ALEX Classroom Resources

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

Even by conservative estimates, the average American spends over 6 hours per day staring at a screen. That’s a lot of time. What does the scientific research say about it? Is it good or bad for us? This video comes with a facilitator guide and student handout that helps guide the discussion of this activity.

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

Trolls are all over the internet, just annoying people to no end. What makes someone an internet troll? Are some people just destined to be a troll, or do they develop this ability? Believe it or not, there have been numerous scientific studies surrounding this behavior. Explore the science behind trolling behavior in the latest Above the Noise video. This video comes with a student handout that helps guide the discussion of this activity.

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (9-12) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

The great thing about the Internet and cell phone technology is that it's available all the time, 24/7. But is there a downside to being connected all the time? In this video from FRONTLINE: "Digital Nation," 17-year-old Greg and his parents describe his desire to stay connected to his friends at all times. This video comes with discussion questions.

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 17 :

11) Advocate for positive, safe, legal, and ethical habits when creating and sharing digital content.

Example: Students create a brochure that highlights the consequences of illegally downloading media.

[DLIT] (9-12) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[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.

Facial recognition is creeping more and more into our daily lives. Facebook and Google use it for auto-tagging photos. Snapchat uses it to create hilarious filters. And Apple’s new iPhone will allow you to use your face to unlock your phone. But this same technology can be used by governments and companies to learn as much as they can about you. Find out how facial recognition technology works in the newest Above the Noise video. This video comes with a student viewing guide.

   View Standards     Standard(s): [DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

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

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (6) 17 :

11) Differentiate between appropriate and inappropriate digital content and the use of that content.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 2 :

R2) Recognize and demonstrate age-appropriate responsible use of digital devices and resources as outlined in school/district rules.

Welcome! There are eight main Quests that are separated into two parts for this Basics adventure and three Gold Quests that are included for those wishing additional resources.

Learning Objectives

When you have completed this activity you will:

• be able to navigate the 21 Things 4 Students website (Knowledge Constructor]
• understand basic technology operations [Empowered Learner]
• understand my school's Acceptable Use of Technology Policy [Digital Citizen]
• know how to improve keyboarding skills [Empowered Learner]
• understand basic email etiquette and safety [Digital Citizen]

   View Standards     Standard(s): [DLIT] (6) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (6) 18 :

12) Define digital permanence.

[DLIT] (6) 19 :

13) Define personal privacy, digital footprint, and open communication.

[DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 18 :

12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :

12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Your challenge is to open the Cyber Safe by completing Quests to help make the connection between the real world and the digital world. The decisions made in your digital world affect you as much as those made in the real world. In fact, your digital decisions and behaviors can affect you more and for longer than decisions made in the real world--even with prospective employers and college applications!

Earn your Cyber Safety Expert badge by successfully completing the Quests and cracking the cyber safe.

LEARNING OBJECTIVES

When you have completed this activity you will:

1. know how to be safe while on the Internet [Digital Citizen]

2. understand online etiquette [Digital Citizen]

3. understand the impact of online bullying [Digital Citizen]

   View Standards     Standard(s): [DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :

12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

[DLIT] (8) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (8) 18 :

12) Cite evidence of the positive and negative effects of data permanence on personal and professional digital identity.

Kids share a lot of information whenever they go online -- sometimes on purpose, sometimes not. But do they understand that online privacy isn't just what they say and post? Help your students learn about their digital footprints and the steps they can take to shape what others find and see about them.

Students will be able to:
- Reflect on the concept of privacy, including what they feel comfortable sharing and with which people.
- Analyze different ways that advertisers collect information about users to send them targeted ads.
- Identify strategies for protecting their privacy, including opting out of specific features and analyzing app or website privacy policies.

Available in both English and Spanish.

   View Standards     Standard(s): [DLIT] (7) 1 :

R1) Identify, demonstrate, and apply personal safe use of digital devices.

[DLIT] (7) 17 :

11) Demonstrate positive, safe, legal, and ethical habits when creating and sharing digital content and identify the consequences of failing to act responsibly.

[DLIT] (7) 18 :

12) Discuss the impact of data permanence on digital identity including best practices to protect personal digital footprint.

What others find about us online shapes who they think we are and how they feel about us. But do kids know what kinds of tracks they've already left? Help your students learn about their digital footprints and the steps they can take in the future to shape what others find and see about them online.

Students will be able to:

• Define the term "digital footprint" and explain how it can affect their online privacy.
• Analyze how different parts of their digital footprints can lead others to draw conclusions -- both positive and negative -- about who they are.
• Reflect on what they want their digital footprints to be in the future and how they can monitor and shape them.

Resources available in both English and Spanish.