The aim of the activity is make students aware about the importance of source validation and verification and about the danger of fake news. The activity is divided into two phases.
In the first the students will study what is a fake news and the importance of the validation and verification of the sources. The methods used in this phase are: brainstorming, group research work, discussion. At the end of this phase the students will produce in group a brief manual about fake news and sources validation and verification. The second phase is based on a game in a group, according to which students are engaged in creating fake news and finding other three fantastic but real news. Each group have to try to guess the fake news between the four news proposed from the other groups
These teaching and learning activities are aimed for Year 3 students in a UK primary school (students aged 7-8). The aim are the following: i) supporting students with developing their online communication and collaboration skills, ii) raising their awareness regarding the appropriate netiquette they need to adopt, iii) supporting their understanding about the issues surrounding the creation of their digital identity and profile.
This includes navigating, communicating and collaborating across various digital contexts such as formal virtual learning platforms (e.g. Google classroom) as well as informal digital worlds (e.g. gaming platforms, social media (?) etc). There are  different lesson plans and various resources that will be used over  consecutive weeks as part of the Personal, social, health and economic education (PSHE).
The aim of the activity is to investigate with the students potentials and risks of using digital resources. In particular the focus will be on the risk of being unable to separate real from virtual life. It will be divided into two phases:
In the first phase teachers will lead the students to understand the core problem of distinguishing real life aspects from virtual life aspects, but also the motivations that can bring a person to hide themself into a virtual reality. At the same time teachers will try to highlight the potentials of digital resources for improving real life aspects to get to the awareness that virtual doesn’t override each person’s personality but can improve it. At the end of the activity each students will create his own ideal virtual representation (Avatar)
The second phase will engage the students into a Debate between Virtual and Real fans based on the evidence found out in the first phase.
The term “data” is becoming probably a sort of buzzword. What do we mean with “data”? How do you feel about the word “data”? And why should we need to be “data literate”?
Data Literacy has received great attention over the last few years in relation to school practices and has been identified as one of the dimensions of the DETECT Critical Digital LIteracies framework.
Although the issue of Data Protection is usually addressed by relevant policies at institutional level (mainly in relation to GDPR compliance) less attention has been paid to raising educators as well as students’ awareness regarding the various aspects and sub-dimensions of data literacy. Within the DETECT project the aim is to develop educators’ understandings of the multifacet issue of data literacy and also support them with enhancing their students’ practices in relation to data protection.
Good news from @EARLI2021 conference. The joint proposal of the Detect Project researchers titled “Key elements of critical digital literacies from the perspective of school education” was accepted. See you in August!