digital security webquest
DESCRIPTION
TRANSCRIPT
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
An introductory WebQuest for anyone on the internet.
Designed byDana Crawford
Based on a template from The WebQuest Page
Are YOU secure
ONLINE?
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
Picture this: It’s a normal Wednesday after school, the second you get home you drop your stuff, grab a snack, and head for the computer. You log in to Yahoo! to check your mail and see the latest news, when an exciting window pops up.
YOU JUST WON AN iPAD! The website seems legitimate, and it came from Yahoo!, so it must be real. All they need is your name, an address to mail the iPad to, and a credit card number to pay for shipping. Otherwise, it’s FREE!
Pause. What would YOU do? Do you enter the info and try to be patient as you wait for the mailman every day, hoping he has your iPad? Do you research the site and provider further, making sure it’s okay first? Or do you exit the box, and never look back?
In order to remain DIGITALLY SECURE you should avoid the pop-up and all other advertisements, emails, and spam like it.
So… what does it mean to be digitally secure? Let’s find out!
Can I get your info?
. . . Please??
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
YOU need to figure out what it means to be digitally secure, and what the best way to do that are. You can help yourself and others by exploring this idea, making yourself aware of the facts and dangers, then sharing the information you’ve found with others who need it.
After completing your investigation and answering a few questions about what you’ve learned, you will create a brochure to help others be prepared for all that faces them on the World Wide Web.
This brochure should:• Be tri-fold, and can be created by hand (using markers, colored pencils, etc) or using Microsoft Word or Publisher. • Include and present a portion (or a few) of the topics investigated as clearly and concisely as possible.• Have ‘pretty’ aspects – pictures, word art, lists, a noticeable design, etc.• Be reader friendly. An entire page of text is unneccessary, feel free to list information with short explanations, utilize pictures, or do whatever else comes to you creatively.• Inform the reader of the sources you used.• NOT be filled with grammatical or spelling mistakes and errors. I understand that we’re all human, but we all have spell-check too.
Title
Here’s the 411
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
In order to create a successful and informative brochure, you must start at the beginning.
1.First you'll be grouped together in pairs. These pairs will investigate together, and also create and present a brochure together.2.Begin by reading this page to learn about digital security. You can also try this one to learn more. Beyond that, feel free to explore and find sources of your own (don’t forget to make sure they are reliable!).3.Answer the following questions to demonstrate your general knowledge:
1. How do you best protect your personal information?2. How can you keep your passwords strong, secure, and safe?3. Why should you back up important files?4. What is an E-mergency? What do you do if one happens to
you?4.Choose a specific area (or areas) of information that interest you and you would like to share with others. Work with your partner to identify relevant information, organize ideas, and record sources.5.Use the information you have gathered to create a brochure to share with the class. Each pair must produce a brochure on the area of their choice. 6.Briefly present the information you’ve gathered and your brochure to the class. State what you think the most important things you learned are in 1-3 minutes.
Your process
Student Page
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Introduction
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[Teacher Page]
Incomplete0
Beginning & Developing2
Accomplished4
Comments Score
Responses to the 4 provided questions
Responses are not provided.
Responses are provided, but are incomplete. Some evidence of research is present, but information is not specific.
Responses are complete and descriptive.
Brochure -- information
Information is incorrect or not on topic. No information given.
Information provided is not closely related or relevant to the topic. The information is not descriptive.
Information is detailed, related, and relevant to the topic.
Brochure – looks and effort
Brochure is not provided. Brochure includes no art, color, or creativity.
Brochure shows some simple efforts to include eye-pleasing elements, but only in some areas/elements.
Brochure includes pictures, color, and a logical layout. It is pleasing to the eye.
Resources cited
No resources cited.
Resources cited, but not correctly. Resources given, but not in the brochure.
Resources are clearly presented and correct in the information gathered and brochure.
Presentation to the class
Students did not present to the class.
N/A – All or nothing in the presentation category.
Students presented information clearly and concisely.
Evaluation
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
NOW YOU KNOW:• What it means to be digitally secure.• HOW to be digitally secure• How to make a fancy brochure presenting researched information.
Now that you know about digital security, you should use this new information to the best of your ability! What will you do next time a free iPad comes your way on the internet? Do you go for it, or just walk away?
Conclusion
Student Page
Title
Introduction
Task
Process
Evaluation
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Credits
[Teacher Page] Credits & ReferencesHere are some very helpful links:http://csrc.nist.gov/groups/SMA/fasp/documents/security_ate/stopthinkclick.pdf
http://www.ftc.gov/bcp/edu/microsites/idtheft/consumers/about-identity-theft.html
And a big thanks to:The WebQuest Page The WebQuest Slideshare Group
An introductory WebQuest for anyone on the internet.
Designed by
Are YOU secure
ONLINE?
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Dana Crawford
Based on a template from The WebQuest Page
Evaluation
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson was developed as part of an Instructional Technology Applications course at the University of Akron. In a time where technology seems to be taking over, it is important that students know how to be safe and secure on the internet. This lesson provides students with an opportunity to explore digital security on their own and discover what it truly means to them.
In this lesson, students will be exploring digital security. They will begin with a basic website about how to remain safe and secure on the internet, and are then free to explore their own areas of interest on the topic. The goal is for students to learn about being safe on the internet, which can be a dangerous place if unprotected. Instead of lecturing students about not giving out their personal information, they are presented with the chance to explore such concepts on their own. Once they have done their research, students will create an informative brochure to share with their classmates.
Evaluation
Conclusion
Introduction
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
This lesson is designed for students beginning high school or ending middle school. It is most beneficial to students who are learning about all the internet has to offer, but could also be helpful to students who feel they have conquered the internet, but really need to be more aware of protection online.
Students need to have basic computer skills to complete this activity. Students should be familiar with searching on the internet, logging into websites, and the basic format of such tasks. If students choose to complete their brochure on a computer, they must know how to use Microsoft Publisher or Word.Evaluation
Conclusion
Learners
[Student Page]
Title
Introduction
Learners
Standards
Process
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Credits
Teacher Page
Students will gain knowledge and proficiency with ISTE Standard number five, Digital Citizenship.
5.Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and technology. b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.c. demonstrate personal responsibility for lifelong learning.d. exhibit leadership for digital citizenship
Evaluation
Conclusion
Curriculum Standards
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
1. First you'll be grouped together in pairs. These pairs will investigate together, and also create and present a brochure together.
2. Begin by reading this page to learn about digital security. You can also try this one to learn more. Beyond that, feel free to explore and find sources of your own (don’t forget to make sure they are reliable!).
3. Answer the following questions to demonstrate your general knowledge:1. How do you best protect your personal information?2. How can you keep your passwords strong, secure, and safe?3. Why should you back up important files?4. What is an E-mergency? What do you do if one happens to you?
4. Choose a specific area (or areas) of information that interest you and you would like to share with others. Work with your partner to identify relevant information, organize ideas, and record sources.
5. Use the information you have gathered to create a brochure to share with the class. Each pair must produce a brochure on the area of their choice.
6. Briefly present the information you’ve gathered and your brochure to the class. State what you think the most important things you learned are in 1-3 minutes.
I anticipate that this lesson will take two to three days of class time. The first day should be spent researching ideas and topics, and gathering information for the brochure. On the second day, students can finish up their research and begin to work on their brochure. They can continue working on the brochure or ideas for it at home. Students can finish up their brochures and share them with the class on the third day.
Teachers can choose to divide students into paired groups however they choose. Pairs could be randomized or chosen to suit student needs and desires. The teacher knows best which students work well together and which ones cannot avoid getting constantly distracted. Any teacher with slight experience in a classroom should be able to complete this lesson. If a teacher needs assistance, he/she can always contact other staff members for help or guidance. However, this should not be a problem.
Evaluation
Conclusion
The Process
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The most important resources for this lesson are access to computers and specific websites. As implied by its title as a WebQuest, students must have access to computer with the internet. They will need to view two specific sites (this site and this site), as well as other related sites of their choosing. No specific software is necessary for this activity. Instead of using Publisher to create brochures, students could easily create them by hand.
Beyond technology, some guidance will probably be necessary for students. One teacher should be able to assist students as needed, but additional aides could also be welcomed if desired.
The teacher using this lesson may also want to involve other teachers in the school. If the students are in an art or graphic design class, their instructor could make creating the brochure one of their assignments. An English teacher might have writing the information for the brochure be homework for his/her class. Cooperation is always a possibility.
Evaluation
Conclusion
Resources
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Conclusion
EvaluationIncomplete
0Beginning & Developing
2Accomplished
4Comments Score
Responses to the 4 provided questions
Responses are not provided.
Responses are provided, but are incomplete. Some evidence of research is present, but information is not specific.
Responses are complete and descriptive.
Brochure -- information
Information is incorrect or not on topic. No information given.
Information provided is not closely related or relevant to the topic. The information is not descriptive.
Information is detailed, related, and relevant to the topic.
Brochure – looks and effort
Brochure is not provided. Brochure includes no art, color, or creativity.
Brochure shows some simple efforts to include eye-pleasing elements, but only in some areas/elements.
Brochure includes pictures, color, and a logical layout. It is pleasing to the eye.
Resources cited
No resources cited.
Resources cited, but not correctly. Resources given, but not in the brochure.
Resources are clearly presented and correct in the information gathered and brochure.
Presentation to the class
Students did not present to the class.
N/A – All or nothing in the presentation category.
Students presented information clearly and concisely.
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
While this activity may not be concentrated towards any one area, subject, or grade, it is an important lesson for all students. Technology is growing rapidly and becoming an integral part of modern life and education. In order for students to be prepared to utilize technology in their education, they must first be safe on the web. This lesson allows students to explore the internet while also learning a valuable lesson about being digitally secure.
EvaluationConclusion
Conclusion
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
EvaluationConclusion
Credits & ReferencesHere are some very helpful links:http://csrc.nist.gov/groups/SMA/fasp/documents/security_ate/stopthinkclick.pdf
http://www.ftc.gov/bcp/edu/microsites/idtheft/consumers/about-identity-theft.html
And a big thanks to:The WebQuest Page The WebQuest Slideshare Group