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These resources provide topics and suggestions for starting and having discussions with neurodiverse young people about their online experiences. The films explore the challenges that neurodiverse young people may face online with regards to rigid thinking, discerning who or what is truthful online and situations that can lead to strong emotions.

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These resources provide topics and suggestions for starting and having discussions with neurodiverse young people about their online experiences. The films explore the challenges that neurodiverse young people may face online with regards to rigid thinking, discerning who or what is truthful online and situations that can lead to strong emotions.

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Run through cyberspace! Collect cyberspheres to score points

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Resources linked to Education for a Connected World

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At school and at home

Teachers

Teachers who register with Digital Matters can download the free online safety resources, including lesson plans and slides, for each lesson. Learn more about the teacher's pack here.

Parents

Parents can access the Digital Matters platform without registering. They can access the free Parent Companion Guide to learn a little more about Digital Matters and the topic. This helps them support their child's school in keeping children safe online. They can then follow the Take Home activity set by their child's teacher, or they can lead their child through both sections.

Take home activities

Parents can choose to complete Once Upon Online with their child a second time. The different possible outcomes can help consolidate what their child learned at school. Alternatively, they can complete the journey on their own and compare with their child's journey.

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Free online safety resources for schools & families | Digital Matters

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Designed for home and school to engage young people in online safety through free interactive activities & dynamic storytelling. Created by Internet Matters.

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What is Artificial Intelligence?

Artificial Intelligence (AI) refers to the simulation of human intelligence processes by machines, especially computer systems. These processes include learning, reasoning, and self-correction. There are some really advanced AIs that can understand human speech, pictures, and even talk like a human. AI has been talked about a lot recently, but it was first introduced in the 1950's as part of machine learning, where scientists created intelligent computers and robotics that could learn from humans to increase their ability and accuracy.

With AI being talked about more and more, people have become concerned about how it will work and impact our use of technology. As with a lot of new innovations though, it's important that we don't worry. AI works by using special rules and patterns, much like how our brain works. It learns from lots of data and makes decisions based on what it has learned. The more data it gets, the better it becomes at making decisions, just like humans get better with practice.

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Designed and Developed by Will Earp, South West Grid for Learning Trust Ltd

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Artificial Intelligence and Online Safety

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Get information, guidance and support around the use of Artificial Intelligence in schools

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Artificial Intelligence - Staying Safe Online for Schools

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A parent's guide to artificial intelligence (AI) | Internet Matters

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Learn about popular AI tools and how you can use them to help your child and family build skills, develop creativity and have fun at home.

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Snap Chat AI Parents Guidance Wayne Denner

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Snap Chat AI Parents Guidance Wayne Denner

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Snapchat My Ai Chatbot

As technology continues to advance, AI chatbots have become increasingly popular in various industries, with applications ranging from customer service to entertainment. One chatbot gaining the top spot for attention in the last week is Snapchat My AI'. Not least because you cant turn it off. Well you can if you pay £3.99 per month but who pays for Snapchat??
Certainly not any children - or adults I know. Do you?

So let's delve into how Snapchat My AI works and look at some helpful tips for parents who want to discuss the use of this chatbot with their children.

How Snapchat My Ai Chatbot works

Snapchat My AI is an advanced chatbot that leverages the power of machine learning and natural language processing to understand and generate human-like responses.

The chatbot is based on the GPT-4 architecture, which is designed to process and analyse large volumes of data, enabling it to generate coherent and contextually relevant responses.

Snapchat AI relies on a vast knowledge database, which is continually updated as new information becomes available. The chatbot can analyse user inputs, understand the context and intent, and generate an appropriate response by selecting the most relevant information from its knowledge base.

It can also ask a user questions based on the location of the user to prevent this from happening you need to disable location sharing with Snapchat from the settings on your device simply turning on Ghost mode does not disable location.

Some of its features;

* Contextual understanding: Snapchat's AI can maintain context within a conversation, making it easier for users to have a natural and engaging experience.
* Advanced language capabilities: It can understand and generate responses in multiple languages, making it accessible to a diverse user base.
* Customization: Snapchat's AI can be customised and fine-tuned for various applications, including customer service, education, and more.

What are the issues

While Snapchat AI has made significant strides in providing an engaging conversational experience, there are some issues that users and parents should be aware of:

Inappropriate content: Like other AI chatbots, it can sometimes generate inappropriate or offensive content. This is mainly due to the nature of the training data and limitations in the AI's understanding of user intent.

Privacy concerns: Since AI chatbots learn from user interactions, there are concerns about user privacy and data security. It's essential to understand the chatbot's data handling practices and ensure that your child's personal information is protected.

Misinformation: It can sometimes provide incorrect or outdated information. This is particularly concerning when it comes to topics like health, safety or current events, where accuracy is critical.

In a recent post over on Snapchat's own website 'As with all AI-powered chatbots, My AI is prone to hallucination and can be tricked into saying just about anything. Please be aware of its many deficiencies and sorry in advance! All conversations with My AI will be stored and may be reviewed to improve the product experience. Please do not share any secrets with My AI and do not rely on it for advice'

Tips for Parents

Conversations around online safety & technology are important. As technology is always evolving keeping yourself up to date as a parent and engaging in regular conversations with your children is key
Here are some tips to get you started:
* Explain the technology: Begin by explaining how AI chatbots like Snapchat AI work, emphasising the importance of understanding that these chatbots are not human and are limited by their programming and the data they have been trained on.

* Discuss potential issues: Make sure your child understands the potential issues and risks associated with using AI chatbots, such as encountering inappropriate content or receiving inaccurate information. Encourage them to approach the information provided by chatbots with a critical mind and to verify any information they receive.

* Set boundaries: Establish clear boundaries for your child's use of AI chatbots like Snapchat's AI. This may include setting time limits, restricting access to specific devices, or monitoring their interactions with the chatbot.

* Encourage open communication: Encourage your child to come to you or a teacher with any concerns or questions about their interactions with AI chatbots. Make it clear that they can talk to you without fear of judgment or punishment.

And Finally;

AI chatbots like Snapchat's My AI have the potential to revolutionise the way we communicate and access information. They offer a range of benefits, such as providing instant support and facilitating learning. However, it's crucial to be aware of the potential issues and risks associated with their use, particularly when it comes to children.

As a parent, taking the time to educate yourself and your child about AI chatbots and their limitations is essential. By fostering open communication and setting clear boundaries, you can help ensure that your child has a positive and safe experience with Snapchat's My AI.

As technology continues to evolve, staying informed and vigilant will help you navigate the ever-changing digital landscape and support your child's growth in this rapidly changing world.

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Snapchat My Ai Chatbot is a new feature that can answer questions and & suggest recommendations but what about the risks and dangers.

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BBC micro:bit - the next gen: registration form

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UK primary schools: register here to get 30 free micro:bits.

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Micro:bit posters available from https://microbit.org/teach/classroom-resources/microbit-overview-poster

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Statutory Guidance on Filtering and Monitoring

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Statutory Guidance on Filtering and Monitoring

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The importance of meeting the standard

Schools and colleges should provide a safe environment to learn and work, including when online. Filtering and monitoring are both important parts of safeguarding pupils and staff from potentially harmful and inappropriate online material.

Clear roles, responsibilities and strategies are vital for delivering and maintaining effective filtering and monitoring systems. It's important that the right people are working together and using their professional expertise to make informed decisions.

How to meet the standard

Governing bodies and proprietors have overall strategic responsibility for filtering and monitoring and need assurance that the standards are being met.

To do this, they should identify and assign:

a member of the senior leadership team and a governor, to be responsible for ensuring these standards are met

the roles and responsibilities of staff and third parties, for example, external service providers

We are aware that there may not be full-time staff for each of these roles and responsibility may lie as part of a wider role within the school, college, or trust. However, it must be clear who is responsible and it must be possible to make prompt changes to your provision.

Technical requirements to meet the standard

The senior leadership team are responsible for:

procuring filtering and monitoring systems

documenting decisions on what is blocked or allowed and why

reviewing the effectiveness of your provision

overseeing reports

They are also responsible for making sure that all staff:

understand their role

are appropriately trained

follow policies, processes and procedures

act on reports and concerns

Senior leaders should work closely with governors or proprietors, the designated safeguarding lead ( DSL) and IT service providers in all aspects of filtering and monitoring. Your IT service provider may be a staff technician or an external service provider.

Day to day management of filtering and monitoring systems requires the specialist knowledge of both safeguarding and IT staff to be effective. The DSL should work closely together with IT service providers to meet the needs of your setting. You may need to ask filtering or monitoring providers for system specific training and support.

The DSL should take lead responsibility for safeguarding and online safety, which could include overseeing and acting on:

The IT service provider should have technical responsibility for:

The IT service provider should work with the senior leadership team and DSL to:

procure systems

identify risk

carry out reviews

carry out checks

When to meet the standard

You should already be meeting this standard.

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Meeting digital and technology standards in schools and colleges

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Find out what standards your school or college should meet on filtering and monitoring.

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Padlet of Useful Documents for DSLs on Monitoring and Filtering

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Padlet of Useful Documents for DSLs on Monitoring and Filtering

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YouTube channels that use AI to make videos containing false "scientific" information are being recommended to children as "educational content".

Investigative BBC journalists working in a team that analyses disinformation, information that is deliberately misleading and false, found more than 50 channels in more than 20 languages spreading disinformation disguised as STEM [Science Technology Engineering Maths] content.

These include pseudo-science - that's presenting information as scientific fact that is not based on proper scientific methods, plus outright false information and conspiracy theories. These are theories or beliefs that some groups of people are trying to deliberately mislead the general public, typically for the benefit of a small powerful group.

Examples of conspiracy theories are the existence of electricity-producing pyramids, the denial of human-caused climate change and the existence of aliens.

Our analysis shows YouTube recommends these "bad science" videos to children alongside legitimate educational content.

What's AI?

More clicks, more money

Kyle Hill is a YouTuber and science educator with a huge number of young viewers. He started noticing these "bad science" videos cropping up in his feed a couple of months ago. He says his followers contacted him about recommended content that seemed legitimate, but was instead full of false information.

The creators appear to have stolen and manipulated accurate content and then republished them.

The videos focused on wild claims, with sensationalist commentary, catchy titles and dramatic images to draw viewers in. The more people watch the videos, the more revenue - that's money - the channels get by allowing adverts to be shown on the screen.

YouTube also benefits from high performing content; as it takes about 40% of the money made from advertising on someone's channel.

The creators were also tagging their "bad science" videos as "educational content", meaning they were more likely to be recommended to children.

"Being the science man that I am," Kyle says, "I took that personally. These channels seemed to have identified the exact right thing to maximise views for the least amount of effort."

How to spot fakes

The BBC's Global Disinformation Team found dozens of channels on YouTube producing this type of misleading material, in languages including Arabic, Spanish, and Thai. Many of those channels had more than a million subscribers. Their videos often receive millions of views.

The channel creators publish content rapidly, with many posting multiple videos every day. To be able to do this at such speed, the BBC journalists suspected the content creators were using generative AI programs. These are programs like Chat GPT and MidJourney that can create new content when asked to [eg. 'a black cat wearing a crown'], rather than searching the internet to find examples that already exist.

To test this theory, they took videos from each channel and used AI detection tools and expert analysis to assess the probability or likelihood that the footage, narration and script were made using AI. The BBC analysis showed that most of those videos had used AI to generate text and images, and to scrape - that is to extract information from a website, and manipulate material from real science videos. The result is content that looks factual, but is mostly untrue.

Tips to avoid being misled by disinformation

'I enjoyed watching it'

To test whether the "bad science" videos would be recommended to children, the journalists created children's accounts on the main YouTube site. (All the children they spoke to said they used children's accounts rather than YouTube Kids.) After four days of watching legitimate science education videos, the BBC journalists were recommended the AI-made "bad science" videos too. If they clicked on them, more of the false-science channels were recommended.

As part of their experiment, the journalists then shared some of the recommended false science content to two groups of 10-12-year-olds - one in the UK and one in Thailand - to see whether the children would believe the information they were watching. One video focused on UFO and alien conspiracies, which have been widely shown to be untrue. The other video falsely claimed the Pyramids of Giza were used to create electricity.

The children were convinced: "I enjoyed watching it," said one girl, "At the beginning, I wasn't sure aliens exist, but now I think they do."

Another child was impressed by the electric pyramids: "I didn't know people so long ago would be able to make electricity to use modern technology."

Some children in the group were able to pick out AI use in the videos. "I found it quite funny that they didn't even use a human voice, I thought it wasn't human," one child said.

When the journalists then explained to the children those videos were made using AI and contained false information, they were shocked.

"I'm actually really confused. I thought it was real," said one boy. Another said: "I would've probably believed it, if you hadn't told us it was fake."

Children likely to believe misinformation

Teachers say playing on children's natural curiosity for new, intriguing ideas risks confusing them about what is true.

"These videos do well because they are conspiratorial [suggesting they are exposing a secret most people don't know about]," says Professor Vicki Nash, Director of the Oxford Internet Institute. "We are all fascinated by things that run counter to what we're officially told, and children are more susceptible to this than adults."

Claire Seeley is a primary school teacher in the UK, who agrees.

"Children will often take what they've seen as fact first and foremost. Only maybe when they're a little older, will they start to question it," she said.

Professor Nash also questioned whether hosting platforms, like YouTube, should be earning money from the adverts seen alongside these misleading videos: "The idea that YouTube and Google are making money off the back of adverts being served with pseudo-science news seems really unethical to me."

The BBC contacted a number of companies that produce this type of misleading AI content. One responded, saying their content was intended for "entertainment purposes". They denied targeting children and said they did not use AI "for the majority" of their scripts.

Children's education at risk

YouTube said it recommends YouTube Kids for under 13s, which has a "higher bar" for the quality of videos that can be shown. It said YouTube was committed to removing misinformation from its platforms and providing families with a "safe and high-quality experience".

It also directed journalists to information panels which it says show additional context from third-party sources on conspiracy-related content. The BBC found those information panels were only present for a few of the videos across the 50 channels.

YouTube did not comment on questions about the advertising revenue received from views of those misleading videos.

As AI tools continue to improve, misleading content will become easier to create and the quality of the videos will become more difficult to identify. Claire Seeley said she was worried and urged teachers and parents to prepare for more misleading content.

"We don't have a really clear understanding of how AI-generated content is really impacting children's understanding. As teachers, we're playing catch up to try to get to grips with this."

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AI used to target kids with disinformation

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The BBC finds YouTube videos in more than 20 languages spreading disinformation disguised as science content.

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Nelmes

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Developing an updated online safety curriculum, switched on now feels outdated in places as so much has changed.

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Ensure online safety is embedded across the school and curriculum. To increase parental involvement with online safety.

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Developing staff confidence CF

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Online safety - OF

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New Ipads
Developing teachers CPD
Embedding Online Safety across the year groups
Engagement with parents

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Monitoring the curriculum across all year groups

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Monitoring the curriculum across all year groups

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Introducing new computing scheme: Switched on, Having a secure understanding of the filtering and monitoring system and ensuring that staff feel secure in this, Update our online safety lessons in the curriculum - St. Peter's 

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Introducing new computing scheme: Switched on, Having a secure understanding of the filtering and monitoring system and ensuring that staff feel secure in this, Update our online safety lessons in the curriculum - St. Peter's 

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Update online safety curriculum and making sure staff are confident in teaching the subject. Make sure all ipads have correct software.

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Update online safety curriculum and making sure staff are confident in teaching the subject. Make sure all ipads have correct software.

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Introducing digital leaders across the school and doing more cross curricular teaching of Computing - Newtons

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Leanne - developing online safety, improving the use of Chrome Books across the curriculum

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Adapting the Computing curriculum to meet the needs of the school (increase in teacher confidence/ giving children opportunities to master skills) AI - Gidea Park

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Adapting the Computing curriculum to meet the needs of the school (increase in teacher confidence/ giving children opportunities to master skills) AI - Gidea Park

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Recall and retrieval embedded in online safety lessons. Branfil

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I’ve only used it for writing a shared poem In Reception

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Registered Address: ​9th Floor, 10 Exchange Square, Primrose Street, London, EC2A 2BR. London Grid for Learning Trust - a charity whose mission is the advancement of Education. A company limited by guarantee registered in England no 4205579 Reg charity no 1090412.