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IAL IT - 3 - LP - The - Online - Environment

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75 views3 pages

IAL IT - 3 - LP - The - Online - Environment

Uploaded by

tuff luvh
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Topic 3: The online environment

Specification links:
3: 3.1.1 to 3.4.2

Resources:
 Worksheet 3
 Example online community
 JavaScript and PHP programs

Learning objectives:
 Understand the concept and implications of digital footprints
 Understand the purpose, features and impact of online communities
 Understand the purpose of client-side and server-side scripting

Success criteria:
Students should be able to:
 Define digital footprint
 Explain the implications (positive and negative) of a digital footprint
 Describe the purpose of online communities
 Describe the functions of online communities
 Describe the role of client-side and server-side scripting

Possible misconceptions and barriers:


 Students often focus on the negative, e.g. the negative sides of a digital footprint. It is
important to also emphasise the benefits of it to a range of different people.

Starter
Ask students to identify all the websites, social networking sites, etc. that may have
information stored about them. Ask them to also list what kind of information is stored.

Discussion – starter
Using the list of information from the starter, link to this being their digital footprint. Discuss
the security on these websites – which information is public, which is not, etc.
Discuss the importance of monitoring/containing your digital footprint.

Activity – digital footprint


Put students into groups and give each group a scenario, e.g. an online clothes shop, a
student looking for work. Ask the group to identify the positives of digital footprints in that
situation, and the negatives. For example, a student looking for work may have the positives
of showing work experience and key features about themselves, but may have the negatives
of inappropriate information, such as compromising images, being online.
Ask each group to share their answers.

Activity – online communities


Ask students to describe any online communities they take part in and to identify the key
features that are incorporated in each. Where possible, provide students with the opportunity

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.
to explore a range of communities in the classroom, e.g. signing up to some websites, or
using a school virtual learning environment to simulate some of these communities.

Activity – debate on the Internet


Split students into two groups, one for the Internet and one against. Ask each group to
prepare a presentation focusing on security, digital footprints and online communities. Stage
a debate, with both sides presenting their argument and then questioning each other on their
points.

Activity – scripting

Link to Unit 2 and JavaScript. JavaScript allows for client-side scripting and static and
dynamic web pages. Ask students to use JavaScript to create a range of web pages,
including both static and dynamic web pages.

Discussion – scripting
Show students a range of websites that use server-side scripting, e.g. websites that access
databases. Show them some PHP code and explain how this works as server-side scripting.

Discussion – the cloud


Ask if any of them use any cloud storage – use brand names that they might know if they are
not aware of the cloud as terminology. Discuss the implications of cloud storage, both
positive and negative.

Activity – the cloud

Give students a range of scenarios and ask them to work in pairs to create a two-column
table, for and against using the cloud in each situation. Ask them to write all the positive and
negative points for that scenario, then decide if they should use cloud storage. Ask students
to write an essay-based response to whether they should or shouldn’t use the cloud, in
preparation for extended answer exam questions.

Activity – summary
Ask students to work in pairs to complete the tasks on Worksheet 3. Ask each pair to
present the websites and online communities they found/used to the rest of the class.

Plenary
Ask students to vote for and against a number of points, e.g. first digital footprint, then a
specific online community. Ask them to justify their answer. After a couple of examples,
introduce a third option for ‘depends’, i.e. it may be positive in some ways and negative in
others. As before, ask students who vote this way to justify their choice.

Differentiation
Lower-ability students:
 Support students in justifying their views by providing a template, e.g. make a point
and then use a ‘because’/ ‘so’/ ‘therefore’ to expand their answer.
 Relate scenarios to their own experiences and ask them to think about how they
would feel in that situation.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.
Higher-ability students:
 Let students explore the use of PHP, provide them with a web server and let them
write some basic PHP code (there are lots of online tutorials on how to do this).
 Encourage students to have different points of view and then to argue against what
they think, i.e. if they think an online community is beneficial, ask them to argue why
it is not.

Homework
Ask students to create a website that includes client-side scripting.

© Pearson Education Ltd 2018. Copying permitted for purchasing institution only. This material is not copyright free.

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