aitsl standard 4.5
Computing issues at Schools:
Source https://community.computingatschool.org.uk/files/8225/original.pdf Cyber-bullying Even in primary schools, cyber-bullying is a common problem. Whilst this is more likely to happen outside of school, it’s common for both bully and victim to be members of the same class or school and the cause and consequences may often be connected to school. As with bullying in general, a clear zero tolerance message is vital, together with a culture in which this can be reported in the knowledge that swift and effective action will follow. Alongside this, it’s worth building up pupils’ resilience to off-hand, unintentionally hurtful remarks from others and some recognition that not every online disagreement or critical comment constitutes bullying. Inappropriate content Children are naturally curious, and as teachers we hope to develop that curiosity – to establish a lifelong love of learning. The Web has provided almost instant access to a wealth of information that pupils can access to further their learning and satisfy their curiosity. Schools have effective filters that minimise exposure to inappropriate material in school, but this does not prevent pupils accessing such material outside of school, including on tablets or smartphones. But, even with filters in place, children may still encounter content that concerns them. Establish a ‘no blame’ culture in school so they feel they can alert you, or their parents, to such content. Many schools teach children to close the laptop, switch off the monitor or turn the tablet over if they find content they know they shouldn’t see or that concerns them; again it’s worth explaining this to parents and suggesting they do the same at home. Time to turn off Time spent using a computer is time not spent doing other things, such as reading a (paper-based) book, learning a musical instrument, playing in a team and socialising face-to-face with family and friends. Whilst digital technology is seen by many as transformative of so many aspects of learning and life, many would count it a great shame if it came to dominate childhood to a greater extent than it already has. Helping children to become more discerning users of technology, knowing when it would be useful, and when it might be more of a distraction, is perhaps also one of our responsibilities as teachers. |
The article above from computingatschool.org.uk suggests, " three broad categories of risk which children are exposed to through their use of digital technology: content, contact and conduct".
It lists them as... Useful websites
![]() Comprehensive discussion guidelines from NZ education
https://www.education.govt.nz/assets/Documents/School/Managing-and-supporting-students/DigitalTechnologySafeAndResponsibleUseInSchs.pdf |