1. what do we know? how do we know it? what do we need to do ? how will we do it? shaping citizenship & safety inImage: NSW Dept Ed. digital spaces exploring Cyberia go figure Nov 2011 technology is my life extends my creativity & curiosity technology is an extension of who I am technology is all about learning challenges opportunities
2. finding the balance cybersafety To teach our children this new citizenship, we need to fold their or digital tools into the general flow of school.digital citizenship J Ohler. Character Education in the Digital Age. ASCD. 20010 We need to not only help students learn to use these tools in smart, productive ways, but also help them place these tools in the larger context of building community, behaving responsibly, and imagining ahealthy and productive future... both locally and globally."
3. crossing the line where are you? Teens: Kindness & Cruelty on SNSwhat behaviours would you expect to see on the + side 95% of US 12-17 years online 80% use SNSwhat behaviours would you expect to see on the - side 69% say peers mostly kind to each other 20% say peers mostly unkind why did he choose to stay on the + side? 11% ‘it depends’ ‘I’m not moving..where are you?’ 15% report being target of mean or cruel behaviour how hard is it to stay on the + side? 88% have witnessed others being mean or cruel November: 2011 Pew Internet Research Centre 1 in 5 teens say they were bullied last year. 55% of teens who witness cruel behaviour frequently Mostly in person. F2F see others ignore it 27% frequently see others defend victim 20% frequently see others tell person being mean to stop 19% frequently see others join in the harassment
4. EU Kids Online Study Key Findings 21 October 2010 23,420 Internet users ages 9-16 years old + one of their parents 50% of all children said they find it easier to be themselves online than in The survey asked about these online risks: o pornography real life. o bullying o receiving sexual messages o contact with people not known face to face o offline meetings with online contacts o potentially harmful user-generated content and o personal data misuse .Lead author: Sonia Livingstone.London School of Economics and Political Science. Key Findings: Parents Key Findings: Parents 52% of parents whose child has received sexual messages say that their child has not; 61% of parents whose child has met offline with an online contact say that their child has not. 41% of parents whose child has seen sexual images online say that their child has not seen this; Although the incidence of these risks affects a minority of children 56% of parents whose child has received nasty or in each case, the.... hurtful messages online say that their child has not; level of parental underestimation is more substantial. Key findings. 95% of middle school students (years 7 to 10) have Teenagers used SNS. Legal Risks and 93% use Facebook is the most popular SNS,by Social Networking Sites 27% use MySpace Authors Melissa de Zwart The majority of surveyed students update David Lindsay Michael Henderson information on their SNS at least every day, and Michael Phillips over a quarter update their SNS profile Published 2011 several times a day. 1004 middle school students Years 7-10 204 middle school teachers 49 parents of middle school students. Focus group interviews were conducted with 58 middle school students and 21 middle school teachers.
5. Key findings. Surveyed students felt that SNS were safer than did their teachers and parents. 46% reported that they did not talk with their 49% of students recognised that there was some element of risk in using SNS, parents about SNS use 28% thought that SNS were safe. 75% reported that they did not talk with their teachers about SNS use! 20% of students were ambivalent about risk, essentially reporting that the degree of risk wasThe majority of teachers who were surveyed on irrelevant to them as it is “just what everyone the issue indicated that they were generally does”. aware of risks, including legal risks, of teachers using SNS. Key Recommendations The potential disparities in the approaches to, and understandings of, legal risks associated with SNS use between parents, teachers and students .. suggests that there is some need for education and training of teachers and parents. There is a pressing need for research and policy work to be undertaken in determining the extent of the ‘duty of care’ owed by teachers in any interactions with students via SNS. Cyberbaiting is when students irritate or ‘bait’ a teacher until the teacher gets so frustrated they ‘lose it.’ Students are ready for the teacher to crack and film the incident on mobile phones so they can later post the footage online.
6. e-safetyThe five highest rated aspects are: • Administrator responsibilities (3.24) – provisions managing relationships Policy and Leadership • Technical security (3.17) – Technical Infrastructure self review managing/shaping • Digital literacy education for students (3) - Education The five lowest rated aspects are: reputations • Disciplinary action policy (3) – Policy • Staff training (1.44) - Education and Leadership • Reporting policy (1.44) - Policy • Mobile device policy (2.9) – Policy and Leadership and Leadership • Personal data security (1.57) – Technical Infrastructure • Evaluate and adjust policy (1.6) - E-Safety Accountability • Website, online education, external communications policy (2) - Policy and LeadershipThe challenge for young people today is how to manage their lives in a world where the Internet..records everything and forgets nothing where every online photo, status update, Twitter post and blog entry by and about individuals can be stored forever. NY Times 2010
7. Google Alerts know what’s being said about your school "# Shaping a Positive Online Image managing contentBe selective about what you put online Posting is permanent Private is never private Monitor regularly Seek help Fences are not sufficient too sexy too soon "Girls are being shown in images that are almost like soft porn...The effect is to severely restrict girls To be safe around all water, we options, including the way they choose to portray teach children to swim themselves....in the online world, girls are reflecting back the images they see” commonsensemedia.org/advice-for-parents
8. too sexy too soon ‘Young people naturally experiment with identity as they mature. Being raised in a world that increasingly sexualises them, they begin to view themselves as objects for other peoples sexual attention. sexting No one asks them or teaches them how to think critically or about these images.’ Tolman youth‐produced sexual images commonsensemedia.org/advice-for-parents The authors suggest using the term “youth‐ produced sexual images,” defined as.... 2% of youth had appeared in or created nude or nearly nude pictures or images created by minors (age 17 or videos younger) that depict minors and that are or Reduced to 1%when the definition is restricted to only include images could be considered child pornography that were sexually explicit (ie, showed naked breasts, genitals). under criminal statutes.!!! 7% had received nude or nearly nude images of others 6% reported receiving sexually explicit images. Few youth distributed these images. Source:! Wolak, J., Finkelhor, D., Mitchell, K., Ybarra, M.! (2008) Kimberly J. Mitchell, PhD, David Finkelhor, PhD, Lisa M. Jones, PhD, and Janis Wolak, JD Crimes Against Children Research Center, University of New Hampshire, Durham, New Hampshire Good Kids do Bad Things on the Internet Source: Dr. Linda Young!"#$%&()*+&,,-./01&-.$*2334 incredibleinternet.com
9. easy & fast easy & faststrong emotions can be released at the speed of a keystroke but the part of the brain that is in charge of ripple effects can last much longer impulse control and long term consequences not fully developedcommon for teens to post whatever until 20-25 years they are feeling, thinking, or doing whenever the impulse takes them illusion of privacy paradox of parental expectations invisible audience no one is all good or all bad bedrooms a digital cocoon living up to being ‘good’ creates pressure to conform to these expectations in ‘real’ lifecan’t see the ‘whites of someone’s eyes’ lack of non-verbal cues = lack of empathy emotional & physical distanceparadox of parental expectations child who bullies or harasses online doesn’t witness the emotional and physical reaction of the targetresentment/frustration until opportunity for privacy & anonymity difficulty in feeling compassion or empathy Internet outlet for expression of ‘bad’ thoughts offender safer from physical retaliation e.g if bullied offline becomes bully online
10. loss of self awareness fallout from ‘super’ parenting & ‘groupthink’ showered with attention & ‘things’an anon member of a large group of young people have a stronger sense supporters feels less responsible for of entitlement and weaker sense of their actions responsibility less likely to question whether allows them to think they can get behaviour is appropriate or out of away with bad behaviour control’bad’ group behaviour can seem like the right thing to do . 15 min of fame so what? now what?model behaviour that gets attention and peer acknowledgementbad behaviour ‘celebrated’ in reality TV infamy, tasteless & derogatorybehaviour gets more attention than acts of kindness delicious.com/cybersafekids ikeepcurrent.org
11. commonsensemedia.org Y6-8 Digital Citizenship Scope and Sequencefilm & app reviews digitalcitizenshiped.com
12. thatsnotcool.com young people as researchers ethical thinking skills Striving to understand the motives and goals of multiple stakeholders in onlinePerspective Taking communities. e.g friends, peers, creators, owners online of content when..... presenting oneself in an online Roles community; sharing information & about self or others;taking action Responsibilities in an online game, responding to something troubling ..to communities. Choices include:Potential Benefits conduct & speech Harms privacy credibility
13. Secondary Curriculum 5 Units you decide Scenarios & Dilemmas Core Themes The aim of the Norwegian project is to increase young peoples knowledge of Participation privacy and to raise their consciousness about the choices they make when Identity they use digital media such as the Internet and mobile phones. PrivacyAuthorship & Ownership Credibility dubestemmer.noteacher resource13-17 years of age parent education what do they need to know? the parent-teacher-student conference went OK..... what do they need to do?
14. complex solution to parenting FB teens creating conversations parent forums led by students Why do young people use Facebook? Why do young people use Facebook? For as many reasons as adults do. The research of psychologists and sociologists shows us that they use social networking sites for: Collaborating on school workSocializing or “hanging out” with their friends, for the most part friends at school Validation or emotional support Day-to-day news about their friends, Self-expression and the identity acquaintances, relatives, and peer groups exploration and formation that occurs in adolescent development
15. No matter how disorganised or messy a social-networking website looks, it can be divided neatly into three main activities: Identity: creating an identity or a personality online Communication: with friends online Sharing: photographs, videos, music, information on hobbies and interests To use a social-networking website is to be part of a community. To use a social-networking website is to be part of a community. Connecting Generations “Discovering the digital world together safely”.robyn treyvaude. email@example.com. 0402 064 039twitter. rtreyvauddelicious.com/cybersafekidsw. cybersafekids.com.au student voices