WORKSHOPS OVERVIEW
Single-session or two-part sessions
50 min - 1 hour, depending on partner schedule
Virtual through Zoom; limited availability for in-person 3rd-5th grade workshops in the Bay Area
Subsidization of cost may be available based on student data. Contact us to see if your school qualifies.
*Contact Us to explore curriculums for other grades and populations.
"The magic of My Digital TAT2’s curriculum is that it teaches students to stop and think critically about what persona they are projecting online."
— 6th grade teacher, East Palo Alto, California
"The instructors were tremendous. Reichi and Omar were extremely well prepared and quickly developed a rapport with the students. They also differentiated their material to the age groups."
— School Administrator
"I find the age appropriate discussion to be invaluable. Helping kids be more digitally thoughtful is so important."
— Parent
"We really enjoyed the program and have gotten lots of great feedback from students about it."
— Principal
"This was my first time learning how to teach digital skills to my kids, and I appreciated the positive twist and not just a focus on fear."
— Parent
"This opened my eyes on what challenges my teen might be experiencing and practical ways I can support her. "
— Parent
STUDENT TESTIMONIALS
bring us to your school
Let’s work together to bring digital awareness to your institution
I can begin to recognize things I see online that might be unsafe.
I can begin to identify what types of information may be unsafe to share or post online.
I know what a weak password looks like and can make a stronger one.
LEARNING OUTCOMES:
What does clickbait, ads, and scams look like?
What types of information are safe to share or post online?
What personal information should be kept private?
How do I make a strong passphrase?
TOPICS EXPLORED:
SAFETY & PRIVACY ONLINE
GRADE 3
Worksheet and Video
INCLUDES:
50 min - 1 hour
TIME:
I can list the qualities that make a good friend.
I can describe the things that make online friendships challenging.
I can identify distracting or toxic behavior online.
I know my options when I see someone bullied online.
LEARNING OUTCOMES:
What qualities make someone a good friend?
What makes friendships more challenging online?
When can tech become distracting or toxic?
How can I be kind and stand up for others online when they are bullied?
TOPICS EXPLORED:
FRIENDSHIPS, TOXICITY & CYBERBULLYING
GRADE 4
Worksheet and video
INCLUDES:
50 min - 1 hour
TIME:
I understand why the age limit is 13 years old to have most social media accounts and apps.
I know what to consider before I post online.
I know the difference between words that can hurt and words that can heal.
I understand technology use has impacts on my health.
I know what I can do to give myself regular breaks.
LEARNING OUTCOMES:
What is the Children’s Online Privacy Protection Act?
How does my online activity affect the digital footprint of myself and others?
Before I post online, what are some questions I should consider?
Why might people be more mean online than in person?
What can I do to help when someone is experiencing toxicity online?
What are the physical impacts of tech use on my body?
What can I do to take care of my body and mind?
TOPICS EXPLORED:
THE POWER OF WORDS ONLINE & BUILDING HEALTHY TECH HABITS
GRADE 5
Worksheet and video
INCLUDES:
50 min - 1 hour
TIME:
I can differentiate between information to keep private and information that is safe to share.
I will THINK (true, helpful, inclusive, necessary, and kind) before I post.
I know how to create a positive digital reputation.
LEARNING OUTCOMES:
What types of information are safe to share or post online?
What personal information should be kept private?
What are some of the dangers of sharing by default?
What can I ask myself before I comment or post online?
What contributes to my digital reputation?
TOPICS EXPLORED:
Privacy & Reputation Online
GRADE 6
Worksheet and video (Part 1)
In-class activity and video (Part 2)
INCLUDES:
50 min - 1 hour
TIME:
I can identify the various types of social cruelty.
I can describe the bystander effect.
I can describe what standing up for others looks like online.
LEARNING OUTCOMES:
What are the types of social cruelty? Where have I seen it online?
What is the impact on the target, the perpetrator, and the bystander?
What enables a person to be an upstander? How can I stand up for someone else online?
TOPICS EXPLORED:
STANDING UP TO SOCIAL CRUELTY & BYSTANDER EFFECT
GRADE 7
INCLUDES:
50 min - 1 hour
TIME:
Worksheet and video (Part 1)
In-class activity and video (Part 2)
I can define media literacy and understand why it is important.
I know the questions to ask myself to determine the credibility of information.
I understand how to read laterally to check the veracity of information I see online.
LEARNING OUTCOMES:
What is media literacy? Why is it important?
What questions should I ask myself to determine the credibility of information?
How do I read laterally to check the veracity of information I see online?
TOPICS EXPLORED:
MEDIA LITERACY: HOW TO EVALUATE ONLINE INFORMATION
GRADE 8
INCLUDES:
50 min - 1 hour
TIME:
Video (Part 1)
In-class activity and video (Part 2)