Internet Safety Tips for Children

Internet safety policies and guidelines can help make the Internet a safer experience for your family members. You can find further information and assitance on our internet filter software review site.

Here are some general guidelines:

• Place your computer in an open room with the monitor facing out. This allows you to see and control what is occurring on the Internet.
• Educate your children about the Internet, both the positives and the potential dangers.
• Bookmark child-friendly web sites. This allows your children to easily get to safe sites that they have used before.
• Teach your children that Internet safety means never giving out personal information over the Internet.
• Share your Internet child safety experiences, both good and bad, with others.
• Teach your children to refrain from chat rooms.
• Don't install Peer-to-peer applications. A high percentage of what occurs with children and peer-to-peer applications is related to either illegal or immoral activities.
• Teach children to crash and tell. If they encounter a bad experience, they should feel comfortable in immediately turning off the computer and talking with a parent about the experience.
• Never allow your children to meet with someone from an online session unless the parent approves.
• Know the parents of your children's friends.
• Teach children to never open email from someone they don't know.
• Never respond to an unsubscribe on a pornographic email. If you or your child receives a message that is harassing, of a sexual nature, or threatening, forward a copy of the message to your ISP, and ask for assistance.

Internet Survival Tips for Kids and Teens

1. Never give any personal information to anyone you meet online. That means first or last names, phone numbers (they can be used to track down you home), passwords, birth dates or years, or credit card information.


2. Never meet up with anyone you don't already know. Don't tell anyone your schedule; don't say where you'll be hanging out. No party announcements. People are often not who they say they are. It's true: 1 in 5 kids will be sexually solicited online.


3. Don't fill out any "fun" questionnaires that are forwarded to you, even if they're from your friends. Remember, you're in a world where everything can get forwarded. All those personal things about you could land in the hands of someone who could use them to harm you.


4. Make sure you know everyone on your buddy list. If you haven't met the people face-to-face, they may not be who they pretend to be. Also, Instant Messaging strangers is an invasion of their privacy.


5. You do not have to answer emails or IMs from people you don't know. As a matter of fact, you shouldn't. Who knows who they are? Even if they say they're "David's friend," David could be a lucky guess. "Kids" you meet in chat rooms may actually be creepy adults.


6. There's no such thing as "private" on the Internet. You may think so, but it's not true. People can find anything they want — and keep what you post — forever.


7. Be careful about posting pictures of yourself (if you must, don't post sexy ones or ones showing behavior you wouldn't want your mom, teacher, boss, or potential college advisor to see). Just because an older sibling has posted snaps on a site doesn't make it a smart or a safe idea. Pictures with identifiers like where you go to school can be shopping lists for online predators and other creeps.


8. Don't send pictures of other people. Forwarding an embarrassing picture of someone else is a form of bullying. How would you like it if someone did that to you?


9. Don't download content without your parents' permission. Many sites have spyware that will damage your computer. Other sites have really inappropriate content. Your parents can check your computer's URL history, so you can't hide where you've been.


10. Never share your password with anyone but your parents.

and this website for Internet safety:

http://kidshealth.org/parent/positive/family/net_safety.html

internet safety tips for children

Usually be treated children with the Internet and computer technology more smoothly from their parents. Schools began to integrate technology tools and the ranks of the computer in classrooms and the world began to expand the narrow slowly in front of our children through the Internet. Safety is still the center of the cross-cutting issue of environment is paramount concern to educators like journalists, politicians, sociologists and others. But the fact remains that this technology called the Internet, Textile learning opportunities and enriching experiences rather than risks, Textile.

Children and the Internet
Common tips for parents not to allow their children to spend a long time on the Internet. But that does not apply to all cases automatically. If a child to lie on view related cultural travels between them and other books to immerse yourself in a particular subject there is no doubt that you will not mind.

These are called self-learning experience for the child. One of the best types of learning they generate has a sense of fun and vitality and strength. As for it being acquired on a computer screen instead of a huge library filled with volumes and comic books that does not detract from the importance Oovaidtha anything.

So, it is not stall the Persians in the long hours spent by the child online, but in the quality of what is read on the one hand and balanced with the other activities of life Kalnchat sports and social relations, family and school responsibilities, and adequate sleep.

Risks arising from the use of the Internet
Mgayertan there are two issues regarding the safety of the Internet, the first is the suffering of the children on the Internet, whether intentional (such as entering the sites do not want to inform them of it) or unintentionally.

The second important issue is direct contact between the child and another person on the network may lead to the disclosure of the information your child may be subjected to his family or personal risk.

Perhaps the most admired individuals in the communication via the Internet is an unknown. Children can communicate with any one online Ihdhm not the appearance or age or any other aspects that may affect the real communication. Which gives a sense of freedom and embark on the relations arising through the Internet, and often read reports on the talk-scale, mature themes revolve between adults and other people online, Iznhm senior adults, and then discover later that they are just children or adolescents.

But these relations cyberspace were more personal and intimate of personal relationships because of the foreign element hiding that liberates individuals from the need to pretend or critical, and them jumping more openly and explicitly in these relationships. There may be a very intimate relations across the Internet and talk alone and take root with a deep sense of confidence in the other party to the unknown. And here lies the danger.

This intimate relationship with all the details are created with a stranger, and the conversation between strangers on the Internet may be all true or all false and illusory. And when the moment of confidence and the decision to take the next step towards the unknown to know this friend is the greatest danger. Children and adults alike should stop here and distinguish between truth and illusion and recognize the danger inherent in revealing their real identities or direct contact with the other party, whether via e-mail, telephone or direct meeting. If the adults the freedom to make their decision in this regard, also located on the outcome of this decision themselves, children do not have the freedom to make such a decision should not be left for them in any way.

Safety on the Internet
There are lots of methods that provide for the protection of children from exposure to pornographic sites and pornographic and other inappropriate websites on the Internet. One of these methods to identify software that allows parental control on the Internet and used to prevent certain programs and sites. You can also use an option file storage addresses of sites visited on the Internet and check them once a week at least. Make sure you know of sites that enters your children and time spent there.

In other words, created a way that allows your computer to your children using the Internet as a source of learning and not as a reaction to. And remember that the value of the entire Internet is in the side of cultural, educational, and not in other aspects. If you were not to know

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??! What is blended learning

Is one of the forms of teaching or learning (training, which integrates) embedded in e-learning with the education classroom (traditional) in one frame, employing tools E-Learning, whether computer-based or dependent on the networks in the lessons and lectures, training sessions, which are often in the halls Lesson equipped with the possibility of real communication networks.
Blended Learning is the teaching that combines models and other non-related continuum of education and forms are often related to the Internet through Online Internet or through the Intranet and Intranet for the models of others connected Offline occur in traditional classrooms (Harvey singh ,2003,51-54).

Is education that makes use of different delivery methods together to teach a specific subject. These methods may include a combination of direct dumping in the auditorium, and communicate via the Internet, and self-education.
And blended learning includes a range of media that is designed to complement each other, and learning program built could include many of the learning tools, such as software cooperative learning default immediate decisions adopted on the Internet, and the decisions of self-learning systems, performance support, electronic management systems, learning , blended learning as well as blends based on multiple events include the activity of learning in a traditional classroom where the teacher meets with students face to face, and self-learning when the learning mix between synchronous and asynchronous.

Advantages of blended learning:


Feel that the teacher has a role in the educational process and that the session did not take away.
- The provision of time for both teacher and student.
- Iovrtrivtin to learn to choose between them, without reliance on one way.
- Addresses the problems of lack of possibilities for some students.
- Commensurate with communities in developing countries which did not have a complete electronic environment.

Characteristics of teacher education in light of built:

And blended learning needs to be a teacher of a particular kind has the ability to deal with modern technology and modern software and internet connection and design of electronic tests so that it can explain the lesson in the traditional way and then the practical application on the computer and solve electronic tests and see the links on the lesson, which explains the search for new and modern in Thread And make the student shared in the search process so that the role of the student is important and participants with the teacher and not the recipient only and requires the teacher can design a lesson personally commensurate with the possibilities available to him in school rather than be available in the article the process is advanced and can not be carried out in the school can be used Programs and simple as possible there will be templates and general qualities of the teacher are:
- He has the ability to combine traditional teaching and e-mail.
- He has the ability to design tests and dealing with multimedia.
- has the ability to create a spirit of participation and interactive in the classroom.
- absorb the aim of education.
- The time for learning a specific time and place and that the preferences of students so far.
- Focussed on aspects of knowledge and skill and conscience, without the influence of one on the other.
- Maintains the original link between the student and the teacher is the basis underlying the educational process.


http://www.youtube.com/watch?v=i9OoSdXzWLo&feature=related

Click here

Blended Learning Approach     

A Blended Learning approach is one, which in most cases, will enhance and extend the learning opportunities for our 21^st Century learners. The JISC study In their own Words describes what uses and expectations learners have for learning and teaching with technology.

Blended Learning is a blanket term for an approach, and the University sees that the following types of blend will be most useful in providing a complete learning environment for our students. These are:

• full provision of module related documents in electronic format;
• regular formative assessment with feedback,
• that all face to face learning is interactive,
• opportunities to learn from each other collaboratively,
• electronic personal development planning,
• and, the opportunity to submit all appropriate summative assessments electronically.

The rationale for supporting each of these perspectives on blended learning is that every learner is able to:

• have 24/7 access to all learning content, and to ensure equality of access;
• gauge their progress against the learning outcomes, to receive supporting feedback on this progress, and for staff to have information on student progress;
• participate in, and engage with interactive learning opportunities in her or his face-to-face learning sessions. There is no expectation that this need necessarily involve the use of technologies.
• use asynchronous collaborative learning which extends the face to face learning, creating supportive learning networks, managed by learners at a time and place best suited to their needs;
• understand better her or his learning process, act on feedback, so as to become more effective and successful, as well as collecting evidence on achievement to enhance our learners employability;
• save time and paper, and provide feedback quickly to each learner

?So Why Blended Learning

  For many tutors the reason for providing blended learning is that it works, enabling them to support learning that focuses on the best learning style for each student

It is in the tutor’s best interest to provide as many opportunities for the learner to access the educational content as possible, and in a way that the student can learn without finding the experience difficult or off-putting. Learners don’t just like one way to learn, so we should provide as many ways for them to receive their educational programme as possible. This is where e-learning "blends" come in.

We can all learn anywhere, anytime, anyplace as there are opportunities to learn all the time and all around us. We can learn in the home, workplace and even travelling (mobile or "m-learning"). Educational programmes can be tailored to the kinds of useful delivery media that are convenient, user-friendly, and (most importantly) serve the needs of the learner. TechDis – the JISC service to improve provision for disabled students through technology - argue that using blended learning can offer a great variety of presentation methods and can revisit materials covered previously in class and these materials can be more easily adapted to learners’ needs. So, for example, using e-mail discussion forums for group work can assist learners with communication barriers (TechDis 2003). Disabled learners can benefit greatly from e-learning as it not only allows for distance and flexible learning, but also enables them to use a range of assistive technology to access those resources which would otherwise present them with significant barriers.

Evaluating the Blended Learning Mix


It isn’t easy to create a truly effective and balance blended learning mix, but by monitoring and improving your balance of teaching styles and methods, you will see the value of this approach and what works best. Learning programmes that effectively blend multiple learning strategies and styles represent the very best of traditional teaching methods and exemplars for the future. They do, however, require the tutor to be aware of the need for holistic programme development. This emphasis on overall programme design and development requires practitioners who understand the pedagogy of learning and who can maximise the potential of the learning technologies that are available to them.

. http://www.youtube.com/watch?v=BfdVPeg7fbQ

http://www.youtube.com/watch?v=cgvX7IrjHrU

 

Blended Learning

*What is Blended Learning?
1. Blended learning combines online with face-to-face learning. The goal of blended learning is to provide the most efficient and effective instruction experience by combining delivery modalities.

2. "The term blended learning is used to describe a solution that combines several different delivery methods, such as collaboration software, Web-based courses, EPSS, and knowledge management practices. Blended learning also is used to describe learning that mixes various event-based activities, including face-to-face classrooms, live e-learning, and self-paced instruction." By Purnima Valiathan

*Why use Blended Learning?
1. "Students not only learned more when online sessions were added to traditional courses, but student interaction and satisfaction improved as well." DeLacey and Leonard, Harvard Business School, 2002

2. "Providing several linked options for learners, in addition to classroom training, increased what they learned." Peter Dean (this is quoted everywhere but I haven't found the study although, experientially this is the case.)

3. Speedier performance was detected on real world tasks by those who learned through blended strategies as opposed to those that learned via e-learning along. Thomson & NETg, 2003.

4. "Adults don't just "learn" in one way. Likewise, associations should not make the mistake of providing just one way for adult learners to receive their educational content." by Judith Smith

*What medium can be used in Blended Learning?
The medium is not limited to technology and can include:

  Stand-alone, Asynchronous, or Synchronous online learning / training

  Performance support tools (knowledge management tools)

  Traditional classroom, Labs, or other "hands-on" experiences

  Reading assignments, CD-ROM or other self-paced learning

  Teletraining / Telelearning, or Other media

Here is a table that categorizes the type of learning that may be used:

Live face-to-face (formal) * Instructor-led classroom * Workshops * Coaching/mentoring * On-the-job (OTJ) training	Live face-to-face (informal) * Collegial connections * Work teams * Role modeling
Virtual collaboration/synchronous * Live e-learning classes * E-mentoring	Virtual collaboration/asynchronous * Email * Online bulletin boards * Listservs * Online communities
Self-paced learning * Web learning modules * Online resource links * Simulations * Scenarios * Video and audio CD/DVDs * Online self-assessments * Workbooks	Performance support * Help systems * Print job aids * Knowledge databases * Documentation * Performance/decision support tools

http://weblearning.psu.edu/blended-learning-initiative/what_is_blended_learning
http://eltj.oxfordjournals.org/content/64/4/456.extract
http://www.ddiworld.com/products_services/blendedlearning.asp
http://www.ddiworld.com/products_services/blendedlearning.asp
http://www.youtube.com/watch?v=whaQcLy0elg&feature=related 

Blended Learning

Blended Learning is learning which combines online and face-to-face approaches. The following material resulted from an ANTA-funded project which set out to investigate blended learning through a series of interviews with teachers. What is Blended? A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach. In the past, digital materials have served in a supplementary role, helping to support face to face instruction. For example, a blended approach to a traditional, face to face course might mean that the class meets once per week instead of the usual three-session format.Learning activities that otherwise would have taken place during classroom time can be moved online. As of now, there is no consensus on a single agree-upon definition for blended learning. The Resources page contains cites to several articles that provide definitions. In addition, the terms "blended," "hybrid," and "mixed-mode" are used interchangeably in current research literature. For the purposes of the BlendedLearning Initiative at Penn State, the term "blended" is preferred. Why Blend? The goal of a blended approach is to join the best aspects of both face to face and online instruction. Classroom time can be used to engage students in advanced interactive experiences. Meanwhile, the online portion of the course can provide students with multimedia-rich content at any time of day, anywhere the student has internet access, from Penn State computer labs, the coffee shop, or the students’ homes. This allows for an increase in scheduling flexibility for students. In addition to flexibility and convenience for students, according to research shared at the ALN Conference Workshop on Blended Learning & Higher Education November 17, 2005, there is early evidence that a blended instructional approach can result in learning outcome gains and increased enrollment retention(http://www.uic.edu/depts/oee/blended/workshop/bibliography.pdf). Blended learning is on the rise in higher education. 93% of higher ed instructors and admin say they are using blended learning strategies somewhere in their institution. 7 in 10 expect more than 40% of their schools’ courses to be blended by 2013 (Bonk, C. J. & Graham, C. R. (Eds.). (in press). How to Blend? There are no rules in place to prescribe what the ideal blend might be (Bonk reference). The term “blended” encompasses a broad continuum, and can include any integration of face to face and online instructional content. The blend of face to face and online materials will vary depending on the content, the needs of the students, and the preferences of the instructor. See the section of this site titled Instructional Strategies for information on selecting an ideal blend and designing a blended course. Considerations Creating high-quality blended instruction can present considerable challenges. Foremost is the need for resources to create the online materials to be used in the courses. Materials development is a time and labor intensive process, just as it is in any instructional medium. In addition, blended instruction is likely to be a new concept to many students and faculty. Instructional designers involved in course development or redesign will need to be able to answer questions related to: what blended instruction is why blended instruction is employed how best to leverage the advantages of a blended approach

this link about Blended Learning

http://eltj.oxfordjournals.org/content/64/4/456.extract

Blended Learning

Blended Learning and Animation

"elesson by Dr Massoud Hajsadr uses a blend of technology enhanced teaching material plus classroom-based activities to optimize the teaching/learning process for students at City of Sunderland College. His teaching materials comprise multimedia-rich webpages, which deliver all the main messages of planned lessons in accordance to uniform scheme of works".

Added: 03 January 2007
Reviewer's Note:
This site is a detailed description of an academic blended learning programme with lots of examples and illustrations provided.

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Blended learning: why everything old is new again - but better

"Blended learning is a powerful training solution that combines e-learning with a variety of other delivery methods for a superior learning experience. This article reveals what makes blended learning so powerful, and how to choose the right mix of delivery methods for the best blend of skill enhancement and sustainability to ensure a company's long-term competitive advantage." Caroline Gray, Learning Circuits, March 2006

Added: 29 March 2006
Reviewer's Note:
Caroline summarises: "The obvious advantage of the blended learning solution is that learning becomes a process, rather than an event. Blended learning puts training into the job environment, provides a forum for every learning style, includes reinforcement and coaching, and uses minimum effort and resources to gain maximum results."

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Building a successful blended learning strategy

"There seems to be reluctance in transitioning instructor-led training (ILT) to a blended learning format. This may be due to resistance on the part of the organization or training department to change existing classroom session formats. Another reason I believe is more prevalent is not knowing how. " Michael McGinnis, L&TI Newsline, 23 June 2005

Added: 25 June 2005
Reviewer's Note:
The case study is an example of how their training department "made a very successful transition prior to knowing what blended learning meant".

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Blended Learning and Blended Learning in Practice

Updated: 21 March 2005
Reviewer's Note:
2 whitepapers from Epic Group PLC free to download

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Brewing the perfect blend

"Today, 3Com is moving toward a blended learning approach that provides solutions to internal and external sales people, 500 partners and 350 end users. O'Brien and her team examine what each training initiative requires rather than what would be the flashiest solution. Before they determine the delivery method, they consider the content, the audience, how fast the training needs to get to the audience, length of shelf life, budget constraints and available experts." Gail Johnson, trainingmag.com, January 2004

Added: 10 January 2004
Reviewer's Note:
A couple of case studies on delivering blended learning. Only available to Training Mag subscribers.

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Blended Learning and business change

"Over the past few years, training professionals have become more pragmatic in their approach to technology-based media by using it to augment traditional forms of training delivery, such as classroom instruction and text-based materials. This trend has led to the rise of the term "blended learning." The term has come to mean different things to different people. IDC defines blended learning programs in the corporate training world as any possible combination of a wide range of learning delivery media designed to solve specific business problems." Michael Brennan, Chief Learning Officer Magazine, January 2004

Added: 10 January 2004
Reviewer's Note:
"This study, as well as other IDC research, has demonstrated that as learning's recognition as an enabler of other business processes increases, it will be better integrated into daily work."

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On the twelfth day of Christmas

"12 ways of blending your learning for the festive period" Tony Probert, Dot World, December 2003

Added: 20 December 2003
Reviewer's Note:
This is a great example of what blended learning is all about - using the most appropriate medium/format for each part of a learning solution

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Four blended learning blunders and how to avoid them

"Blended learning can be a powerful strategy for businesses who want to build employees' skills. It can also be a recipe for disaster. If you or someone you know is responsible for ensuring a successful blended learning strategy, read on." Mark W Brodsky, Learning Circuits, November 2003

Added: 21 November 2003
Reviewer's Note:
"This article highlights four of the most troublesome blended e-learning blunders and suggests ways to avoid them."

Building Effective Blended Learning Programs

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