ALEX Resources

   View Standards     Standard(s): [DLIT] (6) 20 :

14) Discuss digital globalization and Internet censorship.

Examples: Software that scans a website for posts about potential threats; a person's ability to order a product directly from a manufacturer in another part of the world; a student in Africa can take an online math course created in the United States; web-hosting company prevents posting of content.

[DLIT] (6) 24 :

18) Define censorship.

[DLIT] (7) 25 :

19) Discuss the benefits and limitations of censorship.

[DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

Media censorship in China is complex, with few hard and fast rules. Although in recent decades the rules on reporting entertainment and lifestyle news have relaxed, political reporting is still very controlled. This informational material can be used during a lesson on discussing digital globalization and internet censorship.  

   View Standards     Standard(s): [DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

[DLIT] (8) 25 :

19) Critique the impacts of censorship as it impacts global society.

Example: Create a presentation outlining the social implications of limiting access to web content by favoring or blocking particular products or websites.

In the Middle East, programs that broadcast on the international satellite have more freedom to pursue a broader range of topics than those broadcast on terrestrial state television. This greatly benefits some stations which have found that addressing thought-provoking issues earns their programs higher ratings. In this video segment from the Wide Angle film "Dishing Democracy," learn about how people who work behind the scenes on the MBC hit Kalam Nawaem achieve the balance between social mores and the popular appeal of provocative content. The segment also includes a discussion of the channel’s plans to extend Kalam Nawaem to new platforms. This video comes with several support materials. This video can be played during a lesson on evaluating the impact of digital globalization on public perception and ways internet censorship can affect free and equitable access to information.

   View Standards     Standard(s): [DLIT] (7) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

[DLIT] (9-12) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (9-12) 26 :

20) Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

The invention of social media has provided us with a wide range of opportunities to become more informed on key issues and engage in the democratic process. However, it has also created space for individuals to try to influence public opinion around a particular political agenda through the creation of thousands of phony social media accounts, or computer-generated ‘bots.’

In this PBS NewsHour lesson, students will examine how the invention of the bot on social media websites like Twitter plays a role in influencing public opinion. Students will then invent their own bot to spread awareness about an issue they care about.

   View Standards     Standard(s): [DLIT] (7) 16 :

10) Explain social engineering, including countermeasures, and its impact on a digital society.

Examples: Phishing, hoaxes, impersonation, baiting, spoofing.

[DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

[DLIT] (8) 25 :

19) Critique the impacts of censorship as it impacts global society.

Example: Create a presentation outlining the social implications of limiting access to web content by favoring or blocking particular products or websites.

[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.

[DLIT] (9-12) 39 :

33) Evaluate the scalability and reliability of networks by describing the relationship between routers, switches, servers, topology, packets, or addressing, as well as the issues that impact network functionality.

Examples: Bandwidth, load, delay.

a. Explain the purpose of Internet Protocol addresses and how domain names are resolved to IP addresses through a Domain Name System server.

b. Understand the need for networking protocols and examples of common protocols.

Examples: HTTP, SMTP, and FTP

The policy of net neutrality prevents internet service providers (ISPs), like Verizon and AT&T, from slowing down the loading speeds of certain websites or creating “fast lanes” for sites that pay a fee. This policy will almost certainly be overturned by the Republican-controlled Federal Communications Commission. This Lowdown lesson explores the pros and cons of net neutrality and examines the different ways lawmakers view internet service.

   View Standards     Standard(s): [DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

Not every topic warrants a “both sides” approach. Some viewpoints are simply not backed by empirical evidence or are based on false ideas. Journalists and anyone who works with facts have to be careful not to present them as legit debates. If they do, they are creating a “false equivalence.” False equivalence: what does it mean, and why is it helping to spread misinformation online? 

Have your students watch the video and respond to the question in the support materials.

   View Standards     Standard(s): [DLIT] (7) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (7) 19 :

13) Compare and contrast information available locally and globally.

Example: Review an article published in the United States and compare to an article on the same subject published in China.

[DLIT] (8) 5 :

R5) Locate and curate information from digital sources to answer research questions.

[DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

[DLIT] (9-12) 5 :

R5) Locate and curate information from digital sources to answer research questions.

A layered graphic helps students understand how a news story goes from raw information – the source – to their newsfeed or text chain; then students zero in on sources in real-life news stories.

You are in need of Fact Finder: Your Foolproof Guide to Media Literacy’s 11 flexible, multimedia lesson plans to tackle these challenges. Eight skill-building lesson plans introduce essential media literacy concepts through engaging explainer videos and colorful infographics that help students revisit, retain and apply the key concepts. The accompanying News or Noise? Media Map provides a collection of examples ready for students to analyze and evaluate with the support of worksheets and discussion prompts. Three reporting lesson plans help students take what they’ve learned and apply it to their own content creation, inspired by the issues that matter to them.

A layered graphic helps students understand how a news story goes from raw information – the source – to their newsfeed or text chain; then students zero in on sources in real-life news stories.

You will need to create a free account to access this lesson plan. 

   View Standards     Standard(s): [DLIT] (7) 21 :

15) Discuss unique perspectives and needs of a global culture when developing computational artifacts, including options for accessibility for all users.

Example: Would students create a webpage aimed at reaching a village of users that have no way access to the Internet?

[DLIT] (8) 19 :

13) Evaluate the impact of digital globalization on public perception and ways Internet censorship can affect free and equitable access to information.

[DLIT] (8) 20 :

14) Analyze current events related to computing and their effects on education, the workplace, individuals, communities, and global society.

[DLIT] (8) 21 :

15) Critique computational artifacts, including options for accessibility for all users, with respect to the needs of a global culture.

Global collaboration is an increasingly important skill for students and adults. As our world becomes more interconnected, many jobs will require this kind of collaboration. Solving problems that affect our daily lives increasingly calls for global collaboration efforts.

How globally connected are you? You might have relatives that live in another country. Perhaps one of your parents travels to other countries for their job or has video conferences with someone in another part of the world. Maybe you came from a different country than where you live now.

If you are passionate about making a difference in the world, you will certainly need to tap into some global collaboration skills! There is a huge need for global thinkers and collaborators of all ages to work together, now more than ever, to help solve problems and work together on solutions.

LEARNING OBJECTIVES

When you have completed this activity you will:​

1. be able to identify important skills and characteristics of effective global collaborators [Global Collaborator]
2. understand why it is necessary to respect the cultures and customs of others [Global Collaborator]
3. apply these skills in a Global Collaboration [Global Collaborator]
4. communicate the results of your global experience with others [Creative Communicator]
5. review a global or national issue and develop ideas for raising awareness or designing solutions [Global Collaborator and Innovative Designer]