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Internet Safety Case Study 3 (safe and sane social networking)

Profile of Chris Taylor:

Chris Taylor was recently laid off from his job as a teacher at a private elementary school. Over the

past two months, he has applied for a number of jobs, but has not received a single call for an interview. He is surprised by the lack of response, since he has nearly 10 years of experience in the classroom and has excellent references from two previous employers.

One of the things Chris has filled his free time with since losing his job is social networking: He has set up an account on all the most popular sites. Chris says the time he spends networking is a good way to connect with old friends, meet new ones, and even find a new job. He has also started a blog, where he posts nearly every day.

One thing that Chris enjoys about social networking and blogging is the opportunity to express himself. In his professional life, he has always felt like he had to keep his opinions, beliefs and thoughts to himself. Now, he frequently writes openly online about his political and religious views, his romantic relationships, and some chronic medical issues he’s dealing with.

The only negative experience Chris says he has had online is that one of his new “friends” has been sending messages every day to his personal email address. He’s also been calling Chris and leaving unpleasant voicemail messages. (He was able to find his home phone number using information Chris revealed, intentionally or not, online.)

What could Chris do differently to avoid certain consequences of his social networking?

 

 

Follow-up

Work in groups of 3-4 and look at the all authentic statistic material above which is related with the previous activity. Discuss the difficulties the learners may have with the material and strategies used to overcome it. Brainstorm and list Internet Safety tips students have learned thus far. Could use think-pair-share. Make predictions in 1 page report.

Microsoft conducted a research poll this year via its MSN site and the statistics it has revealed, published in early February of this year (2013), should leave every parent, adult, educator, law enforcement official and government office highly concerned!

Here are the highlights:

The Good News

· 87% of parents reported having had a talk with their child about online safety issues.

· 85% of children report limiting access to their social media sites to friends and family only.

The Bad News

· Only 36% of parents use parental controls or web filter software to actively protect their children online.

· 39% of children admitted to using online sites or playing video games that their parents would not approve of them using.

· 67% of children clean their cache so that parents can not check their history to see where they have been online (with a good filter installed parents could still view the history!).

· 36% take absolutely no action to limit or monitor Internet use in their home.

· 44% of parents were not aware of whether their children use privacy setting in their social media profiles to keep strangers out.



· 15% of children admitted to doing something online that was intended to be hurtful to someone else (cyber bullying) (http://www.optenetpc.com/blog/parental-control-software/statistics-of-home-internet-safety-highly-concerning/).

 

Make a Powerpoint presentation on the topic “Stay safe on the internet for different stages of education: difficulties and ways of their overcoming”.

At the end all learners should fill special table “Evaluation of the Action Internet Safety lesson” by giving feedback which helps teachers to improve future presentations by giving their opinion.

 

 

Assessment

Consider your favorite WEB SITE focusing on whether authentic information is given in it, and how much of critical awareness information is presented in the site.

Select material and work out the activities for young learners taking into consideration tips of internet safety (school, college, lyceum). Take into consideration the given criteria in the guidelines.

 

Independent work:

1.Create the useful vocabulary on the theme “internet safety”. You can use any book as a guide. (also useful material available in additional source https://support.google.com/youtube/answer/2801920?hl=en)

Write a journal entry type of story about their personal views on cyber bullying. Create ways to help those who have been victims of cyber bullying. Write their own list of benefits and dangers associated with internet use.

    1. Work with that table and do all tasks in it.

Social Media or Anti-Social Media?

Social Media Reporting Tools
Facebook To report mean or inappropriate content on Facebook: 1. Go to the individual's profile to Report/Unfriend/Block them. 2. To Report a picture, click Options then Report. 3. Facebook reviews the reported content and removes anything that doesn't follow the Facebook Community Standards. For more information, visit: https://www.facebook.com/fbsafety
Twitter To report mean or inappropriate content on Twitter: 1. Unfollow and/or block the user. Blocking the user means that they will not be able to add, follow, or see the profile of the person who blocked them. 2. Provide Twitter with the information they request and it will be investigated. For more information, visit:https://support.twitter.com/forms/abusiveuser.
Instagram To report a picture or video on Instragram: 1. Tap the icon in the bottom right corner of the post. 2. Tap "Report Inappropriate." 3. Alternatively, tap "Block User" which prohibits that person from viewing the posts or searching the profile of the person who blocked them. 4. "Ignore posts from this user" restricts the user from sending posts to the person who tapped it. For more information please visit, https://help.instagram.com.
Snapchat To report inappropriate "Snaps" or "Chats:" 1. In the friends list, press "Block" to prevent the user from sending anything to the person who blocked them, or from viewing their Stories. 2. Press "Delete" to remove them from the friends list completely. 3. On Snapchat's website, there's a section to formally report a problem which is sent to the Snapchat team. For more information, please visit:https://support.snapchat.com/co/inappropriate
LinkedIn To report something while browsing LinkedIn: 1. Flag the profiles and pictures as inappropriate; 2. The complaint is then sent for review to Customer Services. For more information, please visit:http://help.linkedin.com/app/safety/home
Tumblr To report inappropriate content on Tumblr: 1. Email the details of a complaint to abuse@tumblr.com. For more information visit: http://tumblr.com/policy/en/community.
YouTube To flag inappropriate content on YouTube: 1. Below the video player, click "Flag" to flag videos and users who violate YouTube's user policies. This could include those who harass and cyberbully, promote hateful speech, or make threats. 2. The review team will look at the video and take it down if it's in violation. The option to block a user prevents them from commenting on or looking at videos from the person who blocked them. To report cyberbullying: 1. Visit the Reporting Center to report a detailed complaint, especially if the issue is complicated and involves multiple users, comments, or videos. For more information:http://www.youtube.com/yt/policyandsafety/reporting.html https://support.google.com/youtube/answer/2801920?hl=en (Reporting Centre)

 

 

REFERENCES

1. Mayora C.A. Integrating Multimedia Technology an a High School EFL Program//J. English Teaching Forum V.44, No3, 2006. –Pp.117-118.

2. Pino-Siva J., Mayora C. Any Comments? Eliciting students’ reactions to video-based listening tasks. Paper presented at the 22nd annual Venezuela TESOL convention. –Caracas, Venezuela, 2004.

3. Anderson N. Scrolling, clicking, and reading English: Online reading strategies in a second/foreign language. //The reading Matrix 3(3), 2003. –Pp.1-33;

4. Dudeney G. The Internet and the Language Classroom: A practical guide for teachers. –New York: CUP, 2000;

5. Jonassen D.H. Computers as mindtools for schools: Engaging critical thinking. 2-d ed. –Upper Saddle River, NJ: Prentice Hall, 2000.

6. Paul, R., & Willsen, J. (1995). Critical thinking: Identifying the targets. In R. Paul (Ed.), Critical thinking: How to prepare students for a rapidly changing world. Santa Rosa, CA: Foundation of Critical Thinking.


Date: 2015-12-11; view: 710


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