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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.
Developed in partnership with CIRA, this interactive quiz is designed to increase students’ knowledge of the cyber security risks they face every day.
In this lesson students consider how well their favourite TV shows, movies and video games reflect the diversity of Canadian society.
Racial stereotypes abound on television, and children’s programming is no exception. The turban-wearing bad guy, the brainy Asian, and the Black basketball whiz are just a few of the stereotypes reinforced in children’s cartoons, films and TV shows. Spotting these stereotypes is often difficult for children; to them, the tomahawk-wielding Indian or the Asian karate expert is a familiar, easily-understood and often funny character. So how do you help children understand these images for what they are – oversimplified, generalizations?
Teacher Resources | 46 Results
By Barry Duncan
In the media education classroom, we all want to do thoughtful media analysis in which it is understood that class discussions and reflections are the basis for constructing new knowledge. In this context, the classroom is a “site of struggle” in which meanings are negotiated. U.K. educator Len Masterman reminds us that media studies should be inquiry-centered, co-investigative (rather than seeking to impose a specific set of values), egalitarian and dialogic - though of course, dialogue is not loose, rambling discussions. They should also lead students to critical autonomy, not just critical intelligence. Such an expectation implies that students are capable of making independent judgements on future media texts.
In the course of the activities in this lesson, students will develop rules of online conduct. These rules can be grouped under a term such as “(N)ethics” or “Golden Rules.” They share the goal of avoiding, dealing with and speaking out against cyberbullying.
Every year kids and teens see close to 20,000 commercials. Of these, approximately 2,000 are for alcoholic beverages.1 Add to these other forms of advertising (magazine ads, billboards, Web sites and brand-related clothing and products), signage at sporting events, sponsorship of professional and college teams and sports TV and radio programs, and most young people will have seen approximately 100,000 alcohol ads by the time they turn 18.
Blogs: A blog (which comes from the term “Web log” or “weblog”) is a Web application which contains posts like a diary or journal entry. Typically the most recent postings appear at the top of a blog. Some blogs are interactive, allowing visitors to post responses.
Chat Rooms: A chat room is an Internet environment where you can use text to have live, real-time conversations with many people at the same time. Some chat rooms use text-based conversation threads, while others create environments where visitors can represent themselves using avatars (or characters).
E-mail: E-mail stands for electronic mail, which unlike regular mail can be sent instantly, no matter how far apart the senders and receivers are.
File-sharing (also known as “peer to peer” technology) allows you to search for and copy files directly from the computers of others. The most common use of this technology is to swap digital music files (MP3s), movies and TV shows.
Instant Messaging: Instant messaging (IM) is a form of Internet communications that lets you talk in real time to individuals or groups of people. Users create contact lists of friends to chat with and can block people they don’t know or don’t want to communicate with.
Social Networking: A social networking site allows users to create a profile that introduces them to other members of the site. Profiles usually contain information about hobbies, photos, and short blog-like posts.