Cyberbullying

The introduction of social networking sites such as Facebook and twitter, email and mobile technologies have been extremely beneficial in the classroom but has led to the introduction of ‘cyberbullying.”

Cyber bullying is the use of email, text messages or social media sites to embarrass, annoy or intimidate other people. This form of bullying is considered more harmful as it can happen anywhere at anytime; the children have no escape, and it cannot be controlled by the teachers  (Kidshelp, n.d.). Cyberbullying can be enormously damaging to a child or teenagers psychological status.

The Australian communications and media authority state that:

• 61% of 16-17 year old accept friend requests on social networking sites that that they do not know offline
• 78% of 16-17 year olds claim to have personal information and photographs of themselves on their social networking profiles, where are only 45% of 8-9 year olds.

This online pamphlet is a great resource to have in the classroom when teaching about cyberbullying.

It is the teacher’s responsibility to work with victims, their parents and the bullies in order to stop bullying and prevent future cases. Everyone knows that a child speaking out about being bullied doesn’t happen very often which is why parents and educators should know the signs as the first step of ending cyberbullying.

Looking for the signs, (Cybersmart, 2013).

• Decline in academic performance
• Increased social exclusion
• Lack of social interaction,
• Becoming withdrawn from class
• Complaining to parents of feeling unwell on a regular basis

References:

(Source: Australian Communications and Media Authority Submissions to the Joint Select Committee on Cyber-Safety. (2011). High-Wire Act).

Kids Helpline. (n.d.). Cyberbullying. Retrieved from http://www.kidshelp.com.au/grownups/getting-help/cyberspace/cyberbullying.php

Cyber Smart. (2013). Cyberbullying. Retrieved from http://www.cybersmart.gov.au/Home/Schools/Cyber%20issues/Cyberbullying.aspx

Office for Internet Safety, National Centre for Technology in Education, O2, & Barnardos. (2008). A guide to cyberbullying: Get with it. Retrieved from http://www.rcysostenibilidad.telefonica.com/es/media/pdf/Get_with_it_
Cyberbullying_Booklet.pdf

Social constructivism

Constructivism suggests that learners actively construct their own meaning and knowledge based on their prior knowledge. Social constructivism incorporates the same view but also places emphasis on collaboration through conversation when making meaning (Churchill, 2011).

Definition: Social constructivism is the theory of learning that is the process of constructing meaning. It emphasises the use of cultural tools i.e. language as a major influence on meaning construction (Churchill, 2011).

The use of technology, particularly ‘Web 2.0 technologies’, can enhance the traditional curriculum in an extremely interactive environment (Oluwafisayo, 2010). Web 2.0 technologies include:

• Blogs
• Wikis
• Virtual worlds
• Social networks

The use of these technologies in the classroom stimulates learner involvement and participation in both individual and group setting activities. These technologies allow the learner to discover things for themselves, and have access to information instantly therefore they can create the path for their own learning.

It is important for the teacher in a social constructive classroom to organise information and questions that will engage and enhance the learner’s interests. Their role is to assist learners in constructing their own knowledge by ensuring the activities are learner centered.

Resources:

Churchill,R., Ferguson,P., Godhino,S., Johnson,N.F.,et al.(2011).Teaching making a difference.Milton,QLD: John Wiley & Sons Australia.

Oluwafisayo, E. (2010).Constructivism and Web 2.0 in the emerging learning era: A global perspective. Retrieved from http://www.na-businesspress.com/JSIS/EnobunWeb.pdf

eLearning

eLearning is the use of technology in order to learn at any place or at any time through Mobile devices such as:

• Smart phones- eg iphones,
• Tablets- eg ipads,
• Wireless and portable devices
• IWB

These all connect to the Internet wirelessly. These forms of technology enable students to have easy access to an endless amount of information.

There are many advantages to using elearning in the classroom these are:

• Information is updated and available at any time or place
• Advanced concepts are made easier to understand as students have visual stimulus.
• There are numerous applications or ‘apps’ which are designed for specific purposes such as text, email, social networking, calculator, camera.
• It is a motivator for students as they find this form of learning stimulating

When used appropriately an e-learning classroom can help the students interact and work collaboratively.

Attwell (2007), states that we are constantly learning throughout our lives, in various settings and contexts, in informal and formal settings. For some people it may be surprising to discover that the majority of our learning actually occurs informally, that is outside of educational institutions. He also explores the idea of Personal Learning Environments (PLEs). PLEs are not a software application but rather a new approach to using technologies for learning. They highlight the role of the individual in creating their own learning therefor should be evident in all classrooms.

References:

Atwell, G. (2007). The Personal Learning Environments – the future of eLearning? Retrieved from http://www.elearningeuropa.info/files/media/media11561.pdf.

Promoting Intellectual Quality with an IWB

When promoting intellectual quality in a classroom student’s can understand the inner complexities and inferences of a certain subject. When teachers fail to promote this quality students begin to focus on wrote learning and memorising certain content that has been taught to them. It is important that teachers are able to promote high levels of intellectual quality in their classroom; some of the key characteristics are that teachers can:

• Present a concept
• Explore its implications with the class
• Place the concept in different contexts
• Create links to everyday lives and prior knowledge
• Lead discussions that can promote student understanding
• Allow students to take charge of their learning

There are many tools that can be used to promote this intellectual quality and one of them is an Interactive White Board (IWB). An IWB allows teachers to manipulate content on the board easily. The IWB is linked to the Internet, which means that you can conduct research right in front of the students on a board that is easily seen by all students. There is an endless supply of resources online for the Australian curriculum. One site that the government have funded is called Scootle. It supplies the teacher with ready-made learning objects and games that fit in with the curriculum. Another way a teacher can present a concept to a class is by creating there own flip charts on the topic that can foster the child’s learning the way the teacher wants to.

An IWB in association with a good teaching can scaffold learning so that the children have the opportunity to construct their own knowledge.

Helpful tips:

• It is important to remember that teaching and learning should drive technology, not the other way around
• IWB’s should be used as a tool, not as a replacement for the teacher.

Resources:

Kent, P. (2008). Interactive whiteboards: A practical guide for primary teachers. South Yarra, VIC: Macmillan Publishers.