Further investigation into safety and privacy issues for students
Among the issues raised by Roblyer and Doering (2014) about the safety and privacy issues for students, I’ll be focusing on Cyberbullying.
Cyberbullying, also known as Online Bullying, can produce harmful consequences for young people. Campbell, Whiteford, Duncanson, Spears, Butler, and Slee (2017) suggests that cyber-bullying has negative social and emotional effects on both the victims and perpetrators.
An explanation outlining the types of online bullying behaviours can be found on the Bullying. No Way! website. The term is also explained in a series of four short animations which introduces the national definition of bullying for Australian schools.
The Bullying. No Way! website is equipped with a number resources for educators, school leaders, teens, kids, parents and carers, for community. There are pages that answer FAQs and a page with revealing facts and figures about bulling and online bullying.
“Online bullying appears to be related to age (or access to technology), with secondary students more likely to engage in bullying online than primary school students.”
Bullying. No Way!, 2019
Campbell et al. (2017) also define the context of cyberbullying as one that unfolds with a large network of bystanders. Their research examines gender and age of cyber-bullying bystanders of 2109 upper primary and secondary school students in Australia. Findings suggests that bystanders to cyberbullying were most likely not to do anything or help the person cyberbullied.
I looked into Cyberbulling because it is a topic that is relevant for a number of year levels I will teach as my degree is K-12. The best resource I found was The Bullying. No Way! website mentioned above as it has links to other valuable sites, insightful resources and is easy to navigate. I strongly recommend taking some time to have a look.
References
Bullying. No Way! (2019). Retrieved from
https://bullyingnoway.gov.au/
Campbell, M. A., Whiteford, C., Duncanson, K., Spears, B., Butler, D., & Slee, P. T. ( 2017). Cyberbullying bystanders: gender, grade, and actions among Primary and Secondary Schol Students in Australia. International Journal of Technoethics, 8(1), 44-55. Retrieved from
https://www-igi-global-com.ezproxy.csu.edu.au/gateway/article/178532
Roblyer, M., & Doering, A. (2014). Integrating educational technology into teaching. Harlow, England: Pearson
ESC407: Classroom Technologies 
Hi Sarah,
Cyberbullying is definitely a big issue, I feel like it’s quite a recent development as I don’t remember it being around when I was at high school (I’m 29) and it certainly didn’t exist when I was at primary school (I’m pretty sure none of us had the internet back then!).
The bystander issue is a tricky one, how can we encourage children to report cyberbullying happening to others without becoming a victim themselves or feeling like they’ve ‘dobbed’ someone in, particularly if it’s a friend? Bystanders occur during face-to-face bullying as well, so perhaps it’s a bigger problem and needs to be addressed (students given strategies to help stop the bullying) as an overall thing rather than exclusively one type of bullying.
Thanks,
Lauren
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