Online Gambling and Youth
This lesson looks at the ways in which online gambling draws in youth and increases the risk that they will become problem gamblers.
This lesson looks at the ways in which online gambling draws in youth and increases the risk that they will become problem gamblers.
In this lesson, students talk about dressing up and taking on identities that are similar to or different from them. They are then introduced to the idea of avatars as a kind of “dressing up” inside video games and consider the ways in which the technical, generic and aesthetic limitations on avatar creation and customization affect their choices and their ability to represent themselves online.
Students and educators are already having to deal with artificial intelligence (AI) and its implications on schoolwork, assignments and lessons. When writing an essay, or when completing a school project, generative AI tools like ChatGPT can maybe speed up the results, save time and craft the correct response. Is that a good thing or are we causing more issues for our futures?
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.
Young Canadians today are growing up in a culture where gambling is legal, easily accessible – especially online – and generally presented as harmless entertainment.
Research shows that only a third of parents have discussed gambling with their children, perhaps because parents are generally unaware of their kids’ participation in these sorts of activities. It’s important to talk about it, though: research has found that family members' views about gambling are a major influence on how likely youth are to gamble.
In this lesson students are introduced to the concept of "avatars" and share their experiences creating and playing avatars in video games and virtual worlds. They then create avatars using a program that is intentionally limited in terms of available body types and gender markers, first creating an avatar of their own gender and then of the opposite gender, and then discuss the program and relate it to representations of gender and body image in games and virtual worlds and in other media. Students then create avatars using a much more flexible version of the program and compare that experience to the more limited version. Finally, students use the more versatile program to create avatars that represent how they see themselves and how they would like others to see them online and reflect on the choices that went into creating them.
Screen-Free Week is an annual event that traditionally takes place in May. Each year people from around the world make a conscious decision to turn off screens of all kinds for the week.
In this lesson, students are introduced to the ways video games may impact their mental and physical health. Students start with a reflection on their use of video games, specifically the amount of time they play and the role of games in their lives. This is followed by a class activity based on several key questions relating to the positive and/or negative effects video games may have on our health. Finally, students will be given an opportunity to debate key claims on the health effects of video games.
Meet Sasha. At age 8, she's a real social butterfly, both online and off, and is very concerned with how the world sees her: she spends a lot of time making sure she looks good in photos online but doesn't always think twice about who might see them. Violet is Sasha's older sister and her polar opposite: she's a hardcore gamer, and just as tough as her Level 65 Barbarian. Though she despairs of her sister sometimes, she's also fiercely protective of her and will unleash her considerable wrath on anyone she thinks is picking on Sasha.