Responsible and safe use of ICT
Sivun sisältö
Instructions for reading the descriptions
The descriptions have been designed to form a continuum of cumulating competence
- The descriptions for early childhood education and care and pre-primary education should be read as a single entity.
- The description for grades 1 to 2 can be read on its own or in parallel with the descriptions for early childhood education and care and pre-primary education.
- The description for grades 3 to 6 should be read in parallel with the descriptions for grades 1 to 2.
- The description for grades 7 to 9 should be read in parallel with the descriptions for grades 1 to 2 and grades 3 to 6.
Responsible use of media
Early childhood education
- …the staff discuss the use of digital environments and the operating practices with guardians.
- …the staff inform the guardians about the processing of personal data in early childhood education and care (including in Varda) following instructions issued by the ECEC provider.
- …the staff take care of privacy protection when publishing pictures and works produced by the children.
- …the staff agree on taking and publishing pictures and publishing the children’s products with the guardians.
- …the digital services used are discussed with children in the context of pedagogical documentation.
- …the child is asked for permission before his or her pictures and products are published. Children learn that permission is required to take a photo and publish it.
- …the staff ensure that all guardians have access to information in digital environments. A difference is made between official and informal communication.
- …children familiarise themselves with children’s digital world and its current phenomena.
- …children are only offered content suitable for their age and level of development.
Pre-primary education
- …the staff inform the guardians about the processing of personal data in pre-primary education (including in Koski) following instructions issued by the pre-primary education provider.
- …copyrights and the fact that permission is always required to use content produced by someone else are discussed.
- …safe digital services are used to support interaction.
- …sustainable technology use and the fact that the renewal and use of technology consume natural resources are discussed with the children.
Grades 1–2
- …learns to operate responsibly and complies with the rules.
- …understands that it is good manners to ask a person’s permission before he or she is photographed. The pupil understands that the image cannot be published without permission.
- …familiarises himself or herself with the principles of copyrights and understands what they mean in practice.
- …understands what author, piece of work, right and copyright mean.
- …practises searching for and using material.
- …children practise using interactive digital services in a safe environment.
- …with guidance, is able to evaluate the reliability of information and information sources.
- …practises recognising commercial content in a multimedia environment.
- The pupil sets an example to encourage others to act responsibly.
Grades 3–6
- …knows what responsible operation means. The pupil acts responsibly and in compliance with the rules in digital services.
- …is familiar with the basic principles of copyrights and understands the importance of respecting them.
- …masters the basic principles of the CC (Creative Commons) licence system and complies with them.
- …familiarises himself or herself with and uses interactive digital services in a safe environment, paying attention to the age limit.
- …understands the impacts that choices related to technology use have on a sustainable future.
- …practises source criticism. The pupil learns to evaluate the reliability of information and information sources.
- …practises referring to sources and indicating them.
- …identifies different text types in a multimedia environment.
- …identifies ethical and moral issues related to technology.
- The pupil is interested in the lifecycle of devices and circular economy related to technology.
- The pupil shows interest in acting responsibly in digital environments.
Grades 7–9
- …is familiar with copyrights. The pupil complies with the Copyright Act and knows the consequences of violating it.
- …understands business related to copyrights.
- …applies the CC (Creative Commons) licensing system or similar. The pupil is also aware of the existence of other licensing systems.
- …knows the ways search engines and databases operate and produce information.
- …understands the opportunities and risks related to technology in a global world.
- …uses social media applications in compliance with their age limits and understands his or her responsibility related to using them.
- …understands the importance of social media for individuals and society.
- …is aware of the impacts that technology use and his or her choices have on the environment. The pupil strives for a sustainable future through his or her personal actions.
- …reflects on and discusses ethical and moral issues related to technology.
- …knows how to cite sources appropriately.
- The pupil recognises not only copyrights but also patents, trademarks and industrial design rights and understands the rights associated with them.
- The pupil knows how to report any harmful or dangerous content they see online to the maintainer of the service.
- Within the age limits, the pupil knows how to take advantage of the opportunities provided by social media in studying.
Safety
Early childhood education
- …the staff are familiar with data protection and information security instructions and comply with them.
- …the staff respect the child’s privacy in digital environments.
- …the staff know what non-disclosure for personal safety reasons means and are able to explain to families how data subject to an order of non-closure are processed following instructions issued by the ECEC provider.
- …special attention is paid to security in familiarisation with digital services.
- …children are encouraged to tell someone about their experiences in digital services.
- …children’s initiatives concerning the digital world are taken onboard and discussed.
- …children practise their developing critical literacy.
- …age limits and their significance are discussed with the children, and they are familiarised with the symbols that provide guidance.
Pre-primary education
- …children are familiarised with operating safely in digital services. Children learn the basic principles of safe action.
- …children learn what to do if they encounter a problem in a digital service.
- …passwords and usernames and the reason why they must not be shared are discussed with the children.
- …the nature and reliability of information found online is discussed and evaluated with the children.
Grades 1–2
- …learns how to operate safely in digital services. The pupil knows what to do when he or she needs help.
- …uses the digital environments provided by the school following instructions.
- …familiarises himself or herself with the privacy settings of applications and understands their importance.
- …is able to report any security-related experiences he or she has had in digital services.
- …understands the concept of a user account. The pupil understands the importance of usernames and passwords in everyday life.
- …understands that a password expires and must be changed. The pupil is familiar with the characteristics of a strong password.
- …knows the practices of using any devices in shared use.
- …understands the nature of information found online. The pupil understands that anyone can produce online content.
- …is familiar with age limits. The pupil understands the purpose of age limits and observes them.
- The pupil is familiar with and uses different methods of identification.
Grades 3–6
- …knows how to operate safely in different digital services.
- …practises safe use of personal data online.
- …knows how to modify the privacy settings in the digital services used on a daily basis.
- …is aware of the ways in which digital services collect data. The pupil understands that he or she can personally influence the data collected on himself or herself.
- …recognises possible risk situations in digital services and reports them.
- …can independently create a strong password. The pupil understands that the same password must not be used in several different services.
- …practises the management of passwords and other identification methods.
- …understands the importance of device maintenance and updates.
- …knows what to do if he or she encounters an online scam attempt.
- …knows how to check the age limits of the services he or she uses.
- …understands the influence different digital contents have on him or her. The pupil learns to select content that promotes wellbeing.
- The pupil is interested in the security of digital services and shows initiative in paying attention to security. The pupil understands special features related to the security of digital services.
Grades 7–9
- …knows how to protect his or her privacy and the privacy of others. The pupil knows how to restrict the processing of his or her personal data in digital services.
- …is aware of information security risks and knows what to do if security has been breached.
- …understands the principles of personal data use and observes the instructions concerning data protection and information security in his or her work.
- …understands the purpose and the main principles of the EU’s General Data Protection Regulation and the Data Protection Act.
- …knows the basics of technical information security and understands the basic principles of malware protection.
- …knows how to protect his or her data and files from loss or destruction and to back them up.
- …knows what browser cache, cookies, private browsing mode and browsing history mean and is able to use them.
- …understands the influence exerted on people’s behaviour in digital services.
- …is aware that people are profiled based on data collected by digital services. The pupil is aware that this data may be used for different purposes.
- …understands his or her right to control, use and disclose data collected on him or her. The pupil understands the significance of personal active agency in data management.
- …knows what to do in problem situations that occur in digital environments.
- …is able the handle topical phenomena related to the safe use of technology.
- …knows how to work with a password manager that may be in use.
- …knows how to manage the access rights of files.
- …understands the effect of digital content on alertness, sleep and brain activity. The pupil selects content that promotes wellbeing.
- …understands the commercial and political motives behind influencing that takes place in digital services.
- The pupil knows how to install and temporarily disable virus protection or a firewall.
- The pupil masters the use of cookies.
- The pupil understands the differences between operating systems from the point of view of data security.
- The pupil knows how to improve his or her information security in problem situations.
- The pupil knows the differences between different methods of identification and their levels of information security.
Ergonomics
Early childhood education
- …the content offered to the children is of a high quality from the point of view of both user-centredness and pedagogy.
- …digital environments that encourage physical activity are favoured.
- …devices and digital environments that are suitable for children are used with the children.
- …the staff ensure that the hardware and devices are available to the children in a way that encourages them to use them in playing and learning.
- …the child’s attention is drawn to taking breaks while working and to good working postures.
- …children stretch, exercise and take physical activity often and regularly.
- …children learn to pay attention to the quality and volume of sound.
- …children learn to pay attention to lighting and the brightness of the display and to adjust them.
- …children gather experiences of sustained work in digital environments.
Pre-primary education
- …practises using digital environments that increase physical activity.
Grades 1–2
- …practises using digital environments that increase physical activity.
- …practises taking breaks while working and having physical activity breaks.
- …practises healthy working postures.
- …knows how to adjust his or her workstation correctly to the extent that this is possible.
- …practises working in a goal-oriented manner in digital environments.
- …knows how to adjust the brightness, resolution and colour of the display and the volume.
- …finds out about suitable lighting.
- The pupil knows how to select the best tool and place for working from the point of view of ergonomics.
- The pupil is interested in technology that encourages physical activity.
Grades 3–6
- …uses digital environments that increase physical activity.
- …understands the importance of ergonomics for wellbeing in daily work.
- …is able to choose a good working posture and varies it as necessary.
- …is able to choose a suitably long period of time for working.
- The pupil knows how to find aids that improve ergonomics and understands their importance.
Grades 7–9
- …is able to take into account the different aspects of ergonomics in his or her work.
- …recognises when he or she is getting tired and is able to take breaks from work.
- …is able to focus his or her work in a goal-oriented and sustainable way in digital environments.
- …is able to use different ease of access and accessibility tools in digital environments.
- The pupil knows how to use the different input and control methods of devices. The pupil knows how to activate a suitable input and control method for the situation.
- The pupil knows how to activate and disable ease of use and accessibility options.
- The pupil knows how to change the mouse cursor speed, the sensitivity of the touch screen and other control settings.