1. From Dangers Online to Teaching Strategies
Dr Noga Magen-Nagar, Limor Harary
Safe Internet at Science and Technology Administration,
Ministry of Education, Israel

2. Introduction
• The internet opens up a new and rich world for
children
• Quick access to information and communication
• Popular and meaningful space for children (Correia & Carlos,
2003; Palfrey & Gasser, 2008).
• The internet also brings with it
real dangers for the safety of children
(Anastasiades, Vitalaki & Gertzakis, 2008; Valcke, Schellens, Van Keerand & Gerarts, 2007).

3. Introduction
• In light of the dangers to children it increased the
attention paid to education for safe internet surfing in
national and international public agendas
• Schools are require to conduct special educational
programs for students and their parents to increase
awareness of the problems and to provide tools for
dealing with them

4. The purpose of the study
• To examine the extent of various dangers to which children are
exposed on the internet and the strategies selected by teachers
for treatment and prevention of this problem, according to the
perceptions of elementary school teachers and high school
teachers.

5. Hypotheses of the study
 The more teachers educate for safe internet use, the
more will their sense of confidence in coping with
dangerous online situations increase
 Differences will be found between elementary school
teachers and high school teachers in
the level of concern regarding dangerous situations to
which their students are exposed online
 Differences will be found between elementary school
teachers and high school teachers according to the
level of use of appropriate teaching strategies

6. Method
Participants
• 1,400 teachers from public schools in Israel:
• 994 teachers were elementary school (71.0%)
• 404 teachers were high school (28.9%)
• 2 teachers not answer (0.1%)
Tool

questionnaire of teachers' didactic pedagogical
knowledge about "safe internet”.

7. Teachers Profiles
4 4,06 4,12
80% of the teachers
3,5
Findings
reported that they use
3
the internet daily.
2,5
2
(t(1396)=0.99, p>.05) 1,5
1
high school elementary school
 90% of teachers agree that education for safe internet use is essential for
children.
 51% of teachers agree that the responsibility for educating about this
issue should be in the hands of teachers.

8. Safe internet education
Pearson's correlation
Teachers' Sense of confidence Sense of confidence
responsibility for in coping with in coping with
Findings
education of online dangers online dangers
students for safe during school hours beyond school
internet use hours
Education of
children for safe .285** .441** .377**
internet use
Sense of confidence
in coping with .243**
online dangers
during school hours
Sense of confidence
in coping with .211**
online dangers
beyond school
hours
P<.01

9. Online dangers
1
High school Elementary school
0,9
Findings
0,8
0,7
0,6
0,5 -1.20*
0,4 -1.59**
0,3
0,2
0,1
0
P<.01, * P<.05
Cyber bullying Phishing Online distribution Use of social
of class networks
photographs
without permission
There are differences between elementary school teachers and high school
teachers regarding their level of concern about various online dangers related to
bullying and distribution on the internet of class photographs without permission.

10. Teaching strategies
1
High school Elementary school
0,9
0,8 -2.65***
Findings
0,7
0,6 1.11*
0,5
-4.58*** 5.67***
0,4
-1.10*
0,3
1.83***
0,2
0,1
0
Lectures Discussion Student Workshops Older students Safe Internet
products with parents teaching Day
P<.01, * P<.05
significant differences were found between elementary school teachers and
high school teachers in all various teaching strategies for online dangers.

11. Conclusions
 In the 21st century, teachers are required to embrace
network-based teaching strategies and new skills that will
enable their students to achieve more effective learning,
proper communication skills and safe behavior on the
internet.
 We believe that there is a need to redefine the teachers'
role and responsibility for educating for safe internet use.

12. Conclusions
 It is reasonable to assume that students understand the topic of safe
internet use, not only when they are actively involved in the learning
process, but also when they associate what they are taught with
personal knowledge that they have accumulated from life experience.
 The findings indicate that the dangers of bullying and the distribution of
photographs differ not only in nature, but also according to the ages of
the students.
 Teachers' concerns may suggest that high school students are more
involved in these kinds of online dangers than elementary school
children or have lack of ability to cope with high school students
regarding online dangerous