The presentation introduces the subject of social media use and well-being. There are questions to be discussed with the students, such as: How do you use social media? Why do you use social media? How often do you comment on posts on social media? What kind of photos or other pictures do you use on social media? The purpose of the presentation is to evoke a student’s thinking about her or his own use of social media
social media, well-being
text | video | image
Arja Kangasharju and Toni Rantaniitty
Attribution – Only noncommercial uses – Share Alike (CC BY-NC-SA)
This resource contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Digital well-being and safety. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of technology usage around the CDL subdimension Online Safety and empowerment process for the secondary school level.
Digital well-being and safety, Online safety, digital safety, online communication, social media, cyberbullying, discrimination, online saftey environment
Indicate the pedagogical/teaching methods characterizing the unit (you may indicate more than one technique) □ Direct teaching (e.g. teacher giving a lecture to introduce key concepts) □ Modeling (e.g. thinking aloud technique based on teacher shaping conceptual reasoning) □ Discussion (e.g. students engaged in an open debate on a certain topic) □ Group work (e.g., students working in small group to pursue a common objective) □ Role play/Simulation (e.g. students interpreting a role in a given situation) □ Project work (e.g., students working in small group to develop a project) X Problem finding/solving (e.g., students discovering problems and/or exploring possible solutions) X Brainstorming (e.g. students engaged in process of generation of ideas) X Case study (e.g. students involved in case analysis)
pecify the (self-)evaluation strategy to assess learning results (you may indicate more than one technique) □ Formative evaluation (i.e. feedback provided during the process) □ Final evaluation (e.g. using a rubric to evaluate students’ final media products) X Self-evaluation (e.g. students self-evaluate their products) □ Peer evaluation (e.g. mutual evaluation among students)
The Critical Digital Literacies framework for educators aims to capture the various dimensions and sub-dimensions of critical digital literacies which are vital for educators and students living, teaching and learning in a digital world.
Read the Framework here.
This resource is a learning object based on technology H5P and could be implemented in
any WordPress or Moodle course.
It contains a full activity aimed at exploring a dimension of the Critical Digital Literacies Framework: Digital Well-being and Safety. The aim of the activities embedded in this learning object are to develop teachers’ understanding of the main problems of
technology usage around the CDL subdimensions Online safety, Digital Overexposure and Digital selfhood for the primary school level.
Therefore the teachers can delve into the concepts, current research and policymaking context; they are offered questions to reflect on their teaching to deal with a critical usage of technology.
Moreover, the teachers are provided with some instructions to reflect on design for learning to develop critical digital literacies in their classrooms.
Digital well-being, cellphone, digital selfhood, online safety, cyberbullying, ego, social media, digital overexposure
Materiaali sisältää vinkkejä, jotka tutustuttavat oman elämän dokumentointiin ja ohjaavat kertomaan itselleen ajankohtaisista mietteistä, toiveista, unelmista ja tunteista videobloggaamalla. Materiaali on tarkoitettu yli 10-vuotiaille lapsille ja nuorille.
[The material include tips that introduce children and young people over the age of 10 to documenting their own lives and help them learn to tell about their current thoughts, desires, dreams or emotions through video blogging.]