Task 2 – Joss Kirk


  1. My conception of the difference between cybersecurity, cyber awareness and cyber safety is informed by my role as a preservice teacher. Cyber security represents the rigorous and well organised systems for protecting privacy and data that are engendered by actual professionals in the field, whereas cyber awareness and safety relate more to all users of data. Cyber awareness relates to cultivate knowledges and behaviours that have either been formulated by professionals or your workplace (or personal strategies) that minimise the risk of cyberattacks, compromising data or privacy. Although the distinction seems subtle to me, cyber safety represent everyday actions by users of ICT that ensure resources and tools are used in an ethical and safe way, whether it be in the interest of the author or in more generally building a respectful and ethical online or digital environment.
  2. The elaborations in the curriculum for this particular topic give insight into the ways the topic can be broached in the classroom. As I am not a digital technologies teacher, I would most likely tackle the topic in a way that is related to my teaching area of science. For example, comparing the reliability and speed of transmitting data through wireless, wired and mobile networks allows students to understand the topic in a way that engages the scientific method and an inquiry mindset. Similarly, a STEM approach to the topic might also mean I focus on scientific or engineering principles, such as explaining how cellular radio towers and mobile phones work together to create mobile networks. The digital technologies hub provides a useful resource for exploring these topics using inquiry investigations. The most relevant is Computer Chatter Part 2: Network Performance, https://www.digitaltechnologieshub.edu.au/teachers/lesson-ideas/computer-chatter-2 .
  3. This question is very similar to the Digital Technologies Processes and Production Skills elaboration “Develop techniques for acquiring, storing and validating quantitative and qualitative data from a range of sources, considering privacy and security requirements”. The year 10 unit Data: Controlled and Secured from the Digital Technologies Hub provides some insight into potential activities for exploring this topic with students. In particular, the encryption section of this topic provides lots of opportunities to discuss the topic in an engaging way. Perhaps in a broader inquiry project or assignment that requires the use of collected data, this lesson will be motivated by the need for students to evidence that they have acted responsibly with the data, although the lesson concerning encryption might be more stand alone. Students could explore aspects of encryption according to their particular interest, and be required to report to the class about their chosen area of interest. Suggested topics for interest would include:
  • The enigma code, the history of computers, Alan Turing
  • Blockchain, Cryptocurrency
  • VPNs and anonymous browsers such as Tor
  • Mathematical basis of encryption and examples of early and more advanced encryption methods
  • Future encryption and decryption challenges (e.g. quantum computing).

An example activity for informing the class about encryption in a more hands-on way could be Kid Krypto, available via the digital technologies hub. http://csunplugged.org/wp-content/uploads/2014/12/unplugged-18-public_key_encryption_0.pdf

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