online safety course euroschoolnet academy

My name is Caterina Musumeci, a teacher of English and ICT coordinator in my school.

It is not hte first time for me to jon euroschoolnet courses, as I find them very stimulating and full of suggestions on how to manage innovative teaching approaches through technology.

MODULE 1: An Introduction to Online Safety

1.1 The challenges faced by young people when they are online

online children

1.2 The challenges faced by teachers

While a lot of discussion and resources focus on the online safety of our students, it is easy to forget that online safety is as important for our own well-being as teachers. The above statistic highlights that this is not an issue we should underestimate…..

Adults are also users of technology and will have varying levels of expertise. Many teachers report that they feel ill-equipped to deal with questions and challenges from pupils about online safety issues.

The Insafe network of Safer Internet Centres (SICs) provides a huge amount of information for teachers which can help them to become more confident in supporting pupils. From guides on addressing issues such as cyberbullying and sexting, to safety and privacy information for the most popular social media services being used by young people, the Better Internet for Kids (BIK) portal provides access to hundreds of SIC resources in different languages.

Meanwhile, adults also need to be aware of their own behaviour online and particularly their online reputation.

Teachers are entitled to a private life, but the extent of that privacy can often be determined by how much content is shared on social media.

A photograph from a party or social event may not necessarily create the right image or set the right example. A photograph is a split second in time, but such images or careless comments can give others the wrong impression and cause problems that last far beyond that moment.

Many employers routinely check the social media accounts and web presence of potential employees and schools are doing the same. One headteacher recently remarked that it was better for him to check from the outset rather than have parents do it later on and cause issues.

1.3 Where to find resources and support

Online Safety is one of the greatest problems for both students and teachers, so I think this course may respond to the questions I am asked and I ask to myself about the right behavour on the web

A very good website is Better Internet for kids where very useful advice are given

1.4 A whole-school approach to online safety

"In some countries, there is a requirement to teach online safety as part of the curriculum, but this is not the case everywhere. Ideally, online safety should be:

Embedded within the curriculum in all subjects where relevant (not just ICT or computing). Many schools will cover online safety as part of the PSHE (personal, social, health education) curriculum.

Based around teaching children and young people to be media literate.

Evaluated within schools to demonstrate impact. Many pupils are excellent at reciting the rules for staying safe when they are online, but whether this translates into them actually changing or modifying their behaviours when they are online is more difficult to determine.

A statutory part of the curriculum so that no children and young people are left vulnerable.

Part of an inspection regime so that schools are held to account.

Delivered in partnership with parents and pupils. Pupils can be excellent peer educators, particularly for younger users in their school."

You'll find more details to the link below

1.5. Campaign for a safer and better internet!

Module 2: Media Literacy

2.1 What is media literacy?

“Media literacy allows us to exercise critical thinking, while participating in the economic, social and cultural aspects of society and playing an active role in the democratic process.”

European Commission, 2017

Media literacy has many different definitions. From an educational point of view, it typically refers to teaching and learning about how to access, analyse, evaluate and create media messages – both offline and online. As such, it provides you with a powerful tool to equip pupils for risks and opportunities in the digital world. The following video will set the scene for this module:

Would you like to empower your pupils to think critically, behave safely, and participate responsibly in the digital world? The South West Grid for Learning (SWGfL) – partner in the UK Safer Internet Centre – has produced schemes of work which will help you to integrate digital literacy and citizenship topics across the curriculum. It covers the following cross-curricular categories:

2.2 Fake news

"We observe that young people are facing a dilemma. Although they assume that social networks are not trustworthy, they are their main resources for information. Young people are aware of this contradiction, but they don't know how to deal with it."

Bernhard Jungwirth, coordinator at

Media educator Frank Baker compiled a (long but very useful) list of practical recommendations (including lesson plans, handouts and related videos). One resource to help you when working on this topic in the classroom is the checklist below – you can ask your pupils to cut it out and tape it on their computer or TV.

Likewise, the News Literacy Project provides a checklist with ten questions for fake news detection to assess the likelihood that a piece of information is fake news. Have a look; perhaps you can create your own version together with your pupils?

A lot of fake news can be read on facebook: some about people or facts which can induce young people to worry about the present times. I would suggest them to verify the source of infomation , its credibitlity, the author, etc


2.3 Data privacy

a) What, who and how – three questions about big data

Practical idea: First, make your own list detailing what you use the internet for. Examine the list and think about all the ways the devices, websites and applications you use gather information about you. Examine the answers in a group and think about what kind of information may have been collected from each group member.

b) Mountain of information into a digital gold mine – how is data utilised?

Practical idea: Form groups of four, for example. One pair of the group uses a search engine to find texts and news stories with the search words “big data benefits”, while the other pair uses the words “big data threats”. Examine the texts for about half an hour and make notes about the threats and benefits you find. After that, return to the groups, compare your results and discuss which seem more significant, the threats or the benefits.

c) Dangerous waters – is privacy under threat?

Practical idea: Are you familiar with the terms of use of the social media service you most frequently use? Examine the terms of use of various services together. Did you find any surprises? Do you find the terms clear or difficult to understand?

d) Controlling your own data

Practical idea: Search for information online both with the incognito mode and the default settings. Does the search yield similar results from Google, for example? Does YouTube recommend the same videos with both settings? Examine the results in a group or in pairs.


Created with images by herbert2512 - "etna sicily port"

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