Outcome Chart - British Columbia - Arts 3

Outcome Chart - British Columbia - Arts 3

Outcome Chart - Alberta - COMM2055: Web Design 2

COMM2055: Web Design 2

1. develop a multipage Web site 1.1 identify the purpose, audience and audience needs for a Web site

1.2 prepare Web page content that is relevant to the Web site purpose and appropriate for the target audience

1.3 plan the Web site navigation and pages; e.g., storyboarding, thumbnail sketches, site map

1.4 create a Web site according to the World Wide Web Consortium (W3C) standards, including:

1.4.1 pages

1.4.2 text

Outcome Chart - Manitoba - Print Communications 25S

Common Outcomes

Students will…

3. Assess textual, numerical, aural, and visual information, as well as the source of the media, to determine context, perspective, bias, and/or motive. (G-3.2)

4. Self-assess ICT representations and go beyond established criteria by enhancing meaning and/or artistry, according to topic, audience, purpose, and occasion. (Pr-3.2)

Getting the Rules Right

When screens started being part of our daily lives – not just for work, but for entertainment, communication, and news – we parents had to do some serious thinking. What would the rules be? How would we govern these new devices? What were the best choices?

Saskatchewan - Arts Education - Drama 10

Overall Expectations:

CP10.1 Investigate inspiration and departure points for dramatic work.

Specific Expectations:

a. Use personal narratives to explore concepts of memory, history and experiences relating to identity (e.g., cultural, gender expression, urban or rural perspectives, pop culture influences, sexual orientation, social status, youth or elder, immigrant). 

b. Generate ideas for exploration through improvisation and devised scene-work.

Outcome Chart - Manitoba - Business Innovations 9 (10S/10E/10M)

Overall Expectations: Demonstrate awareness of digital footprints

Outcome Chart – Nunavut - Reading 10

Strand: Uqausiliriniq

Overall Expectations: Concept A

1. The reader learns that reading can fulfill a variety of important purposes for the reader.

Specific Expectations:

2. becomes aware of the importance of reading for school success, for success in one’s business and social life, and for satisfaction as a leisure activity.

4. increases the level of attention to and active involvement in reading in order to accomplish a purpose.

The summer screen plan

Recently in my Facebook memories, a photo from years ago appeared. In the caption, I had written about how I was telling the kids they couldn’t spend their summer on their screens and that in reply, my eldest, likely about 10 years old at the time, pulled out his recorder from school to give an impromptu concert. The photo I shared was a picture of him playing it. I suspect, based on my post, that I not only appreciated his reply to my statement (as sarcastic as it may have been), but that they did, in fact, end up with plenty of screen time.  

Sexting and youth: Confronting a modern dilemma

It’s hard to think of a recent digital technology issue that’s captured the public imagination more than sexting. This may be because it combines elements of the classic moral panic with more modern “technopanic,” provoking worries not just about the morality of our children – and, in particular, young girls – but also about the possible effects of technology on how we grow, think and behave. As with most panics, of course, the issue is substantially more complicated and less sensational than we perceive it to be, and while it’s unlikely that our worries about sexting will ever seem in retrospect to be as absurd as our grandparents’ fears about crime comics, MediaSmarts’ new data shows that many of our beliefs and assumptions on the subject need closer examination.