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Administering School ICT infrastructure: developing your knowledge and skills 

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Administering School ICT infrastructure: developing your knowledge and skills 

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Module 1: Optimising your school network

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Úvodní test/Kvíz Administering School ICT infrastructure: developing your knowledge and skills

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Úvodní test/Kvíz Administering School ICT infrastructure: developing your knowledge and skills

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1) What is the final deadline for completing all sections and activities on the course?
7th March 2018
2) What content and activities should you cover in each module?
Short videos introducing key ideas, reflection/discussion activities, and a quiz or peer-review activity
3) What do I have to do to receive the course certificate?
Visit all course sections and complete the final peer-review activity

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1.4	A whole-school approach to online safety

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1.4	A whole-school approach to online safety

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Although in many schools online safety is championed by one member of staff, there should ideally be a whole-school approach, with all members of staff playing a role, along with supporting policies which are understood by everyone in the school community.

This course will explore how you, as a teacher, can address issues of online safety, but it is important to also consider how this work is embedded into that whole-school approach. Good practice is often divided into four key areas: Policy, Infrastructure, Education and Standards, as shown in the PIES model below.

Are all of these areas being addressed in your school? Can you identify colleagues who can work alongside you to help pinpoint strengths and weaknesses in your school?

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Module 1: An Introduction to Online Safety

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Module 1: An Introduction to Online Safety

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Online Safety

The module's learning objectives are:

To understand the main risks faced by children and young people when they go online

To discover how schools can support pupils and their parents and staff

To understand what teachers need to take into consideration with regard to managing their own online reputation

To discover whether there are any statutory requirements with regard to the teaching of online safety in schools

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1.3 Where to find resources and support/Kde najít zdroje a podporu

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1.3 Where to find resources and support/Kde najít zdroje a podporu

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Naučit se přežít ve světě ovládaném internetem by měl být pro děti stejně důležitý jako čtení a psaní.
Nedávná zpráva UNICEF zjistila, že když jsou adolescenti ohroženi nebo se cítí bezpečně online: 54% uvedlo, že řeknou příteli, 48% uvedlo, že řeknou rodiče, ale pouze 19% uvedlo, že řeknou učiteli.
Některé novější výzkumy provedené v Dánsku, Maďarsku a Velké Británii zjistily, že významný počet mladých lidí (13- až 17letých) by nenahlásil sexuální obtěžování online z různých důvodů, jak je uvedeno níže.
přejdete do části Zdroje portálu Better Internet for Kids (BIK), naleznete zdroje i videa na mnoha různých tématech ve všech jazycích EU.
Some examples include:

Crossing the Line – a practical online safety toolkit from the UK Safer Internet Centre with films and lesson plans to explore online issues with pupils aged 11-14. The purpose of this toolkit is to help educators generate discussion among young people about their online experiences. It covers topics such as cyberbullying, sexting, peer pressure and self-esteem.

Handbook on the internet and early sexualisation – this guide and lesson plan from the Bulgarian Safer Internet Centre provides information about a number of different online issues, recommendations on how to discuss them with young people, and a sample lesson plan.

Guide for Cyberbullying – a brochure from the Greek Safer Internet Centre providing tips and advice on how to avoid cyberbullying and what to do if it happens.

Protecting privacy in social networks – a leaflet for teens from the Slovenian Safer Internet Centre about how to protect privacy on social networks.

It isn’t funny, it hurts – this is a video resource from the Latvian Safer Internet Centre which helps young people to understand the challenges of life online and the impact that negative comments can have.

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1.1 The challenges faced by young people when they are online

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1.1 The challenges faced by young people when they are online

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vysvětluje některé z hlavních problémů, kterým čelí děti a mladí lidé online

65% of respondents said that they had been a victim of at least one online risk (unwanted contact 43%, treated mean 22%, online harassment (17%)/65% respondentů uvedlo, že byli obětí alespoň jednoho on-line rizika (nežádoucí kontakt 43%, léčených průměrných 22%, online obtěžování (17%)

58% of 13- to 17-year olds had met the perpetrator of the online risk face to face./58% 13- až 17-letých lidí se setkalo s pachatelem rizika online tváří v tvář.

People found that the internet overall was a “civil” place, but there were “strong concerns over safety, both today and in the future”/Lidé zjistili, že internet celkově byl "občanským" místem, ale existovaly "silné obavy ohledně bezpečnosti, a to jak dnes, tak iv budoucnosti"

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Cyberbullying /kyberšikana| 64 |
Inappropriate use of social media /Nesprávné použití sociálních médií| 58 |
Internet addiction/závislost na internetu | 58 |
Inappropriate content/nevhodný obsah | 57 |
Believing everything they read on the internet/Věřte tomu, co čtete na internetu | 56 |
Pressure to behave a certain waylak, abyste se chovali určitým způsobem | 44 |
Digital footprints and their lingering effect in life /Digitální stopy a jejich přetrvávající účinek v životě| 42 |
Breach of privacy/Porušení soukromí  | 42 |
Unknown connections/Neznámé připojení | 40 |
Sexting | 39 |

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E. Course Introduction Quiz

Test done

Your result in the test was: 100%

You have improved on your previous grade of 80.

You have passed the test.

1) What content and activities should I cover in each module?
Short videos introducing key ideas, reflection and discussion activities, and a learning activity/Krátká videa představující klíčové nápady, úvahy a diskusní aktivity a učící se činnost

2) The Code of Conduct applies to...

....all spaces that are part of the European Schoolnet Academy portal. This includes all online course sections, mailing lists, social media channels, and any third-party tools used to communicate with each other as part of the course activities.

3) If I have a question about the course, what is the fastest / most optimal way to find an answer?
Check the FAQ section for an answer

4) What is the final date for completing all sections and activities on the course?
22 March 2018

5) What do I have to do to receive the course certificate?
Visit all course sections and complete all learning activities, including the final peer-review activity in Module 5, which consists of submitting a lesson plan and reviewing the work of other participants/Navštivte všechny kurzy a dokončete všechny učební aktivity, včetně závěrečné činnosti peer-review v modulu 5, která se skládá z předložení plánu výuky a přezkoumání práce ostatních účastníků

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1) Be friendly, welcoming and patient
2) Be constructive
3) Be considerate
4) Be respectful
5) Be careful with your choice of words
6) When we disagree, try to understand why

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Hi, my name is Dana Vesela, i am from the Czech Republic
I am a non-traditional teacher. For me  is teaching not just passing on knowledge. It's something more comprehensive. It's communication with students, sharing experience, sharing and joy. I have taught at elementary school of mathematics, physics and ICT,
I am teaching ICT at high school now.

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The classroom is inadequate for the layout of the tables.
I get poorly to students when they have some problems and I want to help them individually.
There are too many students in the class, I think ICT is about 20 people ideal.
For some computers, two students sit on one PC.
How can they work efficiently? Individually? Difficult ..
Computers are technically no problem, Win 10 and sw MS Office, I'm happy.