ALEX Classroom Resource

  

Who's Looking at Your Digital Footprint?

  Classroom Resource Information  

Title:

Who's Looking at Your Digital Footprint?

URL:

https://www.commonsense.org/education/digital-citizenship/lesson/whos-looking-at-your-digital-footprint

Content Source:

Other
Common Sense Media
Type: Lesson/Unit Plan

Overview:

Our digital footprints can have a powerful impact on our future. This can be a scary thought, given that what's in our digital footprint isn't always in our control. Teach students that digital footprints are an opportunity to showcase their best selves and craft a footprint that leads to future success.

Students will be able to:
  • Learn that they have a public presence online called a digital footprint.
  • Recognize that any information they post online can help or hurt their future opportunities (college admission, employment, etc.).
  • Create a vignette that shows how a positive digital footprint can help someone take advantage of an opportunity.

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

Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R5) Locate and curate information from digital sources to answer research questions.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • locate and curate information from digital sources to answer given research questions.
Teacher Vocabulary:
  • curate
Knowledge:
Students know:
  • how to find valid sources to answer a given research topic.
  • how to cite sources.
Skills:
Students are able to:
  • locate valid digital resources to answer given research questions.
Understanding:
Students understand that:
  • a great deal of information is available.
  • it is important to validate information and to cite the source of information.
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
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: digital footprint, personal branding, rescinded
License Type: Custom Permission Type
See Terms: https://www.commonsense.org/about-us/our-mission/site-terms-use
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses
Accessibility
Comments
  This resource provided by:  
Author: Aimee Bates