eSmart Digital Licence+

Synopsis:

Supports students to understand the importance of balancing their technology use with other things in their life and know how to achieve balance through cognitive self-regulation and the application of strategies.

Student outcomes:

• Balance in technology use: Balancing our technology use is important for our health, wellbeing and lifestyle, and understanding that it looks different for everyone.
• Impacts of imbalance: How we decide to use technology is important because that choice will influence relationships, physical health, mental wellbeing, sleep, school and play.
• The role of self-regulation: Self-regulation gives us a vital set of skills that we can use to balance technology use in our lives. Self-regulation means you think about how you really want to use technology in your life and decide on strategies that can help you to use technology in a balanced way.

Synopsis:

Supports students to understand the many types of cyber risks (e.g., cyberbullying) and how kindness can be practiced helping create a positive and supportive online community. Students know the strategies to deal with cyber risks as they encounter them, and know how to behave like an upstander to help others.

Student outcomes:

• Behavioural cyber risk awareness: If we don’t treat each other well, then there is a risk of harm. In the online world, there are many antisocial behaviours that present a risk of harm to others, including cyberbullying, harassment, exclusion, cyberstalking, impersonation, outing and manipulating images.
• Upstanding and positive online cultures: The way we behave online creates the culture we experience online. As a collective, the more kindness we give, the more we create a positive online experience for everyone.
• Dealing with antisocial behaviours: When we encounter antisocial behaviour, we understand how to cope with it, using cognitive, communication and technical skills. Whilst relationships can be a vehicle for harm, trusted relationships are where we can seek help for issues that we, and others, encounter online.
  

Synopsis:

Supports students to understand the attributes or ‘red flags’ of a cyber threat (particularly phishing scams), and know the strategies to identify, deal with, report and remain vigilant to cyber threats.

Student outcomes:

• Identifying cyber threats: The internet is used by people to try and access the information of others.
• Protecting against phishing: Phishing scams have common attributes or 'red flags' that we can identify, and there are things we can do to protect ourselves if we come across these red flags.
  
• Responding when scammed: The impacts of cyber threats are serious, and it is hard to know what to do if you have been scammed.
  

Synopsis:

Supports students to understand what empathy is and why it is important. Students learn about the challenge of online disinhibition and the strategies to demonstrate empathy online.

Student outcomes:

• Thinking empathetically: Sometimes it's easy to do or say things online that might not be said or done in person (face-to-face). We need to think empathetically to understand others.
• Behaving empathetically: We can demonstrate empathy through perspective taking.
  
• Building positive online cultures: The things that we do and say online have consequences and contribute to online cultures.
  

Synopsis:

Supports students to understand the connection between how technology is designed and their ability to achieve a balanced and healthy use of technology. Students can use cognitive self-regulation and apply strategies to overcome the challenges presented by the attention economy.

Student outcomes:

• Countering persuasive design: Technology is designed to hold our attention in various ways, which makes it hard to achieve a healthy and balanced use of technology.
• Strategies for achieving balance: We can each take control and use technology in ways that are healthy and balanced – using knowledge and strategies.
• The role of self-regulation: Self-regulation gives us a vital set of skills that we can use to achieve a balanced and healthy use of technology. Self-regulation is when you can set goals for yourself, put in place strategies to achieve those goals, think about how well your strategies are working, and adjust them if they do not work.

Synopsis:

Supports students to understand what hateful and/or discriminatory content and image-based abuse are. Students understand how to enact kindness in dealing with harmful content.

Student outcomes:

• Content cyber risk awareness: People and organisations create digital content that can be both beneficial and harmful. Some user generated content can be damaging, such as racist, discriminatory content/ images, and image-based abuse.
• Mitigating content cyber risks: In our daily lives we all have a part to play to reduce harmful content through our own self-management, reporting content as we come across it. When we create content, we need to ensure that it is NOT unkind.
• The role of kindness: Value: kindness – is an intentional prosocial action that, above all, promotes positive outcomes for others

Synopsis:

Supports students to understand how to practice good network cyber security by exploring the Internet of things (IoT). Students will learn how IoT works, including the benefits and risks it presents, and how to stay safe when using IoT devices.

Student Outcomes:

• Network technology concepts: The Internet of Things (IoT) is a complex network of connected technologies. The real benefits of the Internet of Things are that everyday devices are connected to each other and the internet, but that is also a key risk.
• IoT risks: Preventing your exposure to IoT cyber-threats requires you to identify the weaknesses within a network.
• The role of vigilance: Protecting yourself from cyber-threats involves managing your own use of technology.

Synopsis:

Supports students to understand the connections between their experience with technology, their emotions, their behaviours and their values. Students develop strategies to regulate their emotions when using technology, enabling them to act in a way that best represents prosocial values.

Student Outcomes:

• Link between emotions and behaviours: Technology can affect our moods. Our emotional responses to technology can shape our behaviours.
• Prosocial personal values: How we behave online is seen as a reflection of what we stand for. It is important to make sure that our online behaviour is consistent with our personal values, and that these values are prosocial.
• Emotional regulation: Emotional self-regulation involves understanding our emotions and managing how we react to the situations we find ourselves in online. The better our emotional self-regulation is, the more likely it is that we will respond in a way that reflects our values.