You may not realize it, but you have a lot of power when you’re online: you can cheer people up, make them laugh, and help to make your school, your town or even the whole world a better place. The flip side is that what you do can make things worse, too. That’s why you have to think about what you say and do online, and try your best to do the right thing.
Doing the right thing online mostly comes down to the three R’s of respect: respect people’s privacy, respect people’s feelings and respect people’s property.
In this lesson, students consider how we come to hold values and how they affect our behaviour, especially online. They begin by comparing their assumptions about how common positive and negative online behaviours are with accurate statistics, and then consider how believing that something is more or less common than it really is can affect whether or not we think it’s acceptable. The teacher then uses a fable to introduce students to the ways that values can be communicated both overtly and implicitly and students discuss the ways in which their values have been communicated to them. They then turn specifically to the online context and consider what values they have learned about online behaviour and how they learned them. Finally, students consider scenarios that examine ethical questions online and role-play ways of resolving them.
In this lesson, students are introduced to the idea that “hot” emotional states such as anger or excitement can make it harder for them to control how they act. They also discuss the concept of empathy and look at the ways in which digital communication can make it harder to feel empathy for other people. Students then read scenarios that portray two sides of an online conflict and consider how to resolve them, using their discussion to build a list of tools for emotional management and conflict resolution online. Finally, students create a media product that explains and reminds them of one of those tools.
TV, music and movies have been a central part of young people’s lives for generations, and the Internet has only intensified that by delivering all of those directly to our homes – legally and illegally.
This guide offers adults teachers, parents, coaches, community leaders and youth mentors engaging activities to support the online TELUS WISE footprint challenge. The guide also includes extension activities for the comic strips in the activity book.
Online Sexual Exploitation: Who Is At Risk?
Recent research has shown that not all youth are equally at risk online, nor are all online activities equally risky. Rather, there are certain characteristics and online activities that could be considered risk markers – indications that someone is likely to take risks online and fall victim to online sexual solicitation. Many of these markers are the same as those used in the identification of at-risk youth; in general, the same youth are at risk online as offline.
The Raising Ethical Kids For a Networked World tutorial examines some of the moral dilemmas that kids face in their online activities and shares some strategies to help them build the social and emotional intelligence that’s needed to support ethical decision making – and build resiliency if things go wrong.
The Parenting the Digital Generation workshop looks at the various activities kids love to do online and offers tips and strategies for everything from Facebook privacy settings, online shopping, cyberbullying, to protecting your computer from viruses.
Talking to Your Kids About Pornography — Tip Sheet
It is natural for adolescents to be curious about sex: MediaSmarts’ research suggests that one in ten grades 7- 11 students use the Internet to look for information about sexuality. Forty percent of boys look for pornography online, with 28% looking for it daily or weekly. The problem with pornography is that it is an unhealthy response to a healthy concern.