Outcome Chart - Manitoba - ICT Across the Curriculum 9-12

Health and Safety Guidelines

Overall Expectations

Health Guidelines

Specific Expectations

Physical Health

recognizes possible health issues and takes measures to prevent injuries while using technology (e.g., considers ergonomic factors, screen time, physical inactivity, sleep habits, eye strain, distracted behaviour, repetitive stress injury)

Social and Emotional Health

establishes an appropriate balance between time spent alone using technology, time spent interacting with family and friends, and time spent on personal well-being (e.g., balances screen time with time for personal relationships, physical activity, nutritional needs)

considers the potential impact on self and others when viewing or sharing digital content (e.g., considers the nature and purpose of photographs, videos, postings)

seeks support for self and others when encountering  conflict/bullying/abuse online (e.g., develops skills for conflict resolution, knows whom to talk to or where to find help)

alerts the appropriate authorities regarding potential threats

MediaSmarts Resources

Alcohol on the Web

Dealing With Digital Stress

First Person

I heard it ‘round the Internet: Sexual health education and authenticating online information

Making Your Voice Heard: A Media Toolkit for Youth

MyWorld: A digital literacy tutorial for secondary students (licensed resource)

Online Gambling and Youth

Online Relationships: Respect and Consent

Promoting Ethical Behaviour Online

Relationships and Sexuality in Media

The Pornography Debate: Controversy in Advertising

Video Games

Your Connected Life: A Teen’s Guide to Life Online

Overall Expectations

Safety Guidelines

Specific Expectations

Managing Identity

understands that personal information shared online is public and permanent, and has implications on how one is perceived by others (e.g., considers protection of own and others’ identity when posting photos)

shows respectful behaviour when interacting with others online (e.g., uses respectful behaviour and language, considers reputation of others)

Managing Privacy

considers privacy of self and others when sharing personal information online (e.g., is aware of the danger of identity theft)

alerts the appropriate authorities regarding potential threats to privacy of self or others

reads and considers the terms of service before joining online networks and downloading information

considers the impact of sharing information (e.g., considers who will see the information, how it will be used, who will own it)

protects personal information (e.g., applies security tools, privacy settings, password management)

Dangerous Behaviours

recognizes the implications of being distracted while using technology (e.g., recognizes the dangers of texting while driving, the implications of inattention when caring for children/others, the importance of attentiveness to surroundings)

thinks critically when communicating with others online (e.g., assesses potential for cyber bullying, luring, threats to safety)

recognizes the consequences of engaging in risky or illegal behaviours (e.g., understands the legal implications of sending explicit messages, accessing/distributing child pornography, luring)

knows how and where to seek support when a risk is identified

MediaSmarts Resources

Challenging Hate Online

Cyberbullying and the Law

First, Do No Harm: Being an Active Witness to Cyberbullying

Hate 2.0

Impact! How to Make a Difference When You Witness Bullying Online

MyWorld: A digital literacy tutorial for secondary students (licensed resource)

Online Marketing to Kids: Protecting Your Privacy

Online Propaganda and the Proliferation of Hate

Online Relationships: Respect and Consent

Promoting Ethical Behaviour Online

Secure Comics

The Privacy Dilemma: Lesson Plan for Senior Classrooms

What Students Need to Know about Freedom of Information and Protection of Privacy

Who Knows? Your Privacy in the Information Age

Your Online Resume

Ethics and Responsibilities Guidelines

Respects privacy rights of self and others

(e.g., does not share personal information about others without permission, uses consent forms, obtains permission to take photographs, sets appropriate privacy settings in social media, follows the school’s/division’s acceptable use policies, understands terms of service used by various social media)

MediaSmarts Resources

Click if You Agree

MyWorld: A digital literacy tutorial for secondary students (licensed resource)

Online Marketing to Kids: Protecting Your Privacy

Promoting Ethical Behaviour Online

The Privacy Dilemma: Lesson Plan for Senior Classrooms

weighs society’s right to information access against an individual’s right to privacy

(e.g., considers what would be appropriate/inappropriate to share about others, differentiates between what is essential and what is non-essential to know about others, acts ethically when sharing information about others, considers the purpose of inquiry when gathering information)

MediaSmarts Resources

Click if You Agree

Online Marketing to Kids: Protecting Your Privacy

Promoting Ethical Behaviour Online

The Privacy Dilemma: Lesson Plan for Senior Classrooms

What Students Need to Know about Freedom of Information and Protection of Privacy

respects intellectual property rights of self and others

(e.g., acknowledges authorship of all sources, respects terms of service agreements, applies copyright laws appropriately, understands and applies own and others’ intellectual property rights)

MediaSmarts Resources

Remixing Media

respects the rights of others to have their own perspectives

(e.g., recognizes there are many points of view to consider, considers and tries to understand opinions/ideas of others)

MediaSmarts Resources

First, Do No Harm: Being an Active Witness to Cyberbullying

Free Speech and the Internet

Impact! How to Make a Difference When You Witness Bullying Online

Online Cultures and Values

Online Relationships: Respect and Consent

Who’s Telling My Story?

assesses the potential impact of decisions and actions on self, others, and society

(e.g., considers the appropriateness and relevance of own questions, assesses and expresses findings objectively and constructively, considers the potential for infringement on privacy, thinks about  environmental issues)

MediaSmarts Resources

Authentication Beyond the Classroom

Challenging Hate Online

Cyberbullying and the Law

First, Do No Harm: Being an Active Witness to Cyberbullying

Free Speech and the Internet

Hate 2.0

Impact! How to Make a Difference When You Witness Bullying Online

MyWorld: A digital literacy tutorial for secondary students (licensed resource)

Online Relationships: Respect and Consent

Promoting Ethical Behaviour Online