19 PI 4.2. Know how to access and select safe resources online and share this knowledge with learners. Navigating online can be daunting and overwhelming for learners. They need to think about the key words to use in their search and which links are credible, relevant, and appropriate. They need to be able to avoid fraudulent ads and adverse links. Incorporating these topics in your planning promotes curiosity, critical thinking, and critical awareness as well as building learners’ confidence when navigating online. Model safe use of websites for learning in your class; know what to look for and be aware of. Show and discuss the types of fraudulent websites including phishing scams and other fraud. You might discuss setting up an account (commercial or open source) and highlight whether payment or personal information is required. If resources are available for free, think about how much personal information is being demanded in return. Reflection: Think about an example of a website of which you were suspicious. What steps did you take to ensure its validity? How would you incorporate this experience in a lesson? ☐ I encourage learners to turn Safe Search on and enable virus and spam detectors. ☐ I show and discuss types of false and fraudulent online information with my learners. ☐ I encourage learners to think about the personal information they are sharing and how it might be used. PI 4.3. Acknowledge learners’ ownership of their online work. Discuss the concept of authorship, ownership, and copyright with learners: whether it is a piece of writing, a contribution to a forum, a recording, or a response to a peer in the classroom or the wider community, learners should know that they are authoring a piece of work. Demonstrate crediting someone’s work by acknowledging their contribution orally and in writing. Have learners do the same in their next assignment. Explain the privacy concerns around copying, quoting, or referring to someone else’s work. This is an evolving issue with AI-generated images, audio, and video. Classroom and institutional policies should address how learners claim ownership of AI generated media, with the policies revised over time. Reflection: How do you acknowledge your learners’ contributions in class, online, or during a presentation? ☐ I explain to learners that the author of any work owns and holds copyright to their work, which means that learners hold copyright on their own work. ☐ I model crediting my learners and others for their contributions. ☐ I ask permission from my learners before sharing their work with colleagues and in presentations. PI 4.4. Learn about ethical use of technology and follow local, provincial, and national online privacy, copyright, and fair dealing laws and regulations. Instructors generally have digital access to learners’ personal information through the learner registration and referral system in the workplace. Learners often sign up for various online accounts requiring them to submit personal and sensitive information. Learn about the privacy laws in Canada and your province. Provide multiple examples of how to protect sensitive information in your class. Explain how your learners’ personal CC-BY-NC-SA 2025 New Language Solutions Avenue Instructor Standards for Technology-Enhanced Language Learning, version 1.2
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