- 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)
- Authentication Beyond the Classroom
- Challenging Hate Online
- Cyberbullying and the Law
- Dealing with Digital Stress
- First, Do No Harm: Being an Active Witness to Cyberbullying
- Free Speech and the Internet
- Hate 2.0
- Hate or Debate
- Online Cultures and Values
- Online Gambling and Youth
- 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. Design a website for a defined audience and purpose.
- 2. Explain the need for standards and conventions when creating websites.
- 3. Develop a prototype visual design for a website, using current design principles. (Include: page layout, links, colours, and content requirements.)
- 4. Design a navigation plan for a website.
- 5. Set up a directory and file management system for storing, sharing, and publishing documents.
- 6. Create a website that includes:
- Multiple pages
- Content objects (Examples: images, sounds, video, animation…)
- Navigation (Examples: anchors, hyperlinks, email addresses, files…)
- 7. Publish a website. (Examples: Internet, Intranet, CD…)
- 8. Critique and suggest improvements for a website, using given criteria.
- 9. Accept a critique of a website and make changes based on the feedback.