Online+Privacy





By Kasey Rowe and Nicole Cavallo



** With our society becoming more reliant on the use of technology for work, recreation and educational needs a new set of digital rules or ethics needs to be developed. Technology can be used as a rich teaching tool in the classroom but part of using this technology much include teaching how to use it responsibly (Ribble, Bailey & Ross, 2004). There are a plethora of issues that need to be addressed; one of these issues is online privacy and safety. There are many different aspects, which we can focus on under this subheading, we have identified issues that we wanted to address and researched relevant information to create our unit of work. ** ** We created a rap song, which highlights different aspects of keeping ourselves safe, online. To create this song we used the garage band program. We then created a step-by-step guide using Jing. By using these two programs we now have foundational knowledge on how to use these effectively and teach students. ** ** Our unit of work is based on lessons where students are given opportunities to brainstorm and then research different elements of online privacy, creating small assessments based on the activities for that lesson. We created our unit of work for Level four VELS (Year 5/6). When creating our lessons we ensured that we included alternative activities for schools with limited ICT access. The main assessment for our unit development however is having the students create their own song using the garage band. By doing this we have integrated our learning of the new programs and shared this knowledge with the students. **




 * This is the artefact that we created. It is an online privacy rap song that we created using garage band. **

media type="file" key="Online Privacy Rap Song.mp3" width="240" height="20"

[|Jing Guide]
 * The following address will take you to our step by step guide to using garage band. All you have to do is click the link. **

[|GarageBand_3_Getting_Started[1.pdf]]
 * Below is a PDF produced by the Apple company showing a step by step guide to garage band. **


 * We used PowerPoint to develop a quiz for one of our lessons. Below is the template that was used to develop the quiz. To access the template open PowerPoint 2007, click on new and select installed templates. Then selected the quiz show template. **

[|Quiz Show.pptx]



** The learning focuses for our lesson came from VELS level four in the Information and Communication Technology domain. However the unit plan can also be integrated into different domains as we have shown below. ** ICT for creating ICT for visual thinking ICT for communication || Students will have an awareness of different aspects of internet safety such as online privacy. Students will have knowledge of the appropriate ICT conventions when using ICT for communicating. Students safely and independently use a range of skills, procedures, equipment and functions to process different data types and produce accurate and suitably formatted products to suit different purposes and audiences. Students will have knowledge of the appropriate ICT conventions when using ICT for communicating. Students learn to use tools, such as graphic organisers, to organise and analyse data and information. Students use ICT tools to produce information products that demonstrate their knowledge and skills. || Students have an awareness of online safety through lessons about personal information, photos, chatting safely online and their digital footprint. They use programs such as 'Inspiration' and 'Excel' graphs to display information. They produce information in 'Garage Band' when they produce their online privacy rap. || Creating and Making || Students use a range of media, materials, equipment and technologies to plan, develop, refine, make and present work. Students collaboratively present projects consider appropriateness of presentation for intended audience. || Students use technology of 'Garage Band' to present their information about online privacy. They consider the audience and purpose when creating their rap. || Listening Viewing and Responding Presenting || Students experience a variety of aural, written and visual communication forms in both formal and informal settings; for example electronic communication, performance and oral presentations. Students develop their skills in organising ideas and information logically and clearly to suit their purpose and the needs of their audience. || Students learn about conventions when communicating electronically. They perform a role play in front of the class regarding chatting to certain people online. They consider the audience when creating and presenting this role play. || Reading Writing Speaking and Listening || Students compose and comprehend an expanding range of texts in print and audiovisual and electronic forms that contain increasingly unfamiliar concepts, themes, information and issues. Students explore the relationship between the purpose and audience of texts and their structures and features.They analyse texts and support interpretations with evidence drawn from the text. || Students compose their rap to represent the theme of online privacy. They consider the audience and purpose of their rap song. Students analyse the scenarios given to them and interpret the reaction that characters may have. || Health knowledge and promotion || Students develop an understanding of the right to be safe. They learn to describe and assess the strategies for responding to situations that are potentially unsafe, risky or harmful in a range of settings || Students learn how to be safe safe online through various activities. || Measurement, chance and data || Students present data in appropriate displays (for example, a pie chart for eye colour data and a histogram for grouped data of student heights) || This is developed when students create a graph using 'Excel'. ||
 * **Domain/dimension** || **Focus** || How the unit develops this focus ||
 * **Information and communication technology**
 * **The Arts**
 * **Communication**
 * **English**
 * **Health and Physical Education**
 * **Mathematics**



[|lesson three rubric.pdf] || [|Scenarios.pdf] [|Chat rubric.pdf] || 50185497 || [|Quiz.pptx] ||
 * = **Lessons** || **5E's Model** ||= **Lesson Plan** ||= **Resources** ||
 * = Lesson 1 || Engage ||= [|Online Privacy Quiz.pdf] ||= [|Online Privacy Survey] ||
 * = Lesson 2 || Explore & Explain ||= [|Personal Profiles.pdf] ||= [|lesson two rubric.pdf] ||
 * = Lesson 3-4 || Explore & Explain ||= [|Photos.pdf] ||= [|Photos lesson three.pdf]
 * = Lesson 5 || Explore & Explain ||= [|Chat.pdf] ||= http://www.wordle.net/create
 * = Lesson 6 || Explain & Elaborate ||= [|Digital Footprint.pdf] ||= Mildura Police: Gary Leeson
 * = Lesson 7-10 || Elaborate & Evaluate ||= [|Rap song.pdf] ||= [|Rap song rubric.pdf]


 * Below is a list of cybersafe websites. These websites have teacher resources, information about online privacy and games and quizzes about online privacy. The quizzes and games can be used during lessons for students who have finished the tasks early. **

[|How to assist learning using ICT (ePotential)]
 * Teacher Resources: **

[|Cyber Smart units of work (Cyber Smart Schools)]

[|Brainstorming program (webspiration)]

[|A program to create gaphic organisers (Wordle)]

[|ICT teacher resources (FUSE)]

[|Victorian Essential Learning Standards (VELS)]

**Student Resources:** [|Online safety games (Think You Know)]

[|Cyber safety videos and games (On Guard Online)]

[|Early teen online safety videos and games (Net Smartz)]

[|Online safety fun and games (Cyber Smart Kids)]

[|Interactive online safety video (Cyber Smart)]

[|Online safety in the home[1.pdf]]
 * Parent Resources: **

[|Education abbout online safety (Common Sense Media)]

[|Tutorial for Parents and Teachers on Online Safety]



[|Online privacy artefact action plan.pdf]

ACMA. (2011, April 11). //Schools.// Retrieved July 20, 2011, from Cyber Smart: []

Australian Federal Police. (n.d.). //Think You Know Kids//. Retrieved August 2, 2011, from Think You Know : []

Bell, G., & Wynne, G. (2009). The Cultural Experience of Technology. //Idependence, 34//(1), 62-64.

Bullying no way. (2011). //Spotlight on Cyber Bullying//. Retrieved March 9, 2011, from []

Children, N. C. (2010). //Educators//. Retrieved July 27, 2011, from Netsmartz Workshop: []

Feinberg, J. (2009). Retrieved August 4, 2011, from Wordle: []

Flaming Text. (2011). Retrieved August 9, 2011, from Flaming Text free logo designs: []

Garage Band. (2011). Retrieved August 12, 2011, from Ziddu.com: http://www.ziddu.com/download/10540482/GarageBand-tutorial-ebook.pdf.html

Inspiration Software. (2011). Retrieved July 21, 2011, from Webspiration Classroom: []

McInerney, L. (2010). Digital Etiquette. //FYI : the Journal for the School Information Professiona, 14//(2), 8-9.

Ribble, M. S., & Bailey, G. D. (2005). Developing Ethical Direction. //Learning and Leading with Technology, 32//(7), 36-38.

Ribble, M. S., & Bailey, G. D. (2004, October). Digital Citizenship. Focus Questions for Implementation. //Learning and Leading with Technology, 32//(2), 12-15.

Ribble, M. S., Bailey, G. D., & Ross, T. W. (2004). Digital Citizenship. Adressing Appropriate Technology Behaviour. //Learning and Leading with Technology, 32//(1), 7-11.

Survey Monkey. (2011). Retrieved July 12, 2011, from Survey Monkey: []

Victorian Curriculum and Assessment Authority,. (2007). Retrieved July 11, 2011, from Victorian Essential Learning Standards: []

Webster, C. (2004). //Cyber bullying//. Retrieved March 9, 2011, from []

Wired Kids. (n.d.). //Stop Cyber Bullying//. Retrieved March 9, 2011, from []