymightbecompromised;theyareaccompaniedbyTeacherResourceNotes&BackgroundInformation.
Additional copies of resources: www.webwise.ie/LearningResources
34
Lesson 1 Internet Decisions
Activity/TasksStudentsdesignandcreateasurveyentitled:‘OurFavouriteSites’
Theobjectiveistocollectdataon-
their favourite websites;
the type of sites they visit most frequently;
the time they spend online;
their knowledge and awareness of Internet safety measures.
MethodologyAskthestudentstodesignandcreateasurveyentitled:‘OurFavouriteSites’
(Thesurveycouldbedesignedusingawordprocessingpackageandtheresultscollatedandpresentedinaspreadsheetpackage.)
Theclasswillbedividedintosub-groupswhobecomeEditorialTeam:DesignerTeam:CollatorTeam.
WhentheEditorialTeamhasdecidedontheinformationtobesurveyed,theDesignTeamlay-outthesurveyandprintoffsufficientcopiesfortheclass,orindeedotherclassgroupsintheschool.TheCollatorTeamwillcrunchthenumbersandpreparetopresentfindingsinthenextclassperiod.
Assessment/EvaluationThe sub-groups of students will work together out of class time to complete the Survey, collate the data and prepare to distribute it in the next class period.
Each student will record in their journals two ways in which they can protect their own safety while on the Internet.
Lesson 2 Internet Decisions
Activity/TasksTheresultsoftheSurveyaredisplayedordistributed.Theclassisdividedinto6groupsinordertodiscussfindingsandconsiderthebenefitsanddangersoftheInternet.
MethodologyStage.1
WhileconsideringtheSurveyfindings3ofthegroupsaregivenalargesheetofpaperwiththeheading‘BenefitsofInternetUse’,theother3groupsaregivensimilarsheetsbutwiththeheading‘DangersofInternetUse’.
Eachgroupisaskedtowriteasmanypointsastheycanundertheheadingtheyhave.After5minutesswitchthesheetssothateachgrouphastheoppositeheading.Allowafurther5minutes.
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Stage.2
TheTeacherpoststhe‘Benefits’pagestotheleftoftheboardandthe‘Dangers’pagestotherightandinvitesfeedbackanddiscussion.
Assessment/EvaluationStudentrecordintheirSPHEJournalswhatforthemis
a)thegreatestbenefit
and
b)thegreatestdangeroftheInternet
Lesson 3 Internet Decisions
Activity/TasksEachofthe6groupsfromthepreviousclasswilldesignandcreatealeafletorslideshowentitled:‘MakingtheMostoftheInternet’
MethodologyIntheICTRoomtheclassreturnstotheirgroups.Eachgroupdiscussesandplansitsproduct–adocumententitled:‘MakingtheMostoftheInternet’.Thiscouldtaketheformofaposter,aleaflet,aguidesheetoraslideshowdependingonthegroup’swishes.Theythensetaboutcreatingitandprintoffordisplaytheirworktotheclass.
Assessment/EvaluationEachgroup’sproductcanbepresentedtotheclassanddisplayedintheclassroomortheICTRoom.
Note:.ThedisplaycouldbecomepartofanInternetSafetyThemeWallinapublicareaoftheschoolforSaferInternetDayinFebruary.
Additional copies of resources: www.webwise.ie/LearningResources
36
Survey.Preparation.
Suggestionsforsurveyquestionareas:
Favourite sites could be divided into categories: social networking sites; music sites; video sites; games sites; homework sites; messaging sites; entertainment sites; sports sites; buying & selling sites, download sites; research sites...
Time online could be surveyed, week-day time and weekend time online could be compared.
Personal safety issues and security awareness could be explored in the survey questions.
Personal.Safety.‘Chat’.Issues.
SocialNetworking–ChatroomAdviceforteens
Think before you post, once it’s online it’s there forever.
Would you be embarrassed if your parents or grandparents saw this? Then don’t post it.
Would you use the language of this posting in a personal face-to-face chat?
Always be careful about telling other people personal things (e.g. email address and passwords), never tell these things to people you do not know.
Use a screen name or pseudonym and choose with care what to share or not, in online profiles. Remember photographs can be manipulated and their content can attract the wrong kind of attention.
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Use the privacy and restriction tools offered within the system – password protecting an account or blog if possible.
Learn how to block and report people that you see being abusive online.
Never reply to or get into an argument with a cyberbully
Always tell someone if someone is cyberbullying you.
Remember to show the respect you expect from others to all your online ‘friends’. Never ridicule, threaten or post rude and abusive comments online.
FromIntegrating Internet Safety into Teaching + Learning,NCTE
Teachers’Course2007
Security.Awareness.Issues
Doyouknowhowtoviruscheckdiscs,files,emails?
Doyouknowhowtodealwithspam/emailattachments/malware/spyware?
6.
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10.
Teacher Resource Notes & Background Information
3�
/ / :SAFER INTERNET THEME DAY PROJECT:/ /AThemeDayorWeek,whereatopicisdevelopedthroughoutthewholeschoolforanumberofdayscanaddanenjoyabledimensiontoSPHE
ADVANTAGES
• Ithighlightsanimportant
topic.
• Itbringsawholeschool
focusonanissue.
• Itallowsforacross-
curricularapproach.
• Itprovidesaforumfor
school,communityand
voluntarybodiestowork
together.
• Itfacilitatesdifferenttypes
oflearningtooccur.
HOW.TO…
•Starttoplanwellin
advanceofthedate-
4to6weeksiswise.
• Involveasmanysubjects,
students,staffandother
membersoftheschool
andlocalcommunityas
possible.
•RemembertheThree Golden Rulesof‘event
management’-Delegate;
Delegate;Delegate!
www.watchyourspace.ie
www.webwise.ie
www.webwise.ie/LearningResources
IDEAS.FOR.THE..
WHOLE.SCHOOL
•Lunchtimessessionsin
thecomputerroomgiven
bystudentsoncybersafety.
•Art,metalworkor
woodworkclassesmight
workonasculpturethat
symbolisesInternetSafety.
• //school_tube// shortvideocompetitionon
InternetSafety.
• Poster competition positiveusesoftheInternet
-bestpostedtoschool’s
website.
•Designalogoorslogan
forSafer Internet Day nextFebruary.
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Glossary of Internet Terms
Acceptable Use Policy (AUP)Awrittenagreementthatausermustagreetoinordertogainaccesstotheschool’snetwork.Itmayalsocoverhowothercommunicationsdevices,suchasmobilephonesanddigitalcamerasanddevicescanbeusedontheschoolpremises.GenerallyanAUPissignedbystudents,theirparentsandtheirteachersanditoutlinesthetermsandconditionsofacceptableuseofICTs.
Adware Softwarewithadvertisingfunctionsintegratedintoorbundledwithaprogram.
Anti virus softwareAsoftwareprogramthatcanbeinstalledtoscanandprotectfilesfromcomputerviruses.
Bebo Beboisanonlinecommunitywherefriendscanpostpictures,writeblogsandsendmessagestooneanother.Eachmemberhastheirownpersonalpage,onwhichtheycantelltheworldabouttheirlikesanddislikes,theirfavouritefilmsandmusicandpostupphotosoftheirlives.InIrelandBebolinkspeopletogetherthroughschoolsandcolleges.
BlogAblog,shortforweblog,isanonlinediaryorjournal.ReaderscanoftensubscribeusingRSS(seebelow)andreceivenewcontentasitispostedandpublishedbytheblogger.Blogsareprimarilytextbasedalthoughmanyusephotographs,videosoraudio.
BluetoothThisisanICTindustrystandardwhichallowsmobilephones,computersanddigitaldevicestoconnectusingashort-rangewirelessconnection
BroadbandAfast‘always-on’Internetconnection
ChatroomAnareaontheInternetwhereoneormorepersonscancommunicateinrealtime,thatiswhenyoutypeinalineofconversationtheotherpersoncanseeitimmediatelyandcanreplystraightaway.
CommentsTheCommentssectionofBebousers’sitesisthemostpopularsectionwhereone’sfriendscanleavemessagesandchatinrealtime.
CookieApieceofinformationormessagesentbyawebserver/websitetoawebbrowserinordertogatherdataonhowauserusesawebsite.Dependingonthetypeofcookieused,andthebrowser’ssettings,thebrowsermayacceptorrejectthecookie.Cookiesmaycontaininformationsuchasuserpreferences,registrationorlogindetailsrelevanttoaparticularwebsite.
Creative Commons (CC)AcopyrightlicensingsystemdevelopedatStanfordUniversitywhichallowsacontentcreatortodecidehowpublishedworkmaybeused,copied,modifiedanddistributed.ItisoneofthenewlicensingsystemsnowgrowinginpopularityallowingforeasysharingandadaptingofworkontheInternet.
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Cyberbullying ThisisbullyingwhichiscarriedoutthroughanInternetservicesuchasemail,chatroom,instantmessaging.Itcanalsoincludebullyingthroughmobilephonetechnologiessuchasshortmessagingservice(SMS).
Filtering softwareAprogramdevelopedtosortandblockaccesstoundesirablematerialontheInternet.Normallyoperatesusingalistofbannedsitesandapprovedsiteswhichhasbeencompiledbythesoftwarecompany.
FirewallsHardwareorsoftwaresystemsthatpreventunauthorisedaccesstoorfromaprivatenetwork.
Flame(verb)Topassaderogatorycommentinanonlineconversation.
Flash BoxAnareaonaBebositewhereonecandisplayavideoforotherstowatch.ThevideomaybemadebyoneselforuploadedfromanothersitesuchasYouTube
Happy SlappingThismisnamedtermisusedtodescribewhenanunsuspectingvictimisattackedwhileanaccomplicerecordstheattack,usuallybymobilephone.VideoclipsofsuchattacksaresometimespostedtotheInternet
Identity TheftIdentitytheftoccurswhensomebodystealsyournameandotherpersonalinformationforfraudulentpurposes.
Instant Messaging (IM)Acommunicationtoolthatenablesyoutocreateaprivatechatroomwithanotherperson.Typically,theinstantmessagingmethodnotifiesyouwheneversomebodyonyourprivatelistisonline.Achatsessionwiththatparticularindividualcanthenbeinitiatedthroughtext,voiceorvideochat.
Internet Protocol (IP) AddressAuniqueidentifierforacomputerorotherdeviceonaTCP/IPnetwork.
LANAlocalareanetwork(LAN)isacomputernetworkinalimitedareasuchasaschool.
LinkAlink,weblinkorhyperlinkisanavigationelementonawebpageorfilethatallowstheusernavigatearoundtheworldwideweb.
MalwareMalwareissoftwaredesignedtoinfiltrateordamageacomputersystemwithouttheowner’sinformedconsent.Thetermisderivedfromthewordsmaliciousandsoftware.Theexpressionisageneraltermusedbycomputerprofessionalstomeanavarietyofformsofhostile,intrusive,orannoyingsoftwareorprogramcode.
MMS (Multimedia Messaging Service)Thisservicefacilitatesthesendingandreceivingofmessagescomprisedoftext,image,videoandsoundtoandfrommobilephonehandsetsorcomputers.
MoBlogAblogpostedtotheInternetfromamobiledevice.
NetiquetteNetiquetteisderivedfromthetwowordsInternetandetiquette.Netiquettedescribeshowoneshouldactonlineespeciallyinemailandchatrooms.
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Other halfOnecanaddonespecialfriendasan‘otherhalf’ofyouonyoursocialnetworkinghomepage
PhishingPhishingisthepracticewherebyafraudster,pretendingtobefromalegitimateorganisation,sendsmisleadingemailstorequestpersonalandfinancialdetailsfromunsuspectingpeople.
Photo GalleriesTheareaonasocialnetworkingsitewheretheusercanuploadorposttheirdigitalphotos.
PodcastsAdigitalmediafiledistributedovertheInternet.
Pop-upsPop-upsaresmallwindowsthatappearintheforegroundofanInternetbrowser.Pop-upsareoftenusedtodisplayadvertisingorunwantedcontentonthescreen.Somepop-upshowevermayhaveapracticalpurpose.
ProfileThisistheinformationaboutyourselfwhichyouwriteandplaceuponyoursocialnetworkinghomepage,itcontainsyourlikesanddislikesandyourpersonalinterests.SomeusersrefertotheirBebospaceastheirBeboprofile.
RIPToripistocopydigitalwork,e.g.CDaudioorDVDvideotoacomputerharddisk.
RSS FeedReallySimpleSyndicationfeedsarefreecontentfeedsfromwebsitesthatcontainnewsarticlesorblogpostings.UserswhosubscribebyRSSfeedcanhaveanynewcontentautomatically‘pushed’tothem.
Share the luvOnBeboyoucansendandreceive‘love’incommentform.Theamountofloveonereceivesisshownonone’sHomepage
SkinThisisthestyleofbackgroundofyourhomepage,madebyyouorselectedfromreadymadetemplates.
SkypeThisisacomputerprogramthatcanbeusedtomakefreevoicecallsovertheInternettoanyoneelsewhoisalsousingSkype.It’sfreeandconsideredeasytodownloadanduse,andworkswithmostcomputers.
Social NetworkingOnlinecommunitieswhereonecanconnect,communicateandcollaboratewithothersontheInternet.Socialnetworkingsitescanprovideanoutletforcreativityandexpression,theydevelopfromaninitialsetofmemberswhosendoutmessagesinvitingtheirfriendstojointhesite.Networkstendtobeorganisedaroundsharedcommoninterests,theBebonetworkisorganisedaroundschoolsandcolleges.Careshouldbetakenbystudentswhendisclosingpersonalinformationonsocialnetworkingwebsites.
Social TVTV-stylecontentiswidelyavailableonsocialnetworksitessuchasMySpace,BeboandYouTubeanditgenerallyfallsintooneofthreetypes:user-generatedcontent,existingbroadcastTVcontent,orbrandcontentcreatedforadvertisers.Beboisdevelopingaportfolioofvideo-based,originalTV–stylecontentwithadvertisingembeddedwithinit.Each“programme”isviewedviaitsownprofilepageonBebo-andsometimesonMySpaceandYouTube.Eventsunfoldinrealtimeviadailyvideoepisodes;characters’ownBeboprofilepagepostings;anddirectinteractionwiththeaudienceviacommentspostedtothesite.
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SpamJunkmailthatshowsupinemailboxesoronnewsgroups,generallyadvertisingaproduct,somemaycontainmaliciousmaterial.
SpywareSpywareiscomputersoftwarethatcollectspersonalinformationaboutuserswithouttheirinformedconsent.
ThumbnailsThumbnailsarereducedimagesorpictureswhichwhenclickedopenmultiplepagesorasocialnetworkinghomepageorprofile.
Top 16OnBeboonecanpostalistofone’stop16friends.Theirinformation(namesandprofiles)willbeseenonyourprofile.
URLAUniversalResourceLocator(URL)isauniquereferencetoidentifythelocationofInternetresourcesontheworldwideweb,sometimescalledawebaddress.
Virus Thisisamaliciouspieceofsoftwarethatcandogreatdamagetoapersonalcomputer.Oneshouldalwayshaveuptodateantivirussoftwareandviruscheckattachmentsbeforeopening.
Web camsThesearesmalldigitalcamerasthatcanbeconnectedtoaPC
WhiteboardAnareaonasocialnetworkingsitewherepeoplecansendandreceivedrawingsandcomments.
WidgetAneasytouseapplicationwhichmaybefreeormayoccurafee.e.g.onBeboaFlashBoxWidgetallowsuserstomakeaslideshowofhis/herownphotosontheirsiteforfreewhiletheMobileWidgetisapremiumsubscriptionpaid-forservicewherefriendscansendyouvideoorvoicemailmessagestoyourwebpageoratextmessagetoyourmobile.
Wi-FiShortforwirelessfidelityandismeanttobeusedgenericallywhenreferringtoanytypeofwirelessnetwork
WikipediaAcollaborativelyeditedfreeonlineencyclopediawhichcanbeaddedtoandeditedbyanyuser.
YouTubeYouTubeisapopularfreevideosharingwebsitetowhichusersupload,viewandsharevideoclips.
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NOTES
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NOTES
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SPHE Inservice InformationSPHE Support ServiceT: 018057718F: 018535113E: [email protected]: www.sphe.ie
DisclaimerWhileeveryefforthasbeenundertakentomakethispublicationascompleteandasaccurateaspossible,theauthorandthepublisherdoesnotacceptanyliabilityorresponsibilityforanypersonorentitywithrespecttoanylossordamagesarisingfromtheinformationcontainedinthispublication.InclusionofproductsandcompanynamesdoesnotimplytheendorsementbytheNCTEofaproductorcompany,nordoesexclusionimplythereverse.TheNCTEdoesnotacceptresponsibilityforanyopinions,adviceorrecommendationsontheexternalwebsitesmentionedinthispublication.
Copyright©NationalCentreforTechnologyinEducation2007.Permissiongrantedtoreproduceforeducationaluseprovidingthesourceisacknowledged.Copyingforanyotherpurposesprohibitedwithoutthepriorwrittenpermissionofthepublisher.
NCTE ICT in Schools ProgrammeT: 017008200F: 017008210E: [email protected],[email protected]: www.ncte.ie
//:Be SAFE_Be WEBWISE://An Internet Safety Lesson & Resource Pack for SPHE Teachers
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