Outcome Chart - Manitoba - Digital Pictures 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)

7. Identify possible health issues associated with using ICT. (Examples: ergonomic factors, inactivity, carpal tunnel syndrome, repetitive stress injury, eye strain, addictive/obsessive behaviour…) (E-1.4)

8. Apply school division’s acceptable-use policy for ICT. (E-2.1)

9. Apply safety guidelines when communicating electronically. (Examples: email, web pages, threaded discussions, videoconferences, chats, instant messages, camera phones, wikis, blogs, podcasts, online whiteboards…) (E-2.2)

10. Explain consequences of unethical behaviour. (Examples: cyberbullying, promotion of prejudice and hatred, copyright violations, plagiarism, willful destruction/manipulation of data, hacking, propagation of viruses, spamming, software piracy, consumer fraud, identity theft…) (E-2.3)

11. Apply guidelines for ethical and responsible use of ICT. (Examples: respect others’ privacy, protect personal information, follow security procedures, respect intellectual property and credit sources, use licensed software, discourage cyberbullying, collect data ethically, analyze information ethically…) (E-2.4)

12. Evaluate effects of personal ICT behaviour on others. (E-3.1)

13. Weigh personal benefits and risks of using ICT. (E-3.2)

14. Analyze various ICT skills and competencies required in personal career choices. (S-2.2)

15. Analyze advantages and disadvantages of ICT use in society. (Examples: lack of access, consequences of unethical use, ease of manipulating data, ease of communicating information, addictive/obsessive behaviour…) (S-2.3)

16. Weigh society’s right to information access against right to individual privacy. (S-3.1)

17. Weigh benefits versus risks to society of creating new ICTs. (Example: outsourcing jobs…) (S-3.2)

MediaSmarts Resources

Authentication Beyond the Classroom

Cyberbullying and the Law

Dealing with Digital Stress

First, Do No Harm: Being an Active Witness to Cyberbullying

Hate 2.0

Hate or Debate

MyWorld (licensed resource)

Online Marketing to Kids: Protecting Your Privacy

Online Relationships: Respect and Consent

Promoting Ethical Behaviour Online: My Virtual Life

Secure Comics

Thinking about Hate

What Students Need to Know about Freedom of Information and Protection of Privacy

Who Knows? Your Privacy in the Information Age

Specific Learning Outcomes

1. Define the purpose and audience for an image.

2. Conceive of a still image that will communicate a message.

3. Capture a still image with a digital camera.

4. Manipulate a digital image to create a new image by:

  • Using painting tools (Examples: lines, boxes, polygons, pencil, brush, spray, text…)
  • Using editing tools (Examples: extract, crop, straighten, colour…)
  • Using layers (Examples: create, adjust, import, knockout, duplicate, liquefy…)
  • Flattening files
  • Using image properties (Examples: transparency/ opacity, soft/hard edges, curves…)
  • Applying filters and effects (Examples: blur, distort, sketch, stylize, texture…)

6. Display an original graphic image. (Examples: printed, projected…)

MediaSmarts Resources

Digital Outreach for Civic Engagement

Digital Storytelling for Civic Engagement

Making Media for Democratic Citizenship

Online Relationships: Respect and Consent

Remixing Media

Secure Comics