This week’s lecture taught us how to protect our current and future student’s online. As teachers we need to inform student’s to be aware of the many dangers that the internet can pose on our students. Students need to be made aware of how to behave responsibly online and how to behave safely online as this will protect our students from cyber bullying, paedophiles, strangers, physical threats and a myriad of other dangers that exist in cyber space.
Student’s need to be taught to protect their privacy such as keeping personal information to themselves, including never giving out security passwords, contact numbers and not providing information to anyone about yourself or immediate family. Explaining to students not to talk to strangers, as people may not be who they say they are and students should not meet in person with anyone from the internet, as they can pose a threat to our students and their familes (Nemours, 1995 - 2010).
When students use the internet within school grounds, teachers need to be aware of what websites students view and access by appropriately planning for example, making a list of the websites you want your students to use although, as a teacher you can’t stop your students from doing their own individual Google search so by providing support and constant observation this will help minimize inappropriate websites. However, if they do pop up or are accidentally clicked on students will require guidance and plenty of one on one interaction, as they may feel embarrassed or scared of what they have seen and done. During this time the student/s will need to be reassured by the teacher that everything will be all right. Students need to be taught that when an incident such as an inappropriate website opens up, they will need to immediately locate a teacher to handle the situation professionally and appropriately. For example, speaking to the school principal to make sure that inappropriate websites are blocked within school grounds therefore, not having a re-occurrence of the same issue down the track. The student’s parents will also need to be notified about the incident although need to be reassured that their child handled the matter appropriately and will receive a class award for their bravery and the way they handled the situation. Use of internet filters may also assist in minimising the access of restricted or inappropriate material (Powell, 2010).
At home parents need to also discuss and educate their child/ren about online protection and safety precautions. Each and every household should enforce computer and internet rules that both the parents and child/ren obey. Some rules that parents can set up within their homes are as follows (Hughes. R, D, 2001):
- Do not allow your child/ren to use chat rooms, as these are seen as a playground for sexual predators
- The computer needs to be placed in an open area where parents can frequently observe what their child/ren are doing on the internet
- Know your kids online friends and consistantly speak to our child/ren about their online friends
- Use internet filters to minimize exposure to inappropriate material
- Parents should also spend time along side their child/ren when they use the internet to observe what they take part in
- Monitor the amount of time your child/ren spend on the computer and internet and what time of day they use the computer
- Discuss with your child/ren to never meet face to face with someone who they may have met online and
- Do not permit your child to have an online chat or social space to meet people, as they may give out personal information putting themselves and their family in danger
Within our workshop we covered what design briefs are and what process is involved within a design brief. Below is an example of the steps:
- Investigate
- Design
- Produce
- Analyses/evaluate
Design briefs allow our students to develop their thinking processes and skills, which will allow them to become creative and unique individuals. A design brief is a process for skill development, getting students to collaborate with each other, allow you to share collated information with the whole school not just your class and most important assists in developing higher order thinking within all our students.
Our first task was to create a frog that jumped using only a piece of cardboard, a picture of a frog, a rubber band and a piece of sticky tape. This encouraged all groups to create their own frog toy that had its own unique jump. As each group demonstrated their frog jump, no groups jump was the same as other groups within the workshop. This made the task unique, creative and very engaging. Below is a picture of the design brief template used within our group task:
Our second task we took part in was creating our own unique online games that anyone world wide can view and play. The web link used to create your own online games is
At first Greg took us through on how to set up an account with a free thirty day trial. We all firstly created a quiz on any chosen topic; mine was related to our Solar System (www.quia.com/quiz/2511806.html ). After all students had completed we walked around taking part in our peer’s online quizzes. This was another creative yet enjoyable task to undertake part in. For the last forty minutes we played on the quia website creating as many online games activities such as word searches, hangman, jumbled words and quizzes for ourselves and people world wide to view and use.
Below is a list of my online games created:
http://www.quia.com/hm/667929.html (Direct link to my online web games)
http://www.quia.com/jg/1991079.html
http://www.quia.com/jw/386837.html
http://www.quia.com/profiles/ckarouzakis
http://www.quia.com/profiles/ckarouzakis
http://www.quia.com/quiz/2513176.html
References:
Hughes. R, D. (2001). Rules 'N' Tools, Retrieved 5th August 2010 from, http://www.protectkids.com/parentsafety/rulesntools.htm
Nemours. (1995 - 2010). Internet Safety, Retrieved 5th August 2010 from, http://kidshealth.org/parent/positive/family/net_safety.html
Powell, G. (2010). The Protection of Students Online- week Three lecture notes, La Trobe Univeristy, Melbourne, Australia
Quia. (1998 - 2010). Online Games, Retrieved 12th August 2010 from, http://www.quia.com/web
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