Authors: Philip E. Banyard, Jean Underwood
There are concerns that the Internet has created new risks for our society and in particular for young people. We argue that the way we frame these risks is affected by the way we view young people, in particular their maturity and ability to make choices for themselves.
Micah Allen: Zombies or Cyborgs: Is Facebook eating your brain?Seismonaut
Micah Allen er hjerneforsker og PhD studerende på Århus Universitet. Her fortæller han om sociale mediers indflydelse på hjernen til Headstart Morgenseminar d. 17. marts 2010.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
Validation of Dunbar's number in Twitter conversationsaugustodefranco .
Bruno Goncalves1;2, Nicola Perra1;3, and Alessandro Vespignani1;2;4
1Center for Complex Networks and Systems Research,
School of Informatics and Computing, Indiana University, IN 47408, USA
2Pervasive Technology Institute, Indiana University, IN 47404, USA
3Linkalab, Complex Systems Computational Lab. - 09100 Cagliari Italy and
4Institute for Scientic Interchange, Turin 10133, Italy
Maio 2011
V I R T U A L E N G A G E M E N T I N R E A L T I M Emikesgotpaint
This document discusses how virtual communication through technologies like social media, texting, and video games is shaping identity and interaction among youth. It argues that many young people, especially teenagers, prefer virtual communication to in-person interaction as it allows them to communicate without emotions. As technologies continue proliferating, the boundaries between real and virtual time and engagement are blurring, potentially detaching humans from real-world interaction and nature.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
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.
Presented in February 2013 at the Kidscreen Summit in New York City, this presentation discusses the behavioral impact of preschoolers being introduced to various digital platforms. Who is teaching them about the importance and value of digital experiences? What behaviors will stay with them as they mature and become the next consumer audience? Ipsos MediaCT's LMX Family has been tracking how preschoolers and their families are adopting and using technology for three years now. This presentation features data from our study and provides insight into how the world of our youngest citizens — and their parents—has changed, and what this means for your brand.
Micah Allen: Zombies or Cyborgs: Is Facebook eating your brain?Seismonaut
Micah Allen er hjerneforsker og PhD studerende på Århus Universitet. Her fortæller han om sociale mediers indflydelse på hjernen til Headstart Morgenseminar d. 17. marts 2010.
This document provides an overview of learning in the 21st century. It discusses how learning often happens spontaneously and unconsciously as people adapt to new environments. Collective learning allows groups to have huge impacts on their environments, as seen with the development of Wikipedia. It also discusses the interdisciplinary field of learning sciences and how digital spaces like online games can be studied from various perspectives to understand learning. The document focuses on a positive perspective of new technologies and their potential, rather than just exploring dystopian views.
Validation of Dunbar's number in Twitter conversationsaugustodefranco .
Bruno Goncalves1;2, Nicola Perra1;3, and Alessandro Vespignani1;2;4
1Center for Complex Networks and Systems Research,
School of Informatics and Computing, Indiana University, IN 47408, USA
2Pervasive Technology Institute, Indiana University, IN 47404, USA
3Linkalab, Complex Systems Computational Lab. - 09100 Cagliari Italy and
4Institute for Scientic Interchange, Turin 10133, Italy
Maio 2011
V I R T U A L E N G A G E M E N T I N R E A L T I M Emikesgotpaint
This document discusses how virtual communication through technologies like social media, texting, and video games is shaping identity and interaction among youth. It argues that many young people, especially teenagers, prefer virtual communication to in-person interaction as it allows them to communicate without emotions. As technologies continue proliferating, the boundaries between real and virtual time and engagement are blurring, potentially detaching humans from real-world interaction and nature.
Thanks in part to efficient search engines such as Google, on-line reading has become for many the primary way that people read. This talk will discuss how a wide range of research in web usability, psychology, education, and communication theory provides corroborating evidence that on-line reading is transforming cognition, learning, and the very nature of knowledge in some disturbing ways.
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.
Presented in February 2013 at the Kidscreen Summit in New York City, this presentation discusses the behavioral impact of preschoolers being introduced to various digital platforms. Who is teaching them about the importance and value of digital experiences? What behaviors will stay with them as they mature and become the next consumer audience? Ipsos MediaCT's LMX Family has been tracking how preschoolers and their families are adopting and using technology for three years now. This presentation features data from our study and provides insight into how the world of our youngest citizens — and their parents—has changed, and what this means for your brand.
Future of the Internet Predictions March 2014 PIP ReportVasily Ryzhonkov
This report is the latest research report in a sustained effort throughout 2014 by the Pew Research Center to mark the 25th anniversary of the creation of the World Wide Web by Sir Tim Berners-Lee. He wrote a paper on March 12, 1989 proposing an “information management” system that became the conceptual and architectural structure for the Web. He eventually released the code for his system — for free — to the world on Christmas Day in 1990. It became a milestone in easing the way for ordinary people to access documents and interact over the Internet — a system that linked computers and that had been around for years.
The Web became a major layer of the Internet. Indeed, for many, it became synonymous with the Internet, even though that is not technically the case. Its birthday offers an occasion to revisit the ways it has made the Internet a part of Americans’ social lives.
Our first report tied to the anniversary looked at the present and the past of the Internet, marking its strikingly fast adoption and assessing its impact on American users’ lives. This report is part of an effort by the Pew Research Center’s Internet Project in association with Elon University’s Imagining the Internet Center to look at the future of the Internet, the Web, and other digital activities. This is the first of eight reports based on a canvassing of hundreds of experts about the future of such things as privacy, cybersecurity, the “Internet of things,” and net neutrality. In this case we asked experts to make their own predictions about the state of digital life by the year 2025. We will also explore some of the economic change driven by the spectacular progress that made digital tools faster and cheaper. And we will report on whether Americans feel the explosion of digital information coursing through their lives has helped them be better informed and make better decisions.
This report is a collaborative effort based on the input and analysis of the following individuals.
This document discusses the possibilities and pitfalls of using social networking tools in educational settings. It begins by providing background on the prevalence of social networking use among teens and adults. It then explores the capabilities of social networks, including uses for marketing, knowledge sharing, and connecting with mentors. The document outlines how social network algorithms work to suggest connections. It acknowledges both the potential benefits of using networks like Edmodo in classrooms, while also warning of dangers like cyberbullying. It concludes by advocating for setting clear policies on appropriate social network use in schools.
Digital Media & Youth Safety - Ricky Lewis & Jacqueline VickeryJacqueline Vickery
This document discusses various aspects of internet and social media literacy. It defines social literacy as understanding how to operate successfully in social environments. Network literacy refers to effectively spreading one's own ideas through social networks. Expanding digital literacy is important so people can use digital media to enhance learning and civic engagement. The document emphasizes balancing risks and harms of technology with strategies facilitated by engaged adults and developing multiple literacies.
This document summarizes findings from the DonorGraphicsTM Media Usage Study on leveraging communication trends to optimize fundraising. Key findings include increasing penetration of tablets, smartphones, and social media among donors and prospects compared to the general population. The study also found most U.S. adults receive opt-in emails but usage varies by age, and most use Facebook, Twitter or YouTube but also varies by age and gender. Implications discussed are the ongoing digital divide across demographics requiring a tailored media mix, and the need for seamless integration across channels as mobility and content converge on smartphones and tablets.
New approaches to openness – beyond open educational resourcesGrainne Conole
This document discusses new approaches to openness beyond Open Educational Resources (OER). It begins by discussing characteristics of social and participatory media and their implications for learning, teaching, and research. It then considers different facets of open practices across learning, teaching, and research. Some key aspects discussed include open educational practices (OEP), definitions and characteristics of OER, and how social and participatory media enable more open practices with implications for education.
This document discusses emerging mindsets in the digital age and new genres of engagement. It addresses how today's learners reconcile their online and offline lives and what tools and mediations they use to navigate various environments. The document examines how shared access to mobile devices and technology may impact how people experience and blend the virtual and physical. It suggests children are naturally adept at learning about unknown areas and exploring with uncertainties, and adults can learn from their interests and engagement.
Noise about nothingness - the Disconnected consumerDr Mariann Hardey
This document summarizes an exploratory study on "disconnected consumers" and their reactions to eMarketing content. [1] It describes interviews with 50 consumers who identified as disconnected from some marketing messages. [2] The study found that disconnection is a nuanced concept, as consumers aim to manage their connections and exposure to marketing while still maintaining social relationships. [3] Some consumers deliberately isolate themselves from marketing messages to avoid intrusions into personal spaces, though they do not disconnect socially.
1. Every decision made about information is a filter that shapes reality. When classifying or structuring information, professionals are asserting power over what information is organized and how.
2. No information filter is neutral - they all reflect biases and choices about what to include or exclude. Indigenous communities have suffered from biased filters in colonial archives, so tools like Mukurtu are being developed through community partnerships.
3. Professionals have a responsibility over the power of information filters and must ensure biases are not amplified to disempower groups. While machines can help, humans cannot outsource accountability for information outcomes and consequences.
near field interactions with the internet of thingsBoni
The document discusses bootstrapping the internet of things using Bluetooth scanning on cell phones to detect nearby devices. Currently, scanning provides an overview of all nearby objects but is a slow process, and the detected devices are essentially just names without identities or histories. The author proposes using QR codes or NFC tags on objects to allow faster focusing on individual items. This would help turn the detected devices into true interactive "things" that are part of an internet of objects and allow two-way communication between phones and nearby physical objects.
The document discusses using young adult literature to teach students about ethics in a digital age. It outlines how science fiction novels can introduce students to issues around technological progress and development. Several YA novels are summarized that deal with themes of artificial intelligence, online spaces, and the impact of technology on humanity. The document proposes teaching applications around issues like privacy, data collection, and how AI may change industries and jobs. Students could analyze their own data profiles and privacy policies to critically examine these topics.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
This document summarizes the findings of an extensive online survey about modern life and technology in 2012.
Three tensions are highlighted as driving an evolution in the human-technology relationship: balancing sharing information with protecting privacy; enjoying technology conveniences while slowing down the pace of life; and explaining the world through science while retaining mystery.
The survey found that technology is blurring the lines between private and public lives, turning intimacy into a mirage. It is also blending what is machine and what is human, making hybridization our new nature. Additionally, some see technology giants as new gods and high-tech as a new religion, replacing rationality with mysticism.
The key takeaways are that people are
National Conference on Youth Cyber Safetyemilyensign
The document discusses creating peace of mind for families online through digital citizenship. It notes that youth now live much of their lives online while parents have different relationships with technology. Facts about online safety are presented, showing youth spend over 50 hours a week with technology. Cyberbullying is a major problem at schools. Strategies are suggested for parents to keep current, communicate with their kids, and check on their online activities. The concept of "digital drama" is examined in relation to teen conflict and bullying online. Tools and resources called "Generation Safe" are introduced to help with prevention, detection, and intervention of online issues through training, assessments, and incident response guides. Schools are encouraged to utilize these tools to improve online safety and build
Digital citizenship refers to safely, ethically and compassionately using technology both online and offline. It involves managing risks to safety and privacy, building a positive online reputation, and developing leadership and resilience. Being a good digital citizen means thinking before posting, using privacy settings carefully, supporting others, and teaching skills to peers and elders. Overall digital citizenship is about utilizing technology while considering its effects on oneself and others.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
The document discusses how digital media and technology are impacting education in the information age. It notes that the amount of available information has exploded due to technology, requiring new cognitive skills from students. Technologies are allowing education to become more customized, individualized, and accessible from anywhere. The future of education will be increasingly digital. It explores how technologies are altering learning theories and requiring new media literacies from students. Non-linear media in particular allows for multidimensional, interactive learning compared to traditional linear formats. Overall, technologies are transforming education by making it more accessible, adaptive, and customized to individual students.
The document discusses seven types of ambiguity surrounding modern communications and media. It begins by outlining the author's concerns as a parent, reader, and citizen about issues like the blurring of real and virtual relationships online, overreliance on bullet-pointed presentations, and lack of nuanced political discourse. However, the author also acknowledges an inability to imagine life without tools like search engines, sensors, podcasts and social networks. The document then promises to explore seven specific types of ambiguity in more depth, borrowing the structure from a novel about ambiguity. It begins with the first type: the exponential growth of communication technology and its opportunities as well as challenges regarding information access and storage.
The document discusses how educators are adapting to new technologies and social media. It summarizes views from several experts on topics like the filter bubble, social networking, and gaming. Educators need skills to engage authentically with students who are "digital natives" and support the intellectual, creative, social, and ethical use of technologies. While technology is neither good nor bad, institutions still have a role in ensuring educational quality, evidence-based practices, and responses to issues with social media and students' online behaviors.
The document discusses factors that predict teenagers' online and offline romantic encounters known as "on-off dating". A study of over 1,800 Romanian teenagers found that use of instant messaging, time spent online, and positive social self-concept were among the strongest predictors for both boys and girls engaging in on-off dating. However, factors like parental monitoring and exposure to sexually explicit content showed more ambiguous relationships to on-off dating behavior.
The document discusses a new approach to online safety called Online Safety 3.0. It argues that traditional fear-based approaches focusing only on risks are obsolete and irrelevant to youth. Online Safety 3.0 is research-based, respects youth agency, and aims to empower youth rather than view them only as potential victims. It focuses on both safety from harm and safety for full participation in online communities. The document advocates treating online safety as a whole-school responsibility and promoting digital citizenship and media literacy skills.
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
Future of the Internet Predictions March 2014 PIP ReportVasily Ryzhonkov
This report is the latest research report in a sustained effort throughout 2014 by the Pew Research Center to mark the 25th anniversary of the creation of the World Wide Web by Sir Tim Berners-Lee. He wrote a paper on March 12, 1989 proposing an “information management” system that became the conceptual and architectural structure for the Web. He eventually released the code for his system — for free — to the world on Christmas Day in 1990. It became a milestone in easing the way for ordinary people to access documents and interact over the Internet — a system that linked computers and that had been around for years.
The Web became a major layer of the Internet. Indeed, for many, it became synonymous with the Internet, even though that is not technically the case. Its birthday offers an occasion to revisit the ways it has made the Internet a part of Americans’ social lives.
Our first report tied to the anniversary looked at the present and the past of the Internet, marking its strikingly fast adoption and assessing its impact on American users’ lives. This report is part of an effort by the Pew Research Center’s Internet Project in association with Elon University’s Imagining the Internet Center to look at the future of the Internet, the Web, and other digital activities. This is the first of eight reports based on a canvassing of hundreds of experts about the future of such things as privacy, cybersecurity, the “Internet of things,” and net neutrality. In this case we asked experts to make their own predictions about the state of digital life by the year 2025. We will also explore some of the economic change driven by the spectacular progress that made digital tools faster and cheaper. And we will report on whether Americans feel the explosion of digital information coursing through their lives has helped them be better informed and make better decisions.
This report is a collaborative effort based on the input and analysis of the following individuals.
This document discusses the possibilities and pitfalls of using social networking tools in educational settings. It begins by providing background on the prevalence of social networking use among teens and adults. It then explores the capabilities of social networks, including uses for marketing, knowledge sharing, and connecting with mentors. The document outlines how social network algorithms work to suggest connections. It acknowledges both the potential benefits of using networks like Edmodo in classrooms, while also warning of dangers like cyberbullying. It concludes by advocating for setting clear policies on appropriate social network use in schools.
Digital Media & Youth Safety - Ricky Lewis & Jacqueline VickeryJacqueline Vickery
This document discusses various aspects of internet and social media literacy. It defines social literacy as understanding how to operate successfully in social environments. Network literacy refers to effectively spreading one's own ideas through social networks. Expanding digital literacy is important so people can use digital media to enhance learning and civic engagement. The document emphasizes balancing risks and harms of technology with strategies facilitated by engaged adults and developing multiple literacies.
This document summarizes findings from the DonorGraphicsTM Media Usage Study on leveraging communication trends to optimize fundraising. Key findings include increasing penetration of tablets, smartphones, and social media among donors and prospects compared to the general population. The study also found most U.S. adults receive opt-in emails but usage varies by age, and most use Facebook, Twitter or YouTube but also varies by age and gender. Implications discussed are the ongoing digital divide across demographics requiring a tailored media mix, and the need for seamless integration across channels as mobility and content converge on smartphones and tablets.
New approaches to openness – beyond open educational resourcesGrainne Conole
This document discusses new approaches to openness beyond Open Educational Resources (OER). It begins by discussing characteristics of social and participatory media and their implications for learning, teaching, and research. It then considers different facets of open practices across learning, teaching, and research. Some key aspects discussed include open educational practices (OEP), definitions and characteristics of OER, and how social and participatory media enable more open practices with implications for education.
This document discusses emerging mindsets in the digital age and new genres of engagement. It addresses how today's learners reconcile their online and offline lives and what tools and mediations they use to navigate various environments. The document examines how shared access to mobile devices and technology may impact how people experience and blend the virtual and physical. It suggests children are naturally adept at learning about unknown areas and exploring with uncertainties, and adults can learn from their interests and engagement.
Noise about nothingness - the Disconnected consumerDr Mariann Hardey
This document summarizes an exploratory study on "disconnected consumers" and their reactions to eMarketing content. [1] It describes interviews with 50 consumers who identified as disconnected from some marketing messages. [2] The study found that disconnection is a nuanced concept, as consumers aim to manage their connections and exposure to marketing while still maintaining social relationships. [3] Some consumers deliberately isolate themselves from marketing messages to avoid intrusions into personal spaces, though they do not disconnect socially.
1. Every decision made about information is a filter that shapes reality. When classifying or structuring information, professionals are asserting power over what information is organized and how.
2. No information filter is neutral - they all reflect biases and choices about what to include or exclude. Indigenous communities have suffered from biased filters in colonial archives, so tools like Mukurtu are being developed through community partnerships.
3. Professionals have a responsibility over the power of information filters and must ensure biases are not amplified to disempower groups. While machines can help, humans cannot outsource accountability for information outcomes and consequences.
near field interactions with the internet of thingsBoni
The document discusses bootstrapping the internet of things using Bluetooth scanning on cell phones to detect nearby devices. Currently, scanning provides an overview of all nearby objects but is a slow process, and the detected devices are essentially just names without identities or histories. The author proposes using QR codes or NFC tags on objects to allow faster focusing on individual items. This would help turn the detected devices into true interactive "things" that are part of an internet of objects and allow two-way communication between phones and nearby physical objects.
The document discusses using young adult literature to teach students about ethics in a digital age. It outlines how science fiction novels can introduce students to issues around technological progress and development. Several YA novels are summarized that deal with themes of artificial intelligence, online spaces, and the impact of technology on humanity. The document proposes teaching applications around issues like privacy, data collection, and how AI may change industries and jobs. Students could analyze their own data profiles and privacy policies to critically examine these topics.
This document summarizes Abby Smith Rumsey's views on the impact of innovations in information technology throughout history. It discusses how ancient Greeks developed libraries and techniques of memorization that expanded human memory. Thomas Jefferson believed curiosity was natural and new technologies should advance knowledge. The document questions whether modern digital technologies truly advance these goals. It examines different views on how the internet and screens may be affecting children's cognitive development and information processing. It debates whether digital media provide nutritious "quiche" or empty "mud pies" and questions if computers will make people smarter or erode important forms of thought.
This document summarizes the findings of an extensive online survey about modern life and technology in 2012.
Three tensions are highlighted as driving an evolution in the human-technology relationship: balancing sharing information with protecting privacy; enjoying technology conveniences while slowing down the pace of life; and explaining the world through science while retaining mystery.
The survey found that technology is blurring the lines between private and public lives, turning intimacy into a mirage. It is also blending what is machine and what is human, making hybridization our new nature. Additionally, some see technology giants as new gods and high-tech as a new religion, replacing rationality with mysticism.
The key takeaways are that people are
National Conference on Youth Cyber Safetyemilyensign
The document discusses creating peace of mind for families online through digital citizenship. It notes that youth now live much of their lives online while parents have different relationships with technology. Facts about online safety are presented, showing youth spend over 50 hours a week with technology. Cyberbullying is a major problem at schools. Strategies are suggested for parents to keep current, communicate with their kids, and check on their online activities. The concept of "digital drama" is examined in relation to teen conflict and bullying online. Tools and resources called "Generation Safe" are introduced to help with prevention, detection, and intervention of online issues through training, assessments, and incident response guides. Schools are encouraged to utilize these tools to improve online safety and build
Digital citizenship refers to safely, ethically and compassionately using technology both online and offline. It involves managing risks to safety and privacy, building a positive online reputation, and developing leadership and resilience. Being a good digital citizen means thinking before posting, using privacy settings carefully, supporting others, and teaching skills to peers and elders. Overall digital citizenship is about utilizing technology while considering its effects on oneself and others.
How will education libraries best serve their communities in 2015?
Why do we need to organise information more effectively? How do we incorporate the evolving semantic web environments? In a world of API and big data, libraries (and in particular school libraries) are faced with a significant ‘conceptual’ challenge. The new RDA cataloguing standard will substantively influence and then change information organization, focusing on users, access and interoperability. Search interfaces will be the key. We’re not dealing with records anymore. We are working with interrelated nodes of data. Are you prepared?
The document discusses how digital media and technology are impacting education in the information age. It notes that the amount of available information has exploded due to technology, requiring new cognitive skills from students. Technologies are allowing education to become more customized, individualized, and accessible from anywhere. The future of education will be increasingly digital. It explores how technologies are altering learning theories and requiring new media literacies from students. Non-linear media in particular allows for multidimensional, interactive learning compared to traditional linear formats. Overall, technologies are transforming education by making it more accessible, adaptive, and customized to individual students.
The document discusses seven types of ambiguity surrounding modern communications and media. It begins by outlining the author's concerns as a parent, reader, and citizen about issues like the blurring of real and virtual relationships online, overreliance on bullet-pointed presentations, and lack of nuanced political discourse. However, the author also acknowledges an inability to imagine life without tools like search engines, sensors, podcasts and social networks. The document then promises to explore seven specific types of ambiguity in more depth, borrowing the structure from a novel about ambiguity. It begins with the first type: the exponential growth of communication technology and its opportunities as well as challenges regarding information access and storage.
The document discusses how educators are adapting to new technologies and social media. It summarizes views from several experts on topics like the filter bubble, social networking, and gaming. Educators need skills to engage authentically with students who are "digital natives" and support the intellectual, creative, social, and ethical use of technologies. While technology is neither good nor bad, institutions still have a role in ensuring educational quality, evidence-based practices, and responses to issues with social media and students' online behaviors.
The document discusses factors that predict teenagers' online and offline romantic encounters known as "on-off dating". A study of over 1,800 Romanian teenagers found that use of instant messaging, time spent online, and positive social self-concept were among the strongest predictors for both boys and girls engaging in on-off dating. However, factors like parental monitoring and exposure to sexually explicit content showed more ambiguous relationships to on-off dating behavior.
The document discusses a new approach to online safety called Online Safety 3.0. It argues that traditional fear-based approaches focusing only on risks are obsolete and irrelevant to youth. Online Safety 3.0 is research-based, respects youth agency, and aims to empower youth rather than view them only as potential victims. It focuses on both safety from harm and safety for full participation in online communities. The document advocates treating online safety as a whole-school responsibility and promoting digital citizenship and media literacy skills.
1. Digital media have complicated controlling our digital footprint and separating digital and real lives, directly impacting identity. The speed and spread of social media make information easily shared publicly by default.
2. Many children have a significant digital presence and footprint from a very young age. This challenges the notion of having separate online and offline identities.
3. The complex issues around digital identity pose challenges for youth well-being but education around these topics is lacking. Cyberbullying is associated with increased risks of suicide. While students are immersed in technology, they need guidance to use it responsibly and for learning.
The Overall Goal of Safe Social Media is:
Reduce exposure to violence for children and adolescents through Social Media.
In order to solve some of these problems we have created Safe Social Media an educational project “to navigate without drowning”.
Our efforts will be oriented to create an online network of youth organizations, educational institutions, parents associations, media companies and other stakeholders, in order to establish a multidirectional and intergenerational dialogue on these issues.
The document discusses the evolution of online safety approaches from the early Web 1.0 era focused on crime and adult content (Online Safety 1.0) to the current era of user-generated content on social media (Online Safety 3.0). It advocates for an approach that is research-based rather than fear-based, respects youth agency, and focuses on empowering youth rather than just protecting them from harm. Key aspects of the proposed Online Safety 3.0 approach include being flexible rather than one-size-fits-all, and focusing on media literacy, prevention tailored to risks like bullying or sexting, and intervention for youth already experiencing issues.
Online Safety 3.0: From Fear to EmpowermentConnectSafely
Larry Magid discusses the evolution of approaches to online safety. Early approaches in the 1990s focused on protecting children from pornography and predators online (Safety 1.0). Later approaches recognized risks from peers, such as cyberbullying (Safety 2.0). However, Magid argues for a new approach called Safety 3.0 that is research-based, respects youth agency, and focuses on empowerment. Safety 3.0 teaches media literacy, citizenship, and critical thinking; views youth as stakeholders rather than just victims; and promotes safety for good outcomes rather than just from bad outcomes. Magid advocates moving past fear-based approaches to online safety education.
The document discusses various challenges parents face in keeping up with their children's technology use and online activities. It provides statistics on teen technology and social media usage. It also discusses different parenting approaches to deal with these issues and offers tips for parents, such as setting rules for internet and cell phone use, knowing who their children interact with online, and discussing topics like digital footprint and copyright.
Social networks provide opportunities for both benefits and risks. The benefits include maintaining social connections, emotional support, meeting new people, job searching, and online education. However, social networks can also enable harassment, over-exposure to inappropriate content, and risky online behavior. Additionally, a lack of nonverbal cues may decrease empathy. While social networks make some issues more visible, the root problems are often long-standing societal issues, not technology itself. Overall social networks reflect both the good and bad aspects of human social interaction.
The document discusses the evolution of online safety approaches from the early focus on crime and adult content (1.0), to including peer harm (2.0), to the current need for a new approach (3.0) that empowers and protects youth. It outlines key aspects of youth online behavior and risks, noting that most experiences are positive and risks have decreased over time. The new 3.0 approach proposes comprehensive digital citizenship education and a whole-community response to issues like cyberbullying.
The document discusses frameworks for understanding risk and resilience among marginalized students. It covers several key topics:
- Defining concepts like at-risk, marginalized, empowerment, assets-based approaches.
- Research showing schools can be the strongest protective factor and that ignoring student assets undermines success and engagement.
- The importance of reflective practice to examine one's own cultural lenses and how risk may be assets in other contexts.
- How focusing only on risk in students can pathologize resilience and distance people from their own capacities.
E safety and vulnerable yp -Presentation for PRUS conference July 2011pr us c...Stevecd
Presentation given to delegates at the PRUS.org.uk network conference at Standstead Airport in July 2011. The presentation profiled the work that Stephen Carrick-Davies has been undertaking for the TDA looking at the social media and vulnerable young people. In particular what staff working with these YP need in temrs of training and support.
This document discusses visual empathy and preventing youth bullying through online platforms. It provides background on the history and statistics of bullying, including the evolution of definitions, the first studies conducted, and laws passed. It also discusses how the internet and social media have created new ways for bullying to occur. The hypothesis is that designing online communities and user experiences to build intimacy and personal connections through visual empathy can help engage youth and provide support to reduce bullying.
Three Lessons of the Rwandan Genocide Free Essay Sample on Samploon.com. Genocide as the Systematic Killing of a Social, Political, Cultural .... Is genocide just another form of war? - University Social studies .... Native Genocide - GCSE History - Marked by Teachers.com. Centuries of Genocide: Essays and Eyewitness Accounts by Samuel Totten .... Genocide Research Essay Requirements by Mary Petty. The Eight Stages of Nanking Genocide Essay Example GraduateWay. The Path to Genocide: Essays on Launching the Final Solution by .... Why is Good to Study the Cambodian Genocide? Free Essay Sample on .... Can Genocide Really be Prevented? Free Essay Sample on Samploon.com. Bosnian Rwandan Genocide Comparison Essay Example GraduateWay. 9780521426954: The Path to Genocide: Essays on Launching the Final .... Genocide Teaching Resources. Stopping Genocide - GCSE English - Marked by Teachers.com. How the world came to define genocide and crimes against humanity - The .... History of The Rwandan Genocide - Free Essay Example PapersOwl.com. Genocide Essay Hutu The Holocaust. Rwandan Genocide Essay - 24/25 Modern History - Year 11 HSC Thinkswap. Genocide In-Class Essay. Free essay on genocide. Essays on genocide. How To Prevent Genocide Essay Outline. Rwandan genocide essay topics. Rwandan Genocide Essays: Examples .... genocide research paper help?. Cambodia genocide essay - essaywritingmyselfsample.web.fc2.com. Example essay about genocide. ️ Armenian genocide essay topics. Free Armenian Genocide Essay .... Whites Genocide Photo Essay Ramanis blog. Cambodia genocide essay - dissertationappendix.web.fc2.com Genocide Essay Genocide Essay
This document outlines topics to educate primary students about social media use and implications, including media balance and wellbeing, privacy and security, digital footprint and identity, relationships and communication, and cyberbullying. Strategies are proposed such as teaching media balance, identifying suspicious online activity, understanding digital footprints, practicing safe online interactions, and addressing cyberbullying. The presentation recommends the Common Sense education website for related lesson plans and resources.
Negative impacts of social media as my space and facebook on teenagers in th...GeorgeDolezal
This document discusses the negative impacts of social media like Facebook and MySpace on teenagers in the U.S. It finds that over 93% of teens aged 12-19 use the internet regularly and 73% use social media. The biggest effects identified are limited self-regulation, susceptibility to peer pressure, expression of offline issues like cliques and cyberbullying online, privacy issues, internet addiction, and sleep deprivation. The document recommends that parents guide their children's internet use to help them make safe decisions and ensure online activities are monitored to prevent risks like cyberbullying and sexting.
Research Paper OutlineResearch Topic Negative effects of .docxaudeleypearl
This research paper outline examines the negative effects of social media on children. The outline includes sections on defining key terms, the history of social media, introducing the research topic and aims, examining positive and negative impacts of social media on children in the body, providing conclusions and recommendations, and listing annotated bibliographic sources. The body will discuss issues like addiction, cyberbullying, depression, sleep quality and anxiety. The conclusion will summarize findings and recommendations to address negative effects.
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.
OER in the Mobile Era: Content Repositories’ Features for Mobile Devices and ...eLearning Papers
Learning objects and open contents have been named in the Horizon reports from 2004 and 2010 respectively, predicting to have an impact in the short term due to the current trend of offering open content for free on the Web. OER repositories should adapt their features so their contents can be accessed from mobile devices. This paper summarizes recent trends in the creation, publication, discovery, acquisition, access, use and re-use of learning objects on mobile devices based on a literature review on research done from 2007 to 2012. From the content providers side, we present the results obtained from a survey performed on 23 educational repository owners prompting them to answer about their current and expected support on mobile devices. From the content user side, we identify features provided by the main OER repositories. Finally, we introduce future trends and our next contributions.
Designing and Developing Mobile Learning Applications in International Studen...eLearning Papers
This paper reports on an international collaboration in which students from different universities designed and developed mobile learning applications, working together in interdisciplinary teams using social and mobile media. We describe the concept, process and outcomes of this collaboration including challenges of designing and developing mobile learning applications in virtual teams.
This paper reports on the current challenges the professional sector faces when going mobile. The report discusses the role of mobile devices in the workforce and addresses challenges like compatibility, security and training. It also provides a comprehensive review of the mobile landscape, and reviews current best practices in mobile learning.
Standing at the Crossroads: Mobile Learning and Cloud Computing at Estonian S...eLearning Papers
This paper studies the impact of mobile learning implementation efforts in Estonian school system – a process that has created a lot of controversy during the recent years. Best practices in mobile learning are available from the entire world, forcing schools to keep up the push towards better connectivity and gadgetry. Even in the best cases where the schools are provided with the necessary tools, the process has met a lot of scepticism from teachers who are afraid to implement new methods. Teachers are often cornered with the ‘comply or leave’ attitude from educational authorities, resulting in a multi-sided battle between involved parties.
We have surveyed students, teachers, parents and management at five Estonian front-runner schools to sort out the situation. The results show different attitudes among students, school leaders and staff – while all of them mostly possess necessary tools and skills, teachers almost completely lack motivation to promote mobile learning. We propose some positive and negative scenarios – for example, we predict major problems if teacher training will not change, e-safety policies are inadequately developed or authorities will continue the tendency to put all the eggs into one basket (e.g. by relying solely on closed, corporate solutions for mobile learning platforms).
M-portfolios: Using Mobile Technology to Document Learning in Student Teacher...eLearning Papers
We briefly analyse the enhancement of eportfolio processes defined by Zubizarreta (2009) with the introduction of mobile technology. We give some examples of appropriation of mobile device usage in eportfolio processes carried out by student teachers. These examples become the evidence of the enhancement possibilities of one of the portfolio processes defined by Zubizarreta (2009), that of documentation.
GGULIVRR: Touching Mobile and Contextual LearningeLearning Papers
1) Project GGULIVRR explores using mobile technologies like NFC tags and QR codes to link physical objects and locations to digital educational games.
2) The project aims to develop 21st century skills through creating and playing contextual mobile games on topics like a city's underground infrastructure.
3) Games are built in a generic framework that allows non-technical users to author new games by combining multimedia content and scripted gameplay rules.
Reaching Out with OER: The New Role of Public-Facing Open ScholareLearning Papers
Open educational resources (OER) and, more recently, open educational practices (OEP) have been widely promoted as a means of increasing openness in higher education (HE). Thus far, such openness has been limited by OER provision typically being supplier-driven and contained within the boundaries of HE. Seeking to explore ways in which OEP might become more needs-led we conceptualised a new ‘public-facing open scholar’ role involving academics working with online communities to source and develop OER to meet their needs.
To explore the scope for this role we focused on the voluntary sector, which we felt might particularly benefit from such collaboration. We evaluated four representative communities for evidence of their being self-educating (thereby offering the potential for academics to contribute) and for any existing learning dimension. We found that all four communities were self-educating and each included learning infrastructure elements, for example provision for web chats with ‘experts’, together with evidence of receptiveness to academic collaboration. This indicated that there was scope for the role of public-facing open scholar. We therefore developed detailed guidelines for performing the role, which has the potential to be applied beyond the voluntary sector and to greatly extend the beneficial impact of existing OER, prompting institutions to release new OER in response to the needs of people outside HE.
Managing Training Concepts in Multicultural Business EnvironmentseLearning Papers
Companies that need training and development services increasingly often operate in a context that consists of more than just one country, language and culture. While business operations are becoming international, companies expect their service providers being capable of catering them where needed. Succeeding in a very complex multinational customer-tailored training project takes more than a good concept. The concept must be flexible so that when language and cultural changes vary from country to country they do not endanger the content to be delivered. There can be several localised versions of the training concept under simultaneous delivery. Challenge is how to manage the concept.
Reflective Learning at Work – MIRROR Model, Apps and Serious GameseLearning Papers
This report discusses the initial results of a 4-year FP7 research project that developed a theoretical model and worked on the creation and evaluation of a range of ‘Mirror’ apps based on our Mirror reflection model. The findings divulge how the apps and serious games can facilitate reflectionº at work, by empowering employees to learn by reflection on their work practice and on their personal learning experiences.
SKILL2E: Online Reflection for Intercultural Competence GaineLearning Papers
The project SKILL2E aims to equip students on international work placements with intercultural competences. The model proposes a double loop learning cycle in which a shared online diary using guided questions is used for reflection. Preliminary results illustrate how this collaborative approach is conducive to the development of intercultural competences.
Experience Networking in the TVET System to Improve Occupational CompetencieseLearning Papers
This paper aims at considering the development and strengthening of networks in (T)VET systems as a means of improving employability and mobility of workers, through a system where occupational competences, required by the Labour Market, described in terms of Learning Outcomes that can be assessed and validated in all different contexts (formal, non formal and informal) developed following quality standards, will be abreast with changes and innovations of the global context requirements, in order to respond to those shortcomings that limit the potential growth of countries with serious implications for the participation in global markets, job growth, economical and social stability.
Leveraging Trust to Support Online Learning Creativity – A Case StudyeLearning Papers
The insights shared through this article build on data collected in real life situations. The work described here attempts to understand how trust can be used as leverage to support online learning and creative collaboration. This report explores this understanding from the teacher perspective. It examines trust commitments in an international setting within which learners from different European countries collaborate and articulate their learning tasks and skills at a distance. This research endeavour aims to recognize both individual and group vulnerabilities as opportunities to strengthen their cooperation and collaboration. We believe that by understanding how to assess and monitor learners’ trust, teachers could use this information to intervene and provide positive support, thereby promoting and reinforcing learners’ autonomy and their motivation to creatively engage in their learning activities.
The results gathered so far enabled an initial understanding of what to look for when monitoring trust with the intention of understanding and influencing learners’ behaviours. They point to three main aspects to monitor on students: (1) their perception of each others’ intentions, in a given context, (2) their level of cooperation as expressed by changes in individual and group commitments towards a particular activity; and, (3) their attitudes towards the use of communication mediums for learning purposes (intentions of use, actual use and reactions to actual use).
Innovating Teaching and Learning Practices: Key Elements for Developing Crea...eLearning Papers
This paper looks at how to innovate teaching and learning practices at system level. It describes the vision for ‘Creative Classrooms’ and makes a consolidated proposal for their implementation, clarifying their holistic and systemic nature, their intended learning outcomes, and their pedagogical, technological, and organisational dimensions for innovation. ‘Creative Classrooms’ (CCR) are conceptualized as innovative learning environments that fully embed the potential of ICT to innovate learning and teaching practices in formal, non-formal and informal settings.
The proposed multi-dimensional concept for CCR consists of eight encompassing and interconnected key dimensions and a set of 28 reference parameters (‘building blocks’). At the heart of the CCR concept lie innovative pedagogical practices that emerge when teachers use ICT in their efforts to organize newer and improved forms of open-ended, collaborative, and meaningful learning activities, rather than simply to enhance traditional pedagogies, such as expository lessons and task-based learning.
A preliminary analysis of two existing cases of ICT-enabled innovation for learning is presented in order to show (i) how the proposed key dimensions and reference parameters are implemented in real-life settings to configure profoundly diverse types of CCR and (ii) to depict the systemic approach needed for the sustainable implementation and progressive up-scaling of Creative Classrooms across Europe.
Website – A Partnership between Parents, Students and SchoolseLearning Papers
The website developed by the 1.b class at the Augusta Šenoa elementary school is, first and foremost, a pioneering work stemming from cooperation among teachers and parents. The purpose of the website is to inform, activate, and involve parents, students and teachers who work in the classroom. Each activity is documented, giving insight into the everyday activities, and making the classroom visible and transparent to everyone. The project uses new technology (forum, gallery of student work, class mail), and enlists a partnership of parents, who made parts of the website.
Academic Staff Development in the Area of Technology Enhanced Learning in UK ...eLearning Papers
This paper reports on a study on staff development in the area of technology enhanced learning in UK Higher Education Institutions (HEIs) that took place in November, 2011. Data for this study were gathered via an online survey emailed to the Heads of e-Learning Forum (HeLF) which is a network comprised of one senior staff member per UK institution, leading the enhancement of learning and teaching through the use of technology. Prior to the survey, desk-based research on some universities’ publicly available websites gathered similar information about staff development in the area of technology enhanced learning. The online survey received 27 responses, approaching a quarter of all UK HEIs subscribed to the Heads of e-Learning forum list (118 is the total number). Both pre-1992 (16 in number) and post-1992 Universities (11 in number) were represented in the survey and findings indicate the way this sample of UK HEIs are approaching staff development in the area of TEL.
The Ageing Brain: Neuroplasticity and Lifelong LearningeLearning Papers
The role of adult education is becoming increasingly important in the framework of policies to promote lifelong learning. Adult participation in training activities, however, is still rather low, despite the incentives and initiatives aimed at allowing all citizens access
to education and training at all ages in their lives.
Participation tends to decrease concomitantly with increasing age: the major difficulty that elderly people have in learning is due to a deterioration of brain function, causing a progressive weakening of concentration, memory and mental flexibility. Today, advanced
researches in neuroscience show that brain ageing may be reversible: the brain
is plastic in all stages of life, and its maps can restructure themselves through learning experiences.
Checklist for a Didactically Sound Design of eLearning ContenteLearning Papers
The design of elearning content requires several areas of educational psychology to be
integrated. In order to enhance the design process, checklists can be used as a means of formative evaluation. We present a checklist for the design and formative evaluation of elearning modules.
It covers the content, segmenting, sequencing and navigation, adaptation to target audience,
design of text and graphics, learning tasks and feedback, and motivation. In the context of a project on designing elearning modules on renewable energies, this
checklist was successfully used for providing formative feedback to the developers.
The International Student and the Challenges of Lifelong LearningeLearning Papers
The document discusses two cases of challenges faced by international lifelong learners.
1. Khan, an older student from India, struggled with the younger online group due to age differences and lack of computer/academic skills. A peer pairing with Mohammad helped Khan improve his skills and understanding of women's roles.
2. Hilary, an older female student from Africa, lacked confidence and felt disrespected by younger students. A Canadian student befriended Hilary and encouraged her to challenge herself, leading Hilary to change careers after graduation.
Both cases show how technology-enhanced learning can improve older international students' learning experiences and transform their lives by exposing them to new perspectives.
Fostering Older People’s Digital Inclusion to Promote Active AgeingeLearning Papers
Within the framework of the European Year for Active Ageing and Solidarity between Generations, ECDL Foundation will partner with AGE Platform Europe to promote older people’s digital inclusion.
This collaboration involves the launch of an updated ICT training programme adapted to older people’s needs: a revised version of the ECDL Foundation’s accessible ICT training programme, EqualSkills.
eLearning and Social Networking in Mentoring Processes to Support Active AgeingeLearning Papers
Mentoring is a human resources development process often used to induct, introduce and guide staff into places of employment.
Training people on the job or using elderly people as mentors can be organised to address aspects like skill shortage in organisations, recruiting and retaining personal with the necessary knowledge and active involvement of older people. In this paper we present some aspects of mentoring, particularly the ICT support of such process and
give examples.
A Strategic Approach: GenAI in EducationPeter 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.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
1. In-depth
E-learning: The Dark Side?
Authors There are concerns that the Internet has created new risks for our society and in par-
ticular for young people. We argue that the way we frame these risks is affected by the
Philip Banyard
way we view young people, in particular their maturity and ability to make choices for
Reader in Psychology
Division of Psychology, themselves.
Nottingham Trent University,
UK A recurrent metaphor concerns the ‘dark-side’ of the Internet which draws on ancient
phil.banyard@ntu.ac.uk and modern myths about the nature of good and evil. We argue that a knowledge
divide between adults and youth has developed concerning the use of digital technolo-
Jean Underwood gies. Digital natives are able to change the power balance of our society: this threatens
Professor of Psychology the status quo and therefore has created a moral panic.
Division of Psychology,
Nottingham Trent University, The key areas of concern for risk include: cyber-bullying, game-playing, social network-
UK ing, sexual solicitation and addictive behaviours. Although these areas present real
jean.underwood@ntu.ac.uk
risks, we note that young people are moderating their own behaviour as they develop
understandings about the possibilities offered by new technologies. The answer to
Tags our concerns should not be to seek to control digital technologies, but rather to edu-
cate adults and young people about what is possible and appropriate, so that they can
risk, learning, moral panic, choose to become responsible, digital citizens of the 21st century.
digital citizens, cyber-bullying
1. Introduction
“There is no dark side of the moon, really. Matter of fact, it’s all dark.”
Pink Floyd, Dark Side of the Moon
Does the Internet have a dark side? Should we be protecting ourselves and our children from
the dangers of the Internet or encouraging them to embrace the opportunity for knowledge
and community that it offers? The way we frame our answers to this question is structured
by our implicit assumptions about human nature and our understandings about self and
society. In this article we will look at these assumptions and review the scientific evidence to
see how much we can bring these two sets of understandings together.
One assumption concerns the power of persuasion and hence the ability of individuals to
resist influences from powerful others. One view sees the person as passive, malleable and
gullible, and the other sees the person as active and capable of making decisions and being
discriminating. The volume of books about persuasion on the psychology, business and self-
help shelves illustrates our concern and interest in the issue. A second assumption about
human behaviour, crucial to our response to the Internet, concerns our view of children and
the maturity they are able to show when given the opportunity to do so. This view affects the
level of responsibility we allow them to exercise.
These assumptions about human behaviour are only partially framed by the scientific evi-
dence available because they touch our core beliefs about what it means to be human. The
‘dark-side’ is therefore a useful phrase to explore because it refers to a modern retelling
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of judeo-christian ideas about people. The ‘force’ (in the film just found some unwanted material on one of the machines
Star Wars) refers to a universal and metaphysical power that we and was waiting for [the Local Education Authority] to send
have access to, but whose strength is so great that it can turn someone to check it out. The school is assiduous in its at-
us from good people to bad if we don’t use it wisely. Use it un- tempts to keep unwanted material away from the pupils and
wisely and you will go to the ‘dark side’ and become consumed to make sure that they do not inadvertently come across an
by your own darkness such as addiction or a lust for power. This offensive site.” (unpublished research notes)
central story of good and evil about how we see ourselves and
The contrast between teaching children to click-away from in-
our society has a profound effect on the general response to
appropriate material and training all staff to monitor children
the Internet.
and close down the system if there are any concerns could not
be more marked. This was not a unique observation and we re-
2. Perceived risks corded similar contrasting approaches in neighbouring schools
We live in an increasingly risk averse society, and this is par- in other parts of the UK. The different approaches, we argue,
ticularly true in relation to the protection of children. The dif- have less to do with understandings about the Internet than
ferent focus that schools adopt to safety concerns about the with assumptions about human behaviour.
Internet was illustrated by two neighbouring primary schools
that we visited in 2006 as part of a research project for the UK 3. What are the risks?
government (Underwood et al., 2007). Situated in rural East An-
We will look at some of the risks that have been identified to be
glia with similar catchments, demographics and rated as above
associated with the use of internet and then consider whether
average on national criteria, each viewed the computers in their
these represent new challenges for educators or whether they
schools in very different ways. Our contemporaneous observa-
are new expressions of old risks.
tions which we report here are in stark contrast. The first school
was on the ‘opportunity’ end of the spectrum,
3.1 Cyber-bullying
“The school is delightfully unaware of technical details and
only showed a passing recognition of the local broadband Online aggression is a very real danger. In a study of 501 regular
consortium (e2bn) who probably provide their broadband Internet users (aged 10–17 years), 19% were involved in online
link. […] aggression, 3% were aggressor/ targets, 4% targets only, and
12% online aggressors only. Aggressor/targets reported charac-
The school believes that most children have access to com- teristics similar to off-line bully/ victims. Furthermore, cyberbul-
puters at home and many have access to the Internet. Access lying rapidly transfers to real life, leaving children with no place
at school is largely in lesson time though pupils are allowed to hide and teachers with an undercurrent of activity they have
to use the unlocked ICT suite in break-times with permission. no control over (Ybarra & Mitchell, 2004). There are clear sex
The school could not name who carried out the blocking of differences in the acceptance of risk and in cyberbullying, with
unwanted Internet sites. It was presumed to be the LEA [Lo- young males being greater both greater risk takers and more
cal Education Authority]. The school had not experienced any involved in cyberbullying (Dehue et al., 2008).
major problems with the Internet though it was accepted
that unwanted material would occasionally slip through the The question to consider is whether this represents a new and
filters, for example a search for material on waterfalls elic- substantial hazard for children or whether it is a different ex-
ited some mildly erotic images. The policy of the school is to pression of the social negotiation that is part of every child’s
encourage children to respond responsibly to such material development. Furthermore we have to consider whether regu-
and to delete and report it. There has been no need to take lation by adults is the best strategy as in involves the invasion of
any further action so far.” the private worlds of young people, and whether leaving space
for the development of social skills in these young people will
The second school was on the ‘danger’ end of the spectrum provide greater long-term benefit.
“The classroom computers and the mini-suite were not being
used on the day of the visit because the ICT coordinator had
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3.2 Game playing 3.4 Social networking
As the developing child acquires social norms about acceptable Do people behave different when communicating online to
behavior from his or her experiences, any activity that promotes how they do in face-to-face situations? Online interactions
violence is likely to be a risk factor for violent behavior. The re- have been found to generate more self-disclosure and foster
petitive playing of violent games has been reported as leading deeper personal questionings than face-to-face communication
to more aggressive behaviour and the desensitisation of the in- (Tidwell & Walther, 2002). Underwood, et al. (2011) identified 3
dividual demonstrating by decreased brain activity when shown types of Facebook users in young people. One group, the broad-
scenes of real violence. (Bartholew, et al., 2006). Meta-analyses, casters exhibited worrying high risk behaviour which tended to
combining data from hundreds of individual studies, confirm an focus on one-to-many low quality communications, in which
association between exposure to violence in media and antiso- self–promotion and lying were clearly evident. Could it be that
cial tendencies such as aggression (Huesmann, 2009). Although social networking facilities encourage risky behaviour in vulner-
Ferguson (2010) asserts that much of the research on the link able young people and open them up to the possibilities of dan-
between gaming and aggression is inconsistent and hampered gerous relationships and encounters? Another feature of social
by poor methodologies and the intrusion of ideology and dog- networking is the ability to know ever more details about your
ma. partner including their changing moods (status on Facebook),
where they are (Find my iphone) and who they are with. It is
The risks associated with less violent video games, particularly
perhaps no surprise that heavy Facebook use is associated with
those marketed to young children are not well understood, but
increased levels of jealousy (Muise, et al., 2009).
recent research has shown experimental evidence that video
games may displace after-school activities that have educa- Use of social networking sites has been associated with greater
tional value and may interfere with the development of reading levels of social capital, or benefits made possible by the exist-
and writing skills in some children (Weis & Ceranksoky, 2010). ence of a social structure. For example, Ellison et al. (2007) have
It is worth reflecting, however, whether previous generations of show that students who are active on Facebook feel higher lev-
children have also turned away from educational activities to els of both forms of social capital, and the effects are greater for
play football or tiddlywinks or French skipping. students with lower self-esteem. However, the perceived ben-
efits may depend on the nature of the interactions. A survey of
3.3 Unwelcome sexual solicitation 1,193 students found users who engaged in directed interaction
with others, such as leaving wall posts or messaging friends,
It is difficult to collect reliable data on sexual solicitation via the reported lowered feelings of loneliness and increased feelings
Internet. One large-scale study in the USA (Finkelhor, Mitchell of social capital. On the other hand, students who engaged in
and Wolak, 2000) carried out interviews with a sample of 1,501 passive viewing of others’ content, such as status updates and
youths aged 10 to 17 years who use the Internet regularly (at photos reported feelings of increased loneliness and reduced
least once a month for the past 6 months). They reported that social capital (Burke, Marlow & Lento, 2010).
19 per cent of their sample received an unwanted sexual solici-
tation or approach over the Internet in the previous year. The
3.5 Addictive behaviour
definition was extremely broad and included someone trying
to get them to unwillingly talk about sex; asking unwanted inti- Addiction is a perceived danger of Internet use that is fuelled by
mate questions; requests to do sexual things they did not want parental concerns about the amount of time their children ap-
to do; and invitations to run away. In addition, 3 per cent (one in pear to spend online. Recent surveys suggest that about 2% of
seven of all the solicitations) included an attempt to contact the youth can be described as having Internet addiction with 10%–
youth via telephone/postal mail and/or in person so the vast 20% engaging in at-risk Internet use (Johansson & Götestam,
majority were associated with the Internet. However, the sur- 2004; Cao & Su, 2007, Christakis et al., 2011). There is some
vey found few sexually orientated relationships between young evidence that adolescents and college students that are heavy
people and adults. This last point appears to support the idea users of the internet have lower self-esteem and are more so-
that children are able to insulate themselves from the more se- cially disinhibited (Niemz, et al., 2005), but a recent review of
rious hazards. the area (Widyanto & Griffiths, 2009) concluded that if internet
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addiction does indeed exist, it only affects a relatively small pro- 2004) because it is also strongly associated with risk-taking, sen-
portion of the population and there is very little evidence that it sation seeking and reckless behaviour. All of which can have life-
is problematic among adolescents. changing consequences for the individual. While adolescents
are good at assessing risk under conditions of low arousal and
4. Digital natives and moral panics cool emotions, under intense emotional arousal they can fail to
make a responsible choice.
There are perhaps two features of the digital world that en-
hance the fears of the general population. In the first instance The fear about young people and their behaviour has been a
it belongs to the young. Yes, we all use digital technologies but recurrent theme. Sociologists observe the moral panic (Cohen,
the learning environment has been transformed by them and as 2002) that is created when people fear a threat to the social
Prensky (2001) notes today’s young people “are no longer the order. The term was originally used to describe the reaction to
people our educational system was designed to teach” (page 1). youth culture as it developed mid-way through the twentieth
They “are all ‘native speakers’ of the digital language of comput- century as young people became independent consumers in the
ers, video games and the Internet” (page 1). In our research on new age of prosperity. In today’s world it is digital technologies
the impact of digital technologies in schools (Underwood, et al., that present a clear and present danger to the social order and
2007) we observed a class of 27 four and five year old children the demonisation of the Internet is a response to that threat.
log on to their laptops and develop new versions of the song
The digital technologies represent a threat to the social order
‘Twinkle, twinkle little star’ for a full hour despite having very
because they create a shift in power. There is a loss of adult
limited reading and writing skills. For example it was noted at
power over children because much of the digital word is a mys-
the time,
tery to parents. There is also the democratisation of knowledge
“During a demonstration to the whole class, the teacher had that the Internet offers through facilities such as Twitter. Gov-
difficulty in making the programme work. She was able to ernments, even repressive governments, are no longer able to
problem-solve in front of the class and finally demonstrate control the flow of information. The loss of power from people
how to move the words around on screen and put them into and organisations who are used to exerting it creates uncertain-
cells in the on-screen grid. This did not trouble either the ty and fear.
teacher or the children. The solution was to move the cur-
sor over the cell and then press SHIFT and LEFT CLICK at the 5. What’s to be done?
same time to select it. This was initially taxing for the chil-
To reiterate, we live in a risk averse society and so one of the
dren when they returned to their laptops but some of them
first responses to a threat is to restrict access to digital tech-
picked it up very quickly and were soon confidently putting
nologies and to try and control them. The metaphor we would
text into the various cells.” (unpublished research notes).
suggest here, however, is of the outdoor world. Mountains are
These digital natives have a different experience of dealing with very good to look at but can be dangerous if you climb up them.
information and technology to previous generations. Technol- People sometimes get lost on them and occasionally fall off
ogy use is associated both with transient changes in arousal/ them. There is no suggestion that we should fence them off and
mood and with long-term changes in behavior/brain function. protect people from themselves, rather we urge walkers to have
Prensky (2001) goes on to suggest that this change is having an the right kit and to develop relevant skills such as the ability to
effect on brain structure but whether this is the case or not, it is read maps. However, with the Internet we consider this a pos-
clear that young people bring a different skill set to school and sibility because of the moral panic that has been generated to
to life in general. demonise it.
The second feature that enhances fears about the digital tech- If we consider again the risks associated with the Internet that
nologies comes from this association of the changes in technol- we looked at above, then we must ask to what extent these
ogy with the age-group who are the principle users. Adolescence risks are exclusive to the Internet, and how great the risk really
is a period of rapid increases in physical and mental capabilities. is. We must also ask who is at risk. The youngest children have
Yet, despite having the cognitive ability to understand risk, mor- low exposure, but risk rises as children approach adolescence.
tality rates increase by over 200% in this dangerous age (Dahl, As Ferguson (2010) remarks we are at risk that concerns about
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5. In-depth
technology use could move beyond objective examination and 6. Are Internet dangers different to real-
into the realm of ideology, dogma and moral panic life dangers?
One aspect of the moral panic concerns the impact of video Many hazards and associated risks offline are relatively well
from television and YouTube. Newspaper reports suggest that known and understood but we have yet to fully explore whether
over ten hours of video is posted on YouTube every minute and online hazards and risks are essentially the same or, in some
the 20 million daily viewers in the UK watch more than 3.6 bil- important ways, different from those in the non-virtual world.
lion videos online every month (Johnson, 2008). The fear is that However, one area where there appears to be a difference in
we have created a cult of the amateur where what we see on the level and quality of risk between off and online worlds is the
YouTube is given equal weight to the considered evaluation of area of cyberbullying. Bullying is a phenomena in all walks of life
journalists. If we all become amateur journalists and critics then but technology brings a new dimension to this problem in that
there are no experts, and the prevailing view is formed by the the victims of bullying feel unable to escape and the perpetra-
loudest and most opinionated (Keen, 2007). tors feel invulnerable due to anonymity.
A counter view comes from the report on the Video Republic Recent data from the UK suggests that 19% of children between
by the UK think-tank Demos (Hannon et al, 2008). They note the ages of 9 and 19 say that have been bullied in the last 12
the problems with the rise of video culture but comment that it months. Interestingly for this debate when you break down that
offers hope for new forms of democratic expression and partici- figure you find that 13% of those instances were face to face,
pation. They provide many recommendations for how we can 3% were via mobile phones and only 6% were via the Internet
embrace the technology and better prepare our young people (Livingstone et al., 2011). The report, which included data from
for work and for life. For example they recommend countries across Europe goes on to note that “Bullying online
appears more common in countries where bullying in general is
“Schools, universities and businesses should prepare young
more common (rather than, say, in countries where the Internet
people for an era where CVs may well be obsolete, enabling
is more established).” (page 62)
them to manage their online reputation. They should pass
on guidance from recruitment agencies and other experts to The evidence for the other areas we suggested above, addictive
help them make informed decisions about what they put on- behaviours, game playing, social networking and unwelcome
line and contribute to the Video Republic.” (page 66) sexual solicitation is much less clear. These are all issues for off-
line behaviour and so our focus on the potential damage cre-
The Demos report also uses the ubiquitous ‘dark-side’ rhetoric
ated by the Internet means we are focusing on the medium and
but they come up with a solution to the fear of harmful and
not the real problem. If we return to the ‘dark-side’ metaphor
objectionable material.
then just as with these myths, the dark side is not out there but
“Currently the tools we have to distinguish between harmful inside people. And this brings us back to the assumptions we
content are too blunt: content is either deemed ‘inappropri- hold about people, their ability to deal with persuasion and the
ate’ or is for over-18s only. People should have the ability to responsibility they have for their actions. Do we see people as
select age-rating systems for videos on websites. The aver- passive, malleable and gullible, or as active, discriminating and
age of these ratings could then be translated into a region’s capable of making intelligent decisions?
film-rating classification system.” (page 70)
In other words, use the facility developed by TripAdvisor and
7. Dealing with risk
Amazon and other consumer sites to allow users to post evalu- We argue in this paper that the Internet does not pose a spe-
ations and view the evaluations of others. The expert judge is cial threat in and of itself. It is not the dark side but is another
replaced by the collective expertise of the users. Although there stage on which people display the full range of social and inter-
are concerns about the ability of the crowd to make good deci- personal behavior. As such it is also the stage where some nega-
sions (Keen, 2007) it is part of the modern democratisation of tive and distressing behaviours can occur. The issue we argue is
knowledge that allows us to comment on things and events and about identifying who is particularly vulnerable to these risks
see the comments of others. and how we can provide some structure that limits the ex-
tremes of negative behavior.
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The first challenge is for adults to be aware of what happens of students had private profiles of which less than 10% allowed
on the Internet and to offer the same guidance for interactions some level of restricted searching, while Dey, Jelveh and Ross
online that they would offer for face to face interactions. Par- (2012) report that in 2010 less than 20% of their 1,700 users hid
ents appear to be overconfident, for example, about the extent their friend lists but that this had increased to over half using
of bullying. Among the 3% of European children who reported this form of self-protection some 15 months later. This move
that they had been bullied on the Internet, less than a third of away from the default privacy settings to more restrictive set-
their parents (29%) were aware of this with over half asserting tings is evidence of increasing awareness of privacy and security
that their child had not been bullied (Livingstone et al., 2011). issues had increased. Our young can and do learn. We need to
provide convincing evidence for them to so.
As noted above, the Internet belongs to the young and parents
and teachers are only partially aware of what children are do-
ing. This lack of knowledge can create a sense of threat in those 8. Conclusions
who are aware of their lack of knowledge. It is worth noting We argue here that it is important for teachers and parents to
however that a detailed analysis of the 3% of children who were make themselves more familiar with the Internet and hence of
bullied online found that over 90% reported that they were not the potential risks. Currently in the UK half of parents with chil-
bothered by the event after a few days (Livingstone et al., 2011). dren aged 5-15 who use the Internet believe that they know less
They were commonly able to do something about it by, for ex- about the Internet than their children (Ofcom, 2011). It is clear
ample, blocking the person who sent the message. So the threat that parents are becoming more aware of the risk and the 2011
is out there, but it is much less than the face-to-face threat and Ofcom survey showed an increase in homes using passwords
children are commonly able to find ways of dealing with it. on their multichannel televisions (36% to 44%) but no change
in the use of parental controls on Internet use (steady at 39%).
Further evidence on the different approaches of parents and
Simple controls and observations of behavior can manage the
children comes from the ongoing Ofcom Media Literacy Studies
majority of risks.
in the UK (Ofcom, 2011). In the most recent study they find that
parents are more likely to be concerned about the television We argue here that the most effective way to manage risk on
content their child watches (31%) compared to Internet content the Internet is to help the young to gain an understanding of
(23%). The issue to consider is whether the reduced concern the risks related to the Interent and then trust in the maturity
about Internet use is justified. The responses of the children to of young people, and trust in their overall judgement and social
the survey suggest that there are, indeed, reasons to be cheer- skills to negotiate these news ways of relating and behaving.
ful. For example, close to half of 12-15 year olds who use search Apgar (2006) coined the term risk intelligence, that is the ca-
engines make critical judgements about the results concerning pacity to learn about risk from experience. We need to expose
the truthfulness of sites. Also when asked about their attitude the young to risk in safe environments such as schools so that
towards sharing personal information online, the majority of they become risk intelligent. In this way they can be guided to
children in this age range said they would either want nobody become responsible, digital citizens of the twenty first century.
or only friends to see their information (Ofcom 2011).
The second challenge is to help young people to understand the
risks related to the Internet. That such an understanding is de-
veloping is shown by a set of studies on student use of social
networking sites. In 2005 Gross and Acquisti (2005) surveyed
4,000 student Facebook users and found a disturbing degree of
naivety about personal information. These students openly pro-
vided sensitive data: over 50% broadcast their address and very
few used the privacy settings. By 2007 Fogel and Nehmad (2009)
found only 10% of students were openly distributing their per-
sonal address. Use of the privacy settings is also increasing. In
2007 Lewis, Kaufman and Christakis (2008) found that a third
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