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The work done in class II of Cinigiano's primary school covers the knowledge of dangers related to web surfing: fakes, cyberbulling, false identity, sexting, hate speech. Children are small, having 8 years and some of them do not even have internet access at home, I preferred to open the lesson with a discussion of their knowledge about it. Then I went on to watch the cartoon videos on the various themes. I ended up with a peer collaboration work: the setting up of a billboard calling, through the imaginations of Qui, Quo, Qua (the Dwarf nephews) and their captions, the right behaviors to keep when they encounter dangers on the web .

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Module 5: Hate Speech and Radicalisation

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Module 5: Hate Speech and Radicalisation

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This is my lesson plan on "Learning design": https://v.gd/CB5668

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How to explain to the children the traps that lie on the web and defend themselves from them

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SEXTORTION, blackmail started after a cybersex offer

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The internet is a very powerful tool for creating new relationships. However, we should always exercise caution since people online may have bad intentions towards us. Today, there are many cases of people being tricked into having cybersex. They often find themselves blackmailed when a criminal front threatens to publish the video recorded during the cybersex act unless a ransom is paid.

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8 Things You and Your Teen Need to Know About Sexting

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Among teenagers, she has demonstrated a 2015 European network co-ordinated by Cattolica of Milan "Net Children Go Mobile" over 50% keeps the phone switched on day and night. Already in 9-10 years, 26% have their own laptop, 11% a smartphone and 4% a personal tablet. What the Catholic relationship had observed among the great ones obviously has solid foundations even in the little ones. And most parents use digital technology to do what all pediatricians do not like: keep a baby doing a good job. To use a screen to calm a whim, in fact, is to stimulate similar behaviors in the future. Yet 30% of parents resort to this expedient in the first year of age, to get over 70% after "the terrible two." The percentage remains constant (a sign that the behavior has consolidated) in the range of 3 to 5 years. "The new media - they still read in the report - make kids capable of multitasking, but they reduce their ability to focus, increasing the difficulty of concentration and understanding."

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Among teenagers, she has demonstrated a 2015 European network co-ordinated by Cattolica of Milan "Net Children Go Mobile" over 50% keeps the phone switched on day and night. Already in 9-10 years, 26% have their own laptop, 11% a smartphone and 4% a personal tablet. What the Catholic relationship had observed among the great ones obviously has solid foundations even in the little ones. And most parents use digital technology to do what all pediatricians do not like: keep a baby doing a good job. To use a screen to calm a whim, in fact, is to stimulate similar behaviors in the future. Yet 30% of parents resort to this expedient in the first year of age, to get over 70% after "the terrible two." The percentage remains constant (a sign that the behavior has consolidated) in the range of 3 to 5 years. "The new media - they still read in the report - make kids capable of multitasking, but they reduce their ability to focus, increasing the difficulty of concentration and understanding."

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The report " Children and Internet use: A comparative analysis of Brazil and seven European countries " presents the state of Internet access and use by children and adolescents in Brazil and seven European countries. One of its main findings is a trend toward more private access to the Internet by 9- to 16-year-olds in Brazil, Belgium, Irland, Italy, Portugal, Romania and the UK.

The report, which is based on comparable surveys conducted between 2013 and 2014 in the participating countries, showed a significant presence of Brazilians on social networking sites (SNS), compared to other countries.

The Brazilian dataset is from the ICT Kids Online Brazil 2013 survey of the Brazilian Internet Steering Committee (CGI.br), conducted by the Regional Center for Studies on the Development of the Information Society (Cetic.br), a department of the Brazilian Network Information Center (NIC.br). In the Brazilian survey, interviews were conducted with 2,261 Internet users 9 to 17 years old, as well as with their parents or legal guardians. The European dataset was produced in the Net Children Go Mobile project.

In Brazil, Internet access by children at school was lower but the country surpasses other countries in access to mobile devices and the presence of 9- and 10-year-olds on SNS. According to the report, one out of three Brazilian children Internet users accessed the Internet on the move (33%), a figure higher than that of countries such as Romania (15%), Ireland (13%), Portugal (13%) and Belgium (11%). Access in the bedroom or another private room at home was common among children from nearly all the countries analyzed: over half (56%) in Brazil; 85% in Denmark; 70% in the UK; 69% in Italy and Romania; and 60% in India and Portugal. Belgium was the only exception (48%).

Education and online activity

At school, Internet access was reported by only one-third of the Brazilian children that use the Internet (36%). This proportion was lower than that observed in most of the European countries analyzed: UK (88%), Denmark (80%), Romania (53%), Portugal (49%), Ireland (47%) and Belgium (39%), with the exception of Italy (26%). "Instead of restricting children's access to the Internet, Brazilian schools should value the activity and invest in this technology, allowing children to fully explore the potential of the Internet and learn the skills for safe Internet use", says Alexandre Barbosa, manager of Cetic.br.

Watching video clips and visiting SNS were the most reported activities for children 11 to 16 years old across the studied countries. Danish (70%), Romanian (58%), Irish (49%) and British (49%) children preferred to watch videos online, while visiting SNS was reported as the main activity by Italian (59%), Brazilian (52%), Portuguese (50%) and Belgian (48%) children.
Social networks
Regarding the presence on SNS, 78% of Brazilian children Internet users had their own profile, which was the same in Romania (78%) and not far from Denmark (81%). Across the analyzed countries, Brazilian 9- and 10-year-old children were the most present on SNS: Romania (50%), Denmark (41%), Portugal (26%) Belgium (22%), the UK (19%), Italy (15%) and Ireland (14%).

Another finding was that a significant portion of Brazilian children reported having a large number of online contacts and did not show much concern about maintaining public profiles on social media. In Brazil, over half the children (54%) reported having more than 100 contacts in their main SNS profiles, similar to Romania (64%). Furthermore, 42% of Brazilian children set their SNS profiles to public, whereas in Italy that percentage was only 15%.

Tje full report is available here

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The report " Children and Internet use: A comparative analysis of Brazil and seven European countries " presents the state of Internet access and use by children and adolescents in Brazil and seven European countries. One of its main findings is a trend toward more private access to the Internet by 9- to 16-year-olds in Brazil, Belgium, Irland, Italy, Portugal, Romania and the UK.

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Resilience online is built in the same way as resilience offline. We must provide opportunities for youth to face social and relational problems head on, and to recognize their own strength, agency, and power to overcome them - do so within an environment of supportive resources (so they know you and I have their back!).

Late last year during a talk for the International Bullying Prevention Association, I discussed the ABC model, which stems from Albert Ellis's Rational Emotive Behavior Therapy. ABC stands for Adversity, Beliefs, and Consequences. When considering typical teenagers, they may deal with a peer repeatedly posting vicious statements about them on social media. At this point, (B)eliefs enter the equation, and stem from that adversity. These beliefs are what a student might tell him or herself to come to terms with, or explain away, the hardship or stressor. Finally, (C)onsequences come into play, and result directly from the (B)eliefs that were embraced.

Dealing with the adversity in positive, constructive ways or negative, unhealthy ways hinges on the beliefs the student adopts, and the inner dialogue that transpires (basically, how he explains away what is happening to himself). Let's say a teenager is dealing with negative comments on his social media account, and they are really bothering him. Perhaps by default, the teen might fall apart because of the cyberbullying, and start to tell himself that he is a "loser" who deserves to be picked on, and that bullying is his lot in life, and likely representative of the sentiment of most people towards him.

But in this example, what would we rather hope to see for our intrepid teenager? We would want him to think through what has happened, and reconcile it in a positive fashion. The teen might tell himself that the girl who is cyberbullying him is, for example, dealing with her own insecurities and major personal problems, possibly hates herself, can only feel better about her own life by tearing others down, and whose opinion and actions do not really matter.

If his takeaway is that he is a loser and that everyone hates him, it will likely lead to helplessness, powerlessness, and dysfunctional coping in the form of anger, rage, depression, or self-harm. If his takeaway is that he's not doing anything wrong, and the girl who is giving him grief has her own issues, it can ion can lead to productive coping through a more logical, objective interpretation of the adversity. The bottom line is that we want his explanations of what is happening to him to be rational and healthy - perspectives that promote recovery and growth, instead of stunting them.

If we can help students focus more on the connection from B to C, it can go a long way towards increasing self-awareness and promoting a resilient response to adversity. For instance - and as pointed out by Drs. Karen Reivich and Andrew Shatté - it is critical for us to realize that the consequence of anger (or an angry response) typically stems from the belief that one's rights have been violated. Similarly, the consequence of sadness and depression (and its attendant manifestations) typically results from the belief that one's self-worth has been crippled or damaged.

Anxiety and fear (and the responses that they prompt) stem from the belief that one will face a meaningful threat in the future. Guilt (and guilty actions) result from the belief that another person's rights have been violated (by us). Finally, embarrassment stem from a belief that one has lost standing with others. Instead of just being at the mercy of their emotions (which, to be sure, are incredibly powerful), it's crucial that we help youth think through how to best interpret the adversity they are facing. Ideally, we can train them to view any hardship that arises - bullying, cyberbullying, whatever - in a salubrious rather than self-defeating manner.

Because students care so much about peer perception, though, it's easy to get lost in a cloud of heavy emotions, and lose their ability to think rationally because of all the overwhelming emotions bouncing around in their minds. It takes time, mentorship, and maturity to understand when their emotions are prompted by unhealthy beliefs. When we are able to help them identify which beliefs lack merit when objectively viewed, we add more tools to their toolbox of skills to deflect, disrupt, and dispute unhealthy thought patterns. They can then replace them with healthier, beneficial ones. This then translates into positive attitudes and choices, now and in the future.

This is absolutely what we want for our youth.
http://bit.ly/2mpEiEJ

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The ABC Model to Build Resilience Against Cyberbullying - Cyberbullying Research Center

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Resilience online is built in the same way as resilience offline. We must provide opportunities for youth to face social and relational problems head on, and to recognize their own strength, agency, and power to overcome them - do so within an environment of supportive resources (so they know you and I have their back!)....

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Yes, they can. Socio-emotional learning (SEL) involves the processes through which children and adults acquire and apply the knowledge, attitudes and skills needed to understand and manage emotions, establish and achieve positive goals, feel and show empathy towards Others, establish and maintain positive relationships and make responsible decisions. www.CASEL.org

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ENABLE for educators (by South West Grid for Learning)

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Audrie & Daisy tells the story of two teenage girls victims of sexual assaults and the subsequent cyberbullying, with devastating results.
The film, premiered at Sundance, is directed by Bonni Cohen and Jon Shenk, and is inspired by a real experience of American teenagers.

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Audrie & Daisy | Official Trailer [HD] | Netflix

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Two different girls sexually assaulted on two different nights, in two different towns. Audrie & Daisy takes a hard look at the issues faced by America's teenagers who are coming of age in the new world of social media bullying, spun wildly out of control.

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READ DESCRIPTION FOR INFO.* INSPIRED BY SUPERMAC18 CyberBullying needs to stop!!! This is not real, it's just an example of cyberbulling. This video shows not to give into peer pressure, and not to cyberbully. Never give into peer pressure, do what YOU think is right!

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Training sessions programmed by my institution for the conscious use of social networks. There has been a great participation of parents and teachers.
http://www.associazionewelcome.org/associazione-welcome/deletecyberbullying-lapp-contro-il-bullismo/

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Si comunica che il previsto incontro per i genitori sul corretto uso dei social networks si terrà presso l'Aula Magna della Scuola Media di Paganico MERCOLEDI' 5 APRILE dalle ore 17 alle ore 19.00.

Saranno presenti rappresentanti della Questura di Grosseto.

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Incontro per i genitori sul corretto uso dei social networks

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Si comunica che il previsto incontro per i genitori sul corretto uso dei social networks si terrà presso l'Aula Magna della Scuola Media di Paganico MERCOLEDI' 5 APRILE dalle ore 17 alle ore 19.00. Saranno presenti rappresentanti della Questura di Grosseto.

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Jenkins studies the phenomenon of participatory cultures in the New Media Literacy, the ability of young people and adults to acquire the skills needed to be conscious users and active participants of the culture that is born in the context of the new media. A definition of the concept of participatory culture is found in its essay Participating cultures and digital skills:"A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, which gives strong support to production and sharing activities and provides some form of informal mentorship, according to which the most Experts share knowledge with beginners. Within a participatory culture, individuals are convinced of the importance of their contribution and feel somewhat connected with each other (or at least participants are interested in the opinions that others have of their creations). »

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Jenkins studies the phenomenon of participatory cultures in the New Media Literacy, the ability of young people and adults to acquire the skills needed to be conscious users and active participants of the culture that is born in the context of the new media. A definition of the concept of participatory culture is found in its essay Participating cultures and digital skills:"A participatory culture is a culture with relatively low barriers to artistic expression and civic engagement, which gives strong support to production and sharing activities and provides some form of informal mentorship, according to which the most Experts share knowledge with beginners. Within a participatory culture, individuals are convinced of the importance of their contribution and feel somewhat connected with each other (or at least participants are interested in the opinions that others have of their creations). »

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Henry Jenkins is the Provost Professor of Communication, Journalism, Cinematic Arts and Education at the University of Southern California. He arrived at USC in Fall 2009 after spending more than a decade as the Director of the MIT Comparative Media Studies Program and the Peter de Florez Professor

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To see if a site is a fake, it does first with our students a google search.
If it is a fraudulent site, someone may have already notified. This is a step a little difficult to accomplish, because often the name of the site is made up of words that give a huge number of results. In this case try to narrow the search by adding words like scam or cheat or scam.
You could open a page on a forum (Italian) where the site in question is abundantly clear fraudulent. Of a list of fakes is the site www.agi.it/.../news/libero_giornale_fake_news_siti_italiani

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The European Union officially defines Media Literacy as "the ability to access the media, to understand and critically evaluate the different aspects of the media starting with their content, to create communication in a variety of contexts. Media Literacy covers all media, including television and cinema, radio and recorded music, printed paper, the Internet and other communications. "This definition refers to a broader literacy concept than the traditional one, A set of knowledge and skills that make a citizen an "educated" person, ie able to understand the world around him and to actively participate in his progress. Generally, the key components of Media Literacy are represented by scholars with 5Cr: Culture, Critical, Creative, Comprehension, Citizenship. Media Education is the educational process that provides people with skills related to Media Literacy. It acquires the skills needed to select, use, analyze, identify the sources of messages, interpret them, evaluate them.

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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This module on Media literacy has been engaging. I can not wait to confront my neighbor!!

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This module on Media literacy has been engaging. I can not wait to confront my neighbor!!

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Good practice is often divided into four key areas: Policies, Infrastructures, Education and Standard as shown in the PIES model below. Unfortunately in my school only partially it was implemented.

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Good practice is often divided into four key areas: Policies, Infrastructures, Education and Standard as shown in the PIES model below. Unfortunately in my school only partially it was implemented.

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Internet Services and Social Networks Tutorials from HowTech

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https://youtu.be/klPkbD5LiKo

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I work in teams with 4 other teachers in a second class. My plexus in the little town of Cinigiano has been using the "School Without Backpack" for about 6 years. Here is the link www.senzazaino.it

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I work in teams with 4 other teachers in a second class. My plexus in the little town of Cinigiano has been using the "School Without Backpack" for about 6 years. Here is the link www.senzazaino.it

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My institute has for years participated in national projects on robotics with PON ranking among the top places in the national ranking.

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My institute has for years participated in national projects on robotics with PON ranking among the top places in the national ranking.

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This is my comprehensive institute where I work.

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This is my comprehensive institute where I work.

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Bandi concorso per soli titoli, per l'anno scolastico 2017/2018, per l'accesso ai ruoli provinciali relativi ai profili professionali dell'area A, A/s e B del personale ATA, ai sensi dell'art. 554 del D. L.vo 16.4.2004, n. 297 ed in base all'O.M. n. 21 del 23.2.2009 BANDI
Continua a leggere "

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Istituto Comprensivo Civitella Paganico " Via Malavolti 31, Civitella Paganico (GR) Tel. 0564 905037, Fax 0564 905675 - Codice Fatturazioen Elettronica UFYSNA - Codice Fiscale 80002340539

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Bandi concorso per soli titoli, per l'anno scolastico 2017/2018, per l'accesso ai ruoli provinciali relativi ai profili professionali dell'area A, A/s e B del personale ATA, ai sensi dell'art. 554 del D. L.vo 16.4.2004, n. 297 ed in base all'O.M. n. 21 del 23.2.2009 BANDI Continua a leggere "

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Hello, I am a teacher of primary school and I teach on support. I have a second class of 12 children in the town of Cinigiano in the beautiful Tuscan hills. Since last year I have been included in the formation of the digital school, and I work for the innovation team. Soon I will work with my students on computational thinking and robotics because my school is pursuing for many years important projects at national level on this issue. For this reason I consider important to inform and work as a team with you of course safety.