1. APPLYING SOCIAL AND ETHICAL PROTOCOLS AND PRACTICES WHEN USING ICT
This capability includes resources that help teachers and students to:
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recognise intellectual property
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apply digital information security practices
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apply personal security protocols
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identify the impacts of ICT in society.
APPLY DIGITAL INFORMATION SECURITY PRACTICES
APPLY PERSONAL SECURITY PROTOCOLS
IDENTIFY THE IMPACTS OF ICT IN SOCIETY
Photo by Andres Umana on Unsplash
RECOGNISE INTELLECTUAL PROPERTY
URL https://www.nothingbeatstherealthing.info/all-resources (Particularly Is it all your own work, Copyright & digital citizenship)
Description A website encompassing resource packs, a quiz and fact sheets for students and teachers
Platform Web-based, accessible by any internet connected device
Target cohort Teachers and students 12+ years. Also suitable for TAFE. (44 words)
Explanation This website provides educational resources for teachers and students, addressing ICT Capability subtopic recognise intellectual property. There are resource packs and a quiz available. (24 words)
Assessment Resources which directly relate to the student’s learning needs are described as ‘authentic’, and essential for meaningful and engaging learning. This resource, particularly the quiz, asks students questions about scenarios they are likely to encounter in their studies, ensuring its relevance and authenticity, enabling them to put their learning into practice immediately (Gabriel, 2010, August 1). The teacher pack provides an overview of copyright basics, so teachers are aware of the basics prior to using the lesson (Bower, 2016). It includes alignment with Australian Curriculum. (85 words)
Photo by Matthew Brodeur on Unsplash
APPLY DIGITAL INFORMATION SECURITY PRACTICES
Description Secure password management through a single master password
Platform An extension for five common browsers, or as an app for Apple, android or windows devices
Cost + licensing Free or premium plans from AUD$2.76/month, for personal or business applications
Target cohort 7+ years; younger people will require assistance. (42 words)
Explanation Use of LastPass addresses the need to secure and protect information. It syncs passwords on all logged-in devices, allowing for password generation, secure storage of sensitive information, secure password sharing, emergency next-of-kin access, simplified shopping and multi-factor authentication. (38 words)
Assessment If used by primary-aged children, LastPass would need to be installed by an adult. Users must have a strong master password they can remember to access the vault, which may at first be problematic to instil (Davis, 2014, October 24). Not specifically for students, there is a family option which includes a family manager dashboard, enabling parents to monitor and assist their children. Student use encourages awareness of the need to secure passwords, to generate strong passwords, to use good habits with passwords, and convenience (Fagan, Albayram, Khan, & Buck, 2017). (91 words)
Klaus Vedfelt/Getty Images
APPLY PERSONAL SECURITY PROTOCOLS
URL http://digitalbytes.commonsensemedia.org/
Description Video examples, interactive learning features and information about digital citizenship
Platform A website accessible by all internet-connected devices
Target cohort Teens, particularly in groups (24 words)
Explanation Use of Digital Bytes addresses applying personal security protocols, encouraging digital citizenship (positive and effective engagement with, and understanding of digital technology (eSafety Office, 2015, August 19). Students currently have eight scenarios to support their understanding of digital citizenship topics, earning badges along the way. Facilitation guides are included. (49 words)
Assessment Use of this site allows students to choose a topic that interests them, and to work as a group to complete it, enhancing their existing knowledge (Daniela & Lytras, 2018). Students respond to questions and prompts, creating and sharing an artefact (Laurillard, 2009). Users can earn badges, and record and share their work online to a group YouTube account, encouraging ownership and interest (Davies, 2012, August 19). The site targets teens without being overbearing or overtly ‘young’ as many similar sites are, and so is less likely to cause these users to turn away. (96 words)
Pixabay | bboellinger | CCO
IDENTIFY THE IMPACTS OF ICT IN SOCIETY
URL https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/the-shock-of-the-new
Description A learning sequence for teacher use
Platform A website accessible by all internet-connected devices
Target cohort Teachers, for students 14+ years. (21 words)
Explanation A teacher resource assisting to identify the impact of ICT on society, this learning sequence requires internet research, reading, reflecting, viewing videos, discussion and debate (Blannin, 2015). Of particular value is students understanding the origins of ICT and its effect on society, with the end prompt to reflect on how the systems they have investigated might change in the next 10 years. (62 words)
Assessment While this learning sequence is teacher-led, there is a wide variety of content and activities that delves into how ICT has changed, and the consequences for society. The resource focuses strongly on Apple, but also refers to historic technology such as the printing press. The lessons are set out in order and are easy to follow with an optional assessment rubric and link to the relevant curriculum area provided. Students work individually and as a group. To use all activities, access is required to both a Mac and a Windows computer. (91 words)
Photo by Andres Umana on Unsplash
RECOGNISE INTELLECTUAL PROPERTY
URL https://www.nothingbeatstherealthing.info/all-resources (Particularly Is it all your own work, Copyright & digital citizenship)
Description A website encompassing resource packs, a quiz and fact sheets for students and teachers
Platform Web-based, accessible by any internet connected device
Target cohort Teachers and students 12+ years. Also suitable for TAFE.
Explanation This website provides educational resources for teachers and students, addressing ICT Capability subtopic recognise intellectual property. There are resource packs and a quiz available.
Assessment Resources which directly relate to the student’s learning needs are described as ‘authentic’, and essential for meaningful and engaging learning. This resource, particularly the quiz, asks students questions about scenarios they are likely to encounter in their studies, ensuring its relevance and authenticity, and enabling them to put their learning into practice immediately (Gabriel, 2010, August 1). The teacher pack provides an overview of copyright basics, so teachers are aware of the basics prior to using the lesson (Bower, 2016). It includes alignment with Australian Curriculum.
Photo by Matthew Brodeur on Unsplash
APPLY DIGITAL INFORMATION SECURITY PRACTICES
Description Secure password management through a single master password
Platform An extension for five common browsers, or as an app for Apple, android or windows devices
Cost + licensing Free or premium plans from AUD$2.76/month, for personal or business applications
Target cohort 7+ years; younger people will require assistance.
Explanation Use of LastPass addresses the need to secure and protect information. It syncs passwords on all logged-in devices, allowing for password generation, secure storage of sensitive information, secure password sharing, emergency next-of-kin access, simplified shopping and multi-factor authentication.
Assessment If used by primary-aged children, LastPass would need to be installed by an adult. Users must have a strong master password they can remember to access the vault, which may at first be problematic to instil (Davis, 2014, October 24). Use of this resource emphasises the importance of pass-word protecting information. Student use encourages awareness of the need to secure passwords, to generate strong passwords, to use good habits with passwords, and convenience (Fagan, Albayram, Khan, & Buck, 2017).
Klaus Vedfelt/Getty Images
APPLY PERSONAL SECURITY PROTOCOLS
URL http://digitalbytes.commonsensemedia.org/
Description Video examples, interactive learning features and information about digital citizenship
Platform A website accessible by all internet-connected devices
Target cohort Teens, particularly in groups
Explanation Use of Digital Bytes addresses applying personal security protocols and encouraging digital citizenship (positive and effective engagement) with an understanding of digital technology (eSafety Office, 2015, August 19). Students currently have eight scenarios to support their understanding of digital citizenship topics, earning badges along the way. Facilitation guides are included.
Assessment Use of this site allows students to choose a topic that interests them, and to work as a group to complete it, enhancing their existing knowledge (Daniela & Lytras, 2018). Students respond to questions and prompts, creating and sharing an artefact (Laurillard, 2009). Users can earn badges, and record and share their work online to a group YouTube account, encouraging ownership and interest (Davies, 2012, August 19). The site encourages and informs about responsible behaviour while online.
Pixabay | bboellinger | CCO
IDENTIFY THE IMPACTS OF ICT IN SOCIETY
URL https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/the-shock-of-the-new
Description A learning sequence for teacher use
Platform A website accessible by all internet-connected devices
Target cohort Teachers, for students 14+ years. (21 words)
Explanation A teacher resource assisting to identify the impact of ICT on society, this learning sequence requires internet research, reading, reflecting, viewing videos, discussion and debate (Blannin, 2015). Students gain an understanding of the origins of ICT and its effect on society, and reflect on how the systems they have investigated might change in the next 10 years. (57words)
Assessment While this learning sequence is teacher-led, there is a wide variety of content and activities that delves into how ICT has changed, and the consequences for society. The lessons sequenced and are easy to follow with an optional assessment rubric and link to the relevant curriculum area provided ensuring transparency for students (Xia, Fielder, & Siragusa, 2013). Students work individually and in groups. To use all activities, access is required to both a Mac and a Windows computer. (78 words)