Your Information Footprint is Larger Than You Think

Learning Resource Type

Classroom Resource

Subject Area

Digital Literacy and Computer Science

Grade(s)

9, 10, 11, 12

Overview

The lesson elements in this module teach students about the privacy principle “Your information is larger than you think”. They are designed to be independent and flexible, so you can incorporate them into any size lesson plan. Student lesson is available at https://teachingprivacy.org/youre-leaving-footprints/.

Summary of Learning Objectives: Students can enumerate ways their online and offline activities contribute to their information “footprint”; students can use privacy settings and critical thinking skills to limit the exposure of their footprint.

Target Age: High school, college undergraduate.

Learning Objectives: 
  1. Students can give examples of ways their online and offline activities generate digital footprints, within each of the following broad categories: intentional posting/online activities, metadata attached to posts, information transmitted by devices, and others collecting or posting information about them.
  2. For at least one example of an activity that generates digital footprints, students can explain (at least in non-technical terms) how that activity generates those footprints.
  3. Students can enumerate some factors that affect how many people or entities can see the data in their information footprint, including (minimally) privacy settings and third-party data sharing, and give examples of potential negative consequences of exposure.
  4. Students can explain how the amount of information available about them, and how many people have access to it, is affected by the mining of data from different sources to form a picture of each person and can give examples of inferences that can be drawn by data-mining.
  5. Students can give examples of available privacy settings for apps, online services, and devices they use frequently, and explain why they would choose particular settings based on their information-sharing preferences.
  6. Students can suggest some potential uses apps and online services might have for particular types of personal data they typically request access to and evaluate whether those uses would likely be beneficial, neutral, or harmful to the student.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.11

Model and demonstrate behaviors that are safe, legal, and ethical while living, learning, and working in an interconnected digital world.

UP:DLCS18.HS.11

Vocabulary

  • ethics
  • digital world
a.
    cookies
  • virus
  • malware
  • packet sniffing
  • spyware
  • phishing
b.
  • browser history
c.
  • personal data
d.
    data mining
  • digital marketing
  • online wallets
  • personal information
  • data accessibility
  • passwords.
e.
  • cyberbullying
  • harassment
  • sexual communication
f.
  • online safety

Knowledge

Students know:
  • safe, legal, and ethical behaviors for online behavior.
a.
  • tracking methods are often used to improve digital tools and advertising.
  • hazards exist when unknown entities have access to a user's digital habits.
b.
  • methods to counteract the use of tracking.
c.
  • that often, end-user licensing agreements (EULA) are often written to protect the entity that created the digital tool, rather than the user of the digital tool.
  • that EULAs and terms of service agreements can grant access to the user's personal data.
  • that personal data can include images, posts, personal information (phone number, address, birth date, access to friends), and browsing data.
d.
  • often there exists an inverse relationship between online privacy/personal security and convenience.
e.
  • that inappropriate digital behavior can have physical, legal, and ethical consequences.
f.
  • that negative digital behaviors can have lasting consequences.
  • that some behaviors are illegal.
  • strategies to lessen the impact of negative digital behaviors and assess when to apply them.

Skills

Students are able to:
  • interact digitally while exercising safe, legal, and ethical behaviors.
a.
  • identify tracking methods used to gather data.
  • identify hazards that exist when tracking methods are used.
b.
  • list techniques to avoid tracking.
  • apply techniques to avoid tracking.
c.
  • interpret the terms of EULAs and terms of service agreements.
  • make an educated decision to agree to EULAs and terms of service agreements.
d.
  • weigh the risks of using a digital tool to one's personal security.
  • identify potential risks to using various digital tools.
  • evaluate a digital tool's security.
e.
  • identify inappropriate digital behaviors.
  • identify consequences of inappropriate digital behaviors.
f.
  • identify negative digital behaviors.
  • share strategies to to lessen the impact of negative digital behaviors.

Understanding

Students understand that:
  • because the Internet can be such a persisting environment, it is vital to interact with safe, legal, and ethical behaviors.
a.
  • entities use tracking methods to make products more appealing to their users.
  • hazards exists when tracking data can be tied to individual users.
b.
  • privacy can be violated when tracking is used.
  • techniques exist to mitigate the effects of tracking methods.
c.
  • nothing is free—you often give up data to use digital resources for no charge.
  • it is important to educate yourself on EULAs and terms of service agreements.
d.
  • free digital tools can compromise one's privacy and security.
  • it is important to be aware of what one is trading for use of a service.
e.
  • inappropriate digital behavior can have physical, legal, and ethical consequences.
  • consequences of inappropriate digital behaviors can have life-altering consequences.
f.
  • digital identity is tied to online digital behavior.
  • negative digital behaviors can have lasting consequences.
  • some digital activity is illegal.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.16

Identify laws regarding the use of technology and their consequences and implications.

UP:DLCS18.HS.16

Vocabulary

  • net neutrality
  • hacking
  • intellectual property
  • piracy plagiarism

Knowledge

Students know:
  • technology changes at a rapid rate.
  • all things that are possible with technology may not be ethical.
  • that laws exist or are created to encourage individuals and entities to operate in an ethical manner.

Skills

Students are able to:
  • identify laws relative to the use of technology.
  • identify consequences of violating laws relative to the use of technology.
  • identify implications of laws relative to the use of technology.

Understanding

Students understand that:
  • technology changes at a rapid rate.
  • all things that are possible with technology may not be ethical.
  • that laws exist or are created to encourage individuals and entities to operate in an ethical manner.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.19

Prove that digital identity is a reflection of persistent, publicly available artifacts.

UP:DLCS18.HS.19

Vocabulary

  • digital identity

Knowledge

Students know:
  • what data can be found about a person on the internet.
  • people can judge a person based on the Internet postings attached to his/her digital identity.
  • inappropriate postings can have lasting consequences.

Skills

Students are able to:
  • research implications of irresponsible digital postings.
  • correlate online postings to one's digital identity.
  • argue that digital identity is a reflection of online content that is tied to a person.

Understanding

Students understand that:
  • school personnel, people, and future employers may judge you based on online content before ever meeting you in person.
  • it is important to be proactive about what data is available online.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.20

Evaluate strategies to manage digital identity and reputation with awareness of the permanent impact of actions in a digital world.

UP:DLCS18.HS.20

Vocabulary

  • digital identity

Knowledge

Students know:
  • that often individuals are judged by their publicly visible online presence prior to meeting people in person.
  • that strategies exist to manage what is publicly posted online about you.

Skills

Students are able to:
  • identify both positive and negative posts online.
  • identify consequences associated with negative online posting.
  • manage their digital identity and minimize negative repercussions.

Understanding

Students understand that:
  • data posted online may not remain private.
  • all data shared online will have some impact on one's digital identity.
  • one must be mindful of the data attached to one's digital identity.
Digital Literacy and Computer Science (2018) Grade(s): 09-12

DLCS18.HS.23

Debate the positive and negative effects of computing innovations in personal, ethical, social, economic, and cultural spheres.

UP:DLCS18.HS.23

Vocabulary

  • innovation
  • ethics
  • social
  • economic

Knowledge

Students know:
  • how to discuss positive and negative effects of computing innovations in multiple contexts.
  • that changes in computing innovations can have a range of effects in many contexts.
  • how to communicate their beliefs about computing innovations and the effects caused by advances.

Skills

Students are able to:
  • recognize that innovations can have both positive and negative consequences.
  • identify positive and negative effects of innovation.
  • communicate support for or against innovation.

Understanding

Students understand that:
  • advancements can also have drawbacks.
  • we are in a state of change that will require adaptation and education to be a constant.

CR Resource Type

Lesson/Unit Plan

Resource Provider

Other

License Type

BY

Resource Provider other

International Computer Science Institute
https://teachingprivacy.org/module-1-youre-leaving-footprints/

Approved Date

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