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  1. 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. 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. 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. 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. 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. 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. 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. 8. Safe internet education Pearsons 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. 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 schoolteachers regarding their level of concern about various online dangers related tobullying and distribution on the internet of class photographs without permission.
  10. 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. 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. 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