Digital Citizenship: Using technology for good
What happens online can have a real impact. It’s up to us whether the impact is positive or negative. What are some ways of using digital tech for good?
Digital Citizenship: Sharing information
Our friends and family pay attention to what we share online. Just like a journalist, it’s our responsibility to make sure something is true before we share it.
- Don’t share things right away.
Social media is designed to make you share things right away, but it’s better to wait a few minutes to think about it first. Give your “thinking brain” time to take over from your “feeling brain.”
Digital Citizenship: Ethics and privacy
In the digital world, we can lose control of the information we share. It’s important to respect other people’s privacy and take control of your own.
Mathematics 6-8
Students in the Middle Block learn Mathematics “within the context of critical thinking, reasoning and justification, and problem solving.” Digital Media Literacy connections are found in the Statistics and Probability strand.
New Brunswick - Mathematics 8
Strand: Statistics and Probability
Big Idea: Change and Uncertainty
Skill Descriptor:
Determine the probability of outcomes occurring in probability experiments to solve problems.
Achievement Indicators:
Provide examples of two independent events
Determine theoretical probabilities (sample space) of outcomes occurring involving two independent events
New Brunswick - Foundations of Mathematics 110
Strand: Logical Reasoning
Big Idea: Conjectures
Skill Descriptor:
Analyze and prove conjectures using logical reasoning.
Achievement Indicators:
Create and justify conjectures by observing patterns.
Determine and justify if given arguments are valid.
Create counterexamples to prove conjectures false.
Compare and contrast inductive and deductive reasoning using examples.
Prove conjectures using deductive reasoning.
Saskatchewan - Creative Writing 20
CW20.1 Investigate visual, multimedia, oral and written texts as sources of inspiration for creative writing.
Indicators:
a. Explore sources of inspiration (e.g., conversations, experiences, memories, objects, observations and sounds) as a starting point for personal and public compositions.
b. Examine traditional and contemporary visual, multimedia, oral and written texts that present different viewpoints and perspectives on issues related to identity and social responsibility.
Saskatchewan - Arts Education 20
K-12 Creative/Productive (CP) Goal: Students will inquire, create and communicate through dance, drama, music and visual art.
CP20.2 Design and produce, individually or collaboratively, a multidisciplinary arts expression.
Indicators
b. Experiment with various tools, materials, techniques and technologies to combine multiple arts disciplines.
Saskatchewan - Arts Education 30
K-12 Creative/Productive (CP) Goal: Students will inquire, create and communicate through dance, drama, music and visual art.
CP30.1 Investigate creative processes for producing arts expressions.
Indicators
a. Investigate inspiration and departure points for own artistic work.
b. Engage in creative processes to develop artistic projects individually or collaboratively (e.g., choreographic process, visual art-making process, music composition process, dramatic/theatrical process).
Saskatchewan - Marketing 20
Module 1: Introduction to Marketing
Outcomes
Analyze the relationship between marketing and business or organizational success.
Indicators
b. Describe the areas that marketing entails beyond selling and advertising.
e. Identify examples of commercial (e.g., Saskatchewan Roughriders) and social (e.g., ending mental health stigma or promoting the use of seatbelts) marketing.