Ethics, Issues and ICT
The following relates to the QCAR cross-curriculum priority: Students understand the role and consider the impact of some ICT in society. They develop and apply ethical, safe and responsible practices when working with ICT in online and stand-alone environments.
By the end of Year 7 students:
Use ethical, safe and responsible practices when working with ICT; they:
- conform to intellectual property and copyright laws by acknowledging the ownership of digital information and developing an awareness of legislation surrounding digital theft and plagiarism
- use responsible and respectful ICT practices reflecting accepted values including sharing materials responsibly, and respecting self and others
- understand the difference between ethical and unethical use of specific communication tools
- practice appropriate codes of conduct for ICT communications and consistently follow netiquette
- understand appropriate levels of personal information disclosure for specific online environments, including managing online identity by using anonymous nick-names, avatars and private passwords appropriately
- communicate with others online with a password protected identity
- comply with school expectations and protocols when using ICT
Reflect on how ICT are used in the community and identify ways they can impact people; they:
- articulate the importance of citing references and acknowledging the owners of digital sources
Use ethical, safe and responsible practices when working with ICT
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
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| Create a series of advertisements to feature in the school newsletter to alert parents to cyber-crime and outline steps that can be taken to protect themselves and their families. | English: Writing and designing; Health: Personal development |
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| Participate in a classroom discussion and identify items that are considered private at home and school. For example, diaries, letters, parcels, phone numbers, ATM card passwords, bank account passwords. | English: Speaking and listening
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| Write a newspaper report, titled, 'How much information is too much information?' Identify possible the consequences of young people revealing too much information online. | English: Writing and designing |
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| Build a personal avatar for exploring a website such as Kerpoof . Discuss and share other avatar identities that students assume before completing a PMI graphic organiser to express the positives and negatives in regard to using avatars online. | English: Speaking and listening; Health: Personal development |
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| Create a brochure for younger students, outlining a set of rules for safe use of the Internet. | English: Writing and designing; Technology: Technology as a human endeavour |
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| Participate in a classroom debate comparing physical and verbal bullying to cyber-bullying. Possible topic - Cyber bullying is not as harmful as verbal and physical bullying? | English: Speaking and listening; Health: Personal development |
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| Develop a code of behaviour for communicating with an ePal. Share ideas within a class wiki or blog. | English: Speaking and listening; Health: Personal development |
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Reflect on how ICT are used in the community and identify ways they can impact people
| Examples of how ICT can enhance learning | Key learning area | Sample resource |
|---|---|---|
Examples of reflective statements made by students:
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