Some of the most common ethical decisions youth face online revolve around intellectual property, but teaching kids to respect intellectual property can be particularly challenging because they may not see this as an ethical issue.
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.
Many curricular expectations in Newfoundland and Labrador Religious Education courses relate to media and digital literacy. The following excerpts from Ethics and Philosophy 2101 (2010) detail how media and digital literacy have been integrated into the curriculum:
In 2016, British Columbia launched a new Applied Design, Skills, and Technologies curriculum which it describes as “an experiential, hands-on program of learning through design and creation that includes skills and concepts from traditional and First Peoples practice; from the existing disciplines of Business Education, Home Economics and Culinary Arts, Information and Communication Technology, and Technology Education; and from new and emerging fields. It fosters the development of the skills and knowledge that will support students in developing practical, creative, and innovative responses to everyday needs and challenges.”
Strands in the Technological Education curriculum
The overall and specific expectations for each course in the technological education curriculum are typically organized in four distinct but related strands. The strands are Fundamentals; Skills; Technology, the Environment, and Society; and Professional Practice and Career Opportunities.
The Grade Nine and Ten curriculum document Technological Education includes information on how media literacy is relevant to the content of these courses:
The Nova Scotia English technology education curriculum includes expectations that incorporate digital literacy. The curriculum document Foundation for the Atlantic Canada English Language Arts Curriculum: Technology Education (2001) includes a section that demonstrates the complementary relationship between digital literacy and technology education:
Many curricular expectations in Ontario Computer Studies courses relate to media and digital literacy. The following excerpt from Computer Studies, Grades 10 to 12 (2008) detail how media and digital literacy have been integrated into the curriculum:
Popular culture, news media, and the way we consume violence on social media all play significant roles in shaping and reinforcing narratives of violence against women and diverse communities.
Traditional media like film, print and music still have a significant impact on young people’s body image. Research has found that even news coverage can promote weight bias by how it portrays people in larger bodies, both in photographs and in how it frames weight and health.