7th Creative Classroom Group Unconference on Media Literacy-Presentations

Media Literacy and disinformation

Annual Theme: Media Literacy and Disinformation

Dedicated to the theme eTwinning Group eTwinning Spring campaign: How to be smart online? Various activities and online events

Creative Classroom and annual theme

 A related page: Media Literacy & Disinformation  A forum discussion: How do you teach students to think critically on News Headlines?  A creative activity with teachers and students: Fact or Fiction (newspapers with fake and real news)

A related page Media Literacy & Disinformation

A forum discussion How do you teach students to think critically on News Headlines?

A creative activity with teachers and students: Fact or Fiction

Padlet: Fact or fiction?

What do you think about?

Ideaboardz: Think about Media Literacy and share

 Organise a debate (prepare them to be good speakers)  Evaluate resources to recognize Bias -read behind the headlines -test with examples of online posts in social media  Let students shape the Media themselves  Teach students to be smart consumers of information

Digital EU and YOU Etwinning project 2020-2021

Learning outcomes At the end of the lesson students will be able to Analyze the problems and potential consequences associated with the spread of fake news. Define and distinguish misinformation and disinformation. Create connections between their own lives and how misinformation spreads. Evaluate sources of information with a critical eye for false or incomplete information. Think more critically about what they see and hear online and on social media.

Before classwork Students research

Students reflect

What’s the difference between Misinformation and Disinformation.

Links provided:

What they think they already know about Misinformation, and what they want to learn.

Ideas on the following questions are submitted to an idea board.

https://en.wikipedia.org/wiki/Disinformation https://en.wikipedia.org/wiki/Misinformation https://ideaboardz.com/for/Misinformation/3725 https://www.dictionary.com/e/misinformationvs-disinformation-get-informed-on-the-difference/ 268

Students response sample

Warm up discussion Students compare the ‘gut reaction’ process to what happens when people share a funny/shocking story they have come across via social media before taking time to question if it’s true and make an informed decision. Then support material is provided to students to help them work out which news story is fake and which is real.

The International Federation of Library Associations and Institutions (IFLA) https://drive.google.com/file/d/1JMxFkcAYOWCi1aGdaf1yoeJhficLjAGw/view?usp=sharing

Core activities Handout 1 Students are asked to focus on the news alerts,capture their responses and share them out.

Source: https://www.commonsense.org/e ducation/digitalcitizenship/lesson/this-just-in

Although it can be hard to tell whether a breaking news story is missing something, there are a few things you can look for.

Practicing further Students write their own fake news article using the Fake news generator tools provided and classmates engage with fake news detection using what they have learnt so far and this fake news checklist.

https://www.homemade-gifts-madeeasy.com/newspaper-generator.html https://www.thefakenewsgenerator.com/ https://www.fodey.com/generators/news paper/snippet.asp http://www.classtools.net/breakingnews/

Extension activities Criteria checklist

Students create digital toolkits listing the steps for spotting fake news.

Students use it for a few days and then report back on what they learned.

Peer teaching

Learners create an age-appropriate presentation for younger students on how to spot fake news / deliver a fake news quiz.

Class debate

Should all schools provide media literacy education in some form?

Should media literacy be a required course in school? Why, or why not?

“Beware of false knowledge; it is more dangerous than ignorance.”

George Bernard Shaw

Thank you!

Apostolia Mamma Gymnasium Agiasou, Lesvos, Greece

Marika Emese Cîmpean Colegiul Național „Petru Rareș” Beclean, Romania eTwinning ambassador

Digital EU – we`ll do!

Partener schools: - Anne-Frank-Schule, Europaschule, Eschwege, Germany; - Colegiul Național „Petru Rareș”, Beclean, Romania #DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

#DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

Digital EU – we`ll do!

#DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

Digital EU – we`ll do!

#DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

Digital EU – we`ll do!

#DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

Digital EU – we`ll do!

#DigitalEU

#eTw4MediaLiteracy

#DigitalEUWelldo

#eTwinningcnpr #eTwSchools

EUtourism Partner schools: - IES PÉREZ GALDÓS-Spain - Srednja skola Hrvatski kralj Zvonimir Krk-Croatia -ISIS VALDARNO - Italy - Colegiul Național Petru Rareș-Beclean-Romania -Akcakoca Mesleki ve Teknik Anadolu Lisesi Turkey - Sule Muzaffer Buyuk Mesleki ve Teknik Anadolu Lisesi-Turkey

#ErasmusPlus

#Eutourism

#eTw4MediaLiteracy

#eTwinning

Eco-Herit@ge Matters

Partner schools: - Agrupamento de Escolas Dr Manuel Gomes de AlmeidaEspinho-Portugal - Osnovna škola “Retfala”-OsijecCroatia - 4° Gymnasio Prevezas- PrevezaGreece - I. C. "F. P. Polizzano"-GangiItaly - Colegiul Național Petru RareșBeclean-Romania - Agrupamento de Escolas de Ovar Sul-Ovar-Portugal

#ErasmusPlus

#EcoHeritageMatters

#eTw4MediaLiteracy

#eTwinning

Green Behavior Code Partner schools: - Collège pilote de Sfax, Sfax (Tunisia) - Colegiul Național „Petru Rareș”, Beclean, Beclean (Romania); - ICS "Comuni della Sculdascia", Casale Di Scodosia (PD)(Italy) - Colegio Diocesano Asunción de Nuestra Señora, Ávila (Spain)

#GreenBehaviorCode #eTwinningPlus #collaboration #eTw4MediaLiteracy

Books of our times

truth #eTwinningPlus

#eTwinningcnpr

#eTw4MediaLiteracy

#EPAmbassadorSchools EUconnections

Join us!

#epascnpr

#EPAmbassadorSchools

#epascnpr2021

#eTw4MediaLiteracy #collaboration

Marika Emese Cîmpean #eTw4MediaLiteracy

Ankica Šarić & Helga Kraljik High School Ban Josip Jelačić, Croatia

How to Spot Real and Fake News?

PBL & ICT Based Learning, Objectives: • do online research on How to

Spot Real and Fake News?

• develop critically appraising information skill • create their own checklist for spotting fake news

How to Spot Real and Fake News?

Activities in the project: • researching online materials on media literacy and fake news phenomena • studying the ways of spotting the fake news • choosing the ways of spotting the fake news that work for students

How to Spot Real and Fake News?

Activities in the project: • finding four pieces of fake news by applying the chosen criteria • presenting the criteria and examples on a poster (digital or hand-drawn) • preparing 3-minute posters presentations • presenting in the classroom

How to Spot Real and Fake News?

Activities in the project: • designing a slide in joint Google Slides by adding the poster, audio recording of their presentation, a photo of them working together and/or their bitmojis • Two stars and a wish activity – peer-assessment

How to Spot Real and Fake News?

Results: • Powerpoint presentation • Youtube video • Students’ audio Dissemination: • school project’s website @visejezicnostussbjj • Cro National Education Platforms Edutorij & skole.hr • National TV station: TV Zapad bit.ly/FakeNewsBy4c

bit.ly/TheUnconference2021

Snježana Kovačević, Osnovna škola Zlatar Bistrica Primary school Zlatar Bistrica, Croatia Creative Classroom Group Unconference on Media Literacy March 27 2021

About the project

Responsible Digital Natives is Erasmus+ project which started in 2020. with partner schools from Croatia, Spain, Lithuania, Latvia, Poland and Turkey.

AIMS OF THE PROJECT: - to use the Internet in safe way - to evaluate online resources (critical opinion and media literacy) - to avoid digital addiction - to spend their free time outside without devices - to develop 21st Century skills

Project activities in the first year - Disseminating the project, teams meeting, bulletin boards …

- Joining Erasmus Days Event in October - Launching the eTwinning Project - Cultural patrs of the project ( partner countries days) -Cooperative activities for pupils- online meetings

Project actvities in the first year - A Seminar on Digital Addiction held by an expert

- Black & White corner- Pros and cons of the Internet - https://padlet.com/iszybangielski/irg7o79yufhrfhoi

- posters, badges, coding, digital tools to raise awarenes about digtal addiction - Spending quality time with family instead using devices and media - Spending free time outside …

- Celebrating Safer Internet Day 2021

Cooperation of partners in the future  The top 10 website Report- mostly used webpages  Testing the Power of Social Media and Social Media Addiction  Cyber bullying, Fake news, Smart phone addiction  “What is your search history?”  How to spot and evaluate fake news and online sources  Cyber Detetctives- learning and exploring about media lteracy ( main questions for kids about media literacy)  celebrating eTwinning year of Media literacy and disinformation

Please fill in this short evaluation form: https://forms.gle/2JzYjtdL2T4mFHb87 Thank you! knjiznica.zlatarbistrica@gmail.com

OUR WORLD AND OUR LIFE CHANGED  According to the dictionary,

false or misleading information that is spread deliberately to deceive.  lying and propaganda.

EXAMPLES OF FAKE NEWS  Throughout History we encounter disinformation since ancient times. Thus, a first

case is that of the Roman Emperor Augustus who built a disinformation campaign against his opponent Mark Antony during the civil war in 63 B.C.  The invention of the printing press led to mass distribution and sales of printed materials, regardless of their source. Sometimes, in1780s the opinion pushed content designed to manipulate public opinion.  In the I World War, several newspapers with official sources claimed that members of

German military were extracting fat from dead soldiers to make soap, food for animals.After, 10 years a British general confirmed that he made this story.

EXAMPLES OF DISINFORMATION  The Communist leaders used disinformation to

discredit their enemies like the USA and the Church. Disinformation was used to falsify data about the situation of the population during the Great Famine of 1932-1933, when millions of innocent people died.  Walter Duranty was the New York Times correspondent in Moscow. He minimized hunger as trifles and said "you can't make an omelet without breaking eggs. “"Conditions are bad, but there is no famine,” he wrote in a dispatch from Moscow in March of 1933 describing the “mess” of collectivization.

DISINFORMATION  Pope Francis condemned disinformation in a 2016 interview, after being made the

subject of a fake news website which falsely claimed that he supported Donald Trump.  Pope Francis has denounced fake news as evil, comparing it to the snake in the Garden of Eden, and urged journalists to make it their mission to search for the truth.

FIGHTING DISINFORMATION  The exposure of citizens to large-scale disinformation, including misleading or

outright false information, is a major challenge for Europe.  The current problem of fake news is rooted in the historical problem of disinformation, which is false information intentionally, and usually clandestinely, disseminated to manipulate public opinion or obfuscate the truth.  The European Union has adopted a Code of Practice on disinformation in 2019. He made reports and proposed measures to prevent the spread of fake news.

ADVICE FOR OUR STUDENTS ABOUT NEW NEWS  - don`t believe everything you read

 - check the facts with reliable sources  - be skeptical of sensational facts.

AIMS of M@PPING THE MILESTONES OF FREE EUROPE  to reflect on responsible, active citizenship  to make progress in mutual understanding of the vision

of better world, its better present and future  learn from historical sources, action research and getting

information about the 1989 revolution in Europe  Improve civic and personal competencies

Romanian team  Students love working on

eTwinning projects about topics: totalitarism, democratic revolutions in Europe in 1989, history of different countries.

Students used different ICT tools and created different videos about our collaborative work in teams with our partners from Slovakia and the Czech Republic.

ACTIVITIES  Task 1: Study in international groups this video and create simple mind maps about democracy. A mind map helps you to organise your thoughts.  Task 2:Brainstorm and discuss what means democracy for you and express your ideas in the tool Web 2.0 Answer Garden 

Task 3: Learn more about democracy and active citizenship and use this Learning Apps

ACTIVITIES  Life in Romania, Slovakia, Czech

Republic during the totalitarian times Analyze printing press during the communist regime.

The students read and searched for words describing the policy of centralization, planning during the communist period, as well as the measures adopted that influenced the lives of everyday citizens.

ACTIVITIES Read this article about Romanian revolution.

Then analyze if it is real or fake news: 1.Check the web domain 2.Identify the Author 3.Identify the central message 4.Assess Spelling, Grammar and Punctuation 5.Analyze Sources and Quotes 6.Find other Articles on this topic

ACTIVITIES  Create in 3 international groups the comic about the journey to democracy

ACTIVITIES Discuss these issues and support your critical thinking in this Web 2.0 tool Kialo.com.

RESULTS  Creating the webpage of the project and presenting the project to wider

public: schoolmates, parents, people in the home town, other schools, local newspapers.

RESULTS

https://mappingfreeeurope.wixsite.com/etwinning

Turkey & Deniz TOKATLIOĞLU Greece & Angeliki Kougiourouki

Fact and Fiction in ArmonyLand When everything around us is so changeable because of the pandemic and misinformation, we create an ArmonyLand where you can live in a harmony. During the project we focus on guessing fake and real media news, be aware and suspicious about media contents, highlight safe websites for kids, protect students from addiction. Thus, cultivate critical thinking and focus on students’ well-being.

ArmonyLand When raising our students, we should refer to their future, not our own past.

Their future is a sign that a much more digitalized world will exist. So how will they decide what is right, what is wrong, what is real and what is fake, while expressing themselves in a digital world, interpreting those who express, and even maintaining some or all of their profession in the digital world?

ArmonyLand The younger the age to meet with digital media, which is a part of the digital world, the younger the age they need to raise their awareness.

It is now an indispensable obligation to prepare them for their future, which is even more visible with the pandemic.

This is how we, as teachers, believed in the necessity of the Armonyland project.

ArmonyLand We choose music as the theme of the project in order to enable each of them to be a conscious media literate and to increase their harmony with their future.

Because music is also a harmony of notes, isn't it? If the notes came out of an instrument incoherently, could we call them music? It is more than the sum of all its constituent parts.

Our students will be able to reach this integrity and find their own way, not only with their academic achievements, but also with the skills they have acquired for their present and future.

ArmonyLand Firstly, we dreamed and created a city called ArmonyLand.

Everyone living here is engaged in music. Some of them compose, some write lyrics, some deal with the maintenance of musical instruments. Street, school and shop names are always music-themed.

We have twin characters living in the city of ArmonyLand.

Armony L. Deepnote is a girl and Landy A. Deepnote is a boy.

We accompany these characters' adventures and solve their problems.

Project Activities  We established a city called ArmonyLand. Everyone who lives here is

interested in music. Some are singing, some composing, some playing musical instruments.  We added students to the Twinspace page and asked them to talk about themselves. They talked about themselves with 2 right and 1 wrong events as ice breaking events. Other friends found the fake infos from Forum

Project Activities  Students prepared body percussion to meet. We made their body

percussion and they made ours Video collage, Forum

Project Activities  Students frequently spoke at the online video conference. Several students

played musical instruments at each meeting. Like piano, violin, guitar ..

Zoom, Cisco Webex

Project Activities  During Code Week, we encoded the music with the blocky.coding web

tool. Blocky.music

Project Activities  We prepared a pre-test about Safer internet, media literacy and

disinformation. We revised the project by looking at the results and the need here. Google Form

Project Activities

 We planned an awareness study about

the media. We prepared mixed teams for the students and gave some tasks.

These tasks were for them to watch and note the commercials on a television channel we determined at the times we determined. We interpreted the results in our classes and Forum

Project Activities  We jointly prepared a student mind map on Addiction during the online

conference. Coogle

Project Activities  We have two characters living in the city of

ArmonyLand. These are twins and one girl and one boy. The girl's name was introduced

by L. Armony Turkey. The name of the male one was prepared by Landy A Greek partner.  Student and teacher created Netiquette rules.

Project Activities  We opened an account on Fakebook, on behalf of Armony and Landy. We

have embedded these pages in Twinspace pages. Thus, students could follow these accounts on the Twinspace.

Project Activities  We have prepared a common mind map on Media Literacy and

Disinformation that shows how we can distinguish between fake and real media.

Project Activities  Our students prepared posters with real and fake news. Mutually, our

students found out whether the posters were real or fake. They wrote in the forum section.

Project Activities  We used the Interland application on the 6th Safer Internet Day.  Greek students attended an event organized by the National Organization

of Safer Internet (saferinternet4kids).  Turkish students used https://www.guvenlicocuk.org.tr/ website.

Project Activities  Safe internet sites for children were named. We wanted

them to use these secure websites. Students made research on topics such as music, song, science, environment, travel, and movies using safe search engines designed for children. He uploaded the information he searched and the screenshot of the secure search engine he used to the Twinboard.  We opened a virtual classroom in Pixton. Our students created their own avatars and we created class photos. We prepared a calendar with the photos here.

Project Activities  We prepared a new year celebration. We prepared questions about the

next year with the Slido tool. We divided the students into groups in the Zoom Breakouts room. We asked a question to each group. The students answered the questions. Each group has its own word cloud. Slido, Zoom Breakouts Room.

Project Activities  We created the Armony Songs Festival. The

students prepared their own compositions.

Other students voted. The song with the highest rating was chosen as the project song.

Grooveband, garageband.  Students wrote lyrics to this song jointly with acrostij.

Project Activities  Armony L and Landy A. They

became famous with their songs. The teachers made a song for their characters. Our students made their characters famous. The Turkish team made Armony famous. The Greek team made Landy famous.

Project Activities  On the International Women's Day, we had an online meeting with our

students. We examined the biographies of important Greek and Turkish women.

Project Activities  Students prepared podcasts on cyberbullying. We uploaded them to

Twinboard and Sound Cloud.  We established in a Spreaker Studio radio called ArmonyLand. We published our songs and podcasts here.

What’s next?

2021 Creative Classroom eTwinning Group Unconference on Media Literacy

Some “bites”

and a “main course”

Activities in the eTwinning projects:  Yin Yang  eTw-TRAIN  IDEAS  Eratosthenes 2021  Media Academy

Zafeiropoulou Athanasia ICT teacher @11th Junior High School of Ilion, Greece

Water is vital for life Info and News are vital for life in society

Know your sources and where to find them

Know how to evaluate and judge information

Know how and when to use information Image: https://ijc.org/en/protecting-oursources-drinking-water-implementationsource-protection-plans-across-ontario

Sources checkpoints For “consuming”

For “Sharing /Creating”

Validity (=>Who? How? When?)

Responsibility-Digital footprint

Bias-point of view (=>+Where?)

Validity Copyright –Creative Commons issues Sharing (audience, aim, format)

Aim (=>+Why?)

http://bit.ly/39cnooi

Fake news disinformation

https://twinspace.etwin ning.net/files/collabspa ce/7/37/037/120037/ima ges/b69486e94.jpg

https://twinspace.etwinning.net/ 148462/pages/page/1492757 https://www.getbadnews.com/#i ntro

https://videos.simplesho w.com/PJaGozc4j5 A video for copyright (introduction for our classes) https://twinspace.etwinni ng.net/120037/home

https://bit.ly/3tTLMDj

Critical thinking-basics in safety Two very good videos for bullying

https://twinspace.etwi nning.net/120182/page s/page/1318889

Critical thinking Critically chosen resources-fake news and impersonation are not easy

Collaborative activity in forum

Critical thinking Critically chosen resources to support ideas

https://edu.gcfglobal.org/en/digitalmedia-literacy/how-filter-bubblesisolate-you/1/ “All GCFGlobal.org® content is available for free at edu.gcfglobal.org.”

Link for the game https://docs.google.com/presentation/d/e/2PACX1vRshmfuEsjXAZiFowGbrZYCUwAFyoF3ihA0sgfL UtrAm_f7vzdYD5UdUl3FJmIVeTzX6mJxNBkfkePt /pub?start=false&loop=false&delayms=3000

YOU are a GATEKEEPER, too!

So… we need A bit of yin and a bit of yang  Collaborative presentation among partner classes  A quiz “Exploring reliability in the online world”

https://twinspace.etwinning.net /124048/pages/page/1377652

“The Internet goes sideways. There's nothing hierarchical about it.

And the best thing about it is also the worst thing about it, which is there are no gatekeepers on the Internet.

Consequently, there's a whole lot of bad information on the Internet.

But, sorts itself out over time”. Molly Ivins

with education Thank you for your patience!

Athanasia Zafeiropoulou athzafei@gmail.com

Yana Tsykunkova. eTwinning ambassador. Ukraine

Main Project Points:

“Fake news” has not just existed since the Internet and cell phones, as long ago as the 18th century, Baron Münchhausen told them as lies. The project participants research the stories about "baron of lies" and analyze all the information in groups.

There is a considerable variety of activities throughout the project. The methods and techniques used are very well coordinated and create a conducive learning environment that gives pupils an active role in the learning process.

The raisins of the project are FAKE AND FACTS QUIZ (Safer Internet Day), FAKE AND FACTS CALENDAR (online and published), FAKE AND FACTES QUEST for young learners, FAKE CLOTHES QUEST (collaborative quest during Ss` online meeting)

"Fake" 12 months calendar:

Project Collaboration:

 Logo competition  Lie Stories  MENTI voting  Forums

 Games, quizzes, puzzles for partners  Canva Munchausen calendar  Fake news wall  Fake clothes online meeting  Safer Internet Day Quest (QUIZZIZ)  Online Meeting Quest

Online Meetings:

FAKE PROFILES in German

FAKE PROFILES in English



FAKE CLOTHES

Evaluation and Dissemination https://twinspace.etwinning.net/120623/home Evaluations for teachers, Ss, parents

Promoting the project

Dr. Engin GÜNEŞ

Rumi, also known as, Mevlânâ (our master), and more popularly simply as Rumi, was a 13thcentury poet, Hanafi faqih, Islamic scholar, Maturidi theologian, and Sufi mystic originally from Greater Khorasan in Greater Iran.Rumi's influence transcends national borders and ethnic divisions: Iranians, Tajiks, Turks, Greeks, Pashtuns, other Central Asian Muslims, and the Muslims of the Indian subcontinent have greatly appreciated his spiritual legacy for the past seven centuries.

 His poems have been widely translated into many of the world's languages

and transposed into various formats. Rumi has been described as the "most popular poet" and the "best selling poet" in the United States.

Let's give an example from Mevlana's original poem: Come, come, whoever you are, Wanderer, idolater, worshiper of fire, Come even though you have broken your vows a thousand times, Come, and come yet again.

Ours is not a dervish lodge of despair.

 Today, many people share quotations on social media. The names of great

poets and writers are written under these words, which are generally made up by high school students. As we observe the very name of Mevlana Celaleddin Rumi in Turkey is used for this purpose. By comparing the examples of Mevlana's writing language and the words attributed to him, students will be made aware of the true and false information circulating on social media.

Mevlana, one of the most important names of our Sufi literature, is under many quotations that do not belong under it, not in his books, of course, on Facebook and Twitter.One of the last words that do not belong to Rumi, "My silence is from my dignity. I have an answer to his words. But I will look at the person who says, and see if he is the man" This word attributed Mevlana and has been discussed a lot. It has been revealed that it does not belong to his by the Mevlana Studies Association. Because this expression shared by many excited young people is far from Mevlana's humility.

examples of invented phrases • Everyone's friend is not anyone's friend.

• The ignorant person cannot see the beauty of the rose and gets stuck on her thorn.

• Dont worry lords, trouble; guides people.

• Man is not wood so it makes a sound when it is broken.

• Remember, whoever gives up on someone else for you will one day give up on you for someone else.

It is to prove the beauty of the word by making up a word that is thought to be beautiful in social media and uploading it to a person who is known to be an authority and who is very obvious that nobody dares to oppose. The saddest part of this is that this word is liked and shared.

Thank you for listening to me with interest ...

Shared with upper-secondary students

by Stefania Nonino - Italy

GETTING INFORMATION Traditional media

World Wide Web News Websites Social media Instagram Tik Tok Twitter Facebook

Which social media do you regularly use to get the news? quick survey on menti.com

COMMUNICATION NOW AND THEN

If you are searching the web • double-check news and facts • browse more than a single source • use tools such as Google advanced search •

Watch out for hoaxes!

HELP SAVE THE PACIFIC NORTHWEST TREE OCTOPUS!

and beware of fake news!

These are Facebook posts written the day after Capitol Hill assault in Washington, D.C.

by Trump supporters, on January 6th, 2021

Read the document.

Is it real or fake?

How can you tell?

Well… THAT’S FAKE!

Check out this blog post to understand why: https://attivissimo.blogspot.com/2021/01 /for-general-flynn-and-anyone-else-who.html

“Fake news” is slanted or false information that is spread mainly via social media

Check who posted the news item. Is it a trustworthy news site (one of the ways of checking is to look at the “About us” section)? Is it a reliable account?

Cross-check the news item with a news source that you trust.

Check where the images come from. Right-click on the photo in the news item and select “Find illustration in Google” Don’t click on things too quickly. Always remember that social media algorithms are designed to display information to you that are closest to the things you are interested in. This means that if you click or respond to a fake news report, then these algorithms will see to it that the next news you see will be along th e same lines. Over time, this can affect your views and you may develop onesided opinions

Post here an item of fake news you have spotted.

Share the link and tell how you guessed it was fake.

Read again the checklist and

discuss which

strategy is best to fight

latest threat…

the

DEEP FAKE!

there are lists of disinformation websites, fake news detectives, even online games that show you what are the effects of fake news bufale.net il_disinformatico badnews

Thanks for your attention!

Romania, Tunisia, Spain and Italy

Presented by Imen Taktak Marzouk ICT teacher and eTwinning ambassador

Cultivating mental awareness takes time and practice.

Reevaluate ourselves and our values, avoid negative thought patterns, and take steps to find balance in day-to-day

life.

That’s why, we want to make our pupils aware that our behaviors

affect

deeply

and

irreparably

the

environment. They should think about an alternative behaviors more illustrative to the environment.

In fact, our purpose is to produce a "Green Behavior

At the end of the project the students will be able to:  Raise awareness about environment and lifestyle  Promote diversity and make them more appreciative of what they have.  Learn how to program a concrete code.

Code" to spread around in the community, families,

 Develop the pupils’ coding Skills

other

 Develop

schools.

The code will be done through Scratch program Pupils will vote for the best “Green Behavior Code” that will be our commitment to protect our environment.

students’

entrepreneurial

behavior and attitudes.  Train pupils to be active members in civil society.

The activity aims at sharing with the partners strategies to analyze images in order to develop our students critical thinking skills, enhance their observation and interpretive skills as a way to raise Media Literate learners able to assess the content in their feed.

an eTwinning project EVREN UYGUN DUROĞLU İMAM HATİP SECONDARY SCHOOL,GİRESUN/TURKEY

ABOUT OUR PROJECT: In our project, we want to read audiobooks for the visually impaired and preschool students and our schools. We aim our students to make the story of our book and the illustration phase.This book will be both digital and audio books. Our aim is to add color to their environment psychologically during and after the pandemic by giving importance to social responsibility and values education by using collaborative, creative and imagination with our students.

OUR AIM Our primary goal is to strengthen the usage of foreign languages by keeping intercultural communication high. To comprehend the social responsibility projects and values education of our students and to create a pleasant book by using their collaborative imaginations. During the pandemic process, we think that removing them from this environment and reading audiobooks especially for the visually impaired will be a very important and unforgettable memory in their lives.

OUR DREAMS Our common product is to produce an audio book in English. We think that this project will open a new window to the lives of our students who we stay away from during the covid-19 process, and this will increase their social responsibility concepts.And also we want to take our students and parents attention to Esafety rules.

NETIQUETTES

PARENTS’ PERMISSION

We have sent parental permission forms to the parents and they have filled and sent us.The most important thing while doing a project is our students’ safety.

We have prepared brochures about Esafety

And we played quiziz game to know our esafety knowledge

https://quizizz.com/admin /quiz/6017d48fc24378001b da6243

OUR DIGITAL FOOTPRINT EXPERIENCE

AND WE ENJOYED VEY MUCH AND WERE AWARE OF OUR DIGITAL FOOT PRINT

OUR STUDENTS DRAW PICTURES ABOUT ESAFETY

AFTER THE WEBINARS AND TESTS OUR STUDENTS DRAW PICTURES ABOUT ESAFETY

THEY GIVE MESSAGES TO THEIR FRIENDS WITH THESE DRAWINGS

https://www.storyjumper.com/book/read/101102726

OUR AUDIO BOOK ACTIVITIES

WE TRY TO CHOOSE OUR AUDIO BOOK’S NAME

BY VOTING

THANK YOU FOR LISTENING AND WATCHING ME EVREN UYGUN ENGLISH TEACHER DUROĞLU İMAM HATİP SECONDARY SCHOOL GİRESUN/TURKEY

Adife DEMİRTAŞ Mersin, TURKEY

Partners

 Adife Demirtaş, Arpaçbahşiş Yardımclar Primary School, Turkey  Atanaska Prodromova, Hristo Botev Primary School, Bulgaria  Ceyda Kaplan, Necdet Ülger Primary School, Turkey  Cristina Lozano Miralles, CEIP Gloria Fuertes, Spain  Dhurata Cuka, Shkolla nentevjecare "Ilia Qiqi“, Albania  Mari Carmen Rodriguez Molero, CEIP Gloria Fuertes, Spain  Maria Rosaria Grasso, ICS di San Giorgio di Mantova, Italy  Marina Tomova, Hristo Botev Primary School, Bulgaria  Selda Çolak, Şehit Hacı Ömer Serin Primary School, Turkey  Yasin Akçakaya, Kocahasanlı Merkez Primary School, Turkey  Yunus Çolak, Pınarbaşı Ş. Polis Bayram Göde Primary School, Turkey

About the project  Age: 10-11  the need of providing a high-level overview of online safety,  media literacy,  tackling disinformation,  hate speech and radicalisation,  eSafety Label for a safer school,

Aims  To understand the main risks faced by children when they go online,  To make our partners discover how schools can support pupils and their

parents and staff about online safety,  To make our partner schools be aware of media literacy,  To make our partner schools tackle with disinformation and hate speech,  To make our partner school get eSafety Label and have an international recognition about online safety,

Welcome to our “eSafe, eSafer and the eSafest Media House”.

We will host you nearly three months in our house and you will visit our rooms during your visit. In all rooms, you will meet online safety, media literacy, tackling disinformation, hate speech and radicalisation.

Rooms in the house  Room 1: Entrance  Room 2: Online Safety  Room 3: Media Literacy  Room 4: Disinformation  Room 5: eSafety Label

Room 2: Online Safety

Room 3-4: Media Literacy & Disinformation  Creating logos

 Creating posters

 Cartoons

 Hate Speech

 Questionnaires

 Media and Manipulation

 Interview

Room 5: eSafety Label  Colloboration  Resources  Assesments

Thanks… adifearslanbas@gmail.com

“eTwinners as Journalists” “eTwinners as Pros” eTwinning project 2020-2021

Project Countries and Teachers

Natalia Tzitzi EFL Teacher 10th Helioupolis Primary School Greece

Dimitris Fotiou Art Teacher 6th Helioupolis Primary School Greece

Anita Šimac Mathematics teacher Petra Preradovića school Croatia

Chrisoula Georgakopoulou Computer Teacher 54th Piraeus Primary School Greece

Anna Arroyo Primary teacher FEDAC Manresa Spain

By Anita ⚫Through

two workshops our pupils learned: ⚫how to fight fake news, recognise ways in which the internet and social media can be used both positively and negatively ⚫how to assess the reliability of sources of information online and how to make safe, reliable choices from search results. ⚫How to understand what is appropriate to share and not share on social media.

By Chryssa The students watched videos about the Fake News from https://saferinternet.gr/ and studied the appropriate material.

They did homework using web2 with the following issue: ⚫What do we call False News? ⚫ How do we recognize them? ⚫What is the purpose of their reproduction?

In the end we produce the False News ourselves by photomontaging images(https://youtu.be/ZqKD_d7WSXU) and writing fancy articles that attract the reader's interest, learning experientially how easy it is to create them and misinform the reader.

By Chryssa

https://docs.google.com/presentation/d/1h8utU2D_HvdiCo9oPFAnEmJRlWeOJR4c03Kl5_y_1Sg/edit?usp=sharing

By Anna ● The English-speaking oral assistant from school, explains in class the difference from media and literacy, in order pupils understand the work we start. ● To recognize some misinformation and disinformation we play a Kahoot with some fake news. https://create.kahoot.it/details/878ead09-31a2-4714-88ff-bb063dbae168 created by Marniep0wer. ● Using a catalan magazine the children reinvent some of the news and create a written new with the newspaper’s format using canva app. ● Pupils confined at home prepare audio-news with some fake and some real news for partners in other countries, using a padlet.

By Anna

By Dimitris

By Dimitris Historical Fake News (fake news that remains in history for being fake!)

Fake Products (fake centimeter ruler)

3D prints and designs of Fake Products as the monumentation of critical thinking at the Age of Information.

By Natalia

By all partners ● Media Literacy Coursebook ● Peer teaching sessions ● Digital publication of fake and real news

https://image.freepik.com/free-vector/children-holding-hands-silhouette_1048-893.jpg

Thank you for your attention!

Aranzazu Iturrioz-Santander (Spain) eTwinning Ambassador 7th Creative Classroom Group Online Unconference on “Media Literacy" Saturday 27 March

Poland More tan 300 students-11 Schools Spain Czechia Aims of one the STATION we stop at in eTw-TRAIN: on eSafety and celebrate Safer Internet Day SID 2021.

Portugal •• Educate Deepen the knowledge of how to find reliable sources and information on the Internet.

Greece • Learn what respect means Austria • Build respect for copyright.

• Educate on Media Literacy.

Hungary • Learn how to distinguish Fake News.

• Analyze information online.

Italy • Develop critical thinking skills Belgium • Develop ICT skills by playing games Croatia

IES CANTABRIA-SANTANDER (SPAIN)

IES CANTABRIA-SANTANDER (SPAIN)

IES CANTABRIA-SANTANDER (SPAIN)

How to spot when news is fake

IES CANTABRIA-SANTANDER (SPAIN)

IES CANTABRIA-SANTANDER (SPAIN)

INTERACTIVE GAMES: • Quiz with Bammboozle • Breakout with Genially • Interland - Be Internet Awesome

Thanks so much for your attention!!

Danijela Šajtar , OŠ Čazma,Croatia

Čazma

eTwinning projects

North East West South = N.E.W.S.!

Students are between 9 and 15 years.

They create an international online magazine, using Madmagz, a tool that allows collaboration.

Working process

Safer Internet Day 2021 First of all students were informed about the difference between true news and fake news.

They were taught the risks of fake news in the Internet and how to detect it.

Then students wrote an article in English with some fake news .

https://www.symbaloo.com/home/mix/13ePC1VbDE

- to be kind and wise Internet users - to have a positive digital footprint - to be critical readers who distinguish what is an opinion, a fact, fake news, propaganda

Actvity 1: video story about inappropriate online behaviour

Post listening activity: discussion

about the mistakes that Little Red makes while surfing the Internet

Activity 2: finding out about Internet risks and discussing in the forums

Collaborative thinglink

Facts, opinions, fake news, Propaganda

Activity 3: let’s make games about the Internet risks

Activity 4: let’s write our Netiquette of Kindness and wisdom

Collaborative Google doc

BERNA ERGÜN & NİDA DEMİR

PROJECT PARTNERS

OUR AIMS *allow people to access media *critically evaluate and create or manipulate media *to promote awareness of media influence *create an active stance towards both consuming and creating media. *to critically analyze messages *to broaden their experience of media *help them develop generative media capability *increase creative skills in making their own media messages *fight with fake news.

EXPECTED RESULTS

*Students will have the ability to identify different types of media and the messages they are sending. *Students will be able to analyze and evaluate different types of medias and create their own medias. *They will differentiate between fake and real news. *They will improve their crtical thinking,collaboration,cooperation and communication skills in a foreign language and they will gain self concidence.

We will use THE 5E MODEL APPROACH! The 5E Model is based on the constructivist theory to learning, which suggests that people construct knowledge and meaning from experiences

WORK PROCESS

ENGAGING ACTIVITIES 1- Brainstorming via questions and pictures 2- Reading Articles and Summarizing them 3- Analyzing sites, real or fake?

4- Choosing and creating two mascots for correct and false info by using Toontastic.

5- Creating a media glossary of terms.

EXPLORING ACTIVITIES 1- Producing resources and materials about Media Literacy-Disinformation * Parents * Teachers * Students 2- Social Experiments 3- Media Literacy Week Celebrations (18-22th of March,2021 ) 4- What you know=Know it all columns- Useful Links

EXPLAINING ACTIVITIES 1- Interviews among teachers and students 2- Common Activities among teachers and students *Media Literacy *Disinformation *Beyond Fake News 3- eBook including them

ELABORATING ACTIVITIES 1- What can be? Suggestions 2- How can they be avoided?

3- New Situation Analyses with Different Media Tools 4- Mobile Game Application on Playstore (Fake News Game) 5- PSA 6- Instagram account open to public about fake or real news.

EVALUATING ACTIVITIES 1- Evaluation Videos from Students 2- Summaries with Mind Maps 3- Post Survey for Evaluation 4- Testing with web 2.0 Tools

BERNA ERGÜN & NİDA DEMİR