ALEX Classroom Resource

  

Filter Bubble Trouble

  Classroom Resource Information  

Title:

 Filter Bubble Trouble

URL:

 https://www.commonsense.org/education/digital-citizenship/lesson/filter-bubble-trouble

Content Source:

 Other
Common Sense Media
Type: Lesson/Unit Plan

Overview:

When we get news from our social media feeds, it often only tells us part of the story. Our friends -- and the website's algorithms -- tend to feed us perspectives we already agree with. Show students ways to escape the filter bubble and make sure their ideas about the world are being challenged.

Students will be able to:
  • Define "filter bubble" and explain how it occurs.
  • Reflect on the limitations and drawbacks that filter bubbles cause.
  • Identify strategies for escaping their own filter bubbles.

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Content Standard(s):
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
R3) Assess the validity and identify the purpose of digital content.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • identify the validity and purpose of digital content.
Knowledge:
Students know:
  • not all information found online is valid.
  • some information is shared online to promote an agenda.
  • all information has a purpose.
Skills:
Students are able to:
  • assess the validity of digital content.
  • identify the purpose of digital content.
Understanding:
Students understand that:
  • not all information available digitally is accurate, valid, and/or unbiased.
  • some users/groups misrepresent information in an effort to skew perceptions.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
21) Explain how technology facilitates the disruption of traditional institutions and services.

Examples: Digital currencies, ridesharing, autonomous vehicles, retail, Internet of Things.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • explain the impact of technology of traditional institutions and services.
Teacher Vocabulary:
  • uber
  • rideshare
  • digital currencies
  • retail
  • college
  • university
Knowledge:
Students know:
  • that is important to assess the economic impact of technology on tradition institutions and services.
Skills:
Students are able to:
  • identify technology changes in everyday life that have changed how people interact with the world (example: music on CD and radio
  • > streaming music services like Spotify and XM satellite radio).
Understanding:
Students understand that:
  • technology changes quickly in an attempt to improve the quality and efficiency of life but may cause some disruptions as transitions to new methods take place.
Digital Literacy and Computer Science
DLIT (2018)
Grade: 9-12
23) Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

Examples: Artificial Intelligence/machine learning, mobile applications, automation of traditional occupational skills.

Unpacked Content
Evidence Of Student Attainment:
Students will:
  • debate the positive and negative effects of computing innovations in personal spheres.
  • debate the positive and negative effects of computing innovations in ethical spheres.
  • debate the positive and negative effects of computing innovations in social spheres.
  • debate the positive and negative effects of computing innovations in economic spheres.
  • debate the positive and negative effects of computing innovations in cultural spheres.
Teacher Vocabulary:
  • innovation
  • ethics
  • social
  • economic
Knowledge:
Students know:
  • how to discuss positive and negative effects of computing innovations in multiple contexts.
  • that changes in computing innovations can have a range of effects in many contexts.
  • how to communicate their beliefs about computing innovations and the effects caused by advances.
Skills:
Students are able to:
  • recognize that innovations can have both positive and negative consequences.
  • identify positive and negative effects of innovation.
  • communicate support for or against innovation.
Understanding:
Students understand that:
  • advancements can also have drawbacks.
  • we are in a state of change that will require adaptation and education to be a constant.
Tags: algorithm, filter bubble, personalized content
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 :
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AccessibilityText Resources: Content is organized under headings and subheadings
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  This resource provided by:  
Author: Aimee Bates