Sharma joined TurnersHacks after she discovered her love of computer science in class, and wanted other students in her

Vidhi Pandya, a Grade 12 student and a chair of this year’s TurnerHacks team says her peers “learned about the security issues through either personal experiences or through the news.”

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proaches for managing virtual environments, such as venv and conda. Just to provide with you a proof of concept, the following code shows you the common manipulations of virtual environments using the venv module, which is part of the standard Python library.

According to MediaSmarts, digital literacy is about teaching children how to participate and think critically about life online, including how and why platforms collect data, the importance of strong passwords and the influence of algorithms on media consumption.

Dr. Kara Brisson-Boivin, director of research at MediaSmarts, an Ottawa-based digital literacy non-profit, says stereotypes about young people not caring about their use of technology are “completely untrue.”

Sharma and her peers are part of Gen Z, the generation of people born after 1996 and aged roughly 8 to 23. Gen Z are the first truly “digital native” generation — meaning they’ve grown up with little to no memory of a world before smartphones and social media.

According to Brisson-Boivin’s research, young people are aware of privacy and security concerns but lack the tools to understand things like lengthy privacy policies written by adults. Many platforms’ policies are complex and require time and legal knowledge to understand, even by adults — despite many platforms being made for those 13 and up.

Brisson-Boivin says it’s important to consider the perspectives of young people when governments and companies create policies and regulations that affect them in their day to day lives, as “this is a space where young people are often either excluded or not directly involved.”

Her teammate Jasraj Dhanoa said large social media networks –- like Facebook and Instagram –- have such a monopoly that even if you wanted to switch platforms or log off, you would have a hard time asking your social circle to leave with you.

Hussain says she wishes her school taught them more about how to navigate life online — especially now during the pandemic, because she’s “really worried” about her friends and the security of online classes with zoom bombers.

Hussain has been going to science fairs and interested in outer space since she was in third grade, but it wasn’t until her mom showed her the Rogers Cybersecure Catalyst’s Cyber Camp that she discovered her love for coding and cybersecurity.

“The challenge is that it is up to individual boards, schools and sometimes even teachers to determine that this a valuable objective to incorporate in their teaching for the year.”

Hazel Sharma, who is now in her first year of engineering at the University of Toronto, said that while using technology is “second nature” for her and her peers, she still wishes she had a better understanding of how to protect herself on the websites she learned to build.

“Not having the skills to manage the technology that is so ingrained and a part of our lives is a huge disadvantage,” she says. “It’s a civic disadvantage, it could be a mental health disadvantage, [and] it’s a connection disadvantage, as we’re seeing more and more with the pandemic.”

Brisson-Boivin says MediaSmarts’ research across Canada highlights the need for a national digital literacy framework. She says her organization has compiled many resources for teachers to integrate it into different subjects from K-12, but when it comes to regulation there is nothing “written in stone.”

“I can’t tell you how many times young people have demonstrated to us an in-depth self-awareness and meaningful reflection on their use of technology, more so than adults,” she says. “I think youth are way more in tune with how they’re using technology, how much … in what ways and how it’s impacting them.”