User needs and interests drive the design process.
Social, ethical, and sustainability considerations impact design.
Technologies help us accomplish many specific tasks in our lives.
Students are expected to be able to do the following:
Applied design
Outcome Chart - Newfoundland and Labrador - English as a Second Language 1205
Outcome Chart - Newfoundland and Labrador - English as a Second Language 3205
Explore and Reflect
Racial stereotypes abound on television, and children's programming is no exception. The turban-wearing bad guy, the brainy Asian, and the Black basketball whiz are just a few of the stereotypes reinforced in children's cartoons, films and TV shows. Spotting these stereotypes is often difficult for children; to them, the tomahawk-wielding Indian or the Asian karate expert is a familiar, easily-understood and often funny character. So how do you help children understand these images for what they are – oversimplified, generalizations?
This outcome chart contains media-related learning outcomes from the British Columbia Grade 9 Physical and Health Education curriculum, with links to supporting resources on the MediaSmarts site.
If you have children who have access to a phone and the ability to text, you may be venturing into a completely new area of communication with them. Have you noticed emoji replies? Or abbreviated statements? GIF-only responses or memes that you have to Google to understand? You aren’t alone.
So what should parents make of this?
To make a custom search engine you will need to be logged in to a Google account. (If you don’t already have one, go to accounts.google.com to sign up.) You don’t have to be logged in to Google to use it. As well, anyone can use a custom search engine once it’s been created, so a whole class can use search engines made with a single account.
