Cyber Safety Issues - Report Example

Cyber Safety Name Institution Cyber Safety This health and personal development paper will give a scope on the principal factors that embody a personal and health development program. The particular topic for the sequence personal and health development program is cyber security. The topic is appropriate for learners from P6 because they are vulnerable to attacks through the cyber platform. Globalization and technology components have experienced major trajectories in terms of availability and convenience. Children as young as four years old get exposed to technology through accessing internet phones, computers and tablets that are in their homes, social facilities and at schools. It is important to protect the young learners from exposure to bullies, paedophiles, and other internet users that might have ulterior motives. Young learners’ minds are not sufficiently advanced to understand that some of the content that might be available on the internet is inappropriate for them. Therefore, educators, parents and guardians should take safety measures to ensure that they are protected from unwanted content. There is positive content that is available on the internet which can be used in the facilitation of developing individuals and health parameters of the young learners. This cyber safety paper will explore those parameters. Target group and sub-group of the cyber safety for personal and health development Year 6 learners in Australia usually range from eleven to twelve years. The learners are in primary school and advance to high school in year 8. In New Zealand, the same grade (year 6) learners are usually aged between nine and a half to eleven years old. Learners in this grade are in primary school before they proceed to intermediate or secondary schools that might be combined (Board of Studies, Teaching & Educational Standards, 2014). According to the Ministerial Council on Education, Employment, Trading and Youth Affairs. (2008), the Australian education syllabus is geared towards ensuring learners develop into physically and mentally fit individuals, who can compete on global platforms. The learners should be independent thinkers that can utilize available knowledge to be experts in the fields of expertise that they choose to specialize in, beyond their higher education and long life learning. According to the Department of Education, Employment and Workplace Relations 2010, learners from the P6 category need to learn about personal and health development from as early as possible in the education curriculum. Personal and health development contributes to the development of soft skills, which are competitive and required in the work market. Being aware of one’s strengths and weaknesses, being able to manage ones time, social management and awareness are unrivalled skills which can be utilized in social awareness. According to the Australian Curriculum, Assessment and Reporting Authority (2010), learning about personal and health cyber safety should be initiated ion the curriculum as early as possible. Inclusion of cyber safety will promote the churning out of learners that are competitive in the market, and can critically Students with special learning disabilities also require that their needs are integrated into the curriculum. The learners can benefit from special learning and tools that have been availed through technology. Utilization of learning domains and science subject in learning about cyber security Safety The learners would be taught the importance of remaining safe when using the internet and technology gadgets available to them. Efficiency Learners would be taught about the different available technology tools that they can utilize to acquire cyber knowledge and safety. In order to maximize the benefits that they would get from cyber security, learners can use the simplest available technology tools such as computers and smartphones. Effectiveness The p 6 learners would be taught about the importance of utilizing technology for their own benefit such as acquiring further information on concepts taught about different concepts. Learner – centered The learners would be taught about the importance of using cyber related resources improve their self-awareness and interact in a responsible manner with their peers. Equity The learning would be tailored in a manner that the needs of the different learners would be met. Some learners are fast while others are slow in grasping the content that has been taught. The teacher would use a computer as an aid to teaching the learners about the use of computers and the internet to further their knowledge and skills in different fields. The cyber safety lesson would start with the educator asking the learners whether they are aware who strangers are. The teacher would ask the question and get answers from different learners in the classroom. The teacher would then explain what strangers are using the concept of individuals knocking at the learners’ home’s doors. Some learners might have knowledge about strangers being available even on online platforms. Children as young as four year olds might be aware of how to play cyber based games, and they might have already interacted with “strangers” online. In a school setting, the learners would have to ask the teacher whether they can talk with a stranger. At home, the learners would be asked to ask for guidance from their parents/ guardians or other adult that would be in charge of the on whether they can talk to a stranger that would be trying to communicate with them through cyber platforms. The teacher would utilize specialized software such as Cyberspace Access to assist special learners. The advantage with technology and internet access is the availability of diverse programs that can be used for individuals with specialized needs. The Australian government also avails technology tools such as the digital citizenship program which is utilized in assisting young learners engage using technology. The software assists learners in gaining confidence as to how they can be responsible and make positive development contributions in the world. Most learners are already aware that they are not supposed to communicate with strangers because some of them might have ulterior motives that might involve hurting the learners. The teacher would utilize the computer in teaching the learners about the digestive system; which is taught in the sixth grade. The teacher would search for the words “digestive system” and show the learners the content that would be produced. The teacher would utilize a projector screen so that the content that would come from the search would be displayed on a bigger screen for all the learners in the classroom to see. The teacher would use a small computer; preferably a laptop and move close to special leaners in the classroom such as those with dyslexia and guide them on a one-on-one session. The teacher would organize the learners into different groups. Each group would have a maximum of 4-5 learners to ensure that all of them would participate. The learners would be taught about the steps that they should take if they experience cyber bullying. The teacher would place emphasis that learners should continue to engage in platforms that would make them feel threatened such a being asked questions that are too intimate by individuals that they have met online. The learners would also be asked to report bullies or strangers asking information such as about their names, address and names of their schools. The information would be delivered to the students to make them understand that they would not only be protecting themselves from strangers with malicious intentions, but also protecting other learners from different locations in the globe (Wehmeyer, Agran, Hughes, Palmer, Mithaug & Martin, 2007). Outcomes The learners would be assessed through their ability to identify who strangers are, and the steps that they should take when they encounter “strangers” on cyber forums. Some of the resources that have insightful information on cyber use by young learners includes https://esafety.gov.au/education-resources/classroom-resources and http://www.eschoolnews.com/2011/11/11/10-ways-schools-are-teaching-internet-safety/. Teachers can tailor the content that they include based on the ages and needs of the learners. The learners would also be able to identify the resourceful sites that they would be able to visit in order to get “tips” about their learning for children that are their age and grade. The sites would include the school website, if it has one, and government and scholarly related sites. The learners would be encouraged to ask adults such as their parents and guardians on the sites where they should get the information that they require for their school and social related content. Most parents have safety guard software on their home computers so that their children are not exposed to pedophiles and/ or other individuals who are cyber space with malicious intentions especially against children (Wehmeyer, Shogren, Palmer, Williams-Diehm, Little & Boulton, 2012). The learners would be expected to generate ideas on the ways in which technology can be useful in their future such as through branching into careers related to technology. The learners would also be able to generate content on how technology improves the lives of individuals such as in their homes and in facilities that they visit such as hospitals, the mall and supermarkets around them. The learners would also demonstrate the capability of technology in contributing to solutions that they experience in their daily life, and those around them. References Australian Curriculum, Assessment and Reporting Authority. (2010). The Shape of the Australian Curriculum. Sydney. NSW. Board of Studies, Teaching & Educational Standards (NSW). (2014). Personal development, health and physical education (pdhpe). Retrieved 29th September 2015 from http://syllabus.bos.nsw.edu.au/pdhpe/ Department of Education, Employment and Workplace Relations (2010). National Safe Schools Framework – draft, ACT, Australia Ministerial Council on Education, Employment, Trading and Youth Affairs. (2008). Melbourne Declaration on Educational Goals for Young Australians. OECD (2012). Australia Education Indicators. Country Note. OECD. Wehmeyer, M., Agran, M., Hughes, C., Palmer, S., Mithaug, D., & Martin, J. (2007). Promoting self-determination and student-directed learning for students with intellectual and developmental disabilities. New York: Guilford. Wehmeyer, M., Shogren, K., Palmer, S., Williams-Diehm,K., Little, T., Boulton, A. (2012). The impact of the self-determined learning model of instruction on student self-determination. Council for Exceptional Children, Vol 78, No. 2, pages 135-153. Appendix Appendix FACTS Indicator Australia OECD average Australia rank* Educational Access and Output Enrolment rates 3 year-olds (in early childhood education) 10% 66% 32 of 36 countries 4 year-olds (in early childhood and primary education) 52% 81% 34 of 38 countries 5- 14 year-olds (all levels) 99% 96% 18 of 39 countries Percentage of population that has attained pre-primary or primary levels of education only 25-64 year-olds 7% m 22 of 37 countries Read More