ALEX Classroom Resources

ALEX Classroom Resources  
   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Screen Time: How Much Is Too Much?
URL: https://www.pbslearningmedia.org/resource/screen-time-above-the-noise/screen-time-above-the-noise/
Description:

Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us? This video comes with a facilitator guide and student handout that helps guide the discussion of this activity.



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Are Internet Trolls Born or Made?
URL: https://www.pbslearningmedia.org/resource/internet-trolls-kqed/are-internet-trolls-born-or-made-above-the-noise/
Description:

Trolls are all over the internet, just annoying people to no end. What makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? Believe it or not, there have been numerous scientific studies surrounding this behavior. Explore the science behind trolling behavior in the latest Above the Noise video. This video comes with a student handout that helps guide the discussion of this activity.



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Online, All the Time
URL: https://aptv.pbslearningmedia.org/resource/dgn09.la.rv.visual.elements.online/online-all-the-time/
Description:

The great thing about the Internet and cell phone technology is that it's available all the time, 24/7. But is there a downside to being connected all the time? In this video from FRONTLINE: "Digital Nation," 17-year-old Greg and his parents describe his desire to stay connected to his friends at all times. This video comes with discussion questions.



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (6 - 12)
Title: Is Facial Recognition Invading Your Privacy?
URL: https://aptv.pbslearningmedia.org/resource/facial-recognition-software-kqed/is-facial-recognition-invading-your-privacy-above-the-noise/
Description:

Facial recognition is creeping more and more into our daily lives. Facebook and Google use it for auto-tagging photos. Snapchat uses it to create hilarious filters. And Apple’s new iPhone will allow you to use your face to unlock your phone. But this same technology can be used by governments and companies to learn as much as they can about you. Find out how facial recognition technology works in the newest Above the Noise video. This video comes with a student viewing guide.



   View Standards     Standard(s): [DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (8)
Title: Being Aware of What You Share
URL: https://www.commonsense.org/education/digital-citizenship/lesson/being-aware-of-what-you-share
Description:

Kids share a lot of information whenever they go online -- sometimes on purpose, sometimes not. But do they understand that online privacy isn't just what they say and post? Help your students learn about their digital footprints and the steps they can take to shape what others find and see about them.

Students will be able to:
  • Reflect on the concept of privacy, including what they feel comfortable sharing and with which people.
  • Analyze different ways that advertisers collect information about users to send them targeted ads.
  • Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies.

Users will need to create a free account to access this resource. 



   View Standards     Standard(s): [DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 17 :
11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

Subject: Digital Literacy and Computer Science (8)
Title: Social Media and Digital Footprints: Our Responsibilities
URL: https://www.commonsense.org/education/digital-citizenship/lesson/social-media-and-digital-footprints-our-responsibilities
Description:

Social media can be a place to connect, learn, and, most of all, share. But how much do kids know about what they're sharing -- and not just about themselves but each other? Help students think critically about their digital footprints on social media.

Students will be able to:
  • Identify reasons for using social media and the challenges that often come along with it.
  • Reflect on the responsibilities they have that are related to digital footprints -- both their own and others' -- when they're using social media.
  • Identify ways to make the most of social media while still caring for the digital footprints of themselves and others.

Users will need to create a free account to access this resource. 



   View Standards     Standard(s): [DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (8)
Title: Responding to Online Hate Speech
URL: https://www.commonsense.org/education/digital-citizenship/lesson/responding-to-online-hate-speech
Description:

Kids can come across all kinds of negative content online and on social media, whether it's rude, mean, or even hateful. But what counts as actual "hate speech," and how should kids respond when they see it? Use these activities to help students identify online hate speech and discuss the best ways to respond.

Students will be able to:
  • Use a circle-discussion structure to strengthen their class community.
  • Explore the nature of hate speech by discussing whether it could happen at their school.
  • Identify specific actions to positively affect a situation involving hate speech.

Users will need to create a free account to access this resource. 



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (6) 17 :
11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 2 :
R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Basics
URL: https://www.remc.org/21Things4Students/21/1-basics/
Description:

Welcome! There are eight main Quests that are separated into two parts for this Basics adventure and three Gold Quests that are included for those wishing additional resources.

Learning Objectives

When you have completed this activity you will:



   View Standards     Standard(s): [DLIT] (6) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 18 :
12) Define digital permanence.

[DLIT] (6) 19 :
13) Define personal privacy, digital footprint, and open communication.

[DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (6 - 8)
Title: Cyber Safety
URL: https://www.remc.org/21Things4Students/21/cybersafety/
Description:

Your challenge is to open the Cyber Safe by completing Quests to help make the connection between the real world and the digital world. The decisions made in your digital world affect you as much as those made in the real world. In fact, your digital decisions and behaviors can affect you more and for longer than decisions made in the real world--even with prospective employers and college applications!

Earn your Cyber Safety Expert badge by successfully completing the Quests and cracking the cyber safe.


LEARNING OBJECTIVES

When you have completed this activity you will:

  1. know how to be safe while on the Internet [Digital Citizen]

  2. understand online etiquette [Digital Citizen]

  3. understand the impact of online bullying [Digital Citizen]



   View Standards     Standard(s): [DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (8 - 12)
Title: The Daily Dilemma: Peter and Bridget
URL: https://www.goodcharacter.com/dilemma21/
Description:

This site is a case study in which students are invited to share (through writing or discussion) their opinions about how a situation should be handled. This case study is related to the personal safe use of digital devices.

This case study goes as follows:

Peter’s longtime close friend, Bridget, is wrapped up in an online relationship with some older guy on MySpace, a social networking website. Peter senses danger, but Bridget resents his warnings and wants him to butt out. What can he do without risking their friendship?



   View Standards     Standard(s): [DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 17 :
11) Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

a. Recognize user tracking methods and hazards.

Examples: Cookies, WiFi packet sniffing.

b. Understand how to apply techniques to mitigate effects of user tracking methods.

c. Understand the ramifications of end-user license agreements and terms of service associated with granting rights to personal data and media to other entities.

d. Explain the relationship between online privacy and personal security.

Examples: Convenience and accessibility, data mining, digital marketing, online wallets, theft of personal information.

e. Identify physical, legal, and ethical consequences of inappropriate digital behaviors.

Examples: Cyberbullying/harassment, inappropriate sexual communications.

f. Explain strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: The Daily Dilemma: David
URL: https://www.goodcharacter.com/dilemma29/
Description:

This website provides a case study for student evaluation, either through writing or discussion. This case study will focus on the safe use of digital devices and ethical sharing. The case study is as follows: David has just joined a Facebook group and he discovers that somebody has posted an offensive and malicious photo of a girl from his class. David feels very uncomfortable about it. What, if anything, should he do?



   View Standards     Standard(s): [DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :
12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :
12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Subject: Digital Literacy and Computer Science (7 - 8)
Title: Being Aware of What You Share
URL: https://www.commonsense.org/education/digital-citizenship/lesson/being-aware-of-what-you-share
Description:

Kids share a lot of information whenever they go online -- sometimes on purpose, sometimes not. But do they understand that online privacy isn't just what they say and post? Help your students learn about their digital footprints and the steps they can take to shape what others find and see about them.

Students will be able to:
- Reflect on the concept of privacy, including what they feel comfortable sharing and with which people.
- Analyze different ways that advertisers collect information about users to send them targeted ads.
- Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies.

Available in both English and Spanish.



   View Standards     Standard(s): [DLIT] (7) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :
11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Subject: Digital Literacy and Computer Science (7 - 12)
Title: The Ten Commandments of Computer Ethics
URL: https://www.youtube.com/watch?v=Nt36F-1fd6U&feature=youtu.be
Description:

This video explains ten commandments of computer ethics. Students will learn the thou shalt NOTS of computer practices. The wording is more appropriate for high school students, but can easily be used with middle school students, especially with class discussion. 



ALEX Classroom Resources: 13

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