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
