{"id":3378,"date":"2026-02-02T10:27:16","date_gmt":"2026-02-02T08:27:16","guid":{"rendered":"https:\/\/mokykla.katinodieneles.lt\/?p=3378"},"modified":"2026-07-30T11:42:12","modified_gmt":"2026-07-30T09:42:12","slug":"kurkime-geresni-interneta-kartu-3-klases-mokiniu-patirtys-saugesnio-interneto-savaiteje","status":"publish","type":"post","link":"https:\/\/kd.dvarionas.xyz\/en\/kurkime-geresni-interneta-kartu-3-klases-mokiniu-patirtys-saugesnio-interneto-savaiteje\/","title":{"rendered":"Let\u2019s create a better internet together: Experiences of 3rd-grade students during Safer Internet Week"},"content":{"rendered":"
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Let\u2019s create a better internet together: Experiences of 3rd-grade students during Safer Internet Week\n\nSafer Internet Week is an annual reminder that the internet isn\u2019t just entertainment for children\u2014it has become a space where their social lives unfold. This year, KD International School of Vilnius joined the initiative, with 3rd-grade students exploring the topic alongside their teacher, Vesta Biliakevi\u010dien\u0117. Reflecting on the activity, the teacher put it simply but insightfully: \u201cWe can have lessons beyond the textbook if we have a relevant topic we want to explore.\u201d\n\nThis approach explains why the class focused on \u201cMy Social Life Online\u201d, which could naturally be connected to the broader idea of \u201chow to navigate the online world safely and meaningfully.\u201d Rather than a typical lesson about rules, it was an opportunity to map online behaviour through the children\u2019s own experiences\u2014engaging them, raising questions, and linking ideas to what they already know.\n\nThe activity began with a discussion: \u201cInternet \u2013 friend or foe?\u201d Students drew on their personal experiences rather than what they \u201cshould\u201d say. They asked questions about online communication, strangers, and uncomfortable situations, but one theme stood out: the internet can be a \u201cfoe\u201d because it sometimes provides incorrect information. This opening showed that children already sense potential online risks; what they need is a safe space to voice these concerns and see that they can be discussed calmly in class.\n\nBy the end of this stage, a shared understanding emerged: online behaviour should mirror real-life behaviour, but sometimes even greater caution is needed. Students explored reading, information gathering, and analysis, creating a foundation for responsible, thoughtful engagement in the digital world.<\/p>\n\n\n\n

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To provide clearer examples during the discussion, students watched an educational video on safe online behaviour (https:\/\/www.youtube.com\/watch?v=kWU1UFy4MFs&list=PL7wh9jEfZvc7n3aOYRlld3RllD9scPBN). However, the video wasn\u2019t watched all at once\u2014it was paused regularly to discuss each scenario. At each pause, the class explored what was safe, what was risky, and how a person might have acted differently. This approach proved far more effective than simply listing rules, as it helped students recognise potential dangers when they were shown, rather than just described. By the end of this stage, students began to see that online safety isn\u2019t just about prohibitions\u2014it\u2019s about everyday choices.\n\nNew questions naturally emerged as students reflected and explored. Following the video, the discussion shifted to their own daily experiences: which social platforms they use, how they protect themselves, and their positive and negative experiences online. Questions arose naturally: can we trust what someone posts? How can we tell if information is true? What should we do if someone asks for personal details or photos? How should we respond to hurtful messages? It became clear that simply \u201cknowing the rules\u201d wasn\u2019t enough\u2014students needed to practice applying them and agree on strategies for real-life situations. This stage laid the groundwork for later activities, ensuring that decisions were guided by logic rather than guesswork.\n\nThe practical part took place using the \u201cFriendly Internet\u201d platform, where the class answered questions collectively by voting and discussing each scenario. This meant that answers were not just marked individually, but arrived at as a group decision. For example, when asked about an online friend, V\u0117ja, most students initially calculated that the friend was likely 12 years old, but some accurately noted, \u201cWe can\u2019t really know for sure,\u201d and the class agreed that the correct approach was to acknowledge uncertainty. When questions involved sharing surnames or phone numbers while registering on a website, students agreed that personal information should never be shared without adult supervision. In scenarios involving photos, students discussed whether the sender was a familiar friend or a stranger, and concluded that images should only be shared with family\u2014and even then, only after verifying who is sending the request (some suggested a video call, since accounts could be impersonated).\n\nThe discussions also highlighted differing opinions: regarding rules at friends\u2019 houses, some argued that politeness and data safety should always apply, while others suggested longer screen time if parents permitted. On the issue of hurtful messages, the class initially split their opinions, but eventually agreed that engaging in bullying was never acceptable. This part of the activity showed that students were not only learning to answer questions, but also to reason and argue, which is often more valuable than the final score.\n\nFinally, when the test results were announced, students were genuinely pleased to have achieved full marks. Yet, the process itself was equally important\u2014they had made decisions collaboratively, reflecting, presenting, and evaluating their own understanding.<\/p>\n\n\n\n

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At the end of the lesson, the class held a brief reflection session: students shared what they had learned, what surprised them, and how they plan to behave online in the future. In this way, the topic moved beyond the classroom and into their everyday choices.\n\nIn the second lesson (technology class), the focus shifted to creative work. The teacher introduced the idea for the national competition \u201cMy Social Life Online\u201d. Students formed groups of four, agreed on work criteria (planning, dividing tasks, including everyone, tidying up afterwards, helping to display posters), and created posters conveying key messages for the community.\n\nThe posters clearly reflected the lessons students had taken from the discussions: safe and polite communication, asking for help when needed, respect for themselves and others, and responsible sharing of information. The final takeaway was simple but powerful: online safety begins with personal decisions\u2014and those decisions are strongest when children think them through themselves, rather than just hearing rules from others.<\/p>\n\n\n\n

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Kurkime geresn\u012f internet\u0105 kartu: 3 klas\u0117s mokini\u0173 patirtys Saugesnio interneto savait\u0117je Saugesnio interneto savait\u0117 kasmet primena paprast\u0105 dalyk\u0105 \u2013 internetas vaikams n\u0117ra tik pramoga, jis tampa erdve, kur vyksta j\u0173 socialinis gyvenimas. Prie \u0161ios iniciatyvos prisid\u0117jo ir KD Inernational School of Vilnius \u2013 3 klas\u0117s mokiniai kartu su mokytoja Vesta Biliakevi\u010diene. Mokytoja, kalb\u0117dama apie veikl\u0105, pasak\u0117 gana paprastai, bet taikliai: \u201eMes galime tur\u0117ti pamok\u0173 ir ne pagal vadov\u0117lius, jei turime aktuali\u0105 tem\u0105, kuri\u0105 nor\u0117tume papl\u0117toti.\u201c Tokia nuostata gerai paai\u0161kina, kod\u0117l buvo pasirinkta tema \u201eMano socialinis gyvenimas internete\u201c, kuri\u0105 prireikus galima sieti su id\u0117ja \u201ekaip saugiai ir prasmingai veikti virtualioje erdv\u0117je\u201c. I\u0161 esm\u0117s tai buvo ne viena pamoka \u201eapie taisykles\u201c, o bandymas per vaik\u0173 patirtis susid\u0117ti ai\u0161kesn\u012f elgesio \u017eem\u0117lap\u012f. \u012esitraukimas. Klausim\u0173 k\u0117limas, siejimas su turima patirtimi. Veikla prad\u0117ta diskusija \u201eInternetas \u2013 draugas ar prie\u0161as?\u201c, ir \u010dia mokiniai r\u0117m\u0117si savo patirtimi, o ne tuo, k\u0105 \u201ereik\u0117t\u0173 pasakyti\u201c. Jie k\u0117l\u0117 klausimus apie bendravim\u0105 internete, nepa\u017e\u012fstamus asmenis ir nemalonias situacijas, bet labiausiai akcentavo vien\u0105 dalyk\u0105 \u2013 internetas gali b\u016bti \u201eprie\u0161as\u201c, nes pateikia neteising\u0105 informacij\u0105. Tokia prad\u017eia parod\u0117, kad vaikai gr\u0117smes jau nujau\u010dia, tik jiems svarbu jas garsiai \u012fvardyti ir pamatyti, kad klas\u0117je tai galima aptarti ramiai. \u0160io etapo pabaigoje nat\u016braliai susiformavo bendra nuostata: internete reikia elgtis kaip realiame gyvenime, tik atsargumo kartais reikia net daugiau. Skaitymas, informacijos paie\u0161ka, analiz\u0117.<\/p>\n\n\n\n

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Kad diskusija tur\u0117t\u0173 daugiau ai\u0161ki\u0173 pavyzd\u017ei\u0173, mokiniai \u017ei\u016br\u0117jo edukacin\u012f vaizdo \u012fra\u0161\u0105 (https:\/\/www.youtube.com\/watch?v=kWU1UFy4MFs&list=PL7wh9jEfZvc7n3aOYRlld3RllD9scPBN) apie saug\u0173 elges\u012f internete, tik per\u017ei\u016bra vyko \u201esu pauz\u0117mis\u201c. Vaizdo \u012fra\u0161as buvo stabdomas ir aptariama, kas konkre\u010dioje situacijoje yra saugu, kas rizikinga ir kok\u012f sprendim\u0105 \u017emogus gal\u0117jo pasirinkti kitaip. Tokia analiz\u0117 veikia geriau nei sausos taisykl\u0117s, nes vaikams lengviau atpa\u017einti pavoj\u0173, kai jis \u201eparodomas\u201c, o ne tik \u012fvardijamas. \u0160io etapo pabaigoje mokiniai prad\u0117jo matyti, kad saugumas internete yra ne vien draudimai, o kasdieniai pasirinkimai. Nauj\u0173 klausim\u0173 k\u0117limas. Tyrin\u0117jimas. Po vaizdo \u012fra\u0161o per\u017ei\u016bros diskusija pasisuko \u012f vaik\u0173 kasdienyb\u0119 \u2013 kokiose socialin\u0117se erdv\u0117se jie dalyvauja, kaip saugosi, kokia j\u0173 gera ir prasta patirtis socialiniuose tinkluose. \u0160itoje vietoje klausimai gim\u0117 labai nat\u016braliai: ar galima pasitik\u0117ti tuo, kas ra\u0161o, kaip suprasti, kad informacija tikra, k\u0105 daryti, kai ka\u017ekas pra\u0161o duomen\u0173 ar nuotraukos, kaip reaguoti \u012f \u012f\u017eeid\u017eian\u010dias \u017einutes. Mat\u0117si, kad mokiniams neu\u017etenka vien tik \u201e\u017einoti\u201c, jiems reikia pasitikrinti ir susitarti, kaip elgtis realiose situacijose. \u0160is etapas tarsi paruo\u0161\u0117 dirv\u0105 tam, kad v\u0117liau sprend\u017eiant u\u017eduotis vaikai remt\u0173si ne sp\u0117jimais, o ai\u0161kesne logika. Nauj\u0173 duomen\u0173 rinkimas. Praktin\u0117 dalis vyko per \u201eDraugi\u0161ko interneto\u201c platformos test\u0105, kuriame klas\u0117 atsakin\u0117jo balsuodama ir aptardama kiekvien\u0105 klausim\u0105, tod\u0117l atsakymai tapo ne \u201evariant\u0173 \u017eym\u0117jimu\u201c, o bendru sprendimu. Pavyzd\u017eiui, klausime apie interneto draug\u0105 V\u0117j\u0105 dauguma i\u0161 prad\u017ei\u0173 paskai\u010diavo ir sak\u0117, kad jam tur\u0117t\u0173 b\u016bti 12, bet keli mokiniai labai taikliai pasak\u0117, kad \u201emes negalime patikrinti, kiek i\u0161 tikro\u201c, tod\u0117l galiausiai klas\u0117 pasirinko atsakym\u0105, kad patikrinti negalime. Kai teste buvo klausiama apie pavard\u0119 ir telefono numer\u012f registruojantis svetain\u0117je, vaikai ai\u0161kiai pasak\u0117, kad be suaugusi\u0173j\u0173 \u017einios duomen\u0173 atskleisti negalima, o situacijoje d\u0117l nuotraukos mokiniai patys klaus\u0117, ar tai pa\u017e\u012fstamas draugas, ar nepa\u017e\u012fstamas, ir pri\u0117jo bendros i\u0161vados nesi\u0173sti niekam, i\u0161skyrus \u0161eimos narius, bet net ir tada geriau \u012fsitikinti, kas ra\u0161o (vaikai pamin\u0117jo vaizdo skambut\u012f, nes ka\u017ekas gali ra\u0161yti i\u0161 kito \u017emogaus paskyros). Diskusijose i\u0161ry\u0161k\u0117jo ir skirtingos nuomon\u0117s: d\u0117l taisykli\u0173 sve\u010diuose vieni sak\u0117, kad mandagumas ir duomen\u0173 sauga galioja visur, kiti nor\u0117t\u0173 didesnio laiko limito, jei draugo t\u0117vai leid\u017eia, o \u012f\u017eeid\u017eian\u010dios \u017einut\u0117s atveju klas\u0117 pasidalijo perpus, bet galiausiai sutarta, kad \u012f paty\u010dias \u012fsitraukti negalima. \u0160i dalis parod\u0117, kad vaikai mokosi ne tik atsakin\u0117ti, bet ir argumentuoti, o tai da\u017enai yra svarbiau u\u017e pat\u012f rezultat\u0105. Apibendrinimas, pristatymas, refleksija, \u012fsivertinimas. Paskelbus testo rezultatus mokiniai nuo\u0161ird\u017eiai d\u017eiaug\u0117si, kad surinko maksimum\u0105 ta\u0161k\u0173, ta\u010diau pats procesas jiems buvo ne ma\u017eiau svarbus, nes sprendimus jie pri\u0117m\u0117 kartu.<\/p>\n\n\n\n

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Pamokos pabaigoje vyko trumpa refleksija: vaikai \u012fvardijo, k\u0105 naujo su\u017einojo, kas nustebino ir kaip elgsis internete ateityje, tod\u0117l tema neliko \u201epamokoje\u201c, o per\u0117jo \u012f j\u0173 kasdienius pasirinkimus. Antroje pamokoje (technologijos) veikla persik\u0117l\u0117 \u012f k\u016bryb\u0105: mokytoja pristat\u0117 Respublikinio konkurso \u201eMano socialinis gyvenimas internete\u201c id\u0117j\u0105, mokiniai patys susigrupavo po keturis, susitar\u0117 d\u0117l darbo kriterij\u0173 (tariasi, pasiskirsto u\u017eduotimis, \u012ftraukia visus, po darbo susitvarko, padeda i\u0161kabinti plakatus) ir k\u016br\u0117 plakatus su pagrindine \u017einute bendruomenei. Plakatuose ai\u0161kiai atsispind\u0117jo tai, k\u0105 vaikai i\u0161sine\u0161\u0117 i\u0161 diskusij\u0173: saugus ir mandagus bendravimas, pagalbos pra\u0161ymas, pagarba sau ir kitiems, atsakingas dalijimasis informacija. Galutinis apibendrinimas paprastas \u2013 saugus internetas prasideda nuo asmenini\u0173 sprendim\u0173, o jie stipriausi tada, kai vaikai juos \u201ei\u0161m\u0105sto\u201c patys, o ne tik i\u0161girsta.<\/p>\n\n\n\n

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