Cyber Bullying

http://cyberbullyingsolutions.com/articles/

Cyber bullying refers to bullying that occurs using various communication technologies such as the internet or mobile devices. This type of bullying is behaviour that is sustained or repeated over time and has serious negative effects on the victims’ psychological and emotional wellbeing. Technology enables anonymity, which is why cyber bullying has become more common, especially throughout the teenage years. “Cyber bullying is more prevalent in older children with 31 percent of 14-17 year olds reporting that they have been cyber bullied compared to 21 percent of 10-13 year olds” (Microsoft Galaxy Research, 2008).

There are many types of cyber bullying which include:

• Personal intimidation
• Impersonation
• Exclusion
• Personal humiliation
• False reporting

Below shows the prevelance of the uses of mobile devices for cyber bullying

http://www.kidshelp.com.au/grownups/news-research/hot-topics/cyber-bullying.php

With the increasing use of technology in the school and home environments cyber bullying can happen at any place and at any time. This is why it is very important that preventative measures are put in place.

These include the following:

• Introduction of anti-bullying policies within the school. This should also involve members of the community to ensure that the policies are also upheld in the home environment.
• Teachers and parents should provide a supportive atmosphere for students, to encourage them to report bullying
• Teachers and parents should build students awareness of cyber bullying and the damages it causes.
• Teachers and parents should be educated about cyber bullying; including being aware of changes in students behaviours.
• Teachers and parents should educate students about ‘Netiquette’ and respect for others
• Make sure students are aware of who they can contact, including the Kids Helpline 1800 55 1800 or http://www.kidshelp.com.au/grownups/news-research/hot-topics/cyber-bullying.php

http://www.pacifichills.net/ph/index.php/student-life/junior-school/compassion-in-action

“Many potentially serious incidents are either prevented when peers share concerns with adults or when perceptive and compassionate teachers prevent peer problems through establishing a community of learners” (Ebert, Ebert II & Bentley, 2011, p. 124).

Teachers should ensure that bullying policies are upheld in the school and wider communities in order to effectively minimise cyber bullying.

 

 

Click on the button below to play the BrainPOP Cyberbullying Quiz to test your knowledge about Cyber Bullying!

 

References:

Cyber Bullying (2008). Retrieved April 2, 2013, from http://today.ninemsn.com.au/entertainment/840251/cyber-bullying

Ebert, C., Ebert II, S. E., & Bentley, L. M. (2011). The Educator’s Field Guide. United States of America: Corwin.

Social Constructivism and Web 2.0

http://socialconstructionism.pbworks.com/w/ page/17016216/Web%202-0%20and%20Constructivist%20Theory

Social Constructivism is a learning theory that suggests that students are actively involved in and have control of their learning. “It emphasises the child’s acquisition of knowledge through learning and experience” (Hayes, Livesey & White, 2010, p. 114). This links with the model of Inquiry Based Learning; where students build upon prior knowledge and discover things for themselves. Learning is an ACTIVE process that involves exploration, discovery and investigation. In comparison to other learning theories such as Behaviourism or Objectivism learning is student centred and focuses on the process as well as the outcome. Within Social Constructivism, the teacher acts as a facilitator of knowledge; encouraging students to actively construct their own understandings.

http://learninginhand.com/blog/project-based-learning-ipads-at-st-stephens.html

Vygotsky strongly believed in the importance of social constructivism for learning. He believed that “language plays a central role in driving young children’s learning and cognition” (Hayes, Livesey & White, 2010, p. 172). Knowledge and understanding is developed through social interactions, which enables deeper learning through collaboration.

Teachers are able to incorporate technology into their lessons to encourage creativity and allow students to be actively involved in their learning. This also allows teachers to differentiate the lessons to suit multiple learning styles.

Technology in the classroom helps develop students’ interests and assess and reflect on their learning. It also allows infinite possibilities of learning environments.

With the introduction of Web 2.0, the internet is now seen as “a highly interactive platform that stimulates user involvement and participation in the development and maintenance of content” (Oluwafisayo, 2010, p. 21). In comparison to the previous Web 1.0, where users could only access information, Web 2.0 allows individuals to be creators of content. This directly relates to Social Constructivism. Web 2.0 is a democratic environment that allows students to be highly interactive. It increases collaboration and involvement, opens the gateways to the world and allows the classroom to be open 24/7.

Through the social constructivist theory and the use of Web 2.0, teachers are better able to support and develop their students to become lifelong learners.

References:

Hayes, B., Livesey, D., & White, F. (2010). Developmental psychology from infancy to adulthood. (2nd ed.) Frenchs Forest, NSW: Pearson Education Australia.

Oluwafisayo, E. (2010). Constructivism and web 2.0 in the emerging learning era: A global perspective. Journal of Strategic innovation and sustainability, 6(4), 16-25.

Mobile learning (E-learning)

http://juddfrancesedm310.blogspot.com.au/

The evolution of technology has introduced a new way of learning. Mobile learning  (E-learning) allows individuals to learn across contexts with mobile devices. This means that learners are able to learn anywhere and at any time. This is because mobile technologies are easily accessible which encourages flexibility. Some examples of mobile devices include:

• Laptops
• Mobile Phones/Smartphones
• Tablets/Ipads
• Cameras
• Recording devices

The following picture shows how mobile devices may be used anywhere, anytime.

http://eblabla.wordpress.com/2009/03/24/mobile-learning/

Mobile technologies can enhance learning as long as it is used alongside the curriculum and the teacher acts as facilitator of knowledge. Students should be encouraged to take control of their learning while teachers help and guide them to find answers to their questions. By taking advantage of the learning opportunities offered by mobile technologies, teachers are better equipped to provide students with lessons that they can relate to.  “The effective use of multimedia allows teachers to bring a more accurate representation of the real world to the classroom setting” (Ebert, Ebert II & Bentley, 2011, p. 127).

Mobile technology should only be used if it facilitates supports, enhances and extends teaching and learning. There are several dangers that teachers should be aware of:

• Distracted students
• Students from low socio-economic status may not have been exposed to such technology
• Cheating
• Cyberbullying
• Ineffective use.

Teachers should build a supportive environment, and put policies in place for the use of technology to ensure the above dangers are minimised. Mobile technologies are everywhere, and it is important for us as teachers to incorporate it effectively in the classroom.

http://www.mobl21.com/blog/24/weekly-cartoon-24-july-2010/

References:

Ebert, C., Ebert II, S. E., & Bentley, L. M. (2011). The Educator’s Field Guide. United States of America: Corwin.

Promoting Intellectual Quality

http://www.mediacastblog.com/technology-younger-students/

In this digital age, it is important that teachers keep up-to-date with the ongoing advancements in technology in order to provide effective and appropriate education to students. This ensures that students are educated in ways that are widely used in society and prepares them for their future. Learning through technology also links with students interests.

Interactive Whiteboard’s (IWB) specifically promote intellectual quality through their diversity and interactivity. IWB’s ensure that students learn in a constructive environment, where teaching and learning is interactive. They also promote higher order thinking through manipulation and problem solving. “Knowledge is presented as problematic, socially constructed and open to multiple interpretations” (Kent, 2008, p. 24).

I personally agree and feel that students benefit from learning with things they are comfortable with using. When teachers incorporate technology into their classrooms, they make learning relatable to students’ home lives. Technology also provides teachers with opportunities to tailor lessons to suit multiple learning styles, for example, visual learners, kinaesthetic learners. “Educators should use technology in the classroom because its wide range of uses and forms has the potential to reach students of all learning styles” (Rodgers, n.d).

http://tlc.howstuffworks.com/family/technology-in-education.htm

Technology should only be used if it enhances the lesson, and teachers should be kept up to date with ICT improvements. “IWBs can make good teaching great, just as they can make average teaching worse” (Kent, 2008, p. 25). I strongly agree that teachers should aim to support the ‘digital natives’ in their classroom with lessons that suit their individual needs. However, I also believe that teachers should consider the demographic they are teaching in and the socio-economic status of their students and families.

 

References:

Kent, P. (2008). Interactive Whiteboards: A practical guide for primary teachers.South Yarra, Australia: Macmillan Teacher Resources.
Rodgers, W. (n.d). Students technology in the classroom. Retrieved March 10, 2013, from http://www.shelbyed.k12.al.us/schools/rms/faculty/wrodgers/technology%20int/students.html