Educators' Guide Intel Security Digital Safety Program: Think Before You Link Module 1: Cybersafety

Transcription

1 Educators' Guide Intel Security Digital Safety Program: Think Before You Link Module 1: Cybersafety The Intel Security Digital Safety Program: Think Before You Link is an interactive digital-safety program designed to help students learn how to be safe and responsible online. The first year of the program will present three self-paced interactive modules geared towards students in grades 3-5. The modules focus on the following topics: I. Cybersafety: Protect Yourself II. Cybersecurity: Protect Your Stuff III. Cyberethics: Protect Your Reputation Complementary parent modules provide advice and tips for developing online safety practices at home. Each module also includes an educators guide that supports teachers and media specialists with practical information and ideas for presenting the material in a school setting. Each student interactive module is designed to take approximately 15 minutes to complete.

2 Overview The first module in the Intel Security Digital Safety Program focuses on cybersafety. It is taught as a self-paced module with interactive features that enhance the experience for visual, auditory, and kinesthetic learners. The content is divided into three topics: 1. Protect Your Personal Information 2. Stranger Danger 3. Settings and Privacy Students can view the module using a web browser on a workstation, laptop, or tablet computer. Content is presented as screens that the student navigates using the intuitive interface. Interactive animated text and graphics are included throughout. The text animations and graphics are accompanied by audio narration that reinforces the lesson and supports learners at different reading levels. At the end of each section, students complete engaging formative assessments to reinforce what they have learned. At the end of the entire module, they complete a summative assessment that includes a series of multiple-choice questions. Students can then download a Certificate of Completion, go on to other modules in the Think Before You Link series, or explore related links on the program website. Instant Expert The online world has changed all our lives, especially our children s. Being online offers opportunities for children to learn and connect with others. Unfortunately, it also opens up potential risks of sharing the wrong information or connecting with the wrong people. For young people, it also opens up potential risks to their digital reputations. We all have an opportunity and a responsibility to help children navigate this online world safely and responsibly. The first module of the Intel Security Digital Safety Program concentrates on helping students learn to keep themselves safe online. The module is divided into three topics.

3 Personal Information The first topic of the module teaches students what personal information is and why they should not share it with people they do not know. While most people on the Internet are who they say they are, children learn that there are some cybercriminals who want to steal their personal information to get access to bank accounts, steal their identity, put harmful malware on their computers, send cyberbullying messages from their accounts, or even do harm to them personally. Students learn that they should never reveal their age, their home or school addresses, where or when their parents or guardians work, their phone number, or any passwords for computers or websites they use. They learn to ask themselves the 3 W s before sending personal information. Students should also know how to avoid or disable software that could reveal their location and, when in doubt, to always ask an adult whom they trust. Stranger Danger Students may instinctively understand that it is dangerous to talk to a stranger in a public place but, because online situations may feel less threatening and more anonymous, students could be more apt to interact with strangers. The second topic guides students to any online communication with strangers. They learn that some people are not who or what they say they are online. To avoid stranger danger, students learn to ignore any communications from those they do not know, and to report messages that make them uncomfortable to a parent or other trusted adult. In addition to telling a trusted adult about messages from strangers, students also learn to save those messages in case they are needed to find or prosecute the sender. Privacy and Settings The final topic of the module shows students how to use the privacy features of their computers and the websites they visit to make their online lives safer. Students learn to enable the highest level of privacy settings in the preferences of social and gaming websites they visit only allowing communication from those they know and trust. Students should also know that websites may share some of their private information without their knowledge if they do not have these settings in place. Students should learn to set preferences for websites, their devices, and any software they use to reveal as little as possible about themselves.

4 Though the Internet provides a wonderful academic, entertainment, and social resource for young people, it can potentially leave them open to dangers like information theft, predators, malware, and the potential for over-sharing of personal data.

5 Getting Started Objectives Students will learn: that the Internet is a great place to learn and share information but that it s important to stay safe. that they have to follow certain rules to keep them safe online. that they must never share personal information online with anyone they do not know. how to handle situations or online behavior that may make them feel uncomfortable. why we have passwords and how to develop a strong one. why it s important to create privacy settings. strategies for keeping themselves safe while online. Materials To help students navigate the module, you will need: a computer or other device with Internet access and web browser. a projection device to display the web page. copies of the downloadable Certificate of Completion. Procedure This module is designed to be used by individual students in a self-paced setting or, if technology is limited, in a one-to-many environment. If using the module as a presentation in a one-to-many environment, the instructor can use the navigation features of the module to present the content to students and to set the pace of the lesson. By eliciting group responses, the instructor can facilitate interactive learning about students experiences and ideas, and initiate small group discussions. In an ideal setting, the instructor will be able to easily control the Internet browser used to display the module while also interacting with the students. In the slide-by-slide procedure below, suggested modifications for instructors making a classroom presentation are given. If students are individually navigating the course, the instructor can find extensions and suggestions for follow-up after the Procedure section.

6 Screen 1 Introduction: This screen introduces the title of the course. Tell students this is an online course that they can review on their own after the presentation. Connect to the website at Ask students to share different ways that they use online tools, apps, and games. Reinforce that the Internet is a great tool but that it s always important to be safe and responsible online. Ask students what they think it means to be safe and responsible online and why this is so important. Record responses to be used later as a review after completing this segment. Continue to Screen 2. Screen 2 Overview: This screen shows students the three main sections covered in the program cybersafety, cybersecurity, cyberethics.

7 Follow the on-screen prompts, and allow your students time to view the text and listen to the audio content as the screen opens. Point out to students that this lesson will help them avoid the dangers they learned about in Screen 1. Review the list of student responses, and identify the ones they will learn more about in this module (protecting personal information; avoiding strangers; using privacy settings). Emphasize that today we are going to focus on rules they can follow to keep themselves safe while they are online. Continue to Screen 3. Screen 3 Gallery: This screen presents students with a real-life scenario in the form of a click-through gallery. In the scenario, a peer named Chris makes several mistakes related to his cybersafety. Ask the students how many play online games and if those games have chat features that allow them to talk with other players. Poll students to see how many use those features. Encourage them to share their experiences and make note of them for use later. Follow the prompts to navigate through the gallery. In the course of the scenario, Chris divulges personal information that could put him at risk. You may want to walk through the gallery several times asking the students to think about Chris s actions and why they open him up to potential dangers. As they click through the gallery, they will learn the answers. Continue to Screen 4.

8 Screen 4 Protecting Personal Information: This screen teaches students basic information about what personal information is and why they should not reveal it online. Have students choose one of the topics in the column on the left. Navigate through the interactive text until they have seen information about each topic. The flyout information for the five topics can be done in any order. What is personal information? o Ask students What is personal information? o Expand the screen and ask the students to look at the list. Discuss any items they did not include in their lists. Invite them to add the missing items to their list for review later. Ask students to summarize what would make certain information personal? Ask, Why is it important to protect personal information? Review the reasons listed in the interactive text and audio. Why protect personal information? o Ask students, Why should you protect your personal information? o Invite student responses. Then, expand the screen and read each reason aloud. o You may need to explain what a cyber criminal is. Share or invite examples from the students for each of the bulleted answers. This is an important screen on which to focus because students may not realize what a cyber criminal could do with their personal information and how it could be harmful to them, their family, or their devices.

9 Ask yourself the 3 W s. o Ask students to predict what three questions they might want to ask themselves before sharing personal information online. Share the hint that all three start with the letter W! o Review the three questions listed on the screen, and ask students if they ask themselves these questions before sharing their own personal information. If unsure, ask a trusted adult. o Ask students what adults they could potentially ask if they are unsure about whether or not to share personal information. Encourage them to create a list of adults they trust. The list could include parents, grandparents, guardians, teachers, and media specialists. Limit the information you share. o Remind students that only people they know and trust should be allowed to know their personal information. When the students have viewed all five topics, ask them what Chris could have done differently during his online game to help keep himself safe. If necessary, use the left arrow to navigate back to the gallery viewing on screen 3 and have students point out the errors that Chris made. Before beginning the next screen, let students know they will be applying what they learned in the next few screens. Ask them if they have any questions before moving on. Continue to Screen 5. Screen 5 Formative Assessment: Protecting Personal Information: This screen provides the students with a formative assessment related to what they ve learned. Students are presented with a series of situations and are asked to choose what they would do in response to each.

10 As each of the three items in the quiz appears, poll your students or ask a student to select the correct answer. Allow students to hear the feedback for their answer. For each example, try to elicit an explanation of why the answer was right or wrong. Example 1: Correct answer: Show your parents. Example 2: Chat Correct answer: Don't reply to the chat. Example 3: Passwords Correct answer: Don't share your password. Screen 6 Introducing Stranger Danger: This screen introduces students to the topic of stranger danger, the idea that communicating with any strangers online opens them up to potential risks. Ask students if they would start a conversation with a stranger at a park or bus stop, or speak to a stranger when their parents were not around. Ask, Why not? Reinforce why it can be potentially dangerous to talk with people they do not know. Ask students how they think these dangers translate online. Allow the students to explore each of the cards on the screen and read the information listed under each one. Before the students have viewed the topics, ask them what they think each means. Have them share how they think these relate to being safe online.

11 The cards will flip over upon click, revealing additional information for each topic. They can be viewed in any order. Invite students to share their experiences as they reveal each one. Screen 7 Formative Assessment: Stranger Danger: This screen invites students to apply what they ve learned about Stranger Danger. They view several imaginary s and complete a drag-and-drop interactions to determine if they believe the message is from a friend or a stranger. Explain to the students that they will be asked to choose whether the online message is from a stranger or a friend. As you introduce each example, poll students on their answers. Drag the appropriate tag to the drop area to see if it is correct. For each example, elicit an explanation from the students as to why the answer was either right or wrong. Example 1: Post to your social media account o Correct Answer: Stranger. (Certainly, this could also be from a friend, but the takeaway should be that just because someone says they are the student s age, it doesn t mean that they are.) Example 2: An instant message o Correct Answer: Stranger. Example 3: An o Correct Answer: Friend. (In this case, it is a relative.) Ask students if they have any questions. Review the three parts of protecting yourself from online strangers. o You don t always know who is online. o You should never talk to unknown people online. o Block strangers who do contact you.

12 Screen 8 Introduction to Profiles and Settings: This screen introduces students to the final topic: profiles and settings. Throughout this topic, students are reminded of the importance of using privacy settings and passwords to help protect them from potential online risks. Ask students if they have ever had to adjust any of the settings for their computers or the websites they visit. Ask, Why does the [website/computer] have these settings? Elicit the idea that computer settings help users personalize their online experience and can be used for protection. Remind students that their parents/caregivers can help them set up their computers to help keep them safe online. Have students read the three topic sections. Ask them to share how they think these topics are related to keeping them safe online. Use highest privacy settings o Ask, What does the word privacy mean? Why would privacy be important online? Discuss how they can use the computer settings to help keep their personal information private. Limit sharing information o Ask students if they know what GPS is or if they have ever used a program that can provide a map for directions. Ask them how the device knows where they are. Explain that this feature can be beneficial for some purposes but it could also be used by a stranger to know where they are. Ask, Why could be this unsafe? o Remind them they should not share where they are or where they live with anyone online and they should make sure that any location or geolocation setting is turned off.

13 Use screen names o To protect yourself online, it is always better to use made-up names. Remind students that screen names should NOT include the following information: full name, age, gender, or address. o Invite students to share ideas on how to create a safe screen name. During the discussion, remind them to NOT share their actual screen names. Some ideas might include using a movie or storybook characters, their favorite colors or foods, made-up nonsense names, etc. Let students know they will apply what they have just learned in the next section by making selections on a drop-down menu for an imaginary gaming profile page. Screen 9 Formative Assessment on Profiles and Settings: This screen allows students to apply what they have learned about profiles and settings by choosing the actual settings for an imaginary gaming site profile. Poll students about their answers for each scenario as they make their selections. Invite students to justify their answers. The feedback is designed to provide positive feedback for 5 of 7 responses. If students get fewer than 5 correct, encourage them to try again. Which name do I use? (Screen Name/Real Name) Show my scores? (Yes/No) Who can see my posts? (Anyone/Friends Only) Who can send me messages? (Anyone/Friends Only) Who can ask me to play a game? (Anyone/Friends Only) Who can send me ? (Anyone/Friends Only/No One) Who can get my phone number? (Anyone/Friends Only/No One)

14 Screen 10 Review: This screen reviews the lesson on cybersafety. Students both hear and see the key points of the lesson in the review. Before beginning the review, invite students to summarize what they have learned. Then go through each of the review screens to reinforce the important concepts. Screen 11 Assessment: This screen concludes the content presentation. The students will now take a brief summative assessment to check their understanding of the lesson on cybersafety. Before students do the final assessment, review any questions they may have. Remind them that being on the Internet is fun! They can connect with people through , games, apps, and websites. But it s really important that, when they re on the Internet, they stop and think before they link. It s also important to follow rules that keep them safe and their personal information protected.

15 Poll the students, or ask individual students to answer each question. After each item, click the button to continue. Once the online assessment is completed, students will be able to print out a Certificate of Completion. If students get any answers incorrect, encourage them to review the previous pages. Screen 12 Recognition: This screen allows students to print a certificate that recognizes that they have completed this module of the Intel Security Digital Safety Program: Think Before You Link. Congratulate students on all they have learned about keeping themselves safe online! Have copies of the certificate ready to distribute to the class. You many want to sign them before distributing. Students can write their name directly on the print copy. Screen 13 Closing Title: This screen ends the module and thanks the students for taking the course. The screen has links for students to visit the Intel Security Digital Safety Program website for additional information.

16 Remind the children that the most important part of today's lesson is to be sure to discuss what they have learned with a trusted adult, and to be sure to tell a trusted adult if they are ever uncomfortable with any online communication. Extensions In addition to this module on Internet safety, remind students that there are two additional modules that cover Internet security (protect your stuff) and Internet ethics (protect your reputation).

17 Curriculum Connections The Intel Digital Security Program: Think Before You Link content can easily connect to several curricular areas. Below are a few activity ideas to help teachers and media specialists integrate the content into English Language Arts, Reading, and Technology lessons. My Point Is Ask students to explain the difference between facts and opinions. Invite them to identify three facts and three opinions related to cybersafety. They can use information from the module as well as additional resources. Invite students to pair up and share the facts and opinions they ve identified, and invite each pair to present examples to the class. Explain to students that opinions can be supported by facts. Select one of the opinions that students presented, and brainstorm the types of facts that could help to support it. Challenge students to develop and record an opinion (or point of view) related to a topic that they learned about in the module. Then, challenge them to identify at least three reasons, based on information and facts, that support their points of view. These reasons can come from the module as well as additional research. Invite younger students to develop a paragraph that includes their opinion/point of view and the supporting information. Older or more advanced students can be challenged to organize their points of view and supporting reasons/evidence in the form of a letter to another student or family member. Their letter should clearly state their opinion and the organizational structure of the letter should support their opinion with facts, information, and details. Decisions Decisions! The cybersafety module has been designed to include authentic situations that students in grades 3-5 could face related to cybersafety. Talk with students about the situations presented in the module, and ask two or three volunteers to share examples of real-life situations they have faced related to personal information, stranger danger, or profiles and settings. If comfortable, invite students to share what they did to resolve the situation and what, if anything, they might do differently after going through the module. After reviewing a few examples, ask students to draw conclusions about how we can all learn from real-life decisions.

18 Remind students that being online opens us up to many different situations where we are faced with important decisions. We can all learn from the decisions we make, even if we would do things differently next time. Challenge students to write a story about a difficult decision they have had to make related to cybersafety. If they cannot think of an example, invite them to create an imaginary situation based on something that could happen in real life. Their story should explain what they were doing when faced with the decision, what led up to the decision, what decision they made and why, and what happened as a result of their decision. They can also include anything they learned along the way. Encourage students to include vivid descriptions of their actions, thoughts, and feelings during and after the decision they faced. Teach Me How! In the third section of the module, students learn tips and strategies for creating profiles and settings to help them stay safe online. Ask students to summarize what they learned in the module. Then, ask students to imagine that they have been asked by a game, website or app developer to create a list of written instructions that would clearly explain to users their age how to set their profiles and settings for the highest level of privacy. Ask student pairs to select a real website, game, or application they frequently visit. Challenge them to create a list of step-by-step instructions that would help a new user learn to create his or her profile or settings using tips they learned from the module. Their instructions should be clear and detailed. If helpful, they can also include illustrations as part of their instructions. Once students are finished with their instructions, invite them to switch papers with a partner. Each partner should read the instructions and, if possible, apply them on the actual site. If access is not available, invite students to determine if their partner s instructions are clear and if they would be able to follow them. If applicable, invite students to revise their list of instructions, based on partner feedback. This activity can be extended by inviting students to create a class book of all sets of instructions that can be reproduced and sent home.

19 Blog It! Creating a class blog is a great way to improve students writing skills, celebrate their voices, introduce them to online publishing, promote collaboration, and share information within the class and to those at home. It s also a great way for them to share and reflect upon their experiences, learnings, and ideas related to online safety and digital responsibility. Talk with students about what a blog is, and how they could create a class blog related to digital responsibility. Discuss rules and guidelines for the blog and some cybersafety topics that they would like to address. Visit several different blogs as a class, and identify what you like about each one. Choose a blogging site, and create a name for your class blog! Then, sign up, log in, and begin blogging! You may want to review with students important writing tips for effective blogging. These include considering the audience, grabbing the reader s attention, organizing and writing the content, and delivering a strong ending. Spread the Word Cybersafety and digital responsibility impact everyone! Now that your students have completed this module, they have important information and knowledge that they can share with others in the school and community, and even those at home. Invite student groups to create a multimedia presentation that educates others in the school or community about important information, strategies, and tips they have learned about cybersafety. They can include online slides, videos, photographs, audio, and even animations! Their presentation could also include school-wide announcements that summarize what they ve learned. Additional Resources Think Before You Link Cable Impacts Foundation InCtrl Program Common Sense Media: Privacy and Internet Safety Connect Safely Kids.Gov Online Safety (Grades K-5) McAfee Online Safety for Kids vacy-and-internet-safety bered/

20 McAfee Digital Deception Study 2013: Exploring the Online Disconnect between Parents and Pre-teens, Teens and Young Adults: National Cyber Security Alliance NetSmartz Workshop from the Center for Missing and Exploited Children orts/rp-digital-deception-survey.pdf

21 Education Standards Materials and Resources are designed to align to the following education standards: Common Core State Standards English Language Arts Reading (Anchor Standards) A.R.2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. A.R.4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. A.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. Writing (Anchor Standards) A.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. A.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. A.W.3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences. A.W.7 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. A.W.8 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. Speaking and Listening (Anchor Standards) A.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

22 ISTE Standards for Students Standard 3: Research and information fluency: Students apply digital tools to gather, evaluate and use information. Standard 4: Critical thinking, problem solving, and decision making: Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Standard 5: Digital citizenship: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. American Association of School Librarians: Standards for the 21st Century Learner 1. Inquire, think critically, and gain knowledge : Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in their own life : Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context : Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning :Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias : Respect copyright/intellectual property rights of creators and producers : Follow ethical and legal guidelines in gathering and using information : Use information technology responsibly. 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge : Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situation, and further investigation : Use technology and other information tools to analyze and organize information : Connect understanding to the real world : Use valid information and reasoned conclusions to make ethical decisions : Determine how to act on information (accept, reject, modify). 3. Share knowledge and participate ethically and productively as members of our democratic society.

23 3.1.2: Participate and collaborate as members of a social and intellectual network of learners : Use information and technology ethically and responsibly : Respect the principles of intellectual freedom. 4. Pursue personal and aesthetic growth : Recognize that resources are created for a variety of purposes : Practice safe and ethical behaviors in personal electronic communication and interactions.