ICOMPUTE

E-SAFETY

E-SAFETY: RISKSWhat were your placement issues for e-safety?

-School Management-Pupils-Teachers

WORDLE

The 3 ‘C’s

Half (49%) of young people questioned say they have given out personal information, such as their full names, ages, email addresses, phone numbers, hobbies or names of their schools, to someone they met on the internet.

By contrast, only 5% of parents think their child has given out such information. (Source: UK Children Go Online.)

Prior to the launch of the Child Exploitation and Online Protection Centre (CEOP), there was no centralised collection of details of internet-related abuse in the UK, and not all victims reported incidents.

THE NEED FOR E-SAFETY

CONTACT

CEOP - Child exploitation and online protection

Childnet International

Watch CEOP film ‘Jigsaw’

Jigsaw – Discussion Points

How could children behave differently online to offline?

How could they put themselves at risk?

Other than engaging with strangers, what are the other risks of being online?

What advice would you give children to help them keep safe?

CONTENT

Inappropriate - How would you respond?

Inaccurate - How do you know?

Plagiarism/Copyright

User generated - “Produsers”

COMMERCIALISM

E-commerce

Privacy

Junk/Spam

premium rates

RESEARCH & REPORTS

The Byron Review

UK Kids Go Online

Ethical issues for schools

WHAT CHILDREN SAY

“Kids don’t need protection we need guidance. If you protect us you are making us weaker. We don’t go through all the trial and error necessary to learn what we need to survive on our own… don’t fight our battles for us just give us assistance when we need it.”

Byron Review, 2009

BEING PROACTIVE

VIRTUAL LEARNING ENVIRONMENTS

Online collaboration in ‘Safe’ environments

TEACHING PRACTICE?

• Whose responsibility is it to tackle issues of e-safety? (Parents Teacher? Whole school?)• How do we address the issues through our practice?• Responding to incidents• Pre-emptive approaches• School policy – Acceptable Use Policy (AUP)• Your own professional conduct• Confidentiality of pupil information• Your personal/professional online presence

PROFESSIONAL VS PERSONAL LIFE

Ofsted – ICT Subject Guidance

USEFUL RESOURCES

• CEOP - Child exploitation and online protection http://www.ceop.police.uk

• Childnet Internationalhttp://www.childnet-int.org/

• Thinkuknow resources for children of all ages as well as for parents/carers and teachers) http://www.thinkuknow.co.uk/

• Kidsmart (resources for young children) http://www.kidsmart.org.uk

• Jenny’s Story DVD (an Internet safety resource for KS3)http://www.childnet-int.org/jenny/index.html

• KnowITall for trainee teachers http://www.childnet-int.org/kia/traineeteachers/

REFERENCESByron, T. (2008) Safer Children in a Digital World: Report of The Byron Review, Available: http://www.dcsf.gov.uk/byronreview/pdfs/Final%20Report%20Bookmarked.pdf

Child Exploitation & Online Protection Centre CEOP - http://www.ceop.police.uk/

Chilnet International - http://www.childnet-int.org/

Livingstone, S. & Bober, M (2005) UK Kids Go Online, London: LSE, available: http://www.lse.ac.uk/collections/children-go-online/

Turvey, K. (2006) The ethical challenges of researching primary school children’s online activities: A new ethical paradigm for the virtual ethnographer? British Educational Research Association, BERA, Available online www.leeds.ac.uk/educol/documents/157434.htm

DIGITAL LITERACIES

Computing - Purpose of study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

 

Computing – AimsThe national curriculum for computing aims to ensure that all pupils:

can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation

can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems

can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems

are responsible, competent, confident and creative users of information and communication technology

Activity: Create a guide to Brighton or a city of your choice.

•Work in pairs and agree on your location and the web resources you might draw upon •Again working together, create a quick and simple storyboard for your resource. It isn’t necessary to be a great artist to produce a good storyboard.•Consider which digital literacies you are going to develop during your film making.

•Aim to create a resource that is approx 1 – 2 mins

•Come back ready to show your popcorn films.

SHOWTIME

FOLLOW UP TASK:

•

Engage:

What e-safety resources can you find to support teachers or children? Collect your ideas and add them to the group google doc.