TỪ VỰNG CHỦ ĐỀ TECH VÀ EDUCATION

ONLINE LEARNING HAS FILLED A LOT OF THE GAPS.

Bợ VOCAB và IDEAS chủ đề TECHNOLOGY & EDUCATION.

1. a digital citizenship test = bài kiểm tra tư cách công dân số

2. “digital intelligence” = trí tuệ số

3. the Child Online Safety Index (COSI) = chỉ số an toàn trực tuyến dành cho trẻ em

4. Child Digital Readiness Kit = bộ dụng cụ sẵn sàng tiếp nhận số hóa cho trẻ em

5. cyberbullying = bắt nạt trên mạng

6. gaming disorder = rối loạn chơi game, nghiện game

7. online sexual behaviour = hành vi tình dục trên mạng

8. reputational risk = rủi ro danh tiếng

9. fake news = tin giả mạo

10. unregulated screen time = thời gian lên mạng không được kiểm soát

11. digital inequality = bất bình đẳng số

12. in an extensive way = 1 cách sâu rộng

13. in an operational way = trong việc điều hành

14. holistically = 1 cách toàn diện

15. online grooming = kết thân để lạm dụng tình dục qua mạng

16. an unfiltered, uncensored digital world = thế giới số không có bộ lọc, không được
kiểm duyệt

17. to discern the risk = nhận thức rõ những nguy cơ

18. a research-based curriculum = chương trình học dựa trên nghiên cứu

19. the side-effects = tác dụng phụ

20. ethical and human-centred = đạo đức và lấy con người làm trung tâm
TỪ VỰNG IELTS CHỦ ĐỀ CITY LIFE

PHẦN TỪ VỰNG

 a large metropolis = a big/major city: một đô thị lớn = một thành phố lớn

 city dwellers/ urban dwellers: cư dân thành phố

 urbanisation/ urban sprawl: đô thị hóa/ sự bành trướng đô thị

 intensive urban growth: tăng trưởng đô thị mạnh mẽ

 residential area: khu dân cư

 industrial zone: khu công nghiệp

 find it difficult to …: cảm thấy khó khăn làm gì

 meet their basic needs: đáp ứng nhu cầu cơ bản của họ

 migrate from the countryside to cities: di cư từ nông thôn ra thành phố

 in search of work: để tìm việc

 in the hope of having a better life: với hy vọng có một cuộc sống tốt đẹp hơn

 high living costs: chi phí sinh hoạt cao

 high levels of pollution and noise: mức độ ô nhiễm và tiếng ồn cao

 poor air quality: chất lượng không khí kém

 pay higher prices for food, accommodation and transportation: trả giá cao hơn
cho thức ăn, chỗ ở và phương tiện đi lại

 traffic congestion, high crime and poverty rates, environmental degradation,

lack of sufficient housing/open space: tắc nghẽn giao thông,tỷ lệ tội phạm và đói
nghèo cao, suy thoái môi trường, thiếu nhà ở / không gian mở

 suffer from various health problems such as asthma, obesity or stroke: bị các
vấn đề sức khỏe khác nhau như hen suyễn, béo phì hoặc đột quỵ

 at a higher risk of stress, depression, anxiety disorders: có nguy cơ cao bị căng

thẳng, trầm cảm, rối loạn lo âu

 lead a sedentary lifestyle: có một lối sống ít vận động

 have a poor quality of life: có chất lượng cuộc sống kém

 live in slums or informal settlements: sống trong khu ổ chuột hoặc khu định cư
không chính thức

 inadequate sewage facilities: cơ sở thoát nước không đầy đủ

 water and sanitation problems: những vấn đề về nước và vệ sinh

  have a wider gap between rich and poor: có khoảng cách rộng hơn giữa người
giàu và người nghèo

 face financial difficulties = struggle financially: đối mặt với khó khăn tài chính

 a faster pace of life: tốc độ sống nhanh hơn

 live in inner-city areas = living in central parts of cities: sống ở khu vực nội thành
= sống ở trung tâm thành phố

 have better transport links: có hệ thống giao thông tốt hơn

 offer more job opportunities: cung cấp nhiều cơ hội việc làm hơn

 close to amenities such as shopping centres, cinemas, libraries: gần các tiện
nghi như trung tâm mua sắm, rạp chiếu phim, thư viện

 have access to better educational facilities, medical services: được tiếp cận với
các cơ sở giáo dục, dịch vụ y tế tốt hơn

This summer, Yuhyun Park’s 13-year-old son will be getting his first smartphone. It’s not a
decision the mother-of-two took lightly, but he earned his right to have the device by passing
a digital citizenship test, with a score of 115 in eight core digital skills.
Park is very familiar with the test - because she created it.
A trained statistician and World Economic Forum Young Global Leader, Park pioneered the
term “digital intelligence” or DQ. She runs the DQ Institute, which measures child online
safety around the world through the Child Online Safety Index.
She also developed the global movement DQEveryChild to empower 8-to-12-year-olds
online with digital citizenship - a set of abilities to use technology wisely - to minimize cyber
risks and maximize the potential of technology.
To this end, Park has set up the online educational platform DQ World - with modules on
skills from critical thinking and screen time to cyberbullying and privacy.

In this time of coronavirus, though, with lockdowns closing schools around the world,
keeping children safe online has never been more critical.
Park has set up a COVID-19 Emergency Response Fund, to provide a free Child Digital
Readiness Kit for families and schools around the world during the school shut-down and to
help countries keep children safe online during the pandemic and beyond.
Here, Yuhyun Park explains the risks children are facing during lockdown, and how the world
would benefit from digital citizenship.

What is the situation like in lockdown?

We published the Child Online Safety Index (COSI) in February, based on data from the past
three years we’d gathered through the DQ Every Child movement, together with the World
Economic Forum. Lack of connectivity is a huge issue globally, of course. But COSI is about
the children who have access to the internet but don't know how to use it in a safe,
responsible and ethical way.
In 30 countries, 60% of children have experienced at least one cyber risk: cyberbullying,
gaming disorder, online sexual behaviour or reputational risk, fake news and others.
Risk doesn't mean harm, but it’s a huge number of children having a negative experience
online.
That was before coronavirus, so can you imagine what's happening now? UNESCO reports
that 50% of children around the world whose schools have closed do not have access to a
computer, so of course there is a huge digital divide. But among those who do, we see an
extreme spike of unregulated screen time among children. And there's a lack of support
from the teachers as well as the parents.

In terms of online learning, how big a problem is digital inequality?

Singapore is one of a few places that has been developing online learning platforms with
government support in an extensive way, but not every country is able to do this. The
schools that can cope best are often private and international schools that have previously
invested in online learning. But many schools, largely public schools in the Global South,
were not prepared for this crisis. It is a game-changer in education - and there’s a gap in
terms of the preparedness of the system.
The other area of concern is that budgets have been cut and teachers are not trained to
cope with online learning, so they are open to more EdTech which hasn’t been proven. In
this type of situation, it seems like technology drives, but actually the people drive - and
empowering individual teachers and also the parents is so important when it comes to
education as well as online safety.
A lot of parents assume children are better at technology, which may be true in an
operational way. But because of this generation and digital gap, parents aren’t teaching
children about the basic digital citizenship, which is a set of today’s life skills, including
privacy management; recognizing personal data and how it is used online; how to react to
cyberbullies. The list goes on.

Is cyber risk having a greater impact on children’s well-being now?

It’s important to teach children holistically about digital citizenship as cyber risks - whether
it’s cyberbullying, gaming addiction or online grooming - are all interconnected. COVID-19
is making the potential exposure to cyber risk greater, but it's not necessarily a causal effect.
Causal effects of cyber risk are lack of knowledge, lack of discipline, uncontrolled digital use.
A lot of research has been done on cyberbullying, showing it can lead to a higher
percentage of suicidal thoughts. Offline bullying might stay in the schoolyard, but with
cyberbullying there's no limit. It happens in your child’s bedroom and under your protection.
We’re putting our children out there in an unfiltered, uncensored digital world and we
cannot be with them 24/7. So we need to equip them with the filter. By empowering them
with digital citizenship, we want them to be independent thinkers to discern the risk and
then make the right decisions online. It will be the basis for them to open up a new horizon in
a digital world.

What is the DQ Child Readiness Kit?

We want to minimize cyber risk and maximize children’s potential, and the DQ score is an
indication of how ready they are to go online. On our platform, DQWorld.net, there are eight
modules on eight key digital skills that children learn in an hour a day for eight days. So, for
example, children learn about screen time and why it is bad for their development, through a
research-based curriculum.
The children can learn by themselves and are given a DQ score, which considers their
online behaviour, knowledge, skills, attitudes and values. It’s not a pass-or-fail test – it’s a
way to inform parents of their child’s level of digital citizenship and potential exposure to
cyber risk. It’s also a starting point for them to talk with their kids. It’s about empowering both
parties.
We specifically target 8-to-12-year-old because our research shows the average children get
their first device around the age of 10. That’s like getting a driver’s licence before you can
drive.

Screen time has been going up during lockdown. Should parents be worried?
Limiting screen time is difficult for today’s hyperconnected families. We define it in terms of
entertainment use only, because kids are online for a minimum six hours a day at school,
and their usual entertainment use is also about six hours. So they’re basically exposed to a
screen for the whole day. Research shows limiting screen time and the kind of content being
watched is related to better mental and physical health, and improved school grades and
prosocial behaviour.
In DQ World, we take a scientific approach. We’re not saying don’t play online. We’re
teaching children what we mean by screen time, helping them calculate it, and then letting
them know about the side-effects. So DQ World is like a mental exercise training tool for
the parents to help children self-manage their screen time.

What are countries at the top of the Child Online Safety Index doing right?
The pattern of cyber risk is very similar across language and cultural barriers, and is
probably affected by the global nature of online business, social media and gaming. So we
need a global measure to protect children online.
Japan, for example, has a lower cyber risk than the US or UK. Its regulation policies are not
necessarily better than the US or UK, which have strong child protection measures. But
when we looked at the data, one of the most protective measures was actually not having
mobile devices, which are the conduit to being active in social media and gaming. Other
protective measures are living environment, happiness and family, but if you remove all
these factors, the number one predictor [for cyber risk] is high active social media use on
mobile devices.
Parenting is the second most protective measure. But what is interesting is that
cyberbullying is beyond parental control, whereas gaming addiction is heavily influenced by
how parents interact with their kids. Cyberbullying is more related to school education, with a
group intervention, and social media use. So if you want to be really protective, delay giving
a mobile device to your kids.

What does the digital future for the COVID-19 generation of children look like?
I’m concerned about digital surveillance and other potential side-effects of technology, and
that in the rush to digitize child protection will be left behind. This is about human rights in
the digital age - we set the norm for the next generation and I think we’re neglecting our
duties. We must make digital citizenship central in our education and beyond. Key to this is
policy-makers and ICT industry leaders understanding the UN Convention on the Rights of
the Child, and how we can empower children with digital literacy, and help them to use
technology in a positive way.
DQ is about critical thinking, discernment and wisdom, and understanding the universal
values we have to uphold. In the midst of this crisis, it is important to be cautious about
rushing to implement unproven technology.
We want technology to be ethical and human-centred, but do we have regulatory
measures to ensure these things are happening? We need a global framework for data
protection, especially for children’s data. How is EdTech data, for example, being used? A
lot of these issues are piling up. At the same time as protecting every child, how can we
make sure we don’t compromise as the world moves on from COVID-19? How can we
coordinate key stakeholders and come up with efficient solutions to support our children?