The+Safe+Spot+for+Teachers



** The Safe Spot Home The Safe Spot for Students The Safe Spot for Parents The Safe Spot References **

Below is a table with an indication of how teachers can present the lessons for this task. These are suggested guidelines with links to relevant websites.


 * **Lessons** || **Topics** || **Websites to share with whole class** || **Websites providing background information for teacher** ||
 * 1 || Introduction || How do children use technology?@http://www.cybersmart.gov.au/Schools/What%20are%20students%20doing%20online.aspx || Technology and young people's helath and wellbeing:Young and Well ||
 * 2 || Cyberbullying || [] || [] ||
 * 3 || Social Media || On-line quiz on internet safety -@http://www.safekids.com/quiz/ || Teaching Digital Kids:@https://www.facebook.com/safety/groups/teachers/ ||
 * 4 || Mobile Phones || @http://www.cybersmart.gov.au/Young%20Kids/Hectors%20World/Hectors%20World%20stories.aspx || @http://www.cybersmart.gov.au/Schools.aspx ||
 * 5 || Gaming || @http://www.makeuseof.com/tag/6-internet-safety-games-kids-cyber-smart/ || @http://www.video-game-addiction.org/video-game-addiction-articles/confronting-the-dreaded-cyber-bully.htm ||
 * 6 || Class Presentations || @http://www.slideshare.net/maryaliceosborne/cyberbullying-presentation-presentation || @http://www.slideshare.net/kschermerhorn/cyberbullying-class ||


 * 1) What technologies are students using and how are they using them? In order to provide students with relevant information it is important to have a realistic idea of what they are doing online and how big a part technology plays in their lives.
 * 2) What constitutes cyberbullying? What measures should students take to protect themselves and where should they go for help?
 * 3) What social media are children using? Despite age restrictions on sites such as Facebook, many students still have a profile and use social media to communicate with peers daily. What information is it OK to share on social sites, and what information should you never include? What privacy settings should students have, and do they understand the long-term implication of pictures and posts they share on such sites?
 * 4) The issue of 'sexting' may not be appropriate for the age group, however we believe this should be included in the lesson of appropriate use of mobile phone cameras, and the effect embarassing photographs can have on the subject. Armed with knowledge of students and their technology use, it is up to the teacher's discretion how much detail to include on this subject.
 * 5) What games are students playing and do they understand the classifications of games? How much time are students spending playing games and what information are they sharing when playing on-line? What are the implications of these games in terms of physical and mental health, attitudes and behaviour?
 * 6) We suggest for the final class presentations students are split into groups, with each group being asked to prepare a Powerpoint to educate other students about ONE of the aspects of cyber safety. Students can access a range of video tutorials via our Safe Spot for Students page. They may choose to include photographs and graphs either created by their group or resourced online, or add audio or video to their presentations. Teachers should set their own guidelines as to how long they wish presentations to be depending on time available.



This website is a helpful list of different websites for internet safety for kids. It allows for different ideas for various sections of cyber safety. This is important because what one teacher finds helpful, another might not like or not find it appropriate to their students age bracket.



A library full of websites and resources created through Diigo.



At the teachers discretion, some children may respond to this small clip on Cyber Bullying. It is presented very well but please view before deciding to show to your students.

** Authentic Learning Elements **
 * Authentic context**- "An authentic context provides a setting for the learning tasks, and a meaningful setting for the solving of complex problems." This site allows for students to research the complexities of cyber safety using websites, games, video, and information documents.
 * Authentic task** - "Designing an authentic task for students is the most important of all elements of authentic learning." Our task allows students to create their own part of a Powerpoint presentation with as many or little features that the group would like to include, such as music, photos, video or enhanced features.
 * Expert Performance** - "Expert performance and the modelling of processes cannot be satisfied by reference to a single expert view, although that will usually be helpful. Expertise is now distributed." Our site provides many different ways of presenting information to allow students to gain relevant knowledge on cybersafety.
 * Multiple Perspectives**-"A learning environment cannot be called authentic if it relies on a single point of view such as the teacher’s alone, or a textbook." This site allows for students to research the complexities of cyber safety using websites, games, video, and information documents.
 * Collaboration** - "Collaboration provides many benefits for students in problem solving - not just social support. It also provides a vehicle for reflection and articulation." Students collaborate by interacting with the games, learning information and through the group work element of the task.
 * Articulation** - "The act of composing words to speak or write requires learners to construct meaning and provide form to their understanding, enabling the identification of gaps in knowledge and the creation of robust connections." The task of creating a Powerpoint allows the students to compose their understanding of each of their groups information.
 * Reflection** - "In an authentic learning environment, reflection is not only a quiet and solitary pursuit. It also involves social decision making, where students collaboratively decide on the best approaches to achieve their goals." The task allows the students to research their own section of cybersafety and decide how they present it in their section of the Powerpoint.
 * Coaching and Scaffolding** - "A scaffolding and coaching role for teachers means assisting, not by giving students answers or information, but by helping them at the metacognitive level - such as by asking further questions." Our site allows teachers to deliver initial information, but then to use the student page to find what they need for the task. The teacher page also provides background sites to ensure the teacher can support any student questions.
 * Authentic assessment** - "The effect of setting an authentic and engaging task can be destroyed by inappropriate assessment. You can use the elements of the task to also guide the creation of authentic assessment. But institutional policies must sometimes also be negotiated." The task allows for different sections of the Powerpoint to be at the level of the students in each group, allowing them to deliver information authentically. [Herrington J, 2012]