This document discusses the issue of cyberbullying among K-12 students and its impact on schools. It provides statistics on student internet and social media use that shows both benefits and risks. While many students use the internet for schoolwork and research, social media sites have enabled new forms of bullying that can damage victims' mental health and reputation. The document outlines types of cyberbullying and how schools are trying to educate students and comply with laws requiring them to address this issue to help prevent cyberbullying and its sometimes tragic consequences.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
A Parent and Teacher Training Program for Cyberbullying Detection and Intervention is a presentation of Andy Jeter's action research proposal for his Master's program.
Engaging Digital Natives - Their devices, their world, their content - by Sch...Ellen Richards
Owners of Australia's fast growing K-12 online learning environment Schoolbox, James and Sean help independent schools in Australia and New Zealand transform their teaching, learning and online communication.
Today’s youth live in a digital world surrounded by devices, technology, online communities and are socially engaged though the web.
The emergence of these digital natives is forcing traditional teaching methods/technology to move so rapidly, educators can be confused by how best to leverage digital learning to deliver an engaging learning experience through technology.
James and Sean introduce how digital natives learn, how BYOD can work and how to style teaching and use technology in the classroom to fit with the mobile, social and and online world our students live in.
A Parent and Teacher Training Program for Cyberbullying Detection and Interve...Andy Jeter
A Parent and Teacher Training Program for Cyberbullying Detection and Intervention is a presentation of Andy Jeter's action research proposal for his Master's program.
Engaging Digital Natives - Their devices, their world, their content - by Sch...Ellen Richards
Owners of Australia's fast growing K-12 online learning environment Schoolbox, James and Sean help independent schools in Australia and New Zealand transform their teaching, learning and online communication.
Today’s youth live in a digital world surrounded by devices, technology, online communities and are socially engaged though the web.
The emergence of these digital natives is forcing traditional teaching methods/technology to move so rapidly, educators can be confused by how best to leverage digital learning to deliver an engaging learning experience through technology.
James and Sean introduce how digital natives learn, how BYOD can work and how to style teaching and use technology in the classroom to fit with the mobile, social and and online world our students live in.
-Identify the uses for mobile devices and the implications it has in today’s classrooms.
-Discover sites, tools, apps and resources
-What critical 21st century skills can be mastered when using mobile devices?
Impact of Social Media among Students’ Behaviors in Tertiary Institution of A...IJSRP Journal
The impact of social media among students behavior in tertiary institution has become worrisome. Social media is a means of connections among people in which they create, share, and exchange information and ideas in virtual communities and network. This craze for social media has led to a host of question regarding its impact among students behavior particularly in tertiary institution. This paper is set to study the impact of social media among students in tertiary institution in Adamawa State, Nigeria. A 5 likert scale questionnaire comprises of 19 questions was used as an instrument for data collection. 300 respondents sampled from 6 selected tertiary institutions in Adamawa State formed the population of the study. Descriptive statistics was used to analyze the data. The study revealed that social media has positive impact as well as negative impact on students behavior. The study further recommended that students need to be trained on better usage of social media so as to minimize its misused, School management should train and encourage students on how to use skype and other video conferencing tools to have discussion with lecturers and group members academically.
Prospective U.S. Mathematics Teachers' Engagement in Handheld Cellular Device...Dr. Mokter Hossain
This paper presents quantitative and qualitative data that examine the prospective U.S. mathematics teachers’ engagement in the use of the Internet, hand-held cellular devices, and Web 2.0 activities and their perception of using these technologies for the teaching and learning of Euclidean geometry and other mathematics courses. The study revealed that prospective mathematics teachers in the U.S. have massive engagement in accessing the Internet and Web 2.0-based activities through cellular and handheld mobile devices as well as in their self-reported skills in using Internet, without any significant differences based on their gender. Prospective mathematics teachers experienced numerous advantages and a few minor problems of the blogging activity as a supportive tool in the Euclidean Geometry course. They found blogs a supportive and useful tool for collaborative teaching and learning purposes. Thus, they suggest that blogs and other Web 2.0 tools should be incorporated in the middle and high school mathematics education curricula.
Social Media Use and Junior High School Student’s Academic Performance in the...ijtsrd
This descriptive correlational study was conducted to determine the social media utilization and its effects on student’s academic performance in selected secondary schools in the Division of Northern Samar. This study utilized purposive sampling in determining the 1,144 Grade 10 student respondent from the following schools in Northern Samar Balicuatro area Allen National High School, San Isidro Agro Industrial High School, The majority of the students own only one 1 social media account. The findings also revealed that the students had good academic performance in all subjects, namely English, Mathematics, Science, Filipino, Araling Panlipunan, MAPEH, ESP, and TVE. This resulted in an overall proficient academic performance. It was also found out that the best positive effect of using social media is its effectiveness in communicating with their friends. On the other hand, one of the prominent negative effects of social media on students is that social media is addictive and a challenge that affects their academic life. The findings also revealed that the profile and the social media utilization have no significant relationship with the students’ academic performance. The top school related problem that emerged is the reduced learning and research capabilities when utilizing social media. In general, the school related problems encountered by the students using social media were described as very alarming. The top personal problem is that in social media, the students are more prone to cyber bullying. In general, the personal problems encountered by the students using social media were described as very alarming. Jester Ditche "Social Media Use and Junior High School Student’s Academic Performance in the Division of Northern Samar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41278.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/41278/social-media-use-and-junior-high-school-student’s-academic-performance-in-the-division-of-northern-samar/jester-ditche
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
Ruth Hammond - Saftguarding Children in a Digital WorldNaace Naace
ICT has opened up a world of opportunity; however we must all ensure that whilst the children and young people in our care enjoy the benefits they are also prepared for the risks. This session will aim to highlight the key policy messages and resources which are available to help safeguard our digital natives!
-Identify the uses for mobile devices and the implications it has in today’s classrooms.
-Discover sites, tools, apps and resources
-What critical 21st century skills can be mastered when using mobile devices?
Impact of Social Media among Students’ Behaviors in Tertiary Institution of A...IJSRP Journal
The impact of social media among students behavior in tertiary institution has become worrisome. Social media is a means of connections among people in which they create, share, and exchange information and ideas in virtual communities and network. This craze for social media has led to a host of question regarding its impact among students behavior particularly in tertiary institution. This paper is set to study the impact of social media among students in tertiary institution in Adamawa State, Nigeria. A 5 likert scale questionnaire comprises of 19 questions was used as an instrument for data collection. 300 respondents sampled from 6 selected tertiary institutions in Adamawa State formed the population of the study. Descriptive statistics was used to analyze the data. The study revealed that social media has positive impact as well as negative impact on students behavior. The study further recommended that students need to be trained on better usage of social media so as to minimize its misused, School management should train and encourage students on how to use skype and other video conferencing tools to have discussion with lecturers and group members academically.
Prospective U.S. Mathematics Teachers' Engagement in Handheld Cellular Device...Dr. Mokter Hossain
This paper presents quantitative and qualitative data that examine the prospective U.S. mathematics teachers’ engagement in the use of the Internet, hand-held cellular devices, and Web 2.0 activities and their perception of using these technologies for the teaching and learning of Euclidean geometry and other mathematics courses. The study revealed that prospective mathematics teachers in the U.S. have massive engagement in accessing the Internet and Web 2.0-based activities through cellular and handheld mobile devices as well as in their self-reported skills in using Internet, without any significant differences based on their gender. Prospective mathematics teachers experienced numerous advantages and a few minor problems of the blogging activity as a supportive tool in the Euclidean Geometry course. They found blogs a supportive and useful tool for collaborative teaching and learning purposes. Thus, they suggest that blogs and other Web 2.0 tools should be incorporated in the middle and high school mathematics education curricula.
Social Media Use and Junior High School Student’s Academic Performance in the...ijtsrd
This descriptive correlational study was conducted to determine the social media utilization and its effects on student’s academic performance in selected secondary schools in the Division of Northern Samar. This study utilized purposive sampling in determining the 1,144 Grade 10 student respondent from the following schools in Northern Samar Balicuatro area Allen National High School, San Isidro Agro Industrial High School, The majority of the students own only one 1 social media account. The findings also revealed that the students had good academic performance in all subjects, namely English, Mathematics, Science, Filipino, Araling Panlipunan, MAPEH, ESP, and TVE. This resulted in an overall proficient academic performance. It was also found out that the best positive effect of using social media is its effectiveness in communicating with their friends. On the other hand, one of the prominent negative effects of social media on students is that social media is addictive and a challenge that affects their academic life. The findings also revealed that the profile and the social media utilization have no significant relationship with the students’ academic performance. The top school related problem that emerged is the reduced learning and research capabilities when utilizing social media. In general, the school related problems encountered by the students using social media were described as very alarming. The top personal problem is that in social media, the students are more prone to cyber bullying. In general, the personal problems encountered by the students using social media were described as very alarming. Jester Ditche "Social Media Use and Junior High School Student’s Academic Performance in the Division of Northern Samar" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-4 , June 2021, URL: https://www.ijtsrd.compapers/ijtsrd41278.pdf Paper URL: https://www.ijtsrd.comhumanities-and-the-arts/education/41278/social-media-use-and-junior-high-school-student’s-academic-performance-in-the-division-of-northern-samar/jester-ditche
Presentation made by IASA Associate Director Dr. Richard Voltz for teachers. The purpose of this presentation is to motivate teachers to engage students more in their own learning and to inform teachers of the various technology tools that are available to them to use in the classroom.
Ruth Hammond - Saftguarding Children in a Digital WorldNaace Naace
ICT has opened up a world of opportunity; however we must all ensure that whilst the children and young people in our care enjoy the benefits they are also prepared for the risks. This session will aim to highlight the key policy messages and resources which are available to help safeguard our digital natives!
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.
International Forum of Educational Technology & SocietyMid.docxLaticiaGrissomzz
International Forum of Educational Technology & Society
Middle School Students’ Social Media Use
Author(s): Florence Martin, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
Source: Journal of Educational Technology & Society , Vol. 21, No. 1 (January 2018), pp.
213-224
Published by: International Forum of Educational Technology & Society
Stable URL: https://www.jstor.org/stable/10.2307/26273881
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Martin, F., Wang, C., Petty, T., Wang, W., & Wilkins, P. (2018). Middle School Students’ Social Media Use. Educational
Technology & Society, 21 (1), 213–224.
213
ISSN 1436-4522 (online) and 1176-3647 (print). This article of the Journal of Educational Technology & Society is available under Creative Commons CC-BY-ND-NC
3.0 license (https://creativecommons.org/licenses/by-nc-nd/3.0/). For further queries, please contact Journal Editors at [email protected]
Middle School Students’ Social Media Use
Florence Martin*, Chuang Wang, Teresa Petty, Weichao Wang and Patti Wilkins
University of North Carolina Charlotte, Charlotte, NC, USA // [email protected] //
[email protected] // [email protected] // [email protected] // [email protected]
*Corresponding author
ABSTRACT
Cyber bullying, digital identity, impact of digital footprints, and use of inappropriate social media are topics
that are gaining attention in K-12 schools. As more schools and school districts are implementing 1-1 and
“bring your own technology” initiatives, attention to these topics is becoming increasingly important. A
total of 593 middle school students were surveyed about digital footprints and concerns about social media.
The results show that 17% started using social media at age nine or yo.
IAO publishes the White Paper for the month of April, 2017. In this White Paper you will read about Cyberbullying, a new emerging issue in schools around the world and what role can educators play in dealing with the offenders.
Good Cybercitizens Make the Internet a Safer Place
Own your online presence. To keep yourself safe, set privacy and security settings on web services, apps, and devices to your comfort level. ...
Be a good digital citizen. ...
Respect yourself and others. ...
Practice good communications. ...
Protect yourself and your information.
Managing Screen Time - The Student's PerspectiveSecurly
The opportunities and perils of giving students access to devices like Chromebooks and iPads are well documented. Until now, however, conversations around topics such as screen time, web filtering, cyberbullying, and privacy have been dominated by adults. Very little is known about how today’s youth, the “1:1 generation”, are coping with an unprecedented use of technology in school and at home. We surveyed over 400 students to get their thoughts. Some of the results may surprise you.
A comprehensive guide on cyberbullying for parents, teachers & children.
You can also read this on our website here: https://homeguides.co.uk/cyberbullying/
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
1. White Paper
Preventing Cyberbullying
A Guide to Safe and Responsible
Internet Use in the Digital Age
EdgeWave
15333 Avenue of Science
San Diego, CA 92128.
Phone: 858-676-2277
Fax: 858-676-2299
Toll Free: 800-782-3762
Email: info@edgewave.com
www.edgewave.com
1
EW-CB-WP-06/12
2. Preventing Cyberbullying
White Paper
Schools and Social Networking
The digital age has brought many advances that have connected us globally like never before. Among the advantages to educators
are the expansive resources now available to them that can enrich the learning environment, engage and motivate students and
offer more convenient modes of communication to everyone. Benefits range from having access to resources such as the YouTube
for Schools service, which delivers hundreds of age-appropriate education videos to schools all over the country, to the ability for
individual teachers to set up their own classroom blogs or websites, where they have a venue for posting announcements and
homework assignments and in general, establishing a forum for communicating with students on and off-campus.
However, social media sites also have a more ominous side. Stories of minor students being exposed to inappropriate material,
sexual predators, and bullying and harassment by peers are becoming all too common.
This white paper attempts to explain the issues surrounding social networking among K-12 students and discusses some of the
risks schools are facing as they try and contend with the virtually unanimous participation in social media among students. It will
examine statistics around student use of social media technology and present some of the risks involved, including cyberbullying.
The paper explains the types of cyberbullying that are occurring and how victims can suffer long-term damage as a result. It
concludes with a discussion of why experts recommend social networks not be banned in schools and offers practical steps
schools can take to manage student online interactions at school and at home. Finally, it offers a solution that gives schools the
granular control required to make social media tools safe for students. One that gives schools visibility into and control over social
media interactions, to not only help them educate students in the proper use of social media, but to help prevent problems such
cyberbullying and other inappropriate activities.
New FCC Rules on Social Media Impact CIPA
One recent development that is going to impact how schools handle social media is an order released by the Federal Communications
Commission in 2011 called the Protecting Children in the 21st Century Act. This legislation has expanded CIPA rules to include
social media applications such as Facebook , MySpace and YouTube, tying them to E-Rate funds that schools count on for much
needed technology acquisitions. Schools must comply with these rules by July 1, 2012.
The new Act requires that school district policies include the instruction of minors in the safe and appropriate use of social
networking sites and chat rooms, with the goal of providing direction to students concerning their behavior when interacting with
others on social media sites.
Compliance with the new rules will directly affect the distribution of E-Rate funds. And like CIPA, schools will have to put policies in
place to prove they are abiding by the new rules.
Here is a summary of the new FCC Rules stipulations:
• The new requirements are in addition to existing Children’s Internet Protection requirements including Internet filtering
technology, staff, student and parent education, etc.
• In addition to mandating policies, the FCC specifically points to sites such as Facebook and YouTube and confirms that
these sites are potentially harmful to minors but not harmful in and of themselves.
• Social networking sites do not fall into the category of websites that must be blocked
• The FCC acknowledges that social networking sites may have the potential to support student learning
The FCC stated that by the July 1st deadline, “School Boards will have to create or update current Internet Use policies to include
wording that they are teaching Internet safety”.
Schools are also encouraged to provide education and training not only on the appropriate use of these sites but on their potential
for enhancing the learning experience.
The new rules are impacting how schools approach social media use by students and emphasize the need to better manage the
2
3. Preventing Cyberbullying
White Paper
dangers inherent in the rampant adoption of social networking tools by students nationwide. One of the most serious problems
facing schools is the prevalence of cyberbullying, which this paper will discuss in more detail.
Cyberbullying - An Old Problem Wrapped in New Technology
The tragedies associated with cyberbullying have been publicized for all to read. While the Internet is proving to be a boon for
schools with services such as YouTube for Schools and other scholastic sites, not to mention the ability for teachers to communicate
with their students, post homework assignments and course material, and provide other resources online, there is a downside. In
this case, it’s a serious one and it’s called cyberbullying.
Of course, the school bully is an almost iconic image, portrayed in books and movies since the advent of educational institutions.
But where one bully might terrorize one or two peers in his neighborhood or classroom, he or she now has access to a vast
audience, with the ability to humiliate the victim on a scale never before possible. Even worse, the bully can now pursue his or her
damaging behavior behind a cloak of anonymity, something that was far less feasible before the Internet. And while bullies can exist
anywhere, the most vulnerable victims are children. According to the Center for Disease Control, which characterizes cyberbullying
as electronic aggression, “Young people who are victims of internet harassment are significantly more likely than those who have
not been victimized to use alcohol and other drugs, receive school detention or suspension, skip school, or experience in-person
victimization.”
Cyberbullying is in the News
Cases of student harassment and violence resulting from social media postings are all too common:
• At a central Indiana high school, an anonymous Facebook page called the “Burnbook” has translated into violence. The
site has been used to post rumors, insults and even threats of physical violence between students resulting in fear and
unrest on the school grounds. The page was brought to the attention of school officials by a concerned parent.
• A myspace feud between two 13-year-old girls at a Cleveland middle school resulted in gunfire with bullets grazing the
ear of one of the students as she sat in a car in front of her house.
Even more tragic are the student suicides resulting from cyberbullying – just a few examples include:
• A 17-year-old Kentucky high school student committed suicide after receiving a series of threats and intimidating
messages from an anonymous MySpace page. The final message leading to her death was “I am not going to put you in
the hospital; I am going to put you in the morgue.”
• A 15-year-old Florida student was bullied online for three years before taking his own life. After his death, his mother, who
was a teacher, worked to get the Florida legislature to pass anti-bullying laws. Similar laws have been passed or are being
considered in scores of other states.
• In Vermont, a 13-year-old middle school boy, who was bullied from the age of 11, took his own life after the bully spread
anonymous online rumors that he was gay. His father said he could have withstood the harassment if it had occurred
before there was an Internet.
General Statistics for Online Activity Among K-12 Minor Students
Studies show that participation by children and teens in online activities continues to grow. Pew Research Center surveyed over
2400 parent-child pairs in their Internet and American Life Project. The children were between the ages of 12 and 17. The following
statistics are the result of these nationally conducted interviews done over a multi-year period from 2007 to 2010:
• 95% of all teens surveyed use the Internet on a regular basis, and 80% of them use social networking sites
• 94% of students surveyed said they go online to do research for school assignments with 48% saying they do so most
days
3
4. Preventing Cyberbullying
White Paper
• 81% say they visit sites for information about movies, TV shows, music groups or sports stars
• 73% of the teens stated that they are users of online social networking sites, with 37% saying they send daily messages
via social media
• 64% of students who are online revealed that they have created online content of some kind
• 62% stated they visit websites to get news
• 57% have watched a video on a video-sharing site such as YouTube or GoogleVideo
• 55% go online to get information about a college, university or other school they are considering attending
• 49% have purchased something online like books, clothes or music
• 31% have looked online for health, dieting or physical fitness information, while 17% have looked online for sensitive
health information
Using this data, we can come to a fairly concrete conclusion that students are online frequently and that the much of their time
is spent in positive activities. Students may be researching homework assignments, or visiting college sites for information or,
may be checking out the website of their favorite movie or band. It’s clear that there is a positive side to online behaviors – even
those involving social networking. However, it does not diminish the fact that serious harm has been caused by the large presence
of social media in the lives of young people. Parents and schools need to be aware of the dangers and mitigate the risks before
terrible events happen.
Cyberbullying: The Darker Side of Student Online Behavior
The Center for Disease Control (CDC) defines cyberbullying or electronic aggression as “Any type of harassment or bullying (teasing,
telling lies, making fun of someone, making rude or mean comments, spreading rumors, or making threatening or aggressive
comments) that occurs through email, a chat room, instant messaging, a website (including blogs) or text messaging.” Experts
point out that it is the “repeated” instances of spreading rumors or other harmful content that constitutes true cyberbullying.
In the Pew survey of online behavior of 12-17 year-olds, they reported the following:
• 32% of the teens surveyed reported being the targets of a range of troubling and/or Cyberbullying is a
intimidating online activities from their peers or anonymous sources: Growing Trend
• 15% said that a private message they had written was posted or forwarded Recent data compiled by
without their permission the website Internet Safety
101 report that 43% of
• 13% reported that someone was spreading rumors about them online teens aged 13 to 17 say
they have experienced
• 13% said they had received a threatening or aggressive message from someone some sort of cyberbullying
• 6% said embarrassing pictures of them had been posted online in the past year.
• 38% of girls say they were bullied online, while 26% of boys reported they had been. Girls in the 15-17 age group reported
the most bullying – 41% -- more than any other group
• For the teens who use social networking sites, 39% reported being cyberbullied compared to 22% of teens who don’t
engage in social media activities
• Of teens who use social media, 88% report that they have witnessed someone being mean or cruel to another online,
with 12% saying this is a ‘frequent’ occurrence.
• Bullying still occurs at school more often than online but the survey also showed that students who are cyberbullied are
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more likely to also be bullied at school
• Parents at a rate of one in six say they know that their child has been bullied on social media sites and in over half of these
cases, their child was bullied multiple times.
• Of students considered heavy users of social networking, those who spend more than three hours per school day on
social media sites, the study found them 110% more likely to be a victim of cyberbullying
Types of Cyberbullying
Although the Internet has many sites devoted to cyberbullying including school sites, research organizations that monitor and
study the problem and other resources, there is some agreement on the general forms, cyberbullying can take. Here is summary:
Gossip – A pastime as old as humanity, for teens, who have less experience and resiliency, gossip can be devastating. This form
of cyberbullying includes posting to social media sites or sending cruel gossip aimed at damaging someone’s reputation and
relationships with friends, family and acquaintances.
Exclusion – Particularly painful during formative teen years, this involves deliberately excluding someone from group activities.
Falsifying Identity – This occurs when the offender hacks another’s account and begins posting content or pictures aimed at
causing embarrassment or reputation damage to the victim, often resulting in isolating the victim from others.
Harassment – In cyberbullying, this involves posting or sending rude, offensive and insulting comments or posting them repeatedly.
Cyberstalking – This involves repeated posting or sending of annoying or overfamiliar messages or other inappropriate content
Flaming – If you read the comments section of almost any news story, particularly controversial ones, you might conclude that
angry, derisive or otherwise insulting content has become the norm. When children are involved this sort of activity can engender
fear and anxiety.
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Deception and/or Outing – Using deceptive means to trick others into revealing private
or embarrassing information and then revealing it on social networking sites can be
Young people
devastating for teens. Although this sort of thing has occurred before there was an Internet,
who are victims of
the ability to make this information universally available via social networking has increased
internet harassment are
its potential damage exponentially.
significantly more likely
Cyberthreats – The statistics compiled by Pew also showed that children and teens who than those who have not
are harassed online are more likely to be harassed offline. Threats can include those against been victimized to use
another where bodily harm is threatened or students who exhibit suicidal tendencies in alcohol and other drugs,
their online posts and messages. receive school detention
or suspension, skip school,
or experience in-person
victimization.”
Cyberbullying Causes Lasting Damage
The characteristics that are inherent on cyberbullying are also the ones that can make it Center for Disease Control
a particularly damaging threat. Because the offensive and harmful contact is online, the
content can be preserved and transmitted, re-inflicting the insults and humiliation over
and over. Also, bullying events that occur on school grounds may be witnessed by one or a
few kids, but in cyberspace, the audience is limitless – increasing the victim’s humiliation and suffering. Other factors including the
familiarity with victims that bullies may use can make their exploits particularly personal and painful and also the speed at which
harmful content can reach an audience makes damage control nearly impossible. With access to social networking sites such as
Facebook and Twitter, bullies now have a venue that gives them almost limitless access to support for their insults, rumors and
threats. The insults, comments or images can be preserved by the person who was bullied or by others so that the victim may read
or view them over and over again and the harm is re-inflicted with each reading or viewing.
According to psychologists, the damage inflicted on victims of cyberbullying can follow them into adulthood resulting in lasting
low self-esteem and increased risk for addictions, poor job performance and other maladaptive behaviors.
Cyberbullying can Result in Lawsuits for Schools
Since almost all states have laws against bullying on the books, some cases of cyberbullying that involved the deaths of students
have resulted in costly lawsuits against schools and school districts. Some have resulted in court cases and many more were settled
out of court. A few examples include:
• In Louisiana a school board is being sued over the death of a 15-year-old girl who committed suicide after enduring
months of cyberbullying by classmates. The parents contend that her school did nothing to stop the vicious attacks even
when they were made aware of the situation.
• In an infamous case in Massachusetts, the parents of a 15-year-old-girl who killed herself after being cyberbullied by
classmates for months, sued her school and settled the case out of court. The high school agreed to pay hundreds of
thousands of dollars to the victim’s family for their failure to intervene in her victimization.
• Parents of middle school student in Boca Raton, FL are suing the school over its failure to protect their son from bullying.
They had been pleading with the school administration since 2010 to take action and were finally forced to pull their son
from the middle school and are now home-schooling him.
States are Passing Laws to Address Cyberbullying Specifically
Because of the prevalence and extreme nature of many cyberbullying instances; states have been compelled to instigate legislation
that often impacts schools directly. Of the 49 states that either have or are proposing anti-bullying legislation, 44 of them include
language aimed at “electronic harassment” and 21 of them include stipulations specifically citing “cyberbullying”. And all of the
states with anti-bullying laws require that schools put policies in place to back up the legislation.
The fact that some school districts have been sued when cyberbullying has led to violence either between students, or students
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taking their own lives, is making it clear that schools need to take control over this pandemic situation. Here’s and overview of
current state laws involving cyberbullying at schools:
Every state but Montana has anti-bullying laws, but more and more states are expanding or updating their laws to address
cyberbullying specifically.
States that have expanded anti-bullying laws to include cyberbullying or where it is proposed: Georgia, Illinois, Kentucky,
Maine, Nebraska, New York, Arkansas, California, Connecticut, Hawaii, Kansas, Louisiana, Massachusetts, Missouri, Nevada, New
Hampshire, North Carolina, Oregon, Utah, Washington
States that require, or have a proposal to require a school policy addressing cyberbullying: Georgia, Illinois, Kentucky, Maine,
Nebraska, New York, Arkansas, California, Connecticut, Hawaii, Kansas, Louisiana, Massachusetts, Missouri, Nevada, New Hampshire,
North Carolina, Oregon, Utah, Washington
All states that have anti-bullying laws, (and that’s every state except Montana) allow schools to discipline students for off-
campus bullying.
Some of the states that are addressing cyberbullying also allow discipline for off-campus cyberbullying offenses, they include:
Georgia, Nebraska, New Jersey, South Dakota, Arkansas, Connecticut, Louisiana, Massachusetts, New Hampshire
The adoption of these new laws, with specific language addressing cyberbullying and electronic harassment may make schools
and districts more vulnerable to lawsuits when they fail to initiate the policies and protections required to keep students from
being victimized. By including off-campus discipline, states are attempting to mitigate the risks associated with the ubiquitous
presence of social media in students’ lives.
These states will mandate schools to take action when the law is present, but even in states without specific cyberbullying laws,
schools will need to find solutions in order to maintain student safety.
Steps Schools Can Take to Combat Cyberbullying
Step One: Know Cyberbullying when You See It
It can be difficult to discriminate between the innocent teasing in which children typically engage, and the truly mean and hurtful
banter that can escalate into cyberbullying. Research indicates that middle school girls are particularly prone to this sort of bullying
and are also at a vulnerable stage where rumors, insults and other mean comments can be the most damaging. Research also
shows that cyberbullying can generate physical violence on school grounds, particularly when it involves boys. That’s why the
CDC and many of the standing and pending state laws characterize “electronic aggression” or cyberbullying as an act of violence.
Schools need to be aware of students’ online activities so that when they see an early or potential cyberbullying event unfolding,
they can act quickly to stop it. Because cyberbullying can remain anonymous, the bully feels emboldened by the ability to keep his
or her identity concealed. It’s important that victims and their parents be heard and that their claims be thoroughly investigated so
that the cyberbullying can be stopped.
Make sure teachers and staff are aware of the types of cyberbullying they might encounter and what signs of trouble they should
be looking for. The school psychologist and guidance counselors can be excellent resources for this information. If teachers detect
a student they feel might be involved in or a victim of cyberbullying, give them clear guidelines about who to alert and how to
proceed to handle the situation.
Step Two: Have Strong Policies in Place
The new FCC/CIPA rules addressing cyberbullying specifically, call for schools to not only establish acceptable use policies regarding
social networking, but to train teachers, staff and students as to what the policies are. In addition, schools are required to establish
training that will result in students becoming humane and mature users of social media so that cyberbullying is less likely to occur.
Make sure your policy is comprehensive and that it addresses all forms of social media -- social networking sites, Twitter, blogs, IM
applications, peer-to-peer and texting. If your school is in a state where discipline of off-campus behavior is allowed, you should
address those points in your policy. Even if a state has not specifically addressed cyberbullying in its laws, schools are finding it
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important to take steps to assure students are protected. Adopt a zero-tolerance policy towards cyberbullying and make sure
students and parents understand the gravity of the problem. They should also be given a clear explanation of the consequences
for anyone caught engaging in bullying other students, whether on or off-campus.
Step Three: Train Students and Staff
Training is a mandatory part of the new FCC/CIPA rules and also included in many of the state laws on cyberbullying. The goal of
the legislation is to encourage schools to establish programs that will result in modifying student social networking behavior. Any
schools wishing to comply with CIPA will need to make sure such training happens in their schools. Of course, complying with CIPA
is only one benefit of such a program, of even greater value is that training students to be good social networking citizens will help
prevent cyberbullying – what this legislation and others throughout the country hope to achieve.
Training should be formalized across grade levels and conducted more than once during the school year. What is clear in the new
rules and most state-level legislation is that schools are not expected to simply block and ignore social media venues at school and
consider the job completed. The rules acknowledge that a vast majority of students are engaging in social networking activities --
Facebook, Twitter, YouTube, FourSquare, blogs, and dozens of others. The sooner schools can produce students who will use social
media responsibly, the less they will have to worry about cyberbullying and other inappropriate online behaviors.
Professional development for teachers, administrators and staff should be part of your training program. Teachers should be
familiar with what social media sites their students are using and understand the ethical, legal and practical issues associated with
social networking and mobile devices in the classroom. Their training should include how to convey this information to students
as part of their daily instruction and use of social media tools.
Teachers and staff also need to recognize signs of cyberbullying and other inappropriate behavior among their students. Many
children who are in trouble will exhibit signs of their despair on social networking sites well before violence or an irreversible
tragedy can occur. Educators need to look for the signs of cyberbullying and be able to detect when innocent teasing or a student’s
sad postings seem to be taking a darker turn.
It’s also important that schools keep parents informed and in particular, alert them if they suspect a student is either the victim or
perpetrator of cyberbullying.
Step Four: Include Technology to Assure Enforcement
Rules and regulations are inadequate without a way to enforce them. Though some schools have chosen to block social networking
activity among students completely, others take a more realistic approach and look for ways to monitor student social networking
use in order to prevent problems. It is also difficult to train students to use social media appropriately, if they are not allowed access
to sites at all.
Why Blocking Access to Social Media is Not the Answer
In December of 2011, a group of senior-level representatives from state and national organizations met to discuss social media
in schools. The result of their meeting was a comprehensive report entitled, “Making Progress: Rethinking State and School
District Policies Concerning Mobile Technologies and Social Media”. The creators of this report did not define it as a prescription
policy statement but rather a document designed to “inform policymakers and educators as they develop or reconsider policies
addressing new digital media in the context of improved learning”. This report is already having an impact on schools with more
than a dozen prominent national educational and ed-tech groups releasing this report to their constituents.
The report relied on the Pew Research Center study previously referenced in this paper. A major conclusion of this study was that
banning social media in schools is not the answer.
The report supported this by pointing out that technology has made mobile devices and social media available to K-12 students
and that educators are realizing their value and embracing them because they allow students to:
• Bridge the gap between formal in-school learning and informal out-of-school learning which can improve their
preparedness for real world experience
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• Build their own learning environments that will help them achieve academically and acquire the skills they need for the
21st century. These tools allow them to connect instantly with peers, experts, and information resources beyond the
school walls.
• Provide real-time feedback, exchange information and receive assessments during classroom instruction through text
messages or Twitter
• Document and record their work with images taken on and off campus
• Receive and submit homework assignments digitally and learn how to use mobile devices and social networking tools
to pursue lifelong learning
The study also acknowledged the dangers inherent in these tools in the hands of students and recommended that schools adopt
policies and acquire the means to protect students from dangers such as inappropriate content, predators, student immaturity,
and cyberbullying.
The study concludes with recommendations that coincide with the steps outlined in this paper; create strong policies, educate
students, establish professional development resources for teachers and staff and above all, not to ban the use of social media in
schools because it not only deprives students and teachers of valuable learning resources, but due to its ubiquitous use among
students, may postpone the inevitability of having to manage and control social media use among students.
iPrism Social Media Security – A Granular Approach to Social Networking Safety
EdgeWave offers iPrism Social Media Security, which allows schools to take advantage of educations resources offered by social
media tools, while protecting students from the pitfalls of inappropriate content, cyberbullying and distracting non-school related
usage.
iPrism’s unique Social Media Security solution provides granular control over social networking applications such as Facebook and
Twitter, and helps educators promote the responsible use of social media that can enrich the classroom experience and enhance
learning.
As an add-on to the popular iPrism Web Security solution, Social Media Security is easy to deploy and manage. As a cloud-based
solution, it is easily scalable and customizable to conform to any school requirement.
iPrism Social Media Security:
• Allows students full access to popular social media applications while keeping their interactions consistent with CIPA
requirements and your school’s acceptable use policies
• Gives schools visibility on the social media interactions of students so that signs of cyberbullying, self-harming or other
damaging activity can be detected early and mitigated
• Eliminates the transmittal or posting of inappropriate content, including cyberbullying, in news feeds, posts, blogs and
messages while making acceptable content available
• The policy management interface gives administrators granular control of social media content at the application level
for real-time control over social media activity via the school network
• Users who try to post inappropriate or hostile content will receive a customizable block message from within the
application itself, preventing the bad action from occurring
• iPrism Social Media Security includes many out-of-the-box templates which can be used as is, or customized to fit each
school’s requirements
• The service integrates seamlessly with iPrism Web Security through the central management interface for easy
deployment and management
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• Includes comprehensive drill-down reporting to provide school officials with an accurate picture of social media
interactions by students and staff across schools or school districts
About EdgeWave
EdgeWave™ develops and markets innovative Secure Content Management (SCM) solutions including iPrism Web Security and
the ePrism Email Security Suite with next generation solutions for Email Filtering, Continuity, Data Loss Protection, Encryption and
Archive. EdgeWave innovative technologies deliver comprehensive protection with unrivalled ease of deployment and the lowest
TCO on the market. The company’s award winning solutions can be delivered as hosted, on-premises, and hybrid services.
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