ALEX Classroom Resource

  

Sharing Releases Control

  Classroom Resource Information  

Title:

Sharing Releases Control

URL:

https://teachingprivacy.org/module-5-sharing-releases-control/

Content Source:

Other
International Computer Science Institute
Type: Lesson/Unit Plan

Overview:

Any time you interact online, that information is recorded in the network. And, as with in-person communication, once you’ve shared something, you can’t control what happens to it — or how people will interpret it. Other people can repost or forward content to any audience without your permission, websites can sell information to other businesses, and data can be legally subpoenaed. Websites and search engines automatically pick up and duplicate content, making it impossible to “unshare” — the Internet never forgets!

The lesson elements in this module teach students about the privacy principle “Sharing information over a network means you give up control over that information — forever”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student resources are available at https://teachingprivacy.org/sharing-releases-control/

Summary of Learning Objectives: Students can enumerate ways their information may be recorded, re-shared, and reinterpreted once it is online; students can use privacy settings and imaginative self-inquiry to limit potentially harmful sharing.

Target Age: High school, college undergraduate.

Learning Objectives: 

  1. Students can explain that once any type of content is shared online, it can be instantly available to anyone. As a result, students can make more informed decisions about the type of content they choose to share.
  2. Students can list examples and elaborate on ways in which shared content may be stored online forever, disseminated, and potentially used to harm them.
  3. Students can list some factors that might lead to an online communication being misinterpreted.
  4. Before sharing a piece of information online, students can imagine potential negative consequences of that information becoming public knowledge.
  5. Students are aware of privacy settings, can explain what they do, and can apply these skills to aid them in better controlling what information they release and to whom.
  6. Students are able to articulate how their behavior significantly affects the privacy of others, and can apply this knowledge by asking others about unspoken sharing preferences.
Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R1) Identify, demonstrate, and apply personal safe use of digital devices.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • demonstrate personal safe use of technology.
Knowledge:
Students know:
  • how to safely use digital devices.
  • that failure to use digital devices safely can have an impact on access at school as well as the protection of personal data.
Skills:
Students are able to:
  • identify personal safe use of digital devices.
  • demonstrate personal safe use of digital devices.
  • apply personal safe use of digital devices.
Understanding:
Students understand that:
  • it is important to protect personal data when sharing information on the internet.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
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.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • model behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.
a.
  • be able to identify user tracking methods and hazards.
b.
  • present strategies to mitigate effects of user tracking methods.
c.
  • explain how end-user license agreements and terms of service agreements serve to protect corporations not individuals.
  • explain the ramifications that may exist when one enters into a end-user licensing agreement or terms of use agreement.
  • explain how personal data may be shared by permissions agreed to in terms of service or end-user license agreements.
d.
  • explain online privacy.
  • explain personal security.
  • explain the relationship between online privacy and personal security.
e.
  • identify physical consequences of inappropriate digital behaviors.
  • identify legal consequences of inappropriate digital behaviors.
  • identify ethical consequences of inappropriate digital behaviors.
f.
  • identify impacts of negative digital behaviors.
  • explain strategies to lessen the impact of negative digital behaviors.
  • assess when to apply various strategies to lessen the impact of negative digital behaviors.
Teacher Vocabulary:
  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety
Knowledge:
Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.
Skills:
Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.
Understanding:
Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
12) Describe how sensitive data can be affected by malware and other attacks.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain how malware works.
  • describe how sensitive data can be affected by malware and other attacks.
Teacher Vocabulary:
personal data, malware, cyber attacks
Knowledge:
Students know:
  • how malware works.
  • how sensitive data can be affected by malware and other attacks.
Skills:
Students are able to:
  • identify when a computer issue is potentially caused by malware.
  • remove malware from a computing device.
  • explain ways to protect computing devices from malware.
Understanding:
Students understand that:
  • malware is harmful to computing devices and personal data.
  • software exists to remove malware from computing devices.
  • software exists to protect computing devices from a malware attack.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
19) Prove that digital identity is a reflection of persistent, publicly available artifacts.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research implications of irresponsible digital postings.
  • correlate online postings to one's digital identity.
  • argue that digital identity is a reflection of online content that is tied to a person.
Teacher Vocabulary:
  • digital identity
Knowledge:
Students know:
  • what data can be found about a person on the internet.
  • people can judge a person based on the Internet postings attached to his/her digital identity.
  • inappropriate postings can have lasting consequences.
Skills:
Students are able to:
  • research implications of irresponsible digital postings.
  • correlate online postings to one's digital identity.
  • argue that digital identity is a reflection of online content that is tied to a person.
Understanding:
Students understand that:
  • school personnel, people, and future employers may judge you based on online content before ever meeting you in person.
  • it is important to be proactive about what data is available online.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • research the impacts of actions taken in a digital environment.
  • evaluate strategies to protect their reputation in a digital environment.
Teacher Vocabulary:
  • digital identity
Knowledge:
Students know:
  • that often individuals are judged by their publicly visible online presence prior to meeting people in person.
  • that strategies exist to manage what is publicly posted online about you.
Skills:
Students are able to:
  • identify both positive and negative posts online.
  • identify consequences associated with negative online posting.
  • manage their digital identity and minimize negative repercussions.
Understanding:
Students understand that:
  • data posted online may not remain private.
  • all data shared online will have some impact on one's digital identity.
  • one must be mindful of the data attached to one's digital identity.
Tags: consequences, privacy, privacy settings, shared content
License Type: Attribution
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
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Author: Aimee Bates