Y2 l10 esafety

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  • A somewhat unexpected stance from this quarter. What contribution should pupils and parents make to a school’s e-safety provision? Did any students receive briefing or training from the school?
  • Looking at technology from the perspective of children, stories about how they use online spaces to build relationships and create original content. Interviews, discussions, conversations, 60 diaries, poll of 600 parents. “ The use of digital technology has been completely normalised by this generation, and it is now fully integrated into their daily lives. The majority of young people simply use new media as tools to make their lives easier… Almost all are now also involved in creative production, from uploading and editing photos to building and maintaining websites. … many children we interviewed had their own hierarchy of digital activities when it came to assessing the potential for learning… they were very conscious that some activities were more worthwhile than others.”
  • Becta funded study of 612 KS2 children in 5 schools. Really impressive methodology, survey plus a website where pupils submit their own ideas about how schools’ use of technology could come closer to their own experience out of school, using open text, pictures and video, but hardly any of the children used this because a) “It was not a part of the culture of any of the schools in the sample to compose online content in either blog or wiki form”, and b) the filtering in place wouldn’t let the children access the site from inside school! They did, however, use childrens’ drawing as a way of capturing something of their visiion for technology. This work was quite influential in how we framed our own survey, and we hope to be able to do some triangulation against their results in follow up work. “ Many primary pupils’ actual engagement with ICT to be often perfunctory and unspectacular - especially within the school setting… Home internet was dominated by online games, watching video clips and, to a lesser extent, chatting and using social networking sites… it was notable that creative and collaborative uses of so-called ‘Web 2.0’ applications were not prevalent either inside or outside school, with passive consumption rather than active production the dominant mode of engagement. “
  • “ Online spaces provide unprecedented opportunities for kids to expand their social worlds and engage in public life, whether that is connecting with peers over MySpace or Facebook, or publishing videos on YouTube,” said Ito. “Kids learn on the Internet in a self-directed way, by looking around for information they are interested in, or connecting with others who can help them. This is a big departure from how they are asked to learn in most schools, where the teacher is the expert and there is a fixed set of content to master.”
  • Notable gender differences Girls leading the boys with music, pictures, chatting and social networks, and blogging and school related learning (16 point difference here!) Boys taking the lead for learning unrelated to school, games and cheats, hobbies, video, ict skills and making websites.
  • There is a perception amongst our sample that their teachers really knew very little about how they were using technology out of school – with over a third claiming their teachers knew nothing about this. Surely one of the ways we can move forward to leverage the benefits of pupils informal learning through technology is to start this conversation.
  • I’m not aware of case law in which children claim their human rights are infringed because they can’t access facebook, but, perhaps, it’s only a matter of time. The above would, in practice, be trumped by article 2, which says we always put the best interests of the child first.
  • Y2 l10 esafety

    1. 1. 10. Safe and responsible use of the Internet <ul><li>Supporting learning communities with ICT </li></ul>
    2. 2. Think back to placement: What were the e-safety issues for: School leadership? Children? You?
    3. 4. Safer Children in a Digital World <ul><li>Much that is good </li></ul><ul><li>A child centred approach </li></ul><ul><li>Generational divide, risk aversity </li></ul><ul><li>Gap between skills and wisdom </li></ul><ul><li>Shared responsibility </li></ul><ul><ul><li>Reducing availability </li></ul></ul><ul><ul><li>Restricting access </li></ul></ul><ul><ul><li>Increasing resilience </li></ul></ul><ul><li>Swimming pools </li></ul>
    4. 5. UKCCIS <ul><li>Online safety on the Rose Curriculum </li></ul><ul><li>E-Safety inspected </li></ul><ul><li>QTS test and survey </li></ul><ul><li>A safer online environment </li></ul><ul><li>Internet Safety Code </li></ul><ul><li>Inspiring safe and responsible use and behaviour </li></ul>
    5. 7. Do we have safer children in a digital world? <ul><li>There have been many positive advances in incorporating digital safety in the curriculum and in initial teacher training. UKCCIS and its members have also developed resources and materials for schools and teachers. </li></ul>
    6. 9. Their Space Green and Hannon, DEMOS, 2007 <ul><li>Building relationships </li></ul><ul><li>Creating content </li></ul><ul><li>Essential skills </li></ul><ul><ul><li>Creativity </li></ul></ul><ul><ul><li>Communication </li></ul></ul><ul><ul><li>Collaboration </li></ul></ul><ul><li>User types: </li></ul><ul><ul><ul><li>Digital pioneers </li></ul></ul></ul><ul><ul><ul><li>Creative producers </li></ul></ul></ul><ul><ul><ul><li>Everyday communicators </li></ul></ul></ul><ul><ul><ul><li>Information gatherers </li></ul></ul></ul>
    7. 10. Learners and Technology: 7-11 Cranmer, Potter, Selwyn, 2008 <ul><li>“ Use of computer games, digital cameras, and making pictures were all more prevalent in the home” </li></ul><ul><li>Relatively little creative or collaborative use of the net, either at school or home </li></ul><ul><li>Good awareness of e-safety issues </li></ul>
    8. 11. Digital Media and Learning Initiative MacArthur Foundation, 2008 <ul><li>Generation gap in perceived value of online activity </li></ul><ul><li>Learning social and technical skills </li></ul><ul><li>Peer learning </li></ul><ul><li>Most aren’t making the most of the opportunities </li></ul><ul><ul><li>Hanging Out </li></ul></ul><ul><ul><li>Messing Around </li></ul></ul><ul><ul><li>Geeking Out </li></ul></ul>
    9. 12. Use of the Internet
    10. 13. Give examples of things you have learnt using technology that are not related to school work.
    11. 14. Give examples of things you have learnt using technology that are not related to school work. <ul><li>Girl, 16: You don't really learn much from these social sites. It is just an easy and fun way to communicate with your friends. </li></ul><ul><li>Boy, 16: I have learned how to do some simple programming using Basic and I have researched how to utilize the Macromedia Flash program to create basic flash documents. </li></ul><ul><li>Boy, 15: I have learned how to do some simple programming using Basic and I have researched how to utilize the Macromedia Flash program to create basic flash documents. </li></ul><ul><li>Boy, 14: I've taught my self some Python scripting and how to mod most of the games that I play. I've also learned to bypass nearly every filter/parental control my parents or school have placed on my computer. </li></ul><ul><li>Boy, 15: I have expanded my musical knowledge through YouTube video. I have also improved my instrumental skills through YouTube. </li></ul><ul><li>Girl, 13: how to personalise backgrounds, and how to download music </li></ul><ul><li>Boy, 15: I've taught myself to program in C++ and PHP through online technical documentation and tutorial sites like W3Schools. (I believe W3Schools is blocked at school.) Most of the home pages of FOSS projects are blocked as well. </li></ul>
    12. 15. Give examples of things you have learnt using technology that are not related to school work. <ul><li>Boy, 8: you can talk to people in a different country on skype. </li></ul><ul><li>Boy, 11: Financing - from playing Football Manager every week Football - from Fantasy Football </li></ul><ul><li>Girl, 13: Watching BBC i-player nature programes because it doesn't work at school. </li></ul><ul><li>Girl, 15: I learnt how to power an i pod with an onion through Youtube! </li></ul><ul><li>Boy, 15: Av learned how to write flash games with actionscript. </li></ul><ul><li>Boy, 10: Making your own website and how to put on html snippets and embed codes </li></ul><ul><li>Boy, 11: Wikipedia lies (often) </li></ul><ul><li>Girl, 12: learnt words to songs. l learnt a tiny, tiny bit about brain/heart surgery </li></ul><ul><li>Boy, 10: How to make music, use iChat. Watching Videos and filming movies. Making websites (freewebs, iweb and justhost) Used to play DS </li></ul><ul><li>Boy, 12: Rune Scape is a game in where you have to be very social to complete </li></ul><ul><li>Boy, 16: The govournmental structure of the early Roman Republic. </li></ul><ul><li>Girl, 12: How to programme my laptop. </li></ul>
    13. 16. How could ICT at school be more like at home? <ul><li>Boy, 17: I believe that schools should take advantage of the ICT technologies that most students have at home to a greater extent. For instance they should use face book to keep students connected to each other and to the school such as teachers. Video games could also be used by schools to assist learning. Games can get kids interested in what they are learning, they also present the information in a more hands on way then a book alone. </li></ul><ul><li>Girl, 10: let us play games in our free time (at breaks etc...) </li></ul><ul><li>Girl, 10: they could install programs on moodle which are like games </li></ul><ul><li>Boy, 17: Yes. Allow students to learn on their own, don't set a plan for learning. Let students find websites and resources on their own and make it less of a chore to do assignments. </li></ul><ul><li>Boy, 16: I believe that my school should lower its restrictions on schools computer access, because the filter that blocks websites is a double-edged sword. I understand that my school blocks certain websites that may be distracting (eg. gaming websites), but some websites that could be utilized by myself and other students are blocked as well for no apparent reason. I would like my school to either lower the restrictions or use a different filter than can be configured much more easily than our current one. </li></ul>
    14. 17. What do teachers know?
    15. 18. What do you think is the biggest danger to which primary age pupils are exposed through their use of the Internet?
    16. 19. What single step could a primary school take to reduce the risk of this?
    17. 20. CEOP
    18. 21. Childnet International
    19. 22. Explore and evaluate the LGfL content, Us Online as a resource for raising children’s awareness of e-safety and equipping them with the skills to keep safe online. http://usonline2.lgfl.org.uk/
    20. 23. CC by-nc Xerones
    21. 26. CC by markhillary
    22. 29. CC by-nc Xerones CC by-nc-sa a shadow of my future self
    23. 32. Private Shared Public Pros Cons
    24. 33. Roehampton 1 st Years http://is.gd/fUkO9e
    25. 34. Some legislation <ul><li>Data Protection Act: http://is.gd/1zRnEy </li></ul><ul><li>Freedom of Information Act http://is.gd/0O6H8U </li></ul><ul><li>Copyright http://is.gd/DEAdgE </li></ul><ul><li>Digital Economy Act http://is.gd/Lq1WYF </li></ul><ul><li>Regulation of Investigatory Powers Act http://is.gd/Drr1AK </li></ul><ul><li>Computer Misuse Act http://is.gd/AQIcdv </li></ul><ul><li>COPPA </li></ul><ul><li>DMCA </li></ul><ul><li>SOPA </li></ul>
    26. 35. <ul><li>Article 13 </li></ul><ul><li>1. The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds , regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the child's choice. </li></ul><ul><li>2. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order, or of public health or morals. </li></ul>UN Convention on the Rights of the Child
    27. 36. Becta on AUPs <ul><li>Be clear and concise </li></ul><ul><li>Reflect your setting </li></ul><ul><li>Encourage end-user input </li></ul><ul><li>Be written in an appropriate style for your users </li></ul><ul><li>Promote positive use of new and emerging technologies </li></ul><ul><li>Clearly outline acceptable and unacceptable behaviours for school and personal technology </li></ul><ul><li>Outline what monitoring takes place </li></ul><ul><li>Outline sanctions for unacceptable use </li></ul><ul><li>Be regularly reviewed </li></ul><ul><li>Be widely and regularly communicated to all stakeholders </li></ul>
    28. 37. AUP 1
    29. 38. AUP 2
    30. 42. Wiki task
    31. 43. Assessment requirements
    32. 44. Expectations

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