An Internet Safety Lesson & Resource Pack for SPHE...

SPHE Inservice InformationSPHE Support ServiceT: 018057718F: 018535113E: [email protected]: www.sphe.ie

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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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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

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Responsibility

Rule.6

Responsibility

Rule.�

Responsibility

Rule.8

Responsibility

Rule.9

Responsibility

Rule.10

Responsibility

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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


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.


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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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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.


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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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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.


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



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


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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


Lesson.3:.Posting.Inappropriate.Photos

WatchYourSpace Poster: ‘Think Before You Upload’ Poster


Relevant Websiteswww.watchyourspace.ie

www.webwise.ie


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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EFFECTS?

WHY?

ACTIONS?

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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.


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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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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


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.


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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.


Activity/TasksInthisclassstudentsinpairsintheICTRoomaregoingtoresearchonlineoneparticularhelpingagencyandpresenttheirfindingstothewholeclass.

Materials/ResourcesCopiesofHandout–HelpingAgencies~someexamples

TheICTRoomandtheInternettoallowstudentsaccesstheHelpingAgencieswebsitesandtoresearchsupportsites.

MethodologyEachpairofstudentsselectsoneoftheHelpingAgenciessupportwebsitesandresearchesit,takingnotesandthenpreparinganddeliveringa2minutepresentationontheHelpingAgencytotheotherstudents.

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Assessment/EvaluationEachstudent’snotesandpresentationmaterialwillberetainedinhis/herSPHEJournal.

Possible Extension MaterialIftimeallowsstudentscouldexplorethe‘UsefulWebAddresses’namedonHelpingAgencies~someexamplesHandout


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


be aware of the importance of thinking ahead in making good decisions.

be able to gather, collate and evaluate information to aid decision making.




•

•

•

•

•

•

•

•

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

•

•

•

•

•

•

Year: 2nd or 3rd Subject: SPHE Subject Links: ICT Duration: 3 class periods

Topic Overview:TheselessonsaredesignedtohelpstudentsdevelopcriticalawarenessinregardtotheInternetandenablestudentsidentifysituationsinwhichtheirsafetymightbecompromised;theyareaccompaniedbyTeacherResourceNotes&BackgroundInformation.


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.


Activity/TasksTheresultsoftheSurveyaredisplayedordistributed.Theclassisdividedinto6groupsinordertodiscussfindingsandconsiderthebenefitsanddangersoftheInternet.

MethodologyStage.1

WhileconsideringtheSurveyfindings3ofthegroupsaregivenalargesheetofpaperwiththeheading‘BenefitsofInternetUse’,theother3groupsaregivensimilarsheetsbutwiththeheading‘DangersofInternetUse’.

Eachgroupisaskedtowriteasmanypointsastheycanundertheheadingtheyhave.After5minutesswitchthesheetssothateachgrouphastheoppositeheading.Allowafurther5minutes.

•

•

•

•

•

•

35

Stage.2

TheTeacherpoststhe‘Benefits’pagestotheleftoftheboardandthe‘Dangers’pagestotherightandinvitesfeedbackanddiscussion.

Assessment/EvaluationStudentrecordintheirSPHEJournalswhatforthemis

a)thegreatestbenefit

and

b)thegreatestdangeroftheInternet


Activity/TasksEachofthe6groupsfromthepreviousclasswilldesignandcreatealeafletorslideshowentitled:‘MakingtheMostoftheInternet’

MethodologyIntheICTRoomtheclassreturnstotheirgroups.Eachgroupdiscussesandplansitsproduct–adocumententitled:‘MakingtheMostoftheInternet’.Thiscouldtaketheformofaposter,aleaflet,aguidesheetoraslideshowdependingonthegroup’swishes.Theythensetaboutcreatingitandprintoffordisplaytheirworktotheclass.

Assessment/EvaluationEachgroup’sproductcanbepresentedtotheclassanddisplayedintheclassroomortheICTRoom.

Note:.ThedisplaycouldbecomepartofanInternetSafetyThemeWallinapublicareaoftheschoolforSaferInternetDayinFebruary.


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.

•

•

•

1.

2.

3.

4.

5.

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.

7.

8.

9.

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


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.

38

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.

39

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

43

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

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