Stay on the Path Lesson Four: Scavenger Hunt
In this lesson, students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos.
In this lesson, students apply their searching and critical thinking skills to learn how to find legitimate online sources for downloading and streaming movies, music and videos.
In this lesson students learn how to create well-defined search strings and to use tools and techniques such as bookmarking, browser filters and search engine preferences to avoid unwanted material.
In this lesson students learn how to authenticate online information by comparing “facts” from the website www.allaboutexplorers.com with more authoritative sources.
Much of what we believe about the world comes from the media products we see and hear. This is especially true of places and things we might not have actually experienced, such as developing nations and global development efforts. Beyond Media Messages: Media Portrayal of Global Development looks at how the media influences our views of developing nations and global development efforts, how we can learn to read or view media portrayals critically and how we can become media authors to promote democratic citizenship.
Our kids are coming of age at a time that things like online shopping, Facetime, and texting are all normal everyday occurrences. Technology is enabling people to do some pretty amazing things, and even communicate in a whole new way using a new language. You may know this as texting.
If anyone still doubts that youth need to learn how to evaluate online information, those doubts should have been dispelled by a recent hoax perpetrated by the group called the Yes Men. This group, which has a history of staging fake press conferences, decided to draw attention to Canada's position at the Copenhagen conference on climate change by creating a number of fake Web sites purporting to be, among others, the Copenhagen summit site, the Wall Street Journal, and Environment Canada's site. While it didn't take long for Environment Canada to make a statement exposing the hoax, by that time many journalists had reported the story as fact and the story had been widely distributed by wire services.
Snapchat, the mobile app that lets users send "self-destructing" photos, has the distinction of being the only digital tool that does not have a single redeeming feature. While the moral panic associated with blogs, cell phones, social networks and online games has largely faded in grudging recognition of their more positive uses (indeed, research shows that many parents have actually helped their children lie about their age register for Facebook accounts), Snapchat is seen as the Q-tip of the digital age: its sole function is to do the thing that you're warned not to do on the box.
To mark Safer Internet Day on February 11, we’ll be joining TELUS in a live webinar discussion of our Young Canadians in a Wired World research. Focusing on our first report, Life Online, our Director of Education, Matthew Johnson, will look at how the online behaviors and attitudes of young Canadians have changed over the past 10 years and what we can do to help keep our kids safe online.
Somewhat surprisingly, it’s not only struggling students who plagiarize: indeed, it may be students who are under pressure to achieve who are more likely to engage in the subtler (and harder to detect) forms of plagiarism1. Researchers have identified three situations where this is most likely: when students are under pressure (such as when work must be done with a tight deadline, or a work is particularly important for their grades); when students are not interested in the work; and when students feel that the assignment is unfair to the point where they have no hope of success without cheating2.
One of the most common ethical decisions kids face online relates to how they access and use content like music, games and videos. We can help kids make better choices by teaching them about the issue: in one study, one-quarter of young people said that they would stop accessing content illegally if it was more clear what was legal and what wasn’t.