Academic Literacy: AT4 Digital Artefact
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Mobile phone use in schools can be distracting for students and negatively impact their learning and grades. It can enable cyberbullying and lead to addiction issues over time. Excessive mobile phone use is replacing face-to-face communication skills and making students more dependent on messaging applications to interact. Overall, unrestricted mobile phone use in schools is concluded to have a negative effect on students.
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Social networking and psychological adjustment of persons with hearing impair...
This study investigated the influence of social networking on the psychological adjustment of students with hearing impairment in Oyo State, Nigeria. The study adopted the survey research design. A purposive sampling technique was employed to select adolescents with hearing loss. A simple random sampling technique was also used to select adolescents with hearing impairment who were thirteen years and above from both the junior and the senior secondary schools in Ibadan, Oyo State. 6 research questions were generated and data were collected through a structured questionnaire tagged “Social Networking (Social Media) Scale” with a reliability coefficient of 0.74. Data were analysed with descriptive statistics and inferential statistics of Pearson Product Moment Correlation, Multiple regression and Analysis of Variance (ANOVA).
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Dial D for DistractionThe Making and Breaking of Cell Phone.docx
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP):...
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP):...The Gandhigram Rural Institute (Deemed to be University)
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global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.Recommended
Does the new digital generation of learners exist?
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This study investigated the influence of social networking on the psychological adjustment of students with hearing impairment in Oyo State, Nigeria. The study adopted the survey research design. A purposive sampling technique was employed to select adolescents with hearing loss. A simple random sampling technique was also used to select adolescents with hearing impairment who were thirteen years and above from both the junior and the senior secondary schools in Ibadan, Oyo State. 6 research questions were generated and data were collected through a structured questionnaire tagged “Social Networking (Social Media) Scale” with a reliability coefficient of 0.74. Data were analysed with descriptive statistics and inferential statistics of Pearson Product Moment Correlation, Multiple regression and Analysis of Variance (ANOVA).
The study revealed that adolescents with hearing impairment uses Social Networking (SN) in order to access information, sustain relationships and because of its affordability. The finding also revealed that use of SNS has a positive significant relationship with emotional intelligence (r = 0.601, p<0.05);><0.05)>0.05) among adolescents with hearing impairment. The finding also found a joint relationship between use of SN, emotional intelligence, self esteem and loneliness (F (3,125) = 33.052, P<0.05).>0.05).
The study concluded that use of Social Networking (SN) have a great influence on psychological well-being, access to information, sustaining relationships, self expression among adolescents with hearing impairment. Based on these findings, it was recommended that adolescents with hearing impairment should be actively involved in activities with their hearing peers. These activities will help to boost the self esteem and emotional intelligence of persons with hearing loss while it will eliminate issues of social isolation and facilitate social inclusion.
Keyword: Social Networking Sites, hearing impairment, psychological adjustment, adolescents.
Dial D for DistractionThe Making and Breaking of Cell Phone.docx
Dial D for Distraction:
The Making and Breaking of Cell Phone
Policies in the College Classroom
Michael J. Berry
University of Colorado
Aubrey Westfall
Virginia Wesleyan College
Cell phones are nearly ubiquitous in the college classroom. This study asks two primary
questions regarding the making and breaking of in-class cell phone policies. In what manner
are students using their phones and how can faculty members minimize the potential for
phone-related distractions? To answer these questions we analyze original survey data from
nearly 400 college students across multiple public and private universities to better
understand the students’ impulse to use their phones during class. Results from the survey
demonstrate that more than 80% of students use their phone at least once per class and that
students generally believe this to be an acceptable practice. These student data are
supplemented with survey data from close to 100 college faculty to evaluate a range of
policy options for dealing with this issue. From this analysis, it is clear that the policies most
frequently implemented by instructors are typically perceived by students as the least
effective.
Keywords: cell phones, classroom distractions, mobile technology
INTRODUCTION
Cell phones have become a ubiquitous feature in American
society. A 2014 survey by a communication industry orga-
nization estimated that the United States, with a population
of approximately 317 million, had nearly 336 million wire-
less subscriptions, meaning that wireless connection pene-
tration stood at an astonishing 104.3% (CITA 2014). This
number continues to climb. Studies from a broad array of
disciplines have examined the myriad ways that cell phones
have transformed society, business, communication, health,
and numerous other facets of daily life, including education
(Campbell 2006; Gilroy 2004; Jenaro et al. 2007; Katz
2005; Wei and Leung 1999).
As educators well know, cell phones have become per-
vasive in the classroom. While many scholars offer sug-
gestions about how to make cell phones a useful
pedagogical tool (Katz 2003; Kinsella 2009; Lindquist
et al. 2007; Prensky 2005; Schell, Lukoff and Mazur
2013; Scornavacca et al. 2009; Valk et al. 2010), others
bemoan the distracting nature of cell phones in the class-
room. One scholar has gone as far as likening cell phone
interruptions during class to a form of “technological
terror,” citing the multitude of ways that a single cell
phone can disrupt an entire class (Gilroy 2004, 56). While
this term is admittedly hyperbolic, nearly every educator
has had to deal with problems related to student cell phone
use and interruptions during class. The actual distractions
caused by cell phones can vary widely across campuses
and classrooms. This study contributes to a small but
growing literature on cell phone use in the classroom
(Baker et al. 2012; Campbell 2006; Campbell and Russo
2003; End et al. 2010; Gil.
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP):...
Impact of Mobile Phone usage on School Students’ Academic Performance (SSAP):...The Gandhigram Rural Institute (Deemed to be University)
Mobile phones are a dominant form of information and communication technology, with India ranking second in the
global telecommunication market. Most individuals start using mobile phones from the age of 12 and technology
becomes an integral part of their lives. This research studied the impact of mobile phone use on the academic
performance of secondary school students in the Namsai district of Arunachal Pradesh. The study adopted a
descriptive survey research method with a sample size of 40 students from 4 selected schools, each contributing 5
boys and 5 girls by using stratified random sampling technique. A self-constructed scale with four points, referred to
as a Likert-type scale, entitled "Mobile Phone and Students’ Academic Performance of Secondary School
questionnaire, was employed in order to evaluate the utilization of mobile phones as well as the students’ academic
performance of secondary schools. The study's results showed significant impacts of mobile phone use on the
academic performance of students during the COVID-19 pandemic. It pointed out the negative effects of their usage,
such as distractions in academic work, health issues, and time loss. However, the study establishes that appropriate
usage of cellular device can provide benefits in academic performance.114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© Th
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© The Journal of Negro Education, 2019, Vol. 88, No. 2 114
The Journal of Negro Education, 88 (2), 114-129
Does Resilience Mediate the Link between
Depression and Internet Addiction among African
American University Students?
Seok Won Jin The University of Memphis
Tiffanie-Victoria Jones Southern University at New Orleans
Yeonggeul Lee University of Seoul
The present study aimed to examine risk and protective factors of African American students at
a historically Black university in the southeastern region of the U.S. A total of 326 students
participated in a cross-sectional self-report survey as to scores of the Internet Addiction Test,
depression, resilience, and socio-demographic information. A stepwise multiple-regression
analysis revealed that depression and being a freshman, respectively, were predictors of internet
addiction. Chi-square tests showed that there was significant positive association between
internet addiction and depression, while internet addiction was negatively associated with
resilience. These findings provide useful information for developing culturally tailored
interventions of internet addiction for African American college students especially who are
depressed and not resilient in their first year.
Keywords: internet addiction, depression, resilience, African American university students
INTRODUCTION
The Internet’s rapid and deep integration into daily life has created a public health concern
among young adults (Christakis et al., 2011; Jelenchick, Becker, & Moreno, 2012; Wu et al.,
2015). Building on Young’s (1996, 1998) initial conceptualization of internet addiction, various
researchers have characterized the condition as pathological use of the Internet, leading to
significant impairment or distress (Cash et al., 2012; Elhai et al., 2017; Shaw & Black, 2008).
Despite the variations in its conceptual and operational definitions, internet addiction has been
used interchangeably with internet use disorder (Kardefelt-Winther, 2017), pathological Internet
use (Kaess et al., 2016), and problematic Internet use (Lachmann et al., 2016). Using the term
internet addiction to cover the collective phenomenon, the present study aimed to examine
factors associated with internet addiction among African American university students in the
United States.
VULNERABILITY TO INTERNET ADDICTION IN UNIVERSITY STUDENTS
Research indicates that internet addiction often leads to various negative consequences,
including behavioral, emotional, or relational problems (De Leo & Wulfert, 2013; Kuss et al.,
2014; Kuss & Lopez-Fernandez, 2016). For example, early studies on internet addiction showed
that internet addicts are likely to do less exercise, seek less medical care, skip meals, and sleep
late compared to common internet users (Brenner, 1997; Chou & Hsiao, 2000; Deatherage,
Servaty-Seib, & Aksoz, 2014; Kim et al. ...
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© Th
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© The Journal of Negro Education, 2019, Vol. 88, No. 2 114
The Journal of Negro Education, 88 (2), 114-129
Does Resilience Mediate the Link between
Depression and Internet Addiction among African
American University Students?
Seok Won Jin The University of Memphis
Tiffanie-Victoria Jones Southern University at New Orleans
Yeonggeul Lee University of Seoul
The present study aimed to examine risk and protective factors of African American students at
a historically Black university in the southeastern region of the U.S. A total of 326 students
participated in a cross-sectional self-report survey as to scores of the Internet Addiction Test,
depression, resilience, and socio-demographic information. A stepwise multiple-regression
analysis revealed that depression and being a freshman, respectively, were predictors of internet
addiction. Chi-square tests showed that there was significant positive association between
internet addiction and depression, while internet addiction was negatively associated with
resilience. These findings provide useful information for developing culturally tailored
interventions of internet addiction for African American college students especially who are
depressed and not resilient in their first year.
Keywords: internet addiction, depression, resilience, African American university students
INTRODUCTION
The Internet’s rapid and deep integration into daily life has created a public health concern
among young adults (Christakis et al., 2011; Jelenchick, Becker, & Moreno, 2012; Wu et al.,
2015). Building on Young’s (1996, 1998) initial conceptualization of internet addiction, various
researchers have characterized the condition as pathological use of the Internet, leading to
significant impairment or distress (Cash et al., 2012; Elhai et al., 2017; Shaw & Black, 2008).
Despite the variations in its conceptual and operational definitions, internet addiction has been
used interchangeably with internet use disorder (Kardefelt-Winther, 2017), pathological Internet
use (Kaess et al., 2016), and problematic Internet use (Lachmann et al., 2016). Using the term
internet addiction to cover the collective phenomenon, the present study aimed to examine
factors associated with internet addiction among African American university students in the
United States.
VULNERABILITY TO INTERNET ADDICTION IN UNIVERSITY STUDENTS
Research indicates that internet addiction often leads to various negative consequences,
including behavioral, emotional, or relational problems (De Leo & Wulfert, 2013; Kuss et al.,
2014; Kuss & Lopez-Fernandez, 2016). For example, early studies on internet addiction showed
that internet addicts are likely to do less exercise, seek less medical care, skip meals, and sleep
late compared to common internet users (Brenner, 1997; Chou & Hsiao, 2000; Deatherage,
Servaty-Seib, & Aksoz, 2014; Kim et al. ...
A Comparative Study Of Cyber Bullying Among Undergraduate Students
Professional Writing Service
http://StudyHub.vip/A-Comparative-Study-Of-Cyber-Bullying-A 👈
Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docx
Running head: ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
1
ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
2Annotated Bibliography for Cyber BullyingDalal Amin
DeVry University
8/3/2014
Cyber bullying
Introduction
This paper is going to cover the annotated bibliography for cyber bullying. It is going to discuss on five journal articles covering cyber bullying. It will involve summarizing the work done by the authors of the different articles and also discussing their findings or conclusions briefly. Among the articles to be covered are Ongoing and online: Children and youth's perceptions of cyber bullying,Cyber bullying: Youngsters' Experiences and Parental Perception, Cyber Bullying: An Old Problem in a New Guise?,Students’ Perspectives on Cyber Bullying and Cyberbullying among Turkish Adolescents. The annotated bibliography is therefore as follows.
Faye M., Michael S., & Steven S. (2009).Ongoing and online: Children and youth's perceptions
of cyber bullying. Children and Youth Services Review. Vol.31 (12) December 2009,
Pages
1222–1228
The application of online technology is rapidly growing across the world. It is also rapidly becoming a preferred way of interacting. The authors in this article argue that while most of the online or web interactions are positive or neutral, the internet offers a new means through which youth and children are bullied. The authors therefore, did a grounded theory approach with the aim of exploring virtual relationships, technology, and cyber bullying from the students’ perspectives. The authors held seven focus groups with thirty eight students between 5th and 8th grades. The participants saw cyber bullying as a serious issue and some participants claimed that online bullying was more serious than conventional or traditional bullying due to the associated anonymity. Despite the fact that the students indicated anonymity as core to cyber bullying, the outcomes of this study suggest that much of the cyber bullying took place within the context of the students’ relationships and social groups. The outcomes revealed 5 main themes. These are telling adults, types of cyber bullying, factors affecting cyber bullying, views and definitions of cyber bullying and technology being embraced at younger ages and being the main medium for communication. The outcomes bring out the complexity of the anonymity offered by the internet and the way this may affect cyber bullying.
Francine D., Catherine B., & Trijntje V. (2008). Cyber bullying: Youngsters' Experiences and
Parental Perception. CyberPsychology & Behavior. April 2008, 11(2): 217-223.
doi:10.1089/cpb.2007.0008
The authors of this article discuss a study on the nature and prevalence of cyber bullying by and of youngsters as well as the parental perceptions. The survey was done using two questionnaires. One of the questionnaires was for the parents and the other for their youngsters. They were administered to 1,211 primary school pupils in their final y ...
A Study of the Mobile Phone Impact on Under Graduate Students Based on Statis...
Now a days mobile phones have become an indispensable tool as communication plays a key role in all the aspects of life. It has become an essential accessory carried by everybody not only because they make it easy to keep in touch with people but because of the various facilities they offer especially the internet. The charm of mobile phone is more among young generation and the increasing use may result in dependence. Aim was to study the usage pattern and dependence of mobile phones among college students. A cross sectional study conducted among 200 UG students and studied the pattern of usage of mobile phones, common problems encountered and its dependence using a questionnaire. Using Statistical tools we anyalised the data and our study shows Samsung mobile brand is more popular among the studens and they are mostly preferred the Idea’ Sim card company students. The proportion of students in urban area are spend maximum time as compared to rural area for use of mobile phone, mostly students use mobile phones for calling and Internet. Prakash S. Chougule | Suresh T. Salunkhe | Suresh V. Patil | Prathmesh P. Jadhav "A Study of the Mobile Phone Impact on Under Graduate Students Based on Statistical Tools" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38570.pdf Paper Url: https://www.ijtsrd.com/other-scientific-research-area/applied-mathamatics/38570/a-study-of-the-mobile-phone-impact-on-under-graduate-students-based-on-statistical-tools/prakash-s-chougule
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114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© Th
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© The Journal of Negro Education, 2019, Vol. 88, No. 2 114
The Journal of Negro Education, 88 (2), 114-129
Does Resilience Mediate the Link between
Depression and Internet Addiction among African
American University Students?
Seok Won Jin The University of Memphis
Tiffanie-Victoria Jones Southern University at New Orleans
Yeonggeul Lee University of Seoul
The present study aimed to examine risk and protective factors of African American students at
a historically Black university in the southeastern region of the U.S. A total of 326 students
participated in a cross-sectional self-report survey as to scores of the Internet Addiction Test,
depression, resilience, and socio-demographic information. A stepwise multiple-regression
analysis revealed that depression and being a freshman, respectively, were predictors of internet
addiction. Chi-square tests showed that there was significant positive association between
internet addiction and depression, while internet addiction was negatively associated with
resilience. These findings provide useful information for developing culturally tailored
interventions of internet addiction for African American college students especially who are
depressed and not resilient in their first year.
Keywords: internet addiction, depression, resilience, African American university students
INTRODUCTION
The Internet’s rapid and deep integration into daily life has created a public health concern
among young adults (Christakis et al., 2011; Jelenchick, Becker, & Moreno, 2012; Wu et al.,
2015). Building on Young’s (1996, 1998) initial conceptualization of internet addiction, various
researchers have characterized the condition as pathological use of the Internet, leading to
significant impairment or distress (Cash et al., 2012; Elhai et al., 2017; Shaw & Black, 2008).
Despite the variations in its conceptual and operational definitions, internet addiction has been
used interchangeably with internet use disorder (Kardefelt-Winther, 2017), pathological Internet
use (Kaess et al., 2016), and problematic Internet use (Lachmann et al., 2016). Using the term
internet addiction to cover the collective phenomenon, the present study aimed to examine
factors associated with internet addiction among African American university students in the
United States.
VULNERABILITY TO INTERNET ADDICTION IN UNIVERSITY STUDENTS
Research indicates that internet addiction often leads to various negative consequences,
including behavioral, emotional, or relational problems (De Leo & Wulfert, 2013; Kuss et al.,
2014; Kuss & Lopez-Fernandez, 2016). For example, early studies on internet addiction showed
that internet addicts are likely to do less exercise, seek less medical care, skip meals, and sleep
late compared to common internet users (Brenner, 1997; Chou & Hsiao, 2000; Deatherage,
Servaty-Seib, & Aksoz, 2014; Kim et al. ...
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© Th
114 © The Journal of Negro Education, 2019, Vol. 88, No. 2© The Journal of Negro Education, 2019, Vol. 88, No. 2 114
The Journal of Negro Education, 88 (2), 114-129
Does Resilience Mediate the Link between
Depression and Internet Addiction among African
American University Students?
Seok Won Jin The University of Memphis
Tiffanie-Victoria Jones Southern University at New Orleans
Yeonggeul Lee University of Seoul
The present study aimed to examine risk and protective factors of African American students at
a historically Black university in the southeastern region of the U.S. A total of 326 students
participated in a cross-sectional self-report survey as to scores of the Internet Addiction Test,
depression, resilience, and socio-demographic information. A stepwise multiple-regression
analysis revealed that depression and being a freshman, respectively, were predictors of internet
addiction. Chi-square tests showed that there was significant positive association between
internet addiction and depression, while internet addiction was negatively associated with
resilience. These findings provide useful information for developing culturally tailored
interventions of internet addiction for African American college students especially who are
depressed and not resilient in their first year.
Keywords: internet addiction, depression, resilience, African American university students
INTRODUCTION
The Internet’s rapid and deep integration into daily life has created a public health concern
among young adults (Christakis et al., 2011; Jelenchick, Becker, & Moreno, 2012; Wu et al.,
2015). Building on Young’s (1996, 1998) initial conceptualization of internet addiction, various
researchers have characterized the condition as pathological use of the Internet, leading to
significant impairment or distress (Cash et al., 2012; Elhai et al., 2017; Shaw & Black, 2008).
Despite the variations in its conceptual and operational definitions, internet addiction has been
used interchangeably with internet use disorder (Kardefelt-Winther, 2017), pathological Internet
use (Kaess et al., 2016), and problematic Internet use (Lachmann et al., 2016). Using the term
internet addiction to cover the collective phenomenon, the present study aimed to examine
factors associated with internet addiction among African American university students in the
United States.
VULNERABILITY TO INTERNET ADDICTION IN UNIVERSITY STUDENTS
Research indicates that internet addiction often leads to various negative consequences,
including behavioral, emotional, or relational problems (De Leo & Wulfert, 2013; Kuss et al.,
2014; Kuss & Lopez-Fernandez, 2016). For example, early studies on internet addiction showed
that internet addicts are likely to do less exercise, seek less medical care, skip meals, and sleep
late compared to common internet users (Brenner, 1997; Chou & Hsiao, 2000; Deatherage,
Servaty-Seib, & Aksoz, 2014; Kim et al. ...
A Comparative Study Of Cyber Bullying Among Undergraduate Students
Professional Writing Service
http://StudyHub.vip/A-Comparative-Study-Of-Cyber-Bullying-A 👈
Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docx
Running head: ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
1
ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC
2Annotated Bibliography for Cyber BullyingDalal Amin
DeVry University
8/3/2014
Cyber bullying
Introduction
This paper is going to cover the annotated bibliography for cyber bullying. It is going to discuss on five journal articles covering cyber bullying. It will involve summarizing the work done by the authors of the different articles and also discussing their findings or conclusions briefly. Among the articles to be covered are Ongoing and online: Children and youth's perceptions of cyber bullying,Cyber bullying: Youngsters' Experiences and Parental Perception, Cyber Bullying: An Old Problem in a New Guise?,Students’ Perspectives on Cyber Bullying and Cyberbullying among Turkish Adolescents. The annotated bibliography is therefore as follows.
Faye M., Michael S., & Steven S. (2009).Ongoing and online: Children and youth's perceptions
of cyber bullying. Children and Youth Services Review. Vol.31 (12) December 2009,
Pages
1222–1228
The application of online technology is rapidly growing across the world. It is also rapidly becoming a preferred way of interacting. The authors in this article argue that while most of the online or web interactions are positive or neutral, the internet offers a new means through which youth and children are bullied. The authors therefore, did a grounded theory approach with the aim of exploring virtual relationships, technology, and cyber bullying from the students’ perspectives. The authors held seven focus groups with thirty eight students between 5th and 8th grades. The participants saw cyber bullying as a serious issue and some participants claimed that online bullying was more serious than conventional or traditional bullying due to the associated anonymity. Despite the fact that the students indicated anonymity as core to cyber bullying, the outcomes of this study suggest that much of the cyber bullying took place within the context of the students’ relationships and social groups. The outcomes revealed 5 main themes. These are telling adults, types of cyber bullying, factors affecting cyber bullying, views and definitions of cyber bullying and technology being embraced at younger ages and being the main medium for communication. The outcomes bring out the complexity of the anonymity offered by the internet and the way this may affect cyber bullying.
Francine D., Catherine B., & Trijntje V. (2008). Cyber bullying: Youngsters' Experiences and
Parental Perception. CyberPsychology & Behavior. April 2008, 11(2): 217-223.
doi:10.1089/cpb.2007.0008
The authors of this article discuss a study on the nature and prevalence of cyber bullying by and of youngsters as well as the parental perceptions. The survey was done using two questionnaires. One of the questionnaires was for the parents and the other for their youngsters. They were administered to 1,211 primary school pupils in their final y ...
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Academic Literacy: AT4 Digital Artefact
- 1. z
- 2. z
- 4. z Mobile phones are a distraction to student learning.
- 5. z
- 6. zMessages, phone calls and post notifications are some of the distraction students face. (Kuznekoff & Titsworth, 2013)
- 7. z
- 8. z Students attention was found to be distracted when receiving a notification rather than listening to their teacher. (Kuznekoff & Titsworth, 2013)
- 9. zStudents of high distraction (24 notifications/min) were found to have one full letter grade lower in comparison to students with no distractions at all. (Kuznekoff & Titsworth 2013)
- 10. z
- 11. z
- 12. z Increased phone use provides students the ability to cyberbully others.
- 13. z Cyberbullying is bullying an individual with the use of electronic communication by sending an intimidating or threatening natured message to another person. (Oxford University Press, 2020)
- 14. z
- 15. z A study found that 11% of students had been cyberbullied in the previous two months. (Kowalski & Limber, 2007)
- 16. z
- 17. z High mobile phone use leads to addiction.
- 18. z
- 19. z A study by Anboucarassy & Begum (2014) suggests people’s brains who abuse mobile phones develop patterns overtime which are related to addiction.
- 20. z Anboucarassy & Begum (2014) found that higher secondary students send approximately one hundred messages a day.
- 21. z
- 22. z Mobile phones are also causing poor face to face communication skills.
- 23. z A study found that 92% of people believe technology has affected face to face communication negatively. (Drago, 2015)
- 24. z
- 25. z Seo, Park, Kim & Park (2016) suggests students are becoming more dependent on mobile phones to communicate through direct messaging.
- 26. z
- 27. z Mobile phones are creating a negative impact on students.
- 28. z So…
- 29. z
- 30. zMobile phones should not be used during school hours.