The document discusses ways for teachers to help address cyberbullying among students. It notes that cyberbullying involves inappropriate use of technology to harass or threaten others. Many students ages 8-15 experience cyberbullying through means like cell phones, social media, and more. The impacts on victims can include truancy, depression, and sometimes suicide. While laws and policies aim to address cyberbullying, more research is still needed on effective prevention and intervention methods. The document provides guidance for teachers on creating a classroom technology policy to help prevent cyberbullying and set clear expectations and consequences for inappropriate technology use among students.

1. What can help me help my students?

2. o Cyberbullying has many definitions but can
be summed up as any inappropriate use of
technology that is intended to harass,
humiliate, stalk, threaten, terrorize, or
slander others.
o It is not uncommon for cyberbullying to be
prevalent in students ages 8-15 and
beyond.
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3. o Cell phones
o Text messages
o Picture messages
o Email
o Internet
o Social networking sites
o Chatrooms
o Chat tools and more…
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4. o Approx. 160,000 children
miss school because they
fear bullying
o One in three teens (ages
12-17) have been victims
of cyberbullying
o One in six pre-teens
(ages 6-11) have been
victims of cyberbullying
o Children are just as likely
to receive threatening
messages at school as
they are at home
o The impact on the victims
of bullying often include
truancy, depression, poor
academic performance,
and sometimes suicide
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5. That depends…
In the First Amendment we are all given the
right of freedom of speech.
There have been numerous court cases concerning
cyberbullying, however each is individual and rulings
remain just as unique and difficult to predict.
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6. o Fifteen states (including Illinois) have legislation
requiring districts to create policies about
cyberbullying.
o On this website, each state receives a letter
grade based on the occurrences of cyberbullying
cases and how they are handled.
www.bullypolice.org
o Also in Illinois schools are required to provide a
minimum of two hours of Internet safety
instruction annually to their K-12 students.
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7. o What constitutes an offense of
cyberbullying?
o Is bullying that takes place at home able to
be disciplined within the school?
o When do teachers step in?
o What steps should be taken to decrease
occurrences?
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8. None of these questions can be answered
definitively. So…
What does the research say?
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9. Bullying is a relatively recent research focus
with work beginning in the early 70’s.
Because of the even more recent nature of
cyberbullying, there are several issues that
characterize research in this area, and there
are not many helpful conclusions.
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10. With frequent and considerable advances in
technology, the issue of cyberbullying is quickly
growing, but very little research exists that deals with
intervention methods or programs. These are two
questions teachers may ask:
→ What are some effective methods proven to reduce
instances of cyberbullying in school settings?
→ What are some effective intervention methods from
previous studies in traditional bullying that could effect
work on cyberbullying?
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11.  There is a significant body of research on the
phenomenon itself, but not any research on
prevention methods.
 Several pieces of cyberbullying research cite
previous studies of traditional bullying, but it is
difficult to transfer any prevention methods because
of the often secretive nature of cyberbullying
 Overall:
 Flaws in research
 Inconsistent results
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12. For now, short of conducting more
research, teachers can choose to follow
their school’s technology policy and/or
compose their own. Having a classroom
technology policy could prevent problems
from happening before they occur. It can
also provide teachers with a set of fair and
equal consequences for policy violations.
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13. A good policy:
o is informative (defining cyberbullying and other terms
that may be unfamiliar) and directed toward both
parent(s)/guardian(s) and student
o clearly states the goals that the teacher intends to
achieve by using technology and names any known
activities that will use certain technologies
o shows compliance and understanding by both
parent(s)/guardian(s) and student (preferably by means
of a signature) and returned to the teacher to be filed
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14. A good policy:
o refers parent(s)/guardian(s) to sources of additional
information if they wish to access it
o provides the teacher and administrator’s contact
information
o is thoroughly checked for correct spelling, grammar,
and structure
o is approved by an administrator before being sent home
with students (Some schools require this, others do not,
but it’s still a good idea!)
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15. Between the previous two slides and several additional slides that
will be seen shortly in this presentation, you will be easily able to
compose a technology policy for your desired setting and fulfill the
assignment requirements. Note those slides!

16. o Be proactive in presenting classroom
expectations, outlining acceptable usages,
and introducing policy early.
o Remind students of the policies in place
frequently throughout the duration of a project
or school year.
o Post your policy in the classroom or computer
lab so students have no excuse for being
unfamiliar with it.
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17. Locate the Cyberbullying Activity on WesternOnline.
Read it carefully and complete it by the posted due
date. Worth 40 pts.
Don’t forget to review the rubric before starting!
The following slides will help you create your
submission. Read the instructions and use this
presentation to guide your progress.
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18.  An introduction should begin by stating the need for
keeping our students safe while using technology and
defining unfamiliar terms like “cyberbullying.”
 Next, it should mention what types of technology
students may use in the classroom, for which activities
they will be used, and what this document actually is.
 Lastly, the introduction should provide additional
resources for parents/guardians or students to find
more information on different computer programs,
processes or devices you might be using.
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19.  Divide your policy into two or three paragraphs
depending upon the age of your students.
 ¶ - Expectations (i.e. …)
• students are expected to treat all technological equipment
with care and respect.
• Students are expected to follow teacher instructions with
regard to internet usage and website viewing with no
exceptions.
• Students are prohibited from…
 ¶ - Consequences (might be identical to school’s
handbook consequences)
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20. ¶ - Student usage expectations of outside
devices:
• Cell phones
• Pagers
• Cameras
• Mp3 players
• Gaming devices
• etc…
 Many schools simply prohibit use of these during school hours
or on school grounds.
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21.  This consists of a couple simple sentences.
 All the sentences need to state is that a
signature at the bottom of the document
represents agreement with the policies outlined
in the document, and that students who do not
comply will not be allowed to participate in such
activities.
 Both student and parent(s)/guardian(s)
signatures should be present.
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22.  Finally, include your personal as well as school
office contact information for families to use if
they have any questions.
• Ms. Doe, 3rd grade, 555-1234, jdoe@school.edu
• Elementary office, West Best School: 555-5678
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23. Bully Police U.S.A. (2009). Retrieved from website: www.bullypolice.org
Meyers, J. J. (2009). Censoring cyber speech on campus??? Unpublished
manuscript. Presented September 29, 2009 at Western Illinois University.
Meyers, J. J., & Carper, G. T. (2009). Cyberbullying: The legal challenge for
educators. West’s Educational Law Reporter.
Meyers, J. J., Carper, G. T., & Hemphill, L. S. (2009). Cyber Bullies Come to
Campus: Are Administrators and Faculty Ready?
Roskamp, T. J. (2009). Cyberbullying in Illinois public schools. Unpublished
doctoral dissertation, Western Illinois University.
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24. Backer, T. E., & Russ, A. (2007). Implementing evidence-based youth violence
prevention programs: one community’s experiences. Human Interaction
Research Institute, Retrieved from:
http://www.humaninteract.org/images/finalrep149.pdf.
Hirschstein, M. K., Van Schoiack Edstrom, L., Frey, K. S., Snell, J. L., & MacKenzie,
E. P. (2007). Walking the talk in bullying prevention: teacher implementation
variables related to initial impact of the Steps to Respect program. School
Psychology Review, 36(1), 3-21.
Hoff, D. L., & Mitchell, S. N. (2008). Cyberbullying: causes, effects, and remedies.
Journal of Educational Administration, 47(5), 652-665.
Juvonen, J., & Gross, E. F. (2008). Extending the school grounds? Bullying
experiences in cyberspace. Journal of School Health, 78(9), 496-505.
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25. Salmivalli, C., Kaukiainen, A., & Voeten, M. (2005). Anti-bullying intervention:
implementation and outcome. British Journal of Educational Psychology, 75, 465-487.
Slonje, R., & Smith, P. K. (2007). Cyberbullying: another main type of bullying?
Scandinavian Journal of Psychology, 49, 147-154.
Smith, P. K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008).
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Wright, V. H., Burnham, J. J., Inman, C. T., & Ogorchock, H. N. (2009). Cyberbullying: using
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Yasuda, H. (2009). Preventing cyberbullying without prohibitions: looking at web science
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