1. eSafety and Acceptable Use of the Internet
Community (1)
Cycle 1
Resources: post-it notes, markers, flip chart, red and green cards (A2 size) (1 set per participant), eSafety Quiz Answer Key (one for Trainer), eSafety Brochure
Running time: 60 minutes

2. Session Overview Group Norms, Parking Lot, Housekeeping eSafety
Acceptable use of the Internet
Plagiarism
5 minutes with next two slides
Give overview of session (eSafety and acceptable use of the internet, including plagiarism)

3. Group Norms Parking Lot Housekeeping
Go over or establish group norms (e.g. Be courteous with your use of mobiles, honour one person speaking at a time, etc.). Remind participants to post questions on Parking Lot throughout the session. Ensure questions are addressed following the break.

4. Learning Outcomes مخرجات التعلم
Participants will:
Become familiar with issues related to eSafety
Explore a range of strategies to ensure children’s safe use of the internet
Become familiar with plagiarism and strategies for helping children avoid it
Go over Learning Outcomes

5. eSafety Quiz
Primary school children should not be allowed to surf the internet. They are too young.
Filtering programmes block inappropriate content online, making it safe for children to surf the internet unsupervised.
Social networking sites for children (e.g. Club Penguin, Moshi Monsters) are completely safe.
Helping children learn to use the internet safely is the best way to protect them online.
A child’s bedroom is the best location for their computer.
10 minutes
Distribute colour-coded answer cards (green for ‘true’, red for ‘false’) to each participant.
Explain that you will read out each statement and give them time to think before asking them to hold up a card indicating whether they think the statement is true or false (explain - green cards mean ‘true’, red cards mean ‘false’).
Go over notes for each point, allowing questions and discussing as necessary. 5

6. eSafety
3 minutes with next two slides
Explain importance of students being aware of the fact that others can see the work they publish or share online.
The graphic illustrates the work of Professor Stephen Heppell (2009) a noted educationalist, who coined the phrase, ‘Me, We, See’ to describe the different communication environments that exist when working in the digital world.
Me: a personal, private space that only you can see. Example: the hard drive on your desk top.
We: a community space that is secure; you know the members and they know you. Examples: shared folders and private wikis with restricted membership where groups can work collaboratively
See: a space that anyone can see and is open and accessible to the entire world. Open wikis, ordinary websites and YouTube are ‘See’ spaces. Facebook can to some extent be considered a ‘We’ environment but only if the owner of the space has adjusted the security settings appropriately. If this has not been done it would be a ‘See’ space. Important to remember that anything posted online, even in a controlled space, can be copied and shared outside of the space by another authorised user.
Important to educate students about the potential risks of ‘See’ spaces as many students will operate within them in their leisure time – e.g. at home.
Heppell, S Me, We, See Available at: [Retrieved 10/09/12].
Heppell, S ‘Me, We, See.’ Available at:

7. eSafety Challenges in Cycle 1
Accidental accessing of inappropriate content
Age-inappropriate games
Password and internet security
Cyber-bullying
Make point that ADEC has measures in place to filter inappropriate web content from school computers, but not all content will be blocked; teachers are aware of this and monitor students’ internet use, etc.
Go over main challenges of online use in Cycle 1. Explain that we will look at how parents can support and reinforce the school’s eSafety procedures at home. 7

8. eSafety Scenarios
Ahmad is 8, and enjoys playing video games. One day, his mother sees him playing a new game that is very violent. She asks him about it but then leaves, pleased that he can play such a difficult game.
15 minutes with next 2 slides
Read scenario on slide aloud to participants. Group discussion on the appropriateness of the parent’s response in each scenario.

9. eSafety Scenarios
Ahmad is 8, and enjoys playing video games. One day, his mother sees him playing a new game that is very violent. She asks him not to play the game, but Ahmad continues. Angry, his mother turns off the PlayStation and tells Ahmad to do something else.
Read scenario on slide aloud. Group discussion on the appropriateness of the parent’s response in each scenario.

10. eSafety Scenarios
Ahmad is 8, and enjoys playing video games. One day, his mother sees him playing a new game that is very violent. She questions him and asks him to turn if off. She then sits down with him and explains that the game is not suitable even for older children because of the violence. She goes on to ask Ahmad about other interesting games that he could play and together they choose a more suitable game.
Read scenario on slide aloud. Group discussion on the appropriateness of the parent’s response in each scenario.

11. eSafety: What Can Parents Do?
Ways to keep children safe online
8 minutes
Ask participants to work in groups to brainstorm ways to keep children safe online (5 minutes).
Take ideas from groups (1 idea per group until all ideas have been shared) (3 minutes).
Next two slides list ways parents can protect their children online. Compare to parents’ ideas.

12. eSafety: Keeping Children Safe Online
Parents can:
Talk with your child about internet safety as soon as he/she begins using the Internet
Use age-appropriate filtering, blocking and monitoring software on all internet-enabled devices used by your child, including laptops, wireless phones and video games
Set limits on your child’s “screen time” and monitor who they are communicating with online
Get to know the web sites your child is visiting
5 minutes with next slide
Go over points on slide, expanding as necessary:
Point 1: Remind parents that mobile phones and game consoles can also have internet access.
Point 2: Check online or with service provider for examples of filtering software you can install
Point 3: Software to limit time online can be installed on computers – parents can set the time (e.g. 30 minutes, after which access is cut off). Point out that monitoring doesn’t need to be intrusive; can take the form of active involvement in what your child is doing online – just enough to show you’re taking an interest in what they’re doing and that you are aware of what they are doing on the computer.

13. eSafety: Keeping Children Safe Online
5. Explain to your child that he/she should never give out personal information online 6. Ensure your child knows never to meet someone they met online face-to-face without first talking with you 7. Tell your child to never share their passwords with anyone, including friends 8. Explain the consequences of posting inappropriate material online
Point 8: Point out that a child’s reputation can be impacted by a status entry or an image that is shared, for example.
Distribute eSafety Guide.

14. What is Plagiarism? Plagiarism:
“Taking someone’s work as your own, and not giving credit to the author or creator of the original work, whether it is in the form of words, pictures, songs or other media.”
Jennifer Cummings, Families Online Magazine
10 minutes with next 3 slides
Discuss definition of plagiarism (Source: Stress point that it is theft (of intellectual property) and that it is important for children to begin to learn about it in primary school; the older they get the harsher the penalties will be (e.g. zero on assignments, expulsion).
Explain that students may plagiarise for a variety of reasons (often, students don’t understand what plagiarism is). Other reasons: lack of understanding of how to reference or cite materials properly; pressure to do well on an assignment; poor time-management skills, etc.
Make point that in order to compete on an international platform, students need to be able to show their own work, and use and make reference to the work of others. And ultimately, allowing plagiarism is akin to robbing students of the opportunity to think/learn.

15. Is this Plagiarism?
A ten-year-old child copies information about whales from a website and pastes it into a report he’s making about marine life in the UAE.
A grade 3 class is asked to write a story about Ramadan. Two children plan and write a story together.
A 4th grade teacher asks her class to write a book report about their favourite book. Several children copy the information on the back cover of the book.
Read the examples and decide whether they constitute plagiarism or not, and why.
Take feedback from the group.
Explain that numbers 1 and 3 are examples of plagiarism because in these cases the child has used someone else’s words or ideas without acknowledging the source (or they were not his/her own). Number 2 is not plagiarism because the children worked together; they did not copy from one another.

16. Examples of Plagiarism
Copying a friend or family member’s work
Saying someone else’s work is your own
Copying from the internet or a book without citing the source
Omitting quotation marks from quotations
Paraphrasing without citing the source
Go over each example of plagiarism. Take questions if any.

17. How Can I Help My Child Avoid Plagiarism?
Reinforce the message that plagiarism is wrong
Talk to your child about their homework and the resource materials they are going to use
Ask your child’s teacher what format references should be in
Remind your child to write the source of the information when doing homework (help with this if necessary)
Be careful of the ‘help’ you give your child!
Point 5 – Explain that if a child does not understand an assignment or task, the parent should contact the teacher and explain this so the teacher can help the child

18. Questions? ?
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5 minutes

19. References
Cummings, J. Plagiarism: Define it, spot it, avoid it! Available at: [Accessed 4/9/12] Flood, A. W. Murray and G. Rowell. Avoiding plagiarism: A guide for parents and carers. PlagiarismAdvice.org. Available at: Plagiarism%20-%20A%20guide%20for%20parents%20and%20carers.pdf [Accessed 4/9/12] An elementary teacher’s guide to plagiarism. Available at: [Accessed 4/9/12] Getting started on the internet. Education World. Available at: [Accessed 30/8/12] Jones, G. Internet safety. Available at: [Accessed 4/9/12] Put an end to plagiarism in your classroom. Education World. Available at: [Accessed 4/9/12]