Summary Two: Putting a stop to Cyber-bullying: The importance of education.

New technological innovations that have emerged in the twenty-first century are impacting on how secondary education functions, altering the way students are learning, how teachers are educating and consequently affecting how people are interacting. A topical issue that has evolved in conjunction with these changes is cyber-bullying. Research into this issue brought up how we, as educators, can be equipped to help prevent cyber-bullying from occurring. I focused on evaluating the need for teacher, student and parental education on this matter alongside wider community systems of support. I also assessed whether the resources available to teachers are relevant and achieve their aims of educating students.

 

Technology has dramatically altered the state of society resulting in the need for changes in education with core aspects such as pedagogy, content and curriculum being affected. Students today use information and communication technologies as forms of contact, to access information and express themselves to others. Their full embracement of these has prompted their integration into educational systems. They provide familiar points of access to new content, address new learning styles and reach expectations of student’s gaining digital literacy skills. The benefits of technology such as speed in communicating and high accessibility to information also brings risks, with one of the main concerns being cyber-bullying. The Australian Communications and Media Authority (ACMA, 2009) states that cyber-bullying is commonly defined as the use of information and communication technologies to support repeated and deliberate hostile behaviour intended to harm others. It is sometimes used as an extension to other forms of bullying, and can result in the target of bullying experiencing social, psychological and academic difficulties. Cyber-bullying is extending beyond mobile phones and social networks to game sites, virtual worlds and forums. This can include name-calling, making abusive or derogatory remarks and players picking on weaker or less experienced users. 31 per cent of 14-17 year olds have reported that they have been cyber bullied, as have 21 per cent of 10-13 year olds, (Quarry, 2009). With these numbers showing cyber-bullying incidents are becoming more common, schools have responded by initiating educational programs to overcome this issue.

 

Professional development is an important factor in preventing cyber-bullying. It can be reasoned that insufficient preparation in teacher training and limited professional development can effect how successful cyber-bullying can be managed in school systems. It became apparent through the research conducted that teachers firstly need to be equipped with the knowledge of how technologies function, stay up to date with emerging trends and be aware of the legal, social and psychological risks in using them. Online environments cannot be completely monitored, thus teachers are also required to instruct students on codes of conduct, that is how to be responsible and safe when using new technologies to manage cyber-bullying. While techniques on how to stay safe with technology is essential it is made clear that there needs to be a strong educational focus in curriculum on social skills, values and accountable behaviour. These attitudes and interactive factors are vital in counteracting cyber-bullying by raising awareness that whilst what may feel like an anonymous game online has real effects on people lives. Another essential component of professional development is how to observe and intervene if cyber-bullying occurs.  Therefore, teachers must be continually trained and supported to meet the needs of changing learners in a technologically advanced society.

 

Parental education is an important initiative, as cyber-bullying extends beyond the boundaries of schools and into home and wider environment. Initiatives are in place on websites to provide skills in how to detect and prevent their children participating and becoming victims of cyber-bullying. Many recommendations are made on the on how parents can be effectively educated to work in alignment with school systems to promote positive and responsible technological behaviour. These include, directing parents to cyber-safety information, outlining school policy and providing contacts for concerned parents, (ACMA, 2009). When opened to these channels of information it is necessary to question what can parents actually do once they have knowledge, to support the prevention of cyber-bullying? The Queensland Department of Education, Training and the Arts (QDETA, 2009) outlines the need for parents to observe, communicate and take an active role in encouraging positive moral development. Hence, parental inclusion is significant in preventing cyber-bullying through the education of information and strategies.

 

The wider community also plays a role in educating and supporting students, parents, teachers and wider society as a means to build dialogue and hinder cyber-bullying from flourishing further. Initiatives have been instigated from different agencies, these include the launching of the S-Press and Headspace Cyber-Bullying Initiative, The ACMA’s national cyber-safety program, the review of the National Safe Schools Framework and the 2010 Australian Governments national pilot project to address cyber-bullying.  They all develop cyber-safety education materials for use in schools, provide awareness campaigns and activities and provide information on research trends in cyber-bullying to keep information relevant and up to date. Without this coordinated effort and support between all levels of society teachers, parents and students would face immense challenges in addressing and combating the concern of cyber-bullying.

 

There are many resources available to teachers, students and parents that aim to counteract cyber-bullying by showing the negative effects, steps of prevention and how to respond if an incident occurs.  The amount of resources available, bring into question what form is most effective in educating this matter to students. ACMA, (2009) provides numerous links to resources on their sites. After viewing many it become apparent that they need to be in a form that is accessible and interesting to the targeted audience. There have been many resources developed ranging from comics, videos, online workshops, art activities, forums and handouts. The ones that were the most successful in conveying a meaningful message to help prevent cyber-bullying, were those that provoked thought and active engagement. This is evident in the ACMA, cyber-bully clip, Lauren’s ordeal (2008) and accompanying lesson plans with student handouts.  It was effective for it addressed how students are now learning and engaging with new material, that is, primarily through digital and visual means. The supportive educational material in the form of lesson plans and student handouts develop higher order thinking in relation to the content of the clip. This ensures that the issue of cyber-bullying is not passively dealt with, generating thought on their own behaviour online and how it can leave them vulnerable or effect others negatively. This method of instruction of engaging with visual stimulus then provoking thought through support material appears to be more effective then other resources such as the comic designed by Mike Jasorka (2009). Without any material to support it, it indicates that students may not engage fully unless educators prompt discussion, yet it does provide a relevant access point to the information for those students who do enjoy the visual medium of comics. These educational resources provide a way to educate students about the negative effects of cyber-bullying and how to manage online behaviour. These resources available aid teachers in increasing students awareness, so long as relevant ones are chosen and the content is enhanced with supporting material or questions to promote discussion.

 

 

How students are being educated and taught to think and respect one another needs to be in a form they can relate to, engage with, and prompt consideration. Resources available can increase understanding and provide an opportunity to hear other’s experiences and share strategies. They produce different levels of engagement and teachers need to be taught to generate discussion and active thought so the issue of cyber bullying is dealt with on a deeper level. Educating students and parents as well as training teachers are major initiatives that are taking place and need further addressing through the support of wider community agencies. All levels of the school and wider community have a responsibility to educate themselves and each other to address the implications of cyber-bullying. Through education, change can be created, hindering the spread of cyber-bullying activity and creating a community that is safe, supportive and respectful, (QDETA, 2009). For this to occur partnerships between parents, students, teachers and wider community support systems need to be formulated to provide the most effective system of controlling and resolving cyber-bullying.

 

References:

 

Australian Government: Australian Communications and Media Authority. (2009) Cybersmart. Retrieved from             http://www.cybersmart.gov.au/Schools/Teacher%20resources.aspx

 

Australian Government: Department of Education, Employment and Workplace Relations. (2010) National pilot to             increase cyber-safety in schools. Author: The Hon Julia Gillard MP. Retrieved from             http://www.deewr.gov.au/Ministers/Gillard/Media/Releases/Pages/Article_100210_131616.aspx

 

Australian Government: Australian Communications and Media Authority. (2008). Lauren’s Ordeal. Wise up to it.             Retrieved from http://www/cybersmart/gov/au/wiseuptoit/videoclips/htm

 

Jasorka, Mike. (2009) Cyber-bullying. Captain Forensics. Retrieved from             http://captainforensics.com.2009/03/15/cyber-bullying-part-1/

 

Quarry, Grant. (2009, October 15) The S-press and Headspace Cyber-Bullying Initiative. Tempo Media Pty Ltd.             Retrieved from             http://www.tempomedia.com.au/html/index.php?option=com_content&view=article&id=21:official-            newspaper-partner-for-national-youth-week-09-&catid=6:latest-news

 

Queensland Department of Education, Training and the Arts. (2009)  Bullying. No Way! Retrieved from             http://www.bullyingnoway.com.au/who/default.shtml

The S-press and headspace Cyber Bullying Initiative

31 per cent of 14-17 year olds have reported that they have been cyber bullied, as have 21 per cent of 10-13 year olds.

With these alarming statistics, initiatives need to be developed by schools and the wider community to support students and aim to not only devise methods of treating the problem when it happens but to prevent online bullying from occurring in the first place.  An initiative is helping to assist educators reach out to students and build a dialogue on the issue of online abuse.  It involves S-press newspaper, the nation’s largest free publication for teenagers who joined forces with headspace, the National Youth Mental Health Foundation, to launch The S-press and headspace Cyber Bullying Initiative.

They aim to provide critical information, advice and assistance to young Australians who may experience cyber bullying. By having such a large reader base this initiative is able to get the information to the audience that need it and in a format that they will want to read it and therefore understand it. S-press and headspace believe this initiative will be another valuable mechanism to ensure that young people receive the message that help and support is available.

What is headspace? Headspace provides mental and health wellbeing support, information and services to young people and their families across Australia. See www.headspace.org.au for more details.

What is s-press? S-press is Australia’s largest full colour newspaper produced each month for teenagers. It covers every aspect of teen life from news, sport, education and careers, to social events, entertainment and fashion. For more details, check out www.tempomedia.com.au.

National Pilot to increase cyber-safety in schools

The Australian Government is deeply concerned about the emergence of cyber-bullying in our schools and the impact it is having on students. All the research tells us cyber-bullying is on the increase and is under-reported. The aim of this pilot is to provide teachers and school leaders with a range of tools to help them deal with bullying.

On the 10 February, 2010, the Minister for Education, Julia Gillard,

announced in a media release that 164 schools have been selected to take part in a national pilot project to address cyber-safety.

The Australian Government is providing $3 million for the world-first cyber safety initiative that will run until April 2010. 

Schools participating in the project will implement policies and practices to support the smart, safe and responsible use of technology. They will be provided with web resources designed to help them create an approach to cyber-safety that meets their own specific needs.

The project will help clarify the role that schools play in ensuring responsible and safe use of technology.

The pilot aims to:

• Make cyber-safety an integral part of student wellbeing practices in schools
• Improve the curriculum in relation to cyber-safety
• Increase the skill and confidence of teachers to confront cyber-safety issues
• Help schools work with parents and the community to keep children safe.

Research determined the development of content of the programs. The outcomes of th epilot will be evaluated and used to inform the Government’s review of the National Safe Schools Framework (NSSF), due to finish in June 2010. 

The Rudd Government has already started engaging with young people to address cyber bullying through the Youth Advisory Group (YAG) which provides advice to the Government on a range of cyber safety issues including cyber bullying, mobile phone safety, social networking sites, privacy and online computer games from a young person’s perspective. The cyber-safety pilot will incorporate feedback from the YAG.

Bullying. NO WAY!

What is it?

Bullying. No way! is a website created by Australian educational communities outlining, designing programs and support in dealing with forms of bullying in schools. Educational staff were not the only people providing input. Members of the wider community such as students, parents and support agencies gave their perspectives and input in developing the site so cyberbullying can be effectively prevented or dealt with. 

What is their aim?

Their aim is to provide a learning environments where every student and school community member is safe, supported, respected, valued – and free from bullying, violence, harassment and discrimination. They have outlined certain key points in their goal statement: 

• To provide a nationwide resource of State and Territory approaches to minimising bullying, harassment and violence in schools.
• To develop a framework for sharing Australian school community solutions that work.
• To use technology and networks to make this information as accessible as possible to school communities.
• To make sure that all students can learn in a safe and supportive school environment.

What we can do...

Bullying, harassment and violence occur in all schools communities, with cyberbullying becoming a serious problem within schools that stretches out into the home environment as well. My focus on researching cyberbullying is what can we do to help prevent it from happening? Educating students and parent as well as training teachers are major initiatives that are taking place and need further addressing. How students are being educated and taught to think and respect one another needs to be in a form they can relate to, engage with, and prompt consideration. The site has many resources, such as writing workshops, painting workshop, forums and mobile movies on cyberbullying to provide several different access points to this pertinent issue. This enables people with different interests and learning styles to access the information and absorb it.  School communities around Australia – parents, staff, students and community members – can increase understanding about the issues, hear others' stories, find out about resources, and share strategies and success stories across the nation.

Educating students on Cyberbullying

I came across a teachers resource website dealing with cyber-safety.  One resource contained videos, lesson plans and student handouts developed by the Australian Government: Australian Communications and Media Authority. The video engages the new digital and visual generation of twenty-first century learners. Handouts and lesson plans are provided to then generate thinking and discussion so this serious issue is not just passively dealt with. These educational resources are vital in educating students about the negative effects of cyberbullying as preventative measures. They also show how deal with cyberbullying if a situation occurs. Websites like these with useful resources are helping to prevent cyberbullying by increasing students awareness and providing aid to teachers in their role of educating students about this issue.

Cyber-bullying

I found a comic artist, Mike Jasorka who does weekly posts. A comic posted in 2009 dealt with the issue of cyber-bullying. This medium, being a comic, is accessible, engaging and relevant to students. It enables them to take and interest and learn of the negative effects. Cyber-bullying is an issue in the tewenty-first century. I will be investigating what strategies and plans education systems have come up with and initiating to overcome this problem.

Summary One: Social Networking

Summary One: Social Networking.

How are social networking sites beneficial to learning in schools? How can they be implemented in a school context?

A recent survey from the Pew Internet & American Life Project found that 73 percent of online teens using social-networking sites (Magid, 2010). This percentage along with other findings raises the issue of whether the implementation of social networking sites in an educational context is beneficial to learning. It has been a topic of focus in conjunction with concerns of safety if they are integrated into school systems. With benefits extensively detailed in many studies it has become an issue of how rather than if, they should be integrated.

Many studies whilst acknowledging the concerns for safety explore the benefits that occur when implementing social networking sites in schools. Research revealed that there is a general agreement on the benefits, these include:

Benefits	Description
Class discussion	§       Able to convey opinions and receive immediate feedback to encourage further discussion. §       Conversations continue beyond the class.
Class Community	§       Student’s perceptions of each other change; this improved understanding creates respect and develops classroom dynamics leading to more interaction. §       An increased openness to new and diverse views.
Relevant Skill Development	§       Increases technological fluency. §       Independence and responsibility towards practicing safe use of information and technology. §       Networking skills developed for future careers. §       Creativity and management skills in maintenance of sites. §       Improves grammar and an understanding of the appropriate use of language in different contexts. §       Increased understanding of 21st century tools. Generates a positive attitude to explore and investigate new tools. §       Makes schools more relevant and meaningful. §       Flexible learning. Enables students to organize their thoughts and represent knowledge in a different manner.
Awareness of the world	§       Creates a sense of the real world and how it is functioning. §       Connecting to different cultures, people and opinions through message boards and collaborative work.

 

These benefits to learning are encapsulated in YouTube video, ‘Twitter in the classroom?’ (2009). In this case study, students at Roosevelt High School in Minneapolis, USA are engaging with and using knowledge through the use of social networking resources. Their learning has become integrated with mediums of the 21^st century such as twitter, wikki, instant messaging, social websites and more. Conventional methods of teaching are merging with the informal learning habits of online home activity. They are engaging the students with educational information pertinent to them, integrating the tools into the curriculum and setting goals to use them to their maximum potential.  Evaluation reveals that these social tools are serving two purposes for their students. Firstly, they are preparing them for communicating in the 21^st century and secondly, they capture attention and raise participation levels which leads to increased academic achievement.

 

The main concern is, now we realize how beneficial social networking sites are to learning, how can we integrate them into school curriculum? Support, attitude adjustment and utilizing alternative educational sites are possible ways. A study (Brady 2010) compares parent and student attitudes to educators.

“While more than half of the education leaders wanted to prohibit the use of social networking…a majority of the parents and students expressed high expectations about the positive role social networking technologies could play in students' lives. About 60 percent of the students surveyed indicated they use social networking sites for online discussions about schoolwork.”

 

This is further supported by another earlier study (Richardson 2007) that discovered more specifically,

 

76% of parents expect social networking will improve their children’s reading and writing skills, or help them express themselves more clearly…and parents and communities “expect schools to take advantage of potentially powerful educational tools, including new technology.”

 

Despite this escalating support and expectation, educators have developed a negative attitude towards encompassing them as learning tools and are failing to see the importance of social networking sites in education. In-school use of these technologies have been limited or avoided entirely due to concerns on privacy, inappropriate content, cyber bullying and distraction from study. Public and student support is forcing the government to modify laws to allow schools to have access to social networking sites to be in synch with the new ways of consuming information and interacting in the 21^st century.

 

The support given to integrating these tools in the learning process has generated controversy in regards to the safety risks and disadvantages they bring. Studies have noted these risks, but have also shown that these can be overcome or controlled (Richardson 2007). Privacy and safety issues can be overcome by educating students on how to be responsible and aware users and by implementing educationally developed sites that the teacher controls to manage cyber bullying, though immediacy of postings can make it difficult effectively police. Teaching time management skills and goal setting can overcome any distractive elements.

 

These valid issues have prompted the development of alternative networking tools that can be used to provide a safe, student centered environment to learn in. They enable the power of social networking to be harnessed and are integrated with control features and filters designed for school use (Richardson 2007). Brady attributes educators lack of usage to their ignorance of resources like Elgg and Ectolearning that emulate aspects of Facebook and MySpace but are designed to address the needs of contemporary learning, creating communities between teachers and students, including file sharing, content creation, online collaboration and learning management. Each student has a profile and teachers can create work that integrates Web 2.0 resources such as YouTube without students leaving the safe learning environment. These tools are becoming ideal sites to provide a way to safely incorporate social networking in the classroom, enabling educationally relevant information to be consumed and communicated.

 

It is apparent that social networking is highly beneficial in education and by using alternative resources like Elgg, Ning and EctoLearning, they can overcome the disadvantageous issues and be implemented in schools. Future research is likely to focus on the main disadvantage of cyber bullying when implementing such tools.

 

References:

Magid, Larry, Social Networking Belongs in Schools, CNET News, viewed 07/03/10,

http://news.cnet.com/8301-19518_3-10459983-238.html

 

Twitter in the classroom?, 2009, youtube video, viewed 07/03/2010,

http://www.youtube.com/watch?v=4OxIz_3o3O0

 

Richardson, Will, 2007, Weblogg-ed: learning with the read/write web, viewed 07/03/10,

http://weblogg-ed.com/2007/social-networking-in-schools-gets-a-boost-from-nsba/

 

Brady, Kevin, 2010, ‘Lifting the Limits on Social Networking’, School Administrator, Vol. 67, Issue. 2, pg 8. 

Conclusion on Social Networking: The Benefits and Fears

 I decided to do a brainstorm on my thoughts so far after completing some research on the benefits of using social networking in schools. It has become apparent that the benefits outweigh the disadvantages, which consist of concerns for students safety and attention issues. These disadvantages could be overcome by teaching e-safety and responsibility when using the social resources. 

Click on image to enlarge.

Entry 5: A Case Study: The Successful Implementation of Social Networking in School

Twitter in the Classroom?

A case study at Roosevelt High School in Minneapolis, USA. 

This youtube video discusses the benefits of integrating social networking resources into the school curriculum. By using social media tools and giving them access to the Internet, students are able to learn in different ways. Having discussions about their English class online has increased their level of attention and engagement in their studies. 

This video outlines several beneficial reasons why social networking mediums should be integrated into educational systems:

1) They prepare students for communicating in tomorrows new media landscape. Preparing them for how the world and workplaces are  functioning outside of schools by developing technological fluency.

2) They promote engagement with educational subjects and increase participation

3) By promoting engagement they increases academic achievement

4) They are familiar and used frequently by students outside of schools. Bridging the divide between informal learning at home and formal learning in school. More relevant for the students and a familiar way to process and understand educational subjects.