This past December, my two daughters and I fell down the BTS rabbit hole.
BTS is a Korean K-Pop band that has been slowly taking over the universe since 2013. Their music can be heard worldwide, and in recent years they’ve made appearances on American late-night talk shows and on the American charts, while selling millions of records internationally.
Explore and create
This chart contains media-related learning outcomes from Ontario, Curriculum for Geography CGR4E: Living in a Sustainable World, with links to supporting resources on the MediaSmarts site.
1. identify and describe the components, goals and challenges of preproduction
1.1 analyze professionally developed production plans; e.g., story concept, storyboard, shot list, script
1.2 examine the considerations of a production plan; e.g., time line with key benchmarks, cost, sequence, equipment, creation of mood, human resources, on-location/studio-based requirements and permissions
A4. describe network concepts, services, and security
A4.4 describe methods for making a network secure (e.g., firewalls, data and password encryption, user authentication, WEP or WPA keys, security of server room).
MediaSmarts Resources
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?
This outcome chart contains media-related learning outcomes from the Newfoundland and Labrador Grade 3 Health Education with links to supporting resources on the MediaSmarts site.
The old saying that the rich get richer and the poor get poorer applies to cyberspace, too: these maps comparing router and population density show that the developing world has a long way to go to catch up to North America, Western Europe and Japan when it comes to getting online. The One Laptop Per Child project aims to change all that, designing, constructing and distributing Internet-ready laptops to children in developing countries.
In this lesson, students consider how we come to hold values and how they affect our behaviour, especially online. They begin by comparing their assumptions about how common positive and negative online behaviours are with accurate statistics, and then consider how believing that something is more or less common than it really is can affect whether or not we think it’s acceptable. The teacher then uses a fable to introduce students to the ways that values can be communicated both overtly and implicitly and students discuss the ways in which their values have been communicated to them. They then turn specifically to the online context and consider what values they have learned about online behaviour and how they learned them. Students then consider scenarios where different values may be in conflict and consider ways of resolving them, then develop their own moral dilemma scenarios.
While youth actively participate in copying, with 95 percent of students in a 2017 survey admitting to participating in some sort of cheating,[i] they have trouble seeing their acts of plagiarism as having a victim. Ultimately, if nobody is hurt then we are unlikely to feel empathy and without that it’s hard to see something as being morally wrong.