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Presentation to ictQatar conference "Exploring ICT in Education" 2009. Advices addressing cybersafety in a paradigm that supports 21st century learning. Mala Bawer, Ex Director CyberSmart Education

Presentation to ictQatar conference "Exploring ICT in Education" 2009. Advices addressing cybersafety in a paradigm that supports 21st century learning. Mala Bawer, Ex Director CyberSmart Education

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  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org This presentation was delivered by Mala Bawer, Co-Founder Executive Director of CyberSmart Education in Doha Qatar to the ictQatar sponsored conference “Exploring ICT in Education.”
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Let’s start out with a QUIZ!! What is the MAIN objective of teaching students cybersafety?
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org ( A ) to protect students from danger ( B ) to leverage ICT to support 21 st century learning A or B Careful It’s not so obvious. It DEPENDS It depends on whom you are asking. Everyone shares the same concern for young people’s safety But perspectives and vantage points differ!
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org How we perceive an issue directly impacts how we respond to an issue. Let’s look at what happened in the United States over the past 10-year period. You’ll see how our Internet safety messages were developed — not by professional educators like yourselves — but rather by law enforcement professionals.Think about that for a moment. Law enforcement people — the experts in crime —were largely responsible for educating our children about cybersafety — NOT the educators — who are the experts in teaching and learning. How did this happen? And what was the result? The result was that efforts to foster cybersafety were focused on stranger danger messages that were off the mark, scared teachers and parents inappropriately, and did not arm students with age-appropriate skills that can keep them safe online. Worse, the messages coming from law enforcement are now interfering with meeting our 21 st century education goals. .
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Without the involvement of educators, an important piece of the conversation was lost in the United States. Istead of focusing on the essential question “How do we foster cybersafety in support of student learning? ” the conversation consisted of warnings about the dangers of the Internet. Instead of using sound educational pedagogy to empower students to safely harness ICT’s potential to foster creative inquiry, collaboration, and critical thinking—the 21 st century skills students need to be successful learners and workers in today’s digital world— the conversation scared us all. How did we miss such an important piece of the conversation? Let’s look briefly at the past 10 years of the American experience to see what happened and — frankly — what you can do to avoid our mistakes. Then, we’ll look together at the opportunity it offers you in Qatar — and now us in the United States — to structure a new paradigm from which to foster cybersafety in support of 21st century learning . Let’s start by asking the question: How did it happen that law enforcement professionals took charge of teaching cybersafety in the United States?…….
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org How did this happen? The first reason is that the Internet revolution started in American homes, not the schools. Many students were online at home using the first commercial services years before their schools were wired for Internet access. So the very first safety messages naturally came from the Internet service providers, who provided lists of rules and parental controls designed to let their commercial customers know that they could keep their children safe when they went to this great new place called cyberspace.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org But law enforcement quickly took over. Why? Because with scary headlines like this, the politicians and the public demanded it! So now let’s go back to the question I posed at the start.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Answer (A) was how the law enforcement stakeholders responded to the question. Let’s look at the safety strategies and media response that resulted. First you will view a 30-second public service announcement from a program receiving funds from the law enforcement arm of the US government. Next you’ll see the introduction to a popular television series created by a major US television network that focused on catching men who used the Internet to prey on young people, online predators. The result? Great television ratings and a very scared public!
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org . [ CLICK on embedded public service announcement for children video 30 seconds – shows pictures of undesirable looking people, scary feeling.. Voice over talks about ‘people wanting to get you.. Don’t believe them… video ends with child being abducted ]
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org [CLICK on embedded 6 second video clip of music and show TV title onl - no photos – “To catch a [online] Predator”
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Government funds — again coming from the law enforcement budgets — went to creating cybersafety lessons that school districts could use. But two problems were encountered. Most teachers were uncomfortable with the scary messages of the materials and, therefore, fearful of encouraging students to go online. So, it was largely left to law enforcement — the local police — to come into schools to present assembly programs for students and evening presentations that were very effective in scaring the concerned parents — at least the small numbers of ones who bothered to attend. Even later, when schools finally decided to link up to the Internet, professional development was not emphasized. The money earmarked for educational technology was almost entirely used to purchase computers and software and to wire the schools. So the teachers were more comfortable relying on the law enforcement people. Secondly, there was little effort to show how Internet education could be integrated into core disciplines.Core content-area teachers were concerned that the time commitment for this add-on subject matter would negatively impact their ability to meet the demands of their mandated curricula.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org So what do we know NOW that we didn’t know before? What does the research tell us about young people’s online behavior? What is going on? The University of New Hampshire Crimes Against Children Research Center was responsible for two of the largest national studies about children’s online use in the United States. Then just last year, a safety task force out of Harvard University reported on their year-long investigation. The first New Hampshire study, which came out about five years ago, was widely misrepresented by a statistic that was blasted across the media: 1 in 5 young people are sexually solicited online.The public fear and upset was felt everywhere. The problem was that no one bothered to read the actual research. The solicitations were almost entirely kids talking to other kids. Of course, this kind of inappropriate talk between youths must be addressed, but it was not what everyone imagined was going on. In actuality, the researchers found that our worse fears — that of a stranger on the Internet who uses trickery and violence to grab and assault young children — were largely untrue.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org The research was telling us that a very, very small number of high-risk teenagers are looking for love in a horribly inappropriate manner. The research showed us that law enforcement efforts to foster cybersafety were addressing what was happening to 1/10 th of 1% of our youths and not reflecting what was actually happening online to the vast majority, the other 99.9% our young people. What the police were seeing was very real – adults breaking the law and seriously harming our young people. These were the same young people that had been identified as “at risk” off line. Let’s listen to one of the researchers on the major national studies.. .
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Michelle Ybarra, MPH, Ph.D.President, Internet Solutions for Kids, Inc.CLICK on embedded video “ I would say that overwhelming that the majority of the internet safety messages have been centered around what we call this internet predator. Based upon data, what we’re now finding, what we’re now realizing is actually a myth, this idea that there’s this 40-year-old man lurking behind every corner of the internet waiting to take advantage of very young children. It’s very much like the stranger danger sort of myth that we had to successfully deal with in the child abuse prevention efforts of the ‘80s. So when we think about what actually is most likely to occur on the internet, kind of what types of concerns, what types of experiences do we need to be aware of that young people are actually having on the internet, what seems to be much more common is internet harassment. And by harassment, part of the problem we have is different figures around how often harassment is occurring. That’s because we have lots of different definitions of harassment. But typically harassment is defined by specific experiences. So being targeted by rude or mean comments; threatening or aggressive comments; having rumors being spread by somebody; those types of things. About 40 percent of young people actually say that that has happened to them about at least once in the last year. “ Ybarra, M.L., Mitchell, K.J., Wolak, J., & Finkelhor, D. (2006). Harassment: Findings From the Second Youth Internet Safety Survey Examining Characteristics and Associated Distress Related to Internet . Pediatrics ,118; 1169-1177. Ybarra, M.L., Mitchell, K.J., Finkelhor, D., & Wolak, J. (2007). Internet Prevention Messages: Targeting the Right Online Behaviors. Archives of Pedatrics and Adolescent Medicine , VOL 161, FEB 2007. Retrieved April 20, 2008, from www.archpediatrics.com
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Huge educational opportunities were missed. Opportunities to engage in meaningful conversations were overlooked. But these conversations were not happening. .And scare tactics were used in place of developmentally appropriate teaching strategies. While law enforcement had everyone focusing on the threat of predators, something else was missed entirely: cyberbullying. And while law enforcement was speaking about predators, the “at risk” teens were finding “love.” So the message missed the mark entirely.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org “ Educators have a very important role to play when we’re thinking about stemming the tide of cyber-bullying. First off it’s key to establish clear rules when it comes to acceptable computer usage and computer ethics. Also, I think it’s important to proactively engage the students in dialogue related to these topics. Now, there’s a variety of ways to do that. For example, you could use role-playing scenarios and just say, okay, this specific kid dealt with this specific problem, maybe received a harassing e-mail or had a picture posted of him without his shirt on, just his swimming trunks on, on Facebook. And it was really embarrassing for him because he wasn’t comfortable being shirtless and then posted for the whole student body to see. How would that make you feel? What should the student do? What should the parents do? So bring up these role-playing examples and scenarios and just promote discussion in the classroom. I think that’s really important.” Hinduja, S. and J. W. Patchin. (2008). ‘Cyberbullying: An Exploratory Analysis of Factors Related to Offending and Victimization. Deviant Behavior [issue 2 February 2008] 29: 129–156
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Given what we know now, ten years later, now what can we do? We need to involve the educators and look at Internet safety from within an educational framework, instead of within a framework of danger. What I am proposing is a new paradigm from which to foster cybersafety.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org I’m proposing that we move the educators to the front of the class and involve them in the conversation Let’s look at the issue of cybersafety NOT from the point of view of the law enforcement people — experts in crime — but from the point of view of the educators — experts in teaching and learning.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org So I’d like see the quiz question “What is the main objective for teaching students cybersafety ?” that I posed at the very start of my talk answered this way:(B) to leverage ICT to support 21 st century learning . If we want students to be 21 st century learners it means using ICT. And in order to do that, thefocus on safety needs to be an ongoing process throughout the grade levels and throughout the different content areas. What would this paradigm shift mean? If our answer is (B) instead of (A) – what would be different?
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org To begin with, educators would include these topics that have traditionally been a part of a school’s mission — to mold and create responsible members of society. Messages coming from law enforcement that focused on danger alone missed a huge opportunity to speak about safety within the context of personal responsibility, respectful, and ethical behavior. It’s easy to see how messages of cybersafety and cybersecurity fit beautifully within the context of teaching about personal responsibility and making good decisions. Isn’t that the point of being an educated person? Sadly, in the conversation coming from law enforcement, these concepts got ignored.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org John Lestino [CLICK on embedded video] USA National School Psychologist of the Year 2008 “School psychologists know we can’t outlaw all bad behavior, but character education programs, socioemotional learning, preventative programs, can and do have the potential to reduce cyber bullying and other forms of peer-generated animosity. That’s what the promise holds. It’s a unified program from the preschool through the high school. Socioemotional learning; character traits; the 11 pillars of cooperation and respect; how we teach peer relations. These must be infused and embedded in curriculum. These must be practiced. These must be modeled. And good schools with school psychologists supporting them on these tenants will make for a stronger productive school.”
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org When we switch to looking at cybersafety within the educational paradigm that I am proposing, then the focus becomes empowering the students to make good decisions not scarying parents and students. Educators would recognize that safety education is as much about teaching content skills as it is about teaching the process skills. Educators would focus on the critical thinking, decision making and problem solving skills that the basis for making good judgments - skills that are recognized as critical to 21 st century learning. Law enforcement is about enforcing the law — maintaining the rules and enforcing the consequences if they are broken. An educational framework would emphasize critical thinking rather than relaying facts about specific technologies that change frequently and related rules. Young people need to be guided to think critically about the connections between their online world and their face-to-face world. That conversation isn’t encouraged and doesn’t happen with a law enforcement vision.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org What else would be different if we looked at cybersafety within an educational paradigm? Educators are trained in cognitive development. So they would look at cybersafety within a developmentally appropriate context. They know that rules work up to a certain age and after that point it’s important to begin setting the foundations for responsible good judgment. They have a good sense of what’s normal and what’s not. For example, they would know it’s normal for young teens to experiment with their identities and focus student learning on skills for managing impressions for online audiences. There is absolutely no research to show that scaring young people is an effective learning strategy and plenty of educational research to show that critical thinking can be effectively taught.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Eight years ago [ in 2000] my company CyberSmart initiated a partnership with North America’s largest educational publisher, with the mandate to empower students to use the Internet safely, responsibly and effectively. After two years in design the CyberSmart Student Curriculum was, and remains, the only cybersafety resource developed within the educational framework. Just this last year [in 2008] we updated the curriculum, adding high school lessons. It is used around the world and attracts over 4 million page views on a monthly basis and more than 62,000 lesson PDFs are downloaded monthly and copied and reused and passed on. [ update note : sold to Common Sense Media in 2011] Then we went a step further and designed professional development for educators — to empower the teachers. I’d like to spend the next 10 minutes introducing you to the two tools we created and then open for questions. The first thing I’d like to point out is that we did not develop a safety curriculum. We’ve spent a total of 3 years now developing almost 100 lessons for grades K-12 that cover safety and security, manners, ethics, cyberbulllying, research skills and more because we think that safety, responsibility and effective use go hand-in-hand. We recognized that teaching responsibility and developing character is, and always has been, a traditional part of a school’s mission. Watch this short video and see what we though it meant to “Be Cybersmart” today.. ≈
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Be cybersmart video – embedded here . OR http://cybersmart.org/about/
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Let me show you some of the lessons. But before I do a quick point about cultural conversion. This is just a short list of considerations that would be important for you to consider to successfully adapt our curriculum to your country. Just as we spent hours debating the use of using the word “real world “or not, I’m sure you would make similar decisions. By the way, we never used the term “real world. For example, telling the students you are either in cyberspace or the “real world ” because even eight years ago we recognized that cyberspace was very real to students. We choose, then from the start, to examine with the students bringing their manners from their face-to-face world into cyberspace. I’m sure in adapting our curriculum you would have similar conversations on word selections and other items. Also, at this time, we would recommend considerations for adoption in 1:1 classroom and integrated distribution over cell phones which we are, in fact. doing in Africa. [Thank you to Dr. Ghadah Omar Fakieh, from whose doctoral thesis I studied to get this very abbreviated list of items for cultural conversion.]
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org http://cybersmartcurriculum.org/safetysecurity/lessons/k-1/go_places_safely/ So with this in mind let’s look at a few safety lessons so that I can quickly demonstrate to you how we handled a safety topic in a developmentally appropriate manner over 3 different grade levels. I’m going to show you the student activity sheets that the teacher copies and passes out to the students Here, you are looking a student activity sheet from a K-1 lesson for 5-6 year old titled Going Places Safety. The students take a virtual field trip online with their teacher to experience the power and excitement of the Internet by going someplace that might be impractical for a class to visit. They also learn that, just as when traveling in the face-to-face world, they should always take an adult with them when traveling in cyberspace.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/private_information/ At this grade 4-5 level for 9 and 10 year olds we are asking students to think about context and to differentiate between two abstract ideas and contrast them. That is, meeting someone at a a family reunion and then going online to a web site that may ask similar information. The teacher lesson plans provides steps to set the foundation for both secure online practices to prevent identity theft and general safe online practices
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org http://cybersmartcurriculum.org/safetysecurity/lessons/4-5/safe_talking_in_cyberspace/ Now you are seeing a portion of a lesson for 4-5 th Graders, 9 and 10 years old. The lesson starts with a real-life situation the student is likely to encounter and moves to a discussion about the situation employing critical thinking as the students compare and contrast cyberpals and face-to-face friends.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org http://cybersmartcurriculum.org/safetysecurity/lessons/6-8/savvy_online_talk_and_messaging/ This lesson is for a grade 6-8 level, student ages 12-14. Again we start with an authentic real life situation (page not shown here) and follow by asking the students to identify the problem, and after the discussion this summary sheet is provided. Note that the safety message is delivered in a positive age appropriate message – directly related to the research findings that acknowledges normal flirting behavior between boys and girls at this age and then exploring how flirting can quickly become uncomfortable online even with people you know and risky with people you don’t know. No scare tactics just plain talk within the context of a discussion with the teacher at the appropriate age level.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org http://cybersmartcurriculum.org/safetysecurity/ Each group of lessons comes with a home connection sheet for the teacher to either send home or post on the class web site. The one pictured here is from our new group of cyberbullying lessons.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Each lesson plan comes a step by step set of instructions for the teacher and recommended Web 2.0 strategies to use to enhance the lesson. We also recognized from the start that teachers needed flexibility – so the curriculum is designed to be used non-sequentially and in part or in whole. We often hear from creative teachers who have adapted parts of the curriculum as they needed. We just as often hear from school districts that have different teachers handling different lessons – the health teacher teaching some lessons, the classroom teachers teaching other lessons, the school psychologist handling some and the school librarian teaching other lessons.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org After some years, we discovered that educators needed more support and professional development in this area and so we developed workshops to train and support the educational professionals. The training was designed to accomplish two objectives (1) To allow educators to engage hands-on in the same kinds of learning they are expected to encourage in the classroom. (2) To provide uniquely supportive professional learning communities
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Teachers can explore together one of five content areas - safety , manners, cyberbullying and more offering anytime/anywhere scheduling and easily customized solutions on a Moodle platform.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Each week, over a period of four consecutive weeks, participants have a list of To-Dos, structured in convenient bite sized pieces. There are no scheduled meeting times. Days, nights, weekends—it's up to each participant, provided the weekly schedule of tasks is completed. Learners move together from week to week, requiring no more than 2.5 hours per week
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org At the heart of every learner-centered workshop is the inquiry-based CyberSmart! Knowledgebase. This is a unique, interactive, multimedia database of an ever-growing list of now more than 70 experts on all things Internet—from its impact on society, learning, and achievement to its ethical and legal implications. Participants choose a topic or expert and then ..
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org Select the question they want to ask and watch a 1-2 minute video. The videos you’ve seen today are some of these expertsThen within structured discussion forums the educators discuss the issues. These learning communities give the educators a framework within which to address key issues of concern to educators while at the same time allowing the educators to support one another in beginning to take full advantage of the wealth of resources online today and the collaborative Web 2.0 tools and to examine the implications on their teaching practices.
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org What I hope I have accomplished today is to give you a sense of what can happen if you the educators take hold of the safety concerns that will come up. You here in Qatar are living proof of our increasingly connected world. You have people from all over the world come live here and you have the power to open the world to your students. IF you empower them rather than block them in fear. The way to do that is to empower yourselves and move the discussion to addressing cybersafety in a paradigm that supports 21st century learning. Thank you. - move to questions.
  • 30 second overview movie of CyberSmart workshops CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org IF TIME: have audience do this: What’s the problem Sample lesson from bullying curriculum
  • CyberSmart! Education www.cybersmart.org Mala Bawer Executive Director mala@cybersmart.org

CyberSmart_ malabawer_qatar_2009 Presentation Transcript

  • 1. Strategies for fostering cybersafety in support of student learning in the 21st century Mala Bawer IctQatar March 2009
  • 2. What is the MAIN objective ofteaching students cybersafety?
  • 3. ( A ) to protect students from danger( B ) to leverage ICT to support 21stcentury learning
  • 4. The missing piece of the conversation
  • 5. Parental controls
  • 6. 2001 What the newspapers reported
  • 7. What is the MAIN objective of teaching students cybersafety?(A) to PROTECT them from danger
  • 8. Law enforcement public service ad
  • 9. The media’s response - a TV show
  • 10. Lessons from law enforcement funding
  • 11. What do we now know?
  • 12. What does the research say? image of predators using violence and trickery is largely inaccurate children younger than 13 are not victims of online solicitations it’s teens who meet strangers and they go willingly predators rarely lie about their age or true intent
  • 13. Misconceptions exposed by researchMichelle Ybarra, MPH, Ph.D
  • 14. Law enforcement message missed educational opportunities
  • 15. Cyberbullying is of greater concernSameer Hinduja, Ph.D
  • 16. A new paradigm:An educational framework
  • 17. Let’s move educators to the “front of theclass” and involve them in the conversation
  • 18. What is the MAIN objective of teaching students cybersafety?(B) To leverage ICT to support 21st century learning
  • 19. Educators would include topicstraditionally part of the school mission  Character  Respect  Responsibility  Ethics  Manners
  • 20. Linking cybersafety and characterJohn Lestino, National School Psychologist of the Year
  • 21. • Critical thinking• Decision making• Problem solving
  • 22. Educators would build on a developmentally appropriatefoundation to teach cybersafety
  • 23. www.cybersmart.org
  • 24. Be cybersmart video
  • 25. A short list for cultural conversion • Word choices and cultural icons • Graphic relevance• Adoption for 1:1 classrooms and cell phone distribution
  • 26. Moving rules intocyberspace ages 5-6
  • 27. Teaching contextand differentiation
  • 28. Critical thinking skills ages 9-10
  • 29. Critical thinking skills ages 12-14
  • 30. Consistentteacher lesson plan
  • 31. Hands on training in 21stcentury skills in professionalonline learning communities
  • 32. www.cybersmart.org
  • 33. IF TIME: have audience do this: What’s the problemSample lesson from bullying curriculum