The document discusses a parent workshop on cyber bullying held at the International School of Tanganyika. It defines cyber bullying as the use of technology to deliberately harm or harass others. The workshop aims to educate parents on the differences between traditional bullying and cyber bullying, which can be anonymous and constant. Videos are shown depicting a case of cyber bullying and a mother's perspective on the issue. Parents discuss how their children currently interact online and ways to protect them from cyber bullying through privacy settings and monitoring their activities on social media.
Teens are getting into more trouble as technology advances, allowing their actions to be easily recorded and shared online. While partying and drinking occurred in the past, today photos and posts about such activities live online indefinitely, hurting teens' futures. A local school trip was disrupted when photos of students drinking, which were not supposed to be shared, ended up on MySpace. The courts have also ruled that online posts, even from home computers, can have school consequences if they damage the school's reputation.
The Parenting the Digital Generation workshop looks at the various activities kids love to do online and offers tips and strategies for everything from Facebook privacy settings, online shopping, cyberbullying, to protecting your computer from viruses.
Susan Sutton is a national speaker on topics related to cyberbullying, school counseling, and student success. She has spoken at numerous national conferences and been published on addressing cyberbullying. She provides workshops for parents, students, and teachers to educate them about the dangers of online communication and cyberbullying, and how to prevent and address these issues. Her presentations provide real-world examples and advice on how to stay safe online and get help if experiencing cyberbullying.
Jovenes, Inc. provides services to empower disenfranchised youth and families in the community. They offer emergency shelter, transitional housing, permanent supportive housing, and programs in employment, education, and wellness. Their goal is to help homeless youth transition to self-sufficiency and prevent returning to the streets. They also created an online network called The Beacon Network to connect local non-profits and track client needs across agencies. On average, they serve over 600 individuals per year through their continuum of services.
The document is a presentation about digital citizenship given to Emanuel School in October 2012. It discusses the power of social media, especially Facebook, and challenges the audience about their own online activities. It aims to equip the audience to respond to issues like cyberbullying and support the school's ICT policy. It covers topics like understanding risks online, managing one's online reputation, and taking responsibility as a digital citizen. The presentation seeks to promote safe, ethical and compassionate behavior both online and offline.
Bryce biggs talk to trainers network finalBryce Biggs
This presentation deals with social learning and social media and the possible use of social learning tools to enhance employee engagement. It was presented to public service
This document discusses how digital natives, those born after 1980, have grown up in a digital world and are comfortable using technology. It notes that digital natives have digital dossiers containing their online activities that they have little control over. The document also addresses issues like cyberbullying, information overload, and how educators and parents can help guide digital natives to safely navigate the online world.
Teens are getting into more trouble as technology advances, allowing their actions to be easily recorded and shared online. While partying and drinking occurred in the past, today photos and posts about such activities live online indefinitely, hurting teens' futures. A local school trip was disrupted when photos of students drinking, which were not supposed to be shared, ended up on MySpace. The courts have also ruled that online posts, even from home computers, can have school consequences if they damage the school's reputation.
The Parenting the Digital Generation workshop looks at the various activities kids love to do online and offers tips and strategies for everything from Facebook privacy settings, online shopping, cyberbullying, to protecting your computer from viruses.
Susan Sutton is a national speaker on topics related to cyberbullying, school counseling, and student success. She has spoken at numerous national conferences and been published on addressing cyberbullying. She provides workshops for parents, students, and teachers to educate them about the dangers of online communication and cyberbullying, and how to prevent and address these issues. Her presentations provide real-world examples and advice on how to stay safe online and get help if experiencing cyberbullying.
Jovenes, Inc. provides services to empower disenfranchised youth and families in the community. They offer emergency shelter, transitional housing, permanent supportive housing, and programs in employment, education, and wellness. Their goal is to help homeless youth transition to self-sufficiency and prevent returning to the streets. They also created an online network called The Beacon Network to connect local non-profits and track client needs across agencies. On average, they serve over 600 individuals per year through their continuum of services.
The document is a presentation about digital citizenship given to Emanuel School in October 2012. It discusses the power of social media, especially Facebook, and challenges the audience about their own online activities. It aims to equip the audience to respond to issues like cyberbullying and support the school's ICT policy. It covers topics like understanding risks online, managing one's online reputation, and taking responsibility as a digital citizen. The presentation seeks to promote safe, ethical and compassionate behavior both online and offline.
Bryce biggs talk to trainers network finalBryce Biggs
This presentation deals with social learning and social media and the possible use of social learning tools to enhance employee engagement. It was presented to public service
This document discusses how digital natives, those born after 1980, have grown up in a digital world and are comfortable using technology. It notes that digital natives have digital dossiers containing their online activities that they have little control over. The document also addresses issues like cyberbullying, information overload, and how educators and parents can help guide digital natives to safely navigate the online world.
The good the bad and the gamer | EDUCATION REVIEW 2012Jocelyn Brewer
This document discusses how gaming culture can be harnessed for educational purposes. It notes that while some view gaming as unproductive, games actually teach important skills like problem solving, collaboration, and perseverance. The document suggests that teachers and parents get involved in gaming to understand gaming culture and how games could be used to engage students. By incorporating gaming principles into lessons and playing games with their kids, older generations can foster learning while connecting over a popular interest.
Ideas for Vancouver Secondary Schools - Technology for Learning [Dec2012]Brian Kuhn
Sharing ideas with Vancouver School Board secondary school teachers, principals to assist with envisioning uses of technology, professional learning, types of technology for learning, planning, and implementing.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
1. Children and parents need more guidance on managing online reputations. Less than half of parents help children, and help decreases with age.
2. With less parental help, children think less about online impacts and see fewer positive reputation influences.
3. Most feel in control of their online reputation but concern levels are complex and not solely based on control. More assistance is needed for all.
Cyberhus is an online counseling service in Denmark that provides support to vulnerable children and teenagers. It is staffed by volunteers and offers anonymous chat sessions, forums, and other resources. The nonprofit organization aims to foster inclusion by providing a supportive space for at-risk youth to discuss problems. With over 9,000 monthly users, Cyberhus also focuses on educating parents and schools about online safety and responsible technology use.
The document discusses young people's use of the internet, opportunities and challenges. It summarizes a survey of 11-12 year olds' internet and mobile phone use, understanding of internet safety, and experiences like receiving rude messages. It emphasizes the need to teach digital literacy and safety skills to help young people navigate public online spaces and make informed decisions.
The document discusses perspectives on the influence of digital technology and media on children and youth. It explores both positive and negative impacts. On the positive side, studies discussed show virtual reality games can help children with brain injuries improve skills, and providing school computers increased attendance and self-esteem. However, risks like internet addiction, cyberbullying, and how social inequalities still exist online are also examined. The document concludes by arguing for balance, with digital media use monitored and combined with real-world activities.
This document discusses the challenges and opportunities that principals face in leading 21st century learning environments. It outlines how Web 2.0 tools can facilitate administration, communication, and learning by enabling collaboration, conversation, creation, and contribution. However, it also notes that this will require rethinking issues like copyright, authorship, identity, ethics and more. It argues that students need skills to participate in society and that professional development must help teachers adapt to these changes.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
1) The article discusses the issue of cyberstalking and cyberbullying among teenagers. It provides an example of a US teenager, Megan Meier, who committed suicide after being cyberbullied by a fake online friend.
2) Experts note that teenagers are vulnerable to committing cybercrimes due to their attraction to technology and lack of maturity. They may cyberstalk or bully others due to jealousy, peer pressure or a desire to feel powerful.
3) The article provides advice for parents on how to help children who are cyberbullies or victims of cyberstalking, such as communicating with them, contacting authorities, and seeking professional help. It stresses the importance of online safety
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
This document discusses four key questions related to shaping citizenship and safety in digital spaces:
1. What do we know? It summarizes research on teens' experiences with social media and online behaviors.
2. How do we know it? It cites several studies from organizations like Pew Internet Research Centre and the EU Kids Online study.
3. What do we need to do? It argues we need to help students learn to use digital tools productively and place them in the context of community and responsibility.
4. How will we do it? It recommends educating teachers and parents on legal risks of social media to address disparities in understanding between students and adults.
This document provides guidance on online safety for professionals and volunteers working with children and young people. It discusses reviewing children's online behavior, enabling dialogue about online experiences, and providing self-review tools to support online safety. It covers understanding online identity and social media, empowering children to stay safe online, and enabling adults to understand children's online world. Risks of online activities are examined, as well as appropriate communication with children and guidance for safer working practices. Support and resources for organizations are also discussed.
Developing a Digital Citizenship ProgramCathy Oxley
This document discusses developing a digital citizenship program for schools. It begins by asking who needs digital citizenship education and why they need educating. It notes some issues students face online like cyberbullying, inappropriate images, and gaming and social media addiction.
It then discusses what responsibility schools and teachers have to address these issues. The document outlines steps schools can take to develop a digital citizenship program, including forming a team, conducting surveys, developing policies, and choosing a framework. It provides examples of frameworks like Mike Ribble's Digital Compass and the ISTE NETS standards.
The document also discusses resources available, including lesson plans, units, and scope and sequence documents from groups like Common Sense Media. It emphasizes using a
This presentation discusses the positives and negatives of internet usage and identifies distinct social groups that face different problems online. It focuses on issues for the elderly, adults, and children/teenagers.
For the elderly, the main problems are not understanding how to use the internet and feeling left out due to a lack of knowledge. Computer/internet guides, classes, and manuals could help address these issues.
Adults face risks of identity theft and hacking. Providing information on safe internet practices and security through booklets, leaflets, guides, and public awareness campaigns could help mitigate these threats.
Children and teenagers have the most significant problems, including overexposure, excessive internet use, cyberbullying, and sexual
Working Towards a Peaceful & Friendly CampusGabbie Glam
This is a campaign in line with the Anti-Bullying Act of 2012. The references included Cartoon Network, Chris Tiu's blog and advocacy in promoting a bully-free campus and those listed under references. TAKE A STAND, EXTEND A HELPING HAND!
Cyberbullying involves using electronic devices and communication tools to bully others online. A survey of students found that over 2 in 7 had been bullied online, and most felt it was easier to bully someone online than in person. The document recommends ways to prevent cyberbullying such as speaking to youth about its harms, creating school policies, and building community awareness.
The good the bad and the gamer | EDUCATION REVIEW 2012Jocelyn Brewer
This document discusses how gaming culture can be harnessed for educational purposes. It notes that while some view gaming as unproductive, games actually teach important skills like problem solving, collaboration, and perseverance. The document suggests that teachers and parents get involved in gaming to understand gaming culture and how games could be used to engage students. By incorporating gaming principles into lessons and playing games with their kids, older generations can foster learning while connecting over a popular interest.
Ideas for Vancouver Secondary Schools - Technology for Learning [Dec2012]Brian Kuhn
Sharing ideas with Vancouver School Board secondary school teachers, principals to assist with envisioning uses of technology, professional learning, types of technology for learning, planning, and implementing.
The document summarizes preliminary findings from a survey of over 1,100 parents and 300 teachers on their attitudes towards digital media and learning. Key findings include:
- Most parents see the potential for learning in digital media and believe it teaches important 21st century skills, though they were more skeptical in 2008.
- Parents think the internet affords learning several skills but view other platforms like video games and apps as teaching fewer skills.
- Parents get involved in their children's media use primarily to protect them but also to help with comprehension and optimize learning, especially for younger kids.
- Parents encourage more traditional or familiar uses of digital media and actively discourage other uses.
1. Children and parents need more guidance on managing online reputations. Less than half of parents help children, and help decreases with age.
2. With less parental help, children think less about online impacts and see fewer positive reputation influences.
3. Most feel in control of their online reputation but concern levels are complex and not solely based on control. More assistance is needed for all.
Cyberhus is an online counseling service in Denmark that provides support to vulnerable children and teenagers. It is staffed by volunteers and offers anonymous chat sessions, forums, and other resources. The nonprofit organization aims to foster inclusion by providing a supportive space for at-risk youth to discuss problems. With over 9,000 monthly users, Cyberhus also focuses on educating parents and schools about online safety and responsible technology use.
The document discusses young people's use of the internet, opportunities and challenges. It summarizes a survey of 11-12 year olds' internet and mobile phone use, understanding of internet safety, and experiences like receiving rude messages. It emphasizes the need to teach digital literacy and safety skills to help young people navigate public online spaces and make informed decisions.
The document discusses perspectives on the influence of digital technology and media on children and youth. It explores both positive and negative impacts. On the positive side, studies discussed show virtual reality games can help children with brain injuries improve skills, and providing school computers increased attendance and self-esteem. However, risks like internet addiction, cyberbullying, and how social inequalities still exist online are also examined. The document concludes by arguing for balance, with digital media use monitored and combined with real-world activities.
This document discusses the challenges and opportunities that principals face in leading 21st century learning environments. It outlines how Web 2.0 tools can facilitate administration, communication, and learning by enabling collaboration, conversation, creation, and contribution. However, it also notes that this will require rethinking issues like copyright, authorship, identity, ethics and more. It argues that students need skills to participate in society and that professional development must help teachers adapt to these changes.
Giftedkids.ie - Gifted Advocacy & Support for Gifted ChildrenGiftedkids.ie
Presentation given as part of the Giftedkids.ie workshop at the Irish Centre for Talented Youth's Gifted Education Conference on March 13th 2010, Dublin City University
1) The article discusses the issue of cyberstalking and cyberbullying among teenagers. It provides an example of a US teenager, Megan Meier, who committed suicide after being cyberbullied by a fake online friend.
2) Experts note that teenagers are vulnerable to committing cybercrimes due to their attraction to technology and lack of maturity. They may cyberstalk or bully others due to jealousy, peer pressure or a desire to feel powerful.
3) The article provides advice for parents on how to help children who are cyberbullies or victims of cyberstalking, such as communicating with them, contacting authorities, and seeking professional help. It stresses the importance of online safety
This document discusses shifts towards digital fluency and embracing change in education. It notes that children are immersed in digital technologies from a young age, but the idea of "digital natives" is inaccurate as access and opportunities vary. It defines digital fluency as using technologies readily and strategically for learning, work and play. Communicating, connecting and collaborating online requires network literacies and understanding how networks function. Examples show using relevant modes, the power of global audiences, utilizing networks, and teaching/learning online. Embracing change involves planning for technology renewal, evaluating emerging technologies, responsible use policies, embracing free and open resources, understanding privacy and citizenship issues online.
This document discusses four key questions related to shaping citizenship and safety in digital spaces:
1. What do we know? It summarizes research on teens' experiences with social media and online behaviors.
2. How do we know it? It cites several studies from organizations like Pew Internet Research Centre and the EU Kids Online study.
3. What do we need to do? It argues we need to help students learn to use digital tools productively and place them in the context of community and responsibility.
4. How will we do it? It recommends educating teachers and parents on legal risks of social media to address disparities in understanding between students and adults.
This document provides guidance on online safety for professionals and volunteers working with children and young people. It discusses reviewing children's online behavior, enabling dialogue about online experiences, and providing self-review tools to support online safety. It covers understanding online identity and social media, empowering children to stay safe online, and enabling adults to understand children's online world. Risks of online activities are examined, as well as appropriate communication with children and guidance for safer working practices. Support and resources for organizations are also discussed.
Developing a Digital Citizenship ProgramCathy Oxley
This document discusses developing a digital citizenship program for schools. It begins by asking who needs digital citizenship education and why they need educating. It notes some issues students face online like cyberbullying, inappropriate images, and gaming and social media addiction.
It then discusses what responsibility schools and teachers have to address these issues. The document outlines steps schools can take to develop a digital citizenship program, including forming a team, conducting surveys, developing policies, and choosing a framework. It provides examples of frameworks like Mike Ribble's Digital Compass and the ISTE NETS standards.
The document also discusses resources available, including lesson plans, units, and scope and sequence documents from groups like Common Sense Media. It emphasizes using a
This presentation discusses the positives and negatives of internet usage and identifies distinct social groups that face different problems online. It focuses on issues for the elderly, adults, and children/teenagers.
For the elderly, the main problems are not understanding how to use the internet and feeling left out due to a lack of knowledge. Computer/internet guides, classes, and manuals could help address these issues.
Adults face risks of identity theft and hacking. Providing information on safe internet practices and security through booklets, leaflets, guides, and public awareness campaigns could help mitigate these threats.
Children and teenagers have the most significant problems, including overexposure, excessive internet use, cyberbullying, and sexual
Working Towards a Peaceful & Friendly CampusGabbie Glam
This is a campaign in line with the Anti-Bullying Act of 2012. The references included Cartoon Network, Chris Tiu's blog and advocacy in promoting a bully-free campus and those listed under references. TAKE A STAND, EXTEND A HELPING HAND!
Cyberbullying involves using electronic devices and communication tools to bully others online. A survey of students found that over 2 in 7 had been bullied online, and most felt it was easier to bully someone online than in person. The document recommends ways to prevent cyberbullying such as speaking to youth about its harms, creating school policies, and building community awareness.
"The Effects of Bullying Among Middle School Gifted and Talented Childre...Helen Tsipliareles-Pryor
REFERENCES - An Independent Learning Project presented by Helen Tsipliareles-Pryor to
James J. Smith, Ed.D. Faculty Advisor in partial fulfillment of the requirements for the degree of Masters of Education in the field of School Administration - Cambridge College Cambridge, MA Chesapeake, VA Campus January 2011
This document provides an overview of key elements for writing a research paper using MLA style such as using parenthetical citations and a Works Cited page to cite sources, following specific formatting guidelines for spacing, headers, and indents, and inserting citations and footnotes/endnotes. It also discusses Word features for writing MLA papers such as autocorrect, page breaks, and the clipboard.
Cyber-bullying on school grounds is an important issue for schools to address. Cyber-bullying involves using electronic devices like email, texts, and social media to post hurtful comments or messages about others. It differs from traditional bullying in that it can be anonymous and occur anywhere. Recent statistics show that about 1 in 5 students have been victims. Schools are working to prevent cyber-bullying through updated policies, technology monitoring, lessons, and partnerships with local police. Legislation in 45 states now prohibits electronic bullying.
Cyber bullying involves threatening, humiliating, or harassing others using the internet, cell phones, or other digital technologies. Common forms of cyber bullying include posting harmful information or false statements online to ridicule and embarrass victims. While cyber bullying can happen to anyone, girls and middle school students are particularly vulnerable targets. Left unaddressed, cyber bullying can have serious psychological and legal consequences for both bullies and victims.
Cyber-bullying is a significant problem affecting students across the United States. Students are bullied both inside and outside of school through technologies like social media, texting, and email. This harassment can negatively impact students' mental health and has even led to suicide in some cases. While laws against cyber-bullying are unclear, schools and parents must work to prevent it through open communication, monitoring technology use, and enforcing consequences for bullying behavior. Increased awareness of the issue and a supportive environment are keys to minimizing cyber-bullying.
Cyber bullying involves bullying through electronic means such as texting, email, and social media. It is a growing problem among students and can have serious negative effects on victims. Schools are working to educate students about cyber bullying and provide help to victims through assemblies, counseling programs, and peer support groups in order to address this issue.
Here are the answers to the Cyber Bullying assessment:
1) True - Bullying is any severe or pervasive physical or verbal act or conduct that is intentionally harmful to another person.
2) D - All of the above. A cell phone, computer, and laptop could all potentially be used in cyber-bullying.
3) A - EC 48900r prohibits cyber-bullying in California schools.
4) C - For safety and supervision, a parent should allow their child to work on a laptop in an open area like the dining room where they can monitor the child's online activities.
5) D - For monitoring purposes, a parent should have their child's social media passwords and
Cyber bullying involves using technology like the internet, cell phones or other devices to send hurtful or embarrassing messages or images to others. It can take the form of direct attacks or using proxies. Notable examples include harassment of Megan Meier that contributed to her suicide. While anonymity online enables cyber bullying, everyone must work together to address the problem by spotting it, helping victims, and instituting policies. Cyber bullying is strongly associated with suicidal thoughts in teens and needs to be taken seriously.
Help put an end to cyber bullying but raising awareness. This flipbook includes descriptions, details and facts about the tragic act of cyber bullying.
Bullying and cyberbullying are serious issues. Bullying involves intentionally harming someone who feels helpless to respond through physical, verbal, or social aggression. Cyberbullying uses technology to bully others through means like harmful texts, photos, or messages. Cyberbullying is prevalent, with nearly half of kids experiencing it. It has serious effects on victims' mental health and can lead to suicidal thoughts. Schools and parents must work to detect and prevent both bullying and cyberbullying through monitoring technology use, educating students, and promoting empathy.
This document provides information on cyber bullying, including how to identify it, its harmful effects, and ways to prevent and address it. Cyber bullying is defined as using technology to deliberately embarrass or hurt someone repeatedly. Signs someone is being cyber bullied include emotional distress, withdrawing from activities, and changes in mood or behavior. Cyber bullying can have serious psychological effects like low self-esteem and increased suicidal thoughts. To address it, one should not respond to bullies, collect evidence, identify the source, and report incidents to authorities. Students and schools can help by raising awareness and taking a stand against cyber bullying.
Cyber Bullying is when a child is tormented, threatened, harassed, humiliated, embarrassed or otherwise targeted by another child using the Internet, interactive and digital technologies or cell phones. This presentation shows signs and ways to prevent cyber bullying
Cyber-bullying involves the use of digital technology to repeatedly torment, threaten, harass, humiliate or embarrass another person. It can have serious psychological and emotional impacts on victims and in some cases has led to suicide. While some states have laws against cyber-bullying, there is no overall federal law. Schools can educate students about cyber-bullying and enforce rules against harassment, while parents should talk to their children about signs of cyber-bullying and encourage them to tell an adult if it occurs.
Cyberbullying - Wednesday Class - Presentation on Cyberbullying - Presented b...HDCH
The document discusses cyberbullying, including what it is, statistics around its prevalence, and forms it can take. It also covers roles in cyberbullying like bullies, victims, and bystanders. The document provides strategies and actions teachers, parents, and students can take to address cyberbullying, including educating about legal consequences in Canada and developing netiquette.
Cyber bullying involves using technology like social media, texting, or online chat to harass, embarrass, threaten or humiliate others, especially youth. It can have serious psychological effects like depression and low self-esteem, and in some cases has led to suicide. While laws against cyber bullying exist in some places, it remains a widespread problem without many direct legal consequences. Protecting youth involves monitoring their internet and technology use and providing support through helplines for those experiencing cyber bullying.
The document discusses cyber bullying, including what it is, how it works, why kids engage in it, how to prevent it, and calls readers to take action. It defines cyber bullying as harassing, tormenting, threatening, or humiliating someone online through technology. It notes cyber bullying can be direct messages or influencing others to bully someone, and sometimes stems from anger, frustration, or boredom. The document advocates educating people on the consequences of cyber bullying and teaching respect online to help prevent it.
Session for Youthwork the Conference (Eastbourne, November 2014): Dealing with Bullying: In recent years, (cyber) bullying has taken up increasing space in the headlines, and there has been a surge of publications on the topic. We question what bullying is, who is involved, identifying risk factors, and suggestions for intervention.
This document defines cyber bullying as tormenting, threatening, harassing, humiliating or embarrassing someone using digital technology or cell phones. There are two main types of cyber bullying: direct attacks through messages sent directly to the victim, and cyber bullying by proxy where someone else carries out the bullying. Cyber bullying can have serious psychological consequences for victims like anxiety, depression, and in some cases suicide. The document recommends educating students about cyber bullying and teaching techniques for dealing with anger without retaliation online as ways to prevent and address the issue.
Define cyberbullying and use two workable ethical theories to analyz.pdfalshaikhkhanzariarts
Define cyberbullying and use two workable ethical theories to analyze it
Solution
CYBERBULLYING
Cyberbullying is the use of internet or phone calls/text messages to inflict psychological harm
onanother person. Under the social contract theory, this is unethical because the person
beingbullied has a right to be left alone. If everyone in society bullied one another through
thecyberweb, no one would be able to enjoy their connectivity. The greater good of the society
isachieved when no one bullies another.
Why Cyberbullying is Different
Kids who are being cyberbullied are often bullied in person as well. Additionally, kids who are
cyberbullied have a harder time getting away from the behavior.
Effects of Cyberbullying
Cell phones and computers themselves are not to blame for cyberbullying. Social media sites can
be used for positive activities, like connecting kids with friends and family, helping students with
school, and for entertainment. But these tools can also be used to hurt other people. Whether
done in person or through technology, the effects of bullying are similar.
Kids who are cyberbullied are more likely to:
The 2010-2011 School Crime Supplement (National Center for Education Statistics and Bureau
of Justice Statistics) indicates that 9% of students in grades 6–12 experienced cyberbullying.
The 2013 Youth Risk Behavior Surveillance Survey finds that 15% of high school students
(grades 9-12) were electronically bullied in the past year.
Research on cyberbullying is growing. However, because kids’ technology use changes rapidly,
it is difficult to design surveys that accurately capture trends..
In Clinton, Missouri, a teenager allegedly created a fake Facebook account pretending to be a girl who was interested in a boy, in order to eliminate competition. As a result, the targeted individual experienced significant stress that affected her school performance and attendance. Cyberbullying has become a global issue due to the difficulty of tracking instances. While sometimes seen as humor, it can be devastating when it leads to suicide. Parents should educate their children about consequences, respecting others, and standing up against all bullying. Schools also have a role in educating students about cyberethics and law.
The document discusses cyber bullying and provides advice on preventing and responding to it. It defines cyber bullying as using technology like mobile phones or the internet to deliberately upset someone. It emphasizes the importance of having a shared understanding of cyber bullying across the school community and reviewing policies. Key steps to preventing cyber bullying include educating students on safe technology use, providing reporting methods, and using technology to promote self-esteem and relationships. Responding involves supporting the target, investigating, working with the bully, and potentially involving service providers or police.
Cyber bullying involves tormenting, threatening, harassing, humiliating or embarrassing someone using the internet, mobile phones or other digital technologies. It must involve minors on both sides. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Common reasons for cyber bullying include anger, revenge, entertainment or seeking attention. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue. Resources are available to help victims of cyber bullying.
Cyberbullying involves a minor tormenting, threatening, harassing, humiliating, or targeting another minor using the internet, digital technologies, or mobile phones. There are two types: direct attacks sending messages to the victim and cyberbullying by proxy which uses others to target the victim without or with their knowledge. Cyberbullying by proxy is more dangerous as it risks involving adults. Schools, parents, teachers, and organizations provide guidance to help prevent cyberbullying and educate children on appropriate online behavior. Risk factors for cyberbullying include family issues like abuse, school factors like lack of rules/oversight, and absence of limits which allow the behavior to occur more frequently. Cyberbullying causes victims deep insecurity,
Cyberbullying involves a minor tormenting, threatening, harassing, humiliating, or targeting another minor using the internet, digital technologies, or mobile phones. There are two types: direct attacks sending messages to the victim and cyberbullying by proxy which uses others to target the victim without or with their knowledge. Cyberbullying by proxy is more dangerous as it risks involving adults. Schools, parents, teachers, and organizations provide guidance to help prevent cyberbullying and educate children on appropriate online behavior. Risk factors for cyberbullying include family problems like abuse, large school size, lack of rules and respect among students and teachers. Cyberbullying causes victims deep insecurity and personal humiliation and can reduce empathy in witnesses.
Bullying is aggressive behavior among children that involves a real or perceived power imbalance and may include threats, spreading rumors, attacks, or social exclusion. Children can play different roles as bullies, victims, or witnesses. Cyberbullying uses electronic means like phones and social media to bully others through threats, embarrassing pictures or profiles, and rumors. Cyberbullying can occur anywhere and anytime, making it hard to escape, and content spreads quickly online. Children who are cyberbullied are more likely to experience in-person bullying, skip school, have lower self-esteem and grades, and health issues. Adults can help prevent bullying through open communication, creating a safe school environment, teaching safe technology use, and coordinated community
Cyber bullying involves tormenting, threatening, harassing, humiliating or embarrassing a child or teen using the internet, interactive technologies or mobile phones. It is defined as bullying done by a minor, while similar acts by adults are considered cyber stalking or harassment. Methods can include verbal abuse, public humiliation or threats of sexual harassment, rape or death. Studies show nearly 20% of 10-18 year olds report being cyber bullied at some point, and 42% of 4th-8th graders have experienced it more than once. The video discusses strategies to raise awareness of cyber bullying and lower suicide rates among teens, such as building social media presences, partnering with organizations, and educating teens, parents
Cyber bullying involves tormenting, threatening, harassing, humiliating or embarrassing a child or teen using the internet, social media or mobile phones. A 2008 study found 42% of children in grades 4-8 had been bullied online and 1 in 4 experienced it multiple times. Strategies to address cyber bullying include educating youth, establishing school policies, law enforcement training, and community discussions to promote online safety. Focus groups and school presentations can evaluate knowledge and spread awareness to help prevent cyber bullying and support its victims. The goal is to reduce the rate of teen suicide associated with cyber bullying through education and awareness.
Cyber bullying involves a minor tormenting, threatening, harassing, humiliating or embarrassing another minor using the internet, digital technologies or cell phones. There are two main types - direct attacks through messages or posting content, and cyber bullying by proxy where someone else does the bullying. Cyber bullies often become victims as well. Reasons for cyber bullying include anger, revenge, entertainment or a desire for power. Cyber bullying can negatively impact children and teens through anxiety, depression, withdrawal and emotional distress. Prevention through education is key to addressing this issue.
Cyber bullying occurs when a child is tormented, threatened, harassed, humiliated, embarrassed or targeted online or through digital technologies. It is defined as bullying done by a minor, while bullying by an adult is considered cyber harassment or cyber stalking. Methods can include verbal abuse, public humiliation, sexual harassment, and threats of rape or death. Studies show that around 20% of 10-18 year olds report being cyber bullied at some point, and 7.5% were bullied within the last 30 days. The effects of cyber bullying led to the suicide of Tyler Clementi in 2010 after he was secretly filmed during a sexual encounter and the video was posted online. Community organizations aim to raise awareness to lower
How Our Kids Are Using the Internet in 2009bermandry
The document discusses how children are using the internet and social media in 2009. It provides statistics on teen internet and technology use and gives advice to parents on setting rules and boundaries regarding texting, social media, cyberbullying and plagiarism. The document suggests parents educate themselves on their children's online activities and have open conversations about topics like privacy and digital footprints.
Cyberbullying involves posting mean-spirited messages about others online anonymously and is a widespread problem. It originated in the 1990s as bullying moved online. Studies show 80% of Filipino teenagers aged 13-16 experience cyberbullying. Social media like Facebook and Twitter are common platforms for cyberbullying. The issue affects both bullies and victims by reducing self-empathy, control, and esteem. While technology increases access to information, it also exposes people, especially youth, to harmful online interactions like cyberbullying. A collaborative effort is needed from networks, policymakers, educators and society to address this significant issue.
Cyberbullying-Identification-Prevention-Response.pdf
1
Cyberbullying:
Identification,
Prevention,
& Response
Sameer Hinduja, Ph.D.
Justin W. Patchin, Ph.D.
Cyberbullying Research Center
October 2014
2
ids have been bullying each other for gener-
ations. The latest generation, however, has
been able to utilize technology to expand
their reach and the extent of their harm. This phe-
nomenon is being called cyberbullying, defined as:
“willful and repeated harm inflicted through the use
of computers, cell phones, and other electronic de-
vices.” Basically, we are referring to incidents where
adolescents use technology to harass, threaten, hu-
miliate, or otherwise hassle their peers. For exam-
ple, youth can send hurtful text messages to others
or spread rumors using smartphones or tablets.
Teens have also created web pages, videos, and
profiles on social media platforms making fun of
others. With mobile devices, adolescents have tak-
en pictures in a bedroom, a bathroom, or another
location where privacy is expected, and posted or
distributed them online. Others have recorded un-
authorized videos of other kids and uploaded them
for the world to see, rate, tag, and discuss. Still oth-
ers are embracing anonymous apps or chat func-
tionality on gaming networks to tear down or hu-
miliate others.
What are some negative effects that cyber-
bullying can have on a person?
There are many detrimental outcomes associated
with cyberbullying that reach into the real world.
First, many targets report feeling depressed, sad,
angry, and frustrated. As one teenager stated: “It
makes me hurt both physically and mentally. It
scares me and takes away all my confidence. It
makes me feel sick and worthless.” Those who are
victimized by cyberbullying also reveal that they are
often afraid or embarrassed to go to school. In ad-
dition, research has revealed a link between cyber-
bullying and low self-esteem, family problems, aca-
demic difficulties, school violence, and various de-
linquent behaviors. Finally, cyberbullied youth also
report having suicidal thoughts, and there have
been a number of examples in the United States
and abroad where youth who were victimized end-
ed up taking their own lives.
Where does cyberbullying commonly occur?
Cyberbullying occurs across a variety of venues and
mediums in cyberspace, and it shouldn’t come as a
surprise that it occurs most often where teenagers
congregate. Initially, many kids hung out in chat
rooms, and as a result that is where most harass-
ment took place. In recent years, most youth are
have been drawn to social media (such as Insta-
gram, Snapchat, and Twitter) and video-sharing
sites (such as YouTube). This trend has led to in-
creased reports of cyberbullying occurring in those
environments. Voice chat, textual chat, and texting
via phones or tablets also can provide an environ-
ment in whi.
This document discusses cyber bullying among teens. It defines cyber bullying as using technology to harass or harm someone's reputation. 85% of parents with teenagers aged 13-17 report their children have social media accounts. Teens cyber bully for reasons like revenge, amusement, and feeling powerful online where they can remain anonymous. Cyber bullying can severely depress victims and cause suicidal thoughts due to its 24/7 nature and inability to escape it. The document cites statistics and reasons for cyber bullying and its effects on victims.
This document discusses cyber bullying among teens. It defines cyber bullying as using technology to harass or harm someone's reputation. It notes that 85% of parents with teenagers aged 13-17 report their children having social media accounts. Guidance counselors spend 40% of their time dealing with cyber bullying issues. The anonymity of the internet allows teens to bully others without feeling personally responsible for the consequences of their actions. Constant bullying online can lead victims to depression and suicidal thoughts due to feeling like they have no escape.
Similar to cyber bullying parent workshop 2012 (20)
Athena was born from Zeus's forehead after he swallowed her mother Metis. She emerged fully grown and clad in armor. Athena and Poseidon had a contest to name the city of Athens, with Athena providing the olive tree and winning. Arachne boasted that she was a better weaver than Athena. In a contest, Arachne wove a tapestry mocking the gods, so Athena turned her into a spider in anger. Meropis and her family dishonored the gods and were turned into various birds by Athena, Artemis and Hermes as punishment.
The document provides reminders and tips for parents to help their children be successful in various classroom activities and routines, including suggestions to send food in easy-open containers for snack time, arrive before 7:30 am to allow time to prepare for the day, and send appropriate shoes for swimming days. It also discusses units of inquiry that will be covered in the classroom around topics like classmates, friendships, and safety in the classroom environment.
The document provides reminders and tips for parents to help their children be successful in various classroom activities and routines, including suggestions to send food in easy-open containers for snack time, arrive before 7:30 am to allow time to prepare for the day, and send appropriate shoes for swimming days. It also discusses units of inquiry that will be covered in the classroom around topics like classmates, friendships, and safety in the classroom environment.
This document provides information for parents about Grade 2 at the International School of Tanganyika. It summarizes that there are 4 Grade 2 classes taught by 8 teachers, lists the curriculum used including PYP and core subjects, and outlines the homework, technology, and other programs in Grade 2 such as specials, meals, and expectations for students.
This document provides an overview of the early childhood program at IST. It discusses the philosophy of encouraging independence and learning through doing. It outlines the focus on developing language skills through opportunities for reading and writing. The mathematics program is supported by Everyday Mathematics and covers key strands. Units of inquiry follow the PYP framework and learner profile. Reminders are provided about daily routines.
This document provides an overview of the Grade 1 curriculum and team at an international school in Tanzania. It introduces the 4 teachers and support staff. It outlines the communication methods, expectations around food, hats, and times. It describes measuring academic progress and covers the subjects of language arts, math, units of inquiry. It also discusses report cards, conferences, homework, assemblies, after school activities, and ways parents can support their children at home. The overall purpose is to welcome and inform parents about the Grade 1 program.
Welcome to Kindergarten at IST. Our philosophy is that learning starts with what children can do rather than what they cannot do. The school aims to meet the unique needs of each student through differentiated activities and opportunities for self-directed learning. Key areas of learning include reading, writing, mathematics, and units of inquiry. Daily routines and parent involvement are also discussed to support students' learning at home and school.
This document appears to be about a unit of inquiry for second grade students at Fables International School of Tanganyika. The school uses a PYP (Primary Years Programme) curriculum framework from the International Baccalaureate Organization. The document is likely an overview or outline of the topics and lessons to be covered in a unit of study for the month of January 2011.
The document provides the itinerary and logistical information for a 5-day trip to Mikumi National Park in Tanzania for Grade 5 students from November 2-5. It outlines the daily schedules which include game drives in the park, visits to local schools and villages, hiking, and educational activities focused on the interdependence of living things and humans. Safety precautions and what to pack are also listed.
Some clothing companies are interested in sustainable development and producing fabrics from natural resources like bamboo and corn that can be replenished, as these alternative fabrics do not require toxic chemicals or large amounts of energy to produce like cotton and polyester. Bamboo and corn fabrics are increasingly being manufactured in countries like the US, China, India and others to help protect the environment and conserve limited resources like petroleum.
A blue stork was found nesting in the German village of Biegen on April 5th, sparking interest from locals and scientists. Experts are puzzled by the stork's unusual blue coloring as it is not considered natural. However, the author believes the stork could be naturally blue, citing other blue bird species like kingfishers. The article provides information on the rare sighting of a blue stork in Germany.
Box jellyfish have among the most deadly venom in the world, attacking the heart, brain, and skin. They live in coastal waters off northern Australia and throughout the Indo-Pacific from October to April. Though they can cause human death in under 3 minutes if anti-venom is not administered within 30 minutes, a 10-year-old girl survived extensive stings from a box jellyfish through 6 weeks of treatment.
Heavy rains in Mexico caused widespread flooding in February 2010, killing at least 33 people, leaving over 3,500 homeless, and forcing the closure of 165 out of 174 schools in Mexico City. Mudslides resulting from the heavy rains claimed additional lives and left 83 people missing. The Mexican government and aid organizations responded by providing food, medicine, shelter and other assistance to displaced flood victims.
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A the end of the year, grade 5 students reflected over their lower school experience and created this memory book. Students used school pictures Comic Life to create unique pages and personal bios to remember their SCIS experience.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Natural birth techniques - Mrs.Akanksha Trivedi Rama University
cyber bullying parent workshop 2012
1. Cyber
ICT/Counseling Parent Workshop
Information and Communication Technology and Counseling at the International School of Tanganyika - Elementary Campus
Bullying
Hurting someone with a simple click
Spreading rumors and bullying is nothing new. Kids have
always found ways to be cruel to one another. But today’s kids
are dealing with something much more sinister: Cyber Bullying.
Kids are now using their cell phones and computers to hurt,
humiliate, and harass each other.
This type of bullying is especially disturbing because it is
constant, pervasive, and very, very public. As part of !our
continuing discussion on positive digital citizenship, come learn
more about cyber bullying and steps you can take to protect
your child.
Elementary Campus Staffroom
Monday, 26 March - 7.20 AM
Tuesday, March 27, 2012
4. bullying
defined
Bullying is an act of
repeated aggressive
behavior in order to
intentionally hurt another
person, physically or
mentally. Bullying is
characterized by an
individual behaving in a
certain way to gain power
over another person.
Besag V.E.
Tuesday, March 27, 2012
6. cyber
bullying
defined
The use of information
and communication
technologies to support
deliberate, repeated, and
hostile behavior by an
individual or group, that is
intended to harm others.
Bill Belsey
Tuesday, March 27, 2012
7. What’s the
vs
difference?
Tuesday, March 27, 2012
8. What’s the
vs
difference?
•Can be annonymous
•Can occur in your own home
•Can be 24/7
•No witnessing by teachers or parents
•Can be viewed by an entire class, friendship
group or community instantly
Tuesday, March 27, 2012
9. video - cyber bullying
http://www.youtube.com/watch?v=S03Br1dwJR8
Childnet International
Tuesday, March 27, 2012
10. discussion
• How did this film make you feel as a parent?
• How was what you saw in this film different
than what you experienced?
Tuesday, March 27, 2012
11. mum’s perspective
http://www.youtube.com/watch?v=Y6XIPogWZPU
Childnet International
Tuesday, March 27, 2012
12. questions
• At your child's current age, can you identify
possible ways that cyber bullying could occur?
• How are our children interacting online?
Tuesday, March 27, 2012
13. video - social media
http://www.commonsensemedia.org/advice-for-parents/social-networking-tips Common Sense Media
Tuesday, March 27, 2012
14. Here are that should be considered about
social networking sites.
introducing Stay positive about social networking sites – try to strike a balance between
educating children and young people to behave safely and trusting them to
get on with it. Get involved – ask them how to create a profile, get them to
show you theirs and ask them to add you to their friends list!
the Make sure that children know how to protect themselves on social
networking sites through the tools provided. It’s important to discuss the
value of privacy with children. Encourage your child to keep their passwords
private and work with them to check the privacy settings on their account
5Ps
which limit how much of their information can be seen by others – for
example, encourage your child to change their settings to private so that
only people they allow can see what they post and comment on their space,
rather than public which leaves their site open to be viewed by anyone.
It’s natural that children will want to include a photo on their site or profile,
but help them think about the implications of posting photos and what is
suitable. It is important to think about the type of picture and the kind of
attention it might attract, the information it could divulge and who could see
it. Suggest that your child ask permission of other people in the images that
they post. Also, be aware that photos can be easily copied, changed, shared,
used elsewhere, and can potentially stay online forever. One question to ask
about
your child is “would they want a future employer to see this photo?”
The ability to interact with this media and comment on other people’s sites
is part of what makes these sites so attractive. However, make sure you
social networking
help your child to think before they post. Set some ground rules about what
is and isn’t OK to say in a blog or profile. This relates to what the child says
about others as much as about themselves. What starts off as a joke or
gossip can quickly escalate to cause real pain which cannot be taken back.
It’s really important that you encourage your child to tell you about
inappropriate or illegal activity they may come across. If you suspect your
child is being groomed by someone with a sexual interest in children, it’s
vital that you help them keep a copy of the offending images or messages
and report them to the police via the Child Exploitation and Online Protection
Centre website . If they are being harassed
by another user, report that person’s screen name to the SN provider which
hopefully will act on violations to its terms of service.
Tuesday, March 27, 2012
15. Here are that should be considered about
positive
social networking sites.
Stay positive about social networking sites – try to strike a balance between
educating children and young people to behave safely and trusting them to
get on with it. Get involved – ask them how to create a profile, get them to
show you theirs and ask them to add you to their friends list!
privacy
Make sure that children know how to protect themselves on social
networking sites through the tools provided. It’s important to discuss the
value of privacy with children. Encourage your child to keep their passwords
private and work with them to check the privacy settings on their account
which limit how much of their information can be seen by others – for
example, encourage your child to change their settings to private so that
only people they allow can see what they post and comment on their space,
rather than public which leaves their site open to be viewed by anyone.
photos
It’s natural that children will want to include a photo on their site or profile,
but help them think about the implications of posting photos and what is
suitable. It is important to think about the type of picture and the kind of
attention it might attract, the information it could divulge and who could see
it. Suggest that your child ask permission of other people in the images that
they post. Also, be aware that photos can be easily copied, changed, shared,
used elsewhere, and can potentially stay online forever. One question to ask
your child is “would they want a future employer to see this photo?”
posting The ability to interact with this media and comment on other people’s sites
is part of what makes these sites so attractive. However, make sure you
help your child to think before they post. Set some ground rules about what
is and isn’t OK to say in a blog or profile. This relates to what the child says
about others as much as about themselves. What starts off as a joke or
gossip can quickly escalate to cause real pain which cannot be taken back.
police
It’s really important that you encourage your child to tell you about
inappropriate or illegal activity they may come across. If you suspect your
child is being groomed by someone with a sexual interest in children, it’s
vital that you help them keep a copy of the offending images or messages
and report them to the police via the Child Exploitation and Online Protection
Centre website . If they are being harassed
by another user, report that person’s screen name to the SN provider which
hopefully will act on violations to its terms of service.
Tuesday, March 27, 2012
16. video - cyber bullying happens
http://www.youtube.com/watch?v=D7uyScK3-CU
Tuesday, March 27, 2012
17. smart rules Childnet has produced 5 key SMART rules which
remind young people to be SMART online.
It can be helpful to go through these tips with
your children.
Keep safe by being careful not to give
out personal information, – such as your full name,
e-mail address, phone number, home address,
photos or school name – either to people you are
chatting with online or by posting it online where
other people can see it.
Meeting someone you have only
been in touch with online can be dangerous. Only
do so with your parents’ or carers’ permission and
even then only when they can be present.
Accepting e-mails, IM
messages, or opening files, pictures or texts
from people you don’t know or trust can lead to
problems – they may contain viruses or
nasty messages!
Information you find on the
internet may not be true, or someone online may be
lying about who they are.
Tell your parent, carer or a trusted
adult if someone or something makes you feel
uncomfortable or worried, or if you or someone you
know is being bullied online.
Tuesday, March 27, 2012
18. smart rules Childnet has produced 5 key SMART rules which
remind young people to be SMART online.
It can be helpful to go through these tips with
your children.
Safe
Keep safe by being careful not to give
out personal information, – such as your full name,
e-mail address, phone number, home address,
photos or school name – either to people you are
chatting with online or by posting it online where
other people can see it.
Meeting Meeting someone you have only
been in touch with online can be dangerous. Only
do so with your parents’ or carers’ permission and
even then only when they can be present.
Accepting Accepting e-mails, IM
messages, or opening files, pictures or texts
from people you don’t know or trust can lead to
problems – they may contain viruses or
nasty messages!
Reliable Information you find on the
internet may not be true, or someone online may be
lying about who they are.
Tell Tell your parent, carer or a trusted
adult if someone or something makes you feel
uncomfortable or worried, or if you or someone you
know is being bullied online.
Tuesday, March 27, 2012
19. Additional
Resources:
http://isttech.wordpress.com/
Tuesday, March 27, 2012
20. Additional
Resources:
http://isttech.wordpress.com/
Tuesday, March 27, 2012
21. references
http://questgarden.com
images http://artistsinspireartists.com/graphic_design/awesome-illustrations-gary-taxali
http://www.youtube.com/watch?v=S03Br1dwJR8
videos http://www.youtube.com/watch?v=Y6XIPogWZPU
http://www.youtube.com/watch?v=4B89yPghS6w
http://www.youtube.com/watch?v=D7uyScK3-CU
http://www.commonsensemedia.org/
information http://www.digizen.org/
Mikey McKillip Glen Blair
ICT Coordinator Counselor/Vice Principal
IST Elementary Campus IST Elementary Campus
Tuesday, March 27, 2012