A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students

Introduction

Origin of the research problem:

The use of social media users are growing exponentially. According to social statistics one third of the world’s population is already engaged with social media and on an average 10% of the population, to use social media sites, is increasing every year.

There is no clear definition of social media addiction but it is obvious that it indicates over usage of internet facility to be a part of virtual groups or person. It is addictive and has resulted in lot of psychological problems like anxiety, depression etc. Immediate response syndrome is clearly visible among users which are the state of checking our social media sites again and again which may lead to psychological imbalance.

Adolescents are the most affected group of this usage. This is the time where they should be career oriented, exploring newer avenues in their life, but very surprisingly most of the constructive time is simply wasted in uploading and maintaining relationship which may not have any significant impact in their development. So the researcher was keen to understand the psyche behind these activities, does it have any relationship with their respective self esteem?

According to Oxford’s university, Self-esteem reflects an individual's overall subjective emotional evaluation of his or her own worth. It is the decision made by an individual as an attitude towards the self. Self-esteem encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as emotional states, such as triumph, despair, pride, and shame.

Students self esteem may play a dual role in addiction towards social media. High Self esteem may result to more interaction and showcasing oneself in social platforms. On the other hand sometimes low self esteem may also lead to better participation in virtual world because they hesitate to be a part of the real world. The researcher is keen to know whether there is positive/ negative or no relationship between social addiction and self esteem of students.

Need of the Study:
Internet de-addiction has become the need of the hour because the negative impact of internet addiction is superseding the positive impact. Following are the few cons which the researcher was able to identify:
Phubbing: Phubbing is the practice of ignoring one's companion or companions in order to pay attention to one's phone or other mobile device. This is a new word added to the dictionary because of the traits seen in people who overuses mobile devices. So the use of technology instead of making our life easier has in fact created a barrier between humans only.
Breakdown of real communication: If the addiction of internet is very large then the person tries to spend most of their time in virtual communication. This breaks the interest of having real communication.
Immediate response syndrome/ instant need of immediate gratification: Once a message is sent or picture is posted, have you realized how many times you look back into your mobile to check the trailing messages or how many likes you have got or even how many social friends have even gone through it?
Inability to focus on the present: Adolescents are so busy sharing whatever they do that they have lost to live in the moment for the sake of sharing the moment.
Sleep deprivation: Internet has opened up such vast avenues for the young generation that they are totally absorbed in variety of internet related activities. It is to such an extent that they cannot balance their life compromising upon their sleep habits. Sleep deprivation is further leading to restlessness, anxiety and other health related issues.
Lack of hobby: Gone are the days when young generation would collect rare historical objects as their hobby, go out for nature trails, distress them by engaging in games and sports
Attention span / Memory loss: We have become slaves in the hand of technology. It has overpowered our capabilities to such an extent that we have lost believing in our memory. We have become so dependent on technology that for every small thing instead of using our brains we click to find out information.
Lack of language comprehension: Too many short forms used in messages have resulted in lack of incorrect usage of language.
Health related issues: It has resulted in the rise of 'neurasthenia' ('tired nerves') because of overuse of mobile devices.

Review of related literature:
Kanoh, Hiroko (2016) analyzed trends of social media and self-esteem by the Rosenberg Scale. The spread of SNS has changed communications between people to a great extent. For them it is a place their hearts can rely on and where they can hang out, a place for self-approval, for self-expression and a place where the other person listens to their dissatisfaction and discontent. At the beginning people are interested in knowing what everyone is doing, so they check SNS every day. However, they feel gradually tired. Immediate response syndrome refers to the feeling of having to check SNS sites and being is a state of psychological imbalance. Some have a loss of self-esteem in the SNS communication. So the researcher analyzed the relationship of social media use and the self-esteem. As results, the high self-efficacy group prefers both Facebook and LINE while the low self-efficacy group tends to use Twitter.

Kircaburun, Kagan (2016) studied Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. In this study, direct and indirect effects of self-esteem, daily internet use and social media addiction to depression levels of adolescents have been investigated by testing a model. This descriptive study was conducted with 1130 students aged between 12 and 18 who are enrolled at different schools in southern region of Aegean. In order to collect data, "Children's Depression Inventory", "Rosenberg Self-esteem Scale" and "Social Media Addiction Scale" have been used. In order to test the hypotheses Pearson's correlation and structural equation modeling were performed. The findings revealed that self-esteem and social media addiction predict 20% of the daily internet use. Furthermore, while depression was associated with self-esteem and daily internet use directly, social media addiction was affecting depression indirectly. Tested model was able to predict 28% of the depression among adolescents.

Tas, Ibrahim (2017) examined the relationship of Internet addiction and gaming addiction with school engagement and effects of Internet addiction and gaming addiction on school engagement. The research was conducted with 365 students (140, 38.4%, males; 225, 61.6%, females) studying at an Anatolian high school in Gaziantep province. Personal Information Form, Scale of Internet Usage Addiction, Gaming Addiction Scale for Adolescents and School Engagement Scale for Children and Adolescents (High School Form) were utilized as data collection tools. The data obtained were analyzed with correlation and multiple regression analysis. A weak negative relationship was found between Internet addiction and school engagement. No relationship was found between gaming addiction and school engagement. It was also concluded that Internet addiction is a significant predictor of school engagement and gaming addiction does not predict school engagement significantly.

Title of the study: A Study of correlation of Social Media Addiction and Self Esteem
among Secondary School Students

Objectives:
To find out correlation between social media addiction and self esteem among secondary school students

Hypothesis:
There is no relationship between social media addiction and self esteem among secondary school students

Methodology & Plan of Work:
The present study is descriptive survey method which deals with description, analysis and interpretation of existing phenomenon.
The sample for the study is 100 secondary school students of greater Mumbai.
Tools:
Rosenberg Social Media Addiction Scale
Self esteem Scale
Findings:
TABLE 1
Relevant Statistics of the Relationship of Social Media Addiction and Self esteem
Variables Pearson Correlation Significant
Social media addiction -0.1 Not significant
Self Esteem

Interpretation and Discussion:
The correlation value is -0.1 which is not significant. This indicates that self esteem does not play a significant role in social media addiction.
Students with high self esteem wants to be connected with the world because they want to share their confidence, happiness with the outer world. High self esteem students loves experimenting which may increase the use of social media because they want to explore new things every day. So this enhanced initiative may be a cause of getting addicted to social media more and more.
On the other hand even if the students have low self esteem, they hesitate to communicate in real world. They may lack self confidence, be in their own shell, and do not confront with real people and real incidences. These are the set of students who then want to go to their comfort zone and engage themselves in virtual media.
Significance of the study:
The study will be significant for the following members of the society:

Students: It will be an eye opener to those students who just waste their time, energy and resources to such a virtual world which does not have any significant impact in their future. Getting addicted to social media have negative impact on health and wellbeing.

Teacher: Teacher will realize that their roles are now not limited to only teaching learning process; they are guide and counselors to students. They need to engage in more and more constructive activities which will make the students realize the importance of living life with a purpose instead of just getting carried away with addiction.

Parents: Social media addiction leads to many psychological problems too like anxiety, depression, loneliness, Attention Deficit Hyperactivity Disorder and addiction. It has also led to phubbing i.e. snub contact with social life. So as parents it’s important to first identify whether the child is addicted, and if so how to help the child to come out of this.

Curriculum Framers: Textbooks should include theme based lessons on negative impact of addiction of social media sites, how to balance our self esteem with our day to day dealings etc

Conclusion:

The social media sites is highlighting only the best day, the best vacation the best party, the best dress and so on and so forth. The real life has lot more than this but feeds from peers and other social friends reflects only the good part of it. If the child/ student are not matured it may cause distress because they will be unable to relate it with their practical life.

So we conclude that students, whether they have high self esteem or low self esteem, are simply getting dragged to a darker world. The idea is not abstinence but have better control. In the connected world we live in, it is simply not feasible to prohibit someone from accessing all smart devices. But it has become a necessity to have proper check points to monitor their internet usage.

Baby steps to a digital detox:
We have to accept the fact that internet addiction has become a menace in today’s generation millennial. The reason we keep checking our social media is to keep up with everyone and pace with the ongoing trends. We tend to compare our real lives with others social media life. We need to realize that the entire feed portrayed by a person is a mere highlight of their lives and not their lives as a whole. It is filtered. It is unfair for our own selves to have this habit, we realize that the feeling of missing out (FOMO) while we see others pictures is just an illusion it will help us to get over constantly checking our social media pages. So to combat all these problems, following are few baby steps to a digital detox :

1) Turn off notifications: The continuous pings in the mobile distract us to do any productive work. It is really hard to resist the siren as we always think it is always important. Therefore turn off notifications of some apps which are not very useful.

2) Assign time limits for social media sites: It is tough to completely delete social media at once, it is better to have specific time allotted. This means you can keep track of the hours you spent on social media, this also means you wouldn’t constantly be checking your phones.

3) Choose your friends and followers: Although socializing is good, sometimes it gets out of hand with more friends and followers and it can be pretty time consuming.

4) Replace social media time with outdoor activities: You can take your mind off social media by substituting that time by pursuing your hobbies or developing new ones.

5) Do not take your electronics to bed: Your bedroom should be a place of peace and tranquility. Reflect the activities which you have witnessed throughout the day and plan for tomorrow instead of hanging on social media sites or other electronics. The continuous signals sent by Wi-Fi disturb our mental being too.

6) Uninstall Social Media: This will eliminate the chance of getting distracted completely.

7) Look at the positive benefits of social media detox: Our brain is inclined to do activities which have reasoned to it. If you look at the benefits of the detox , we can have more focused life, better mental health, strong relationships and so on and so forth.

References
Kircaburun, Kagan(2016) Self-Esteem, Daily Internet Use and Social Media Addiction as Predictors of Depression among Turkish Adolescents. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=EJ1112856

Kanoh, Hiroko (2016). Analysis of Usage Trends of Social Media and Self-Esteem by the Rosenberg Scale. Retrieved on 14/07/2018 from https://www.eric.ed.gov/?q=social+media+self+esteem&id=ED571615

Rosenberg, M. (1965). Society and the adolescent self-image. Princeton, NJ: Princeton
University Press.

Tas, Ibrahim (2017) Relationship between Internet Addiction, Gaming Addiction and School Engagement among Adolescents. Retrieved from https://eric.ed.gov/?q=internet+addiction&id=EJ1170124 on 30/08/2018

http://netaddiction.com/ebay-addiction/
https://www.lifewire.com/what-is-social-networking-addiction-2655246

https://www.washingtonpost.com/news/theworldpost/wp/2018/04/25/social-media-addiction/?noredirect=on&utm_term=.362576c693e9

https://www.more-selfesteem.com/whatisselfesteem.htm

This course provides a deep understanding of engineering systems at a level intended for research on complex engineering systems. It provides a review and extension of what is known about system architecture and complexity from a theoretical point of view while examining the origins of and recent developments in the field. The class considers how and where the theory has been applied, and uses key analytical methods proposed. Students examine the level of observational (qualitative and quantitative) understanding necessary for successful use of the theoretical framework for a specific engineering system. Case studies apply the theory and principles to engineering systems.

This lesson is designed to support English language learners when argumentative writing.  It is prepared using the topic selected by my students, “Are Social Networking Sites Good For Our Society?”  This lesson could easily be adapted to meet other topics of interest.  The lesson begins by reinforcing that when one is argumentative writing, the writer must choose a side and have a reason for choosing it. Then, the lesson evaluates others’ argumentative writing to see what it might look like. Afterward, the students have an opportunity to get comfortable with the argumentative writing topic they will be writing about with support of their peers and the teacher. Ultimately, with other support in place, students will write an argumentative piece to the best of their ability with a goal in mind. 

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"A growing number of governments around the world are using behavioral science to inform public policy. So-called behavioral public policy leverages the scientific process to suggest how government decisions may or may not effect social change. Though rapidly growing, the discipline is still in its infancy. But opportunities for breaking through exist. Reporting in Behavioural Public Policy, members of the Behavioural Insights Team based in London and New York review those opportunities and the challenges that persist in this arena. As part of the world’s first government unit dedicated to using behavioral science, the team offers a valuable take on why behavioral science works and how it might be made to work for more governments worldwide. Though adapted to life outside of academia, behavioral public policy still faces many familiar challenges. Among them is the replication crisis that has gripped the field of psychology..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

This is a primary source photo collection on Californios, elite families that received large land grants from Spain and Mexico, flourished during the 1830s to 1880s. The hand-drawn diseño maps underscore their vital connection to land ownership. The more formal surveyed maps that followed US acquisition of California show changing values regarding land ownership. As Californios lost land and power in the late 19th century, they tried to adapt to these changes by using social networks to maintain their identities as elites. The formal portraits were one way to bolster this image. Photographs of the Ramona Pageant from the 1950s testify to the mythologizing of California's Mexican and Spanish pastoral heritage less than 100 years later.

In recent years both scholars and policymakers have expressed a remarkable amount of interest in the concepts of social capital and civil society. A growing body of research suggests that the social networks, community norms, and associational activities signified by these concepts can have important effects on social welfare, political stability, economic development, and governmental performance. This discussion based course examines the roles played by these networks, norms, and organizations in outcomes ranging from local public goods provision and the performance of democracies to ethnic conflict and funding for terrorism.

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This powerpoint presentation is a brief lecture about the introduction to computer ethics and its implications on the online community. Common ethical issues are presented and are retrieved from valid sources. Local ethical issues from the Philippines are given to provide viewers specific examples of concerns. 

References:
ABS-CBN News. (2017, June 21). Retrieved from http://news.abs-cbn.com/business/06/21/17/7-bdo-atms-compromised-in-skimming-official

Brey, P. (2007). Computer Ethics in (Higher) Education. Retrieved from https://www.utwente.nl/en/bms/wijsb/staff/brey/Publicaties_Brey/Brey_2007_Higher-Education.pdf 

Crisostomo, S. (2016, March 19). Comelec Website Hacked. Retrieved from http://www.philstar.com/headlines/2016/03/29/1567196/comelec-website-hacked

Dalipe, J. (2016, October 24). Retrieved from http://www.sunstar.com.ph/cebu/local-news/2016/10/25/bpo-senior-manager-faces-online-libel-case-505555

Reynolds, G. (2010). Principles Of Ethics In Information Technology (Philippine Edition). 

Turculet, M. (2014). Ethical Issues Concerning Online Social Networks. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877042814050307

Toy, M. (2006, May 16). Retrieved from http://www.theage.com.au/news/world/chinese-hightech-hero-a-fake/2006/05/15/1147545263329.html

This course is intended for people who aspire to know all about how to think smart, get logical, improve decision making skills and use social networking efficiently. The learner needs to have basic knowledge of computers and the Internet.

This course is intended for people who aspire to know all about how to think smart, get logical, improve decision making skills and use social networking efficiently. The learner needs to have basic knowledge of computers and the Internet.

Full course available at: http://hdl.handle.net/11599/2383

Using a website simulation tool, students build on their understanding of random processes on networks to interact with the graph of a social network of individuals and simulate the spread of a disease. They decide which two individuals on the network are the best to vaccinate in an attempt to minimize the number of people infected and "curb the epidemic." Since the results are random, they run multiple simulations and compute the average number of infected individuals before analyzing the results and assessing the effectiveness of their vaccination strategies.

Short Description:
Drone Delivery of CBNRECy – DEW Weapons: Emerging Threats of Mini-Weapons of Mass Destruction and Disruption (WMDD) is our sixth textbook in a series covering the world of UASs and UUVs. Our textbook takes on a whole new purview for UAS / CUAS/ UUV (drones) – how they can be used to deploy Weapons of Mass Destruction and Deception against CBRNE and civilian targets of opportunity. We are concerned with the future use of these inexpensive devices and their availability to maleficent actors. Our work suggests that UASs in air and underwater UUVs will be the future of military and civilian terrorist operations. UAS / UUVs can deliver a huge punch for a low investment and minimize human casualties.

Long Description:
Drone Delivery of CBNRECy – DEW Weapons: Emerging Threats of Mini-Weapons of Mass Destruction and Disruption (WMDD) is our sixth textbook in a series covering the world of UASs & UUVs. Our textbook takes on a whole new purview for UAS / CUAS/ UUV (drones) – how they can be used to deploy Weapons of Mass Destruction and Deception against CBRNE and civilian targets of opportunity. We are concerned with the future use of these inexpensive devices and their availability to maleficent actors. Our work suggests that UASs in air and underwater UUVs will be the future of military and civilian terrorist operations. UAS / UUVs can deliver a huge punch for a low investment and minimize human casualties.

Repeating, we are concerned with the future use of these inexpensive devices and their availability to maleficent actors. As I write this description, we are on the 56th day of the savage invasion of Ukraine by Russia under President Putin. The Russian drone fleet numbers are above 500. They have had five years to grow their fleet. Russia currently uses them for domestic security, Syrian operations, and defense. (Facon, 2016) In the conflict, Russian troops seriously outnumber Ukrainian forces. However, on February 8, 2022, a Forbes report stated that Ukraine used 20 Turkish TB-2 drones to hit Russian targets and offset some of Russia’s enormous military advantages. (Malsin, 2022) According to Fox News, on February 27, 2022, President Putin ordered nuclear deterrent forces status raised to “special combat readiness” (Colton, 2022)

News like this in just one conflict suggests that UASs in air and underwater UUVs will be the future of military and civilian terrorist operations. UAS / UUVs can deliver a huge punch for a low investment and minimize human casualties. Our team believes that China is watching both the United States’ Neville Chamberlain appeasement strategy and the aggressive nature of Russia in its full-scale invasion of its neighbor. This portends that Taiwan is the next meal on the global plate. Unfortunately, two other state actors have season tickets: Iran and North Korea. Iran’s drone fleet is impressive and has caused other Gulf states’ inventories to escalate (UAE, Kingdom of Saudi Arabia, Egypt, Iraq, Jordan, Israel) (Barrie, 2021). North Korea (NK) lies about its air power. However, one report states that NK will have drones with stealth capability. (Choi, 2021) Maybe. According to Datablog, the US has the most drones and is best equipped for warfare. China, of course, might dispute these statistics. (DATABLOG, 2012) However, carrying a big stick doesn’t count anymore in the UAS’s future military play without the will to use it.

Our Wildcat team is composed of some impressive SMEs. We divided the work into four sections. Section 1 covers Chemical, Biological, Radiation, Nuclear, Explosive (CBRNE) weapons and payloads delivered by unmanned vehicles. Here we look at the technologies and damage delivered by drones as mini weapons of mass destruction and disruption. Chapter 7 concentrates on Deception and how drones can be used in PSYOPS and INFOWAR. Section 2 concentrates on Directed Energy Weapons (DEW), projectiles payloads, satellite killers, port disrupters, and cyberweapons against CBRN assets. Section 3 looks at policy considerations, risk assessments of threats and vulnerabilities of drone-based WMDD / DEW, practical crime scene investigations for hot zones, and unique challenges of responding to bioterrorism and chemical threats and attacks delivered by drones. Our final Section 4 concludes with social networking implications and DRONESEC security and tracking tools of the trade.

Over two years of solid research by a team of eleven SMEs is incorporated into our book. We trust you will enjoy reading it as much as we have in its writing. There are nightmares aplenty.

Word Count: 150837

ISBN: 978-1-944548-44-5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"A new study from the Max Planck Institute for Human Development unveils the deep bodily connections that can form among choir singers Researchers tracked different physiological variables as a choir sung and used algorithms to uncover connections between them Aside from a blending of voices, they found that choir singers’ heart rates and breathing patterns sync up when performing as a group This merging was coupled to the vocalization patterns of the singers The conductor’s hand movements also caused a shared physiological response among the singers In essence, the work suggests that a choir can be considered a type of coherent physiological entity… or, as the researchers suggest, a superorganism Viktor Müller, Julia A.M. Delius, Ulman Lindenberger. Complex networks emerging during choir singing..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

Students collaboratively interact with a variety of texts as they define reading and develop their own Reader's Profiles modeled after online social networking sites.

Title: Internet Safety Team Members: Emily, Devin, KelliGrade: 6-8 gradeOverall Goal: Our overall goal for this lesson is to inform the students on ethical issues that relate to internet safety through a board game. At the end of our lesson, students should be able to identify key terms related to internet safety, be able to see the relevant  issues of internet safety in their lives, and understand the importance of internet safety.Students will first be given a KAHOOT quiz to inform us (the teachers) of what they already know about internet safety. Students will then sit through a short lesson that we teach. We will provide them with statistics about internet safety as well as why internet safety should be taken seriously not only when students use technology in the classroom, but in everyday life. Students will also learn some basic vocabulary about internet safety.          We will transition from our mini lesson into our board game which is a jeopardy game that assesses the students new knowledge of internet safety. We will break the class up into smaller groups (2-4 groups depending on the number of students in the class). We will keep track of each teams score on the board. At the end of the lesson, students should have an understanding of the importance of internet safety and should apply their understanding to their lives by making sure they are making smart decisions online. We believe that learning internet safety is important because many students are blinded by the fact that the internet can contain harmful content and can be dangerous if we are not careful. By learning about internet safety, students can make smart decisions and stay out of trouble.          Our audience will be middle school kids at Bachelor Middle School. We will make our lesson plan relatable to them by providing a video and  content that is age appropriate. We will also incorporate discussions about social media since it is very prevalent in the lives of mosts teenagers these days.  StandardsLearning ObjectiveAssessment6-8.IC.4--Describe ethical issues that relate to computers and networks (e.g., security, privacy, ownership, and information sharing), and discuss how unequal distribution of technological resources in a global economy raises issues of equity, access, and power. Objective 1:Students will be able to: identify issues regarding social network and online activity.Objective 2:Students will be able to: explain the importance of internet security, privacy, information sharing, etc.Objective 3:Students will be able to: apply their new knowledge of internet safety to the board game.Objective 4: Students will be able to: describe and explain key terms about internet safety. Students will play the board game (jeopardy game) to assess their knowledge of internet safety.The students will present a summary of what they learned about internet safety to the whole group.  Key Terms & Definitions: ●      Internet Safety: Being able to successfully prevent personal information from being spread as well as ensuring the well being of an individual while on the internet. Also protecting computers and mobile devices from all computer crime.●      Stranger: a person who you don’t know.●      Hacker: people who gain access to data without permission using a computer or mobile device.●      Cyberstalking: Obsessive following online that could lead to harassment but may also be done secretly without knowledge from the owner of a profile.●      Identity Theft: Stealing someone else’s identity/ pretending to be someone else●      Phishing: Tricking someone into giving over personal information by sending fake emails or messages.   Lesson Introduction (Hook, Grabber):We will start by showing the class a video (https://www.youtube.com/watch?v=Cnc4LaevRBw) that gets them engaged in our topic. Next, we will provide the students with a QR code that takes them to a pre-assessment on internet safety (https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e75). After the video students will split into small groups and discuss what stood out to them about the video, what surprised them, etc. After they complete the KAHOOT game we will go over the questions and provide students with the correct answers. We will then jump into our mini lesson about internet safety before starting to play the jeopardy game. The video will get students engaged because students love visuals. The video will help students transition from the lesson to the game. Some people are visual learners so watching a video will grab the viewer’s attention immediately. If some students still are having a hard time understanding the concepts being  presented in the videos/kahoot, we can take questions at the end of the video with a slight review before the game. The KAHOOT game is a fun way for students to test what they already know about internet safety prior to us teaching the lesson about it. Even though KAHOOT is set up like a quiz, it doesn’t seem like a test because it’s more of a game that kids will enjoy. Showing a video/kahoot before our lesson will engage the students to want to play the game because they have previous knowledge of the topic, and it’s fun!   Lesson Main:-Students will watch a short video on internet safety (listed in resources)-Students will take a KAHOOT pre-assessment at the very beginning of the lesson.-Students will be given a QR code that takes them to the KAHOOT quiz on internet safety.-We will show the students an infographic about internet safety that Emily created.-We will introduce internet safety to students through our general knowledge about the statistics included in the jeopardy game questions.-We will provide students with definitions of key terms related to internet safety by showing them from our lesson plan-We will provide students with statistics on internet safety verbally from the jeopardy questions.-We will ask students to discuss any experiences they’ve had where the internet wasn’t safe. -They will talk first in small groups and then we will ask them to share out loud to the class.-We will ask students what they think internet safety looks like in a classroom setting. We will also ask them what it looks like outside of the classroom too.-We will then provide them verbally with how we see internet safety in and out of the classroom by giving them some key points to ensure they are safe online.-We plan to spend about 3-5 minutes on the KAHOOT pre-assessment-We plan to spend about 15 minutes on our mini lesson-We plan to assess the students knowledge with our Jeopardy board game for about 15 minutes.Pre-Assessment Introduction: The main lesson will begin with the students getting a code for our kahoot game! The main ideas in the kahoot will be: internet safety, cyberbullying, stranger danger, and security. A winner may be rewarded some kind of candy to ensure that we have their attention and everyone is engaged.Mini Lesson about Internet Safety and Digital Citizenship: After the Kahoot we will share statistics and information verbally based off jeopardy questions to show students the need for proper internet safety is prevalent and important. Students should understand the damages that can be caused by facts have been pulled from updated sites online and converted into questions and examples to share with the students. After our lecture we will have the students demonstrate their knowledge in our lesson ending.Rules of the Game: The game is pretty simple, making it easy to present to the class. Teams are created and presented with categories of different point levels to choose from and then answer. To avoid going over time we may play first to 1000 points. Students answer questions about internet safety facts highlighted in the lesson and then are rewarded for correct answers and wrong responses are open for anyone to answer. Presentation: We will take turns presenting information verbally to the class. The short part with the kahoot will be accessible online by qr code. What the students should learn:The students should learn the importance of internet safety in not only the classroom, but in all aspects of life outside the classroom. Rules for the real world and the classroom will be highlighted in both the kahoot and the jeopardy questions.  Lesson Ending: In addition to our assessment, our Jeopardy game, we will wrap up our lesson by having students get into small groups and come up with a few main points they learned about internet safety that they didn’t know before. We will also ask them how they will apply what they have learned about internet safety to their life now that they wouldn’t have before.   Assessment Rubric: Great (5 points)Average (3 points)Poor (0 points)Vocabulary understanding Students show that they understand the key terms about internet safety in our lesson. They are able to recite the definition and provide real life examples of key terms that apply to their lives.Students are able to recite most of the definition but cannot provide a real life situation where the key terms are used.Students cannot recite the definition and cannot provide any examples where the term can be used in real life.Participation in board gameStudents are attentive and make an effort to contribute to the team in the game by answering questions and sharing with team. They are fully engaged in the game.Students make somewhat of an effort to contribute to the team when playing the game, but are only partly engaged.Students don’t participate in the game at all.Participation in group discussionsStudents contribute meaningful thoughts that are beneficial in small group and whole group discussion.Students contribute a slightly in the group discussion.Students do not participate in group discussionsKAHOOT participationAll students will answer all kahoot questions.Students answer most Kahoot questions.Students do not participate in Kahoot. Resources / Artifacts:  ●      KAHOOT pre assessment QR code and link (created by Kelli): https://play.kahoot.it/#/k/a4d8752e-cb4a-4f49-8b24-3d78657a7e●      Infographic about internet safety (created by Emily): https://create.piktochart.com/output/28160943-new-piktochart  ●      Rubric listed (created by Emily and Devin)●      https://youtu.be/lMyW8XfCPzM (created by all three group members) How to play our game tutorial●      https://www.youtube.com/watch?v=Cnc4LaevRBw Video to show kids at start (Devin) Differentiation: This section should describe how you could to differentiate your lesson for learners with diverse needs.  Some ideas would be to offer differentiated solutions for English Language Learners, students with mobility challenges, students on the autism spectrum, students with emotional or behavioral challenges, students with auditory or visual impairments, gifted students, etc. You should address Differentiation for ability levels●      High and ability learners: We will place people in groups based on their ability levels so that there is a variety of people in each group. By doing this, higher ability students will be able to help lower ability students so that every student has an equal opportunity to learn about internet safety.       2. Differentiation for demographics●      Gender, race, culture, and/or sexual identity: We will make sure our lesson and board game are free of any biases that may be harmful or offensive to some students.       3. Differentiation for languages●      ESL, EFL, ENL: To accommodate for different learning needs, we will provide many visuals that will help people who have a hard time reading material. Visual representations are a great way for students to learn through observation. The infographic will greatly help with this. We will also have students with different learning needs mixed together so students that cannot read as well or cannot read the language can get help from students who can.       4. Differentiation for access & resources●      Computers, Internet connection, and/or Wifi access: If students don’t have their iPad or if their battery is running low, they will be asked to join another person with a functioning iPad so that they can still participate.. We will assign those people to different groups so that they don’t just choose to be with their friends, but that they can possibly get to know other classmates that they may not usually talk to.  Kahoot is a website accessible by anyone so no problems should be caused by not having access to the site If the wifi access is not working or if the internet is down, there will also be available print-outs so that students will still be able to access what they would have been able to if the internet were working properly.  Anticipated Difficulties:The board game should be relatively easy for students to understand and for us (the teachers) to explain because most people have played some form of Jeopardy before. It will be crucial that we provide students with enough information so that they are able to answer all of the Jeopardy questions. It could be difficult to make sure we teach them enough to achieve in the board game, but not too much to where we are handing out the answers to the board game. We will have to carefully craft our lesson plan in the beginning to overcome this possible issue.We also want to ensure that we get the objectives across to the students clearly. We will do this by engaging our audience through the KAHOOT pre-assessment and then reiterating the importance of internet safety through the jeopardy board game at the end.    

We use game theoretic models to take an in-depth look at the dynamics of discrimination and academic collaboration. We find that in collaboration networks, small minority groups may be more likely to end up being discriminated against while collaborating. We also find that discrimination can lead members of different social groups to mostly collaborate with in-group members, decreasing the effective diversity of the social network. Drawing on previous work, we discuss how decreases in the diversity of scientific collaborations might negatively impact the progress of epistemic communities.

“The internet is becoming the town square for the global village of tomorrow'”. – Bill Gates.
The internet and other information technologies have created many interesting and
innovative ways to provide customer value since its inception in 1969. Web sites for
marketing communication and customer support; one-to-one communication to many
different receiving devices; consumer behavior insights based on offline and online data combination; inventory optimization through CRM-SCM integration; a single-minded focus on ROI and associated performance metrics are all important strategies. The social media provide perfect platforms for connecting with today’s consumer: High readership blogs, social networks (such as Facebook and LinkedIn), and online communities (such as YouTube, Twitter and Second Life), gave consumers the opportunity to be heard in large numbers, and smart marketers have learned how to tap into these “citizen journalists” for improving products and marketing communication.

15.567 The Economics of Information provides an analysis of the underlying economics of information with management implications. It studies the effects of digitization and technology on industry, organizational structure, and business strategy, and examines pricing, bundling, and versioning of digital goods, including music, video, software, and communication services. In addition, the course considers the managerial implications of social networks, search, targeted advertising, personalization, privacy, network externalities, open source, and alliances.

Short Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education.This is the first of 2 Versions of this pressbook. Click on Volume 2 for information.

Long Description:
This book is the result of a co-design project in a class in the Masters of Education program at the University of Calgary. The course, and the resulting book, focus primarily on the safe and ethical use of technology in digital learning environments. The course was organized according to four topics based on Farrow’s (2016) Framework for the Ethics of Open Education. Students were asked to review, analyze, and synthesize each topic from three meta-ethical theoretical positions: deontological, consequentialist, and virtue ethical (Farrow, 2016). The chapters in this open educational resource (OER) were co-designed using a participatory pedagogy with the intention to share and mobilize knowledge with a broader audience. The first three chapters in the book discuss specific ethical considerations related to technologies such as Artificial Intelligence (AI) , social networking services (SNS), and 3D printing. The next four chapters shift to a broader discussion of resource sharing, adaptive learning systems, STEM, and assistive technologies. The final two chapters discuss admissions and communications that need to be considered from an institutional perspective. In each of the nine chapters, the authors discuss the connection to the value of technology in education, and practical possibilities of learning technologies for inclusive, participatory, democratic, and pluralistic educational paradigms.

Word Count: 56853

ISBN: 0-88953-438-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)