cyberbullying

Matthew Lynch published in Early Childhood & K-12 EdTech, EdTech & Innovation, Education Leadership, Teachers

How to Use Technology to Prevent School Bullying

Every year during October, schools, and organizations all over the world celebrate National Bully Prevention Month. The goal: increase awareness of the effects of bullying on children of all ages, and motivate community stakeholders to collaborate to end all forms of bullying. Over a decade old, National Bullying Prevention Awareness Month was initiated by PACER’s National Bullying Prevention Center in October 2006. Since its start, the event has grown to an entire month of learning and awareness activities, which are designed to help individuals become more aware of the grave consequences of bullying.

Every October, I am approached by organizations looking to bring awareness to this cause. In response, I send out their messages and resources to my social media followers, but that’s about it. Well, this year, I am to stepping my game up. To support National Bully Prevention Month, I decided to author an article aimed at helping schools use edtech solutions to prevent bullying.

Bullying in the era of hyper-connectivity

The proliferation of edtech in schools has given students an entirely new way to connect and communicate. Unfortunately, being able to access the internet also tempts students to peruse inappropriate content, or harass and bully their peers. The irony in this is that although technology is the root cause of a significant number of problems in modern schools, it can also be used to prevent them before they start or solve them once they occur.

To save students from their own curiosity, many schools block access to all websites that are not education related; especially social media sites. This certainly can stop cyberbullying, but it also prevents students from becoming responsible digital citizens. Also, the act of blocking websites is not a perfect science, and the lack of flexibility always causes issues for the teaching and learning process. Ordinarily, sites like Facebook would be flagged as inappropriate and blocked district-wide, but what if they are needed by high schools seniors studying digital marketing?

Overall, blocking social media sites does not stop cyberbullying. The proper response is to educate students about appropriate online behavior and how to be good digital citizens. This approach needs to be coupled with online monitoring, which includes tracking the search terms that students use, what they talk about on social media, as well as the websites that they visit.

How can edtech help schools prevent bullying?

 More than ever, we need innovative ways to keep our student’s safe in today’s hyper-connected world. How can edtech help? Companies like NetSupport are creating software solutions designed to help schools stop bullying events before they start, and respond appropriately to bullying that becomes fully realized. Their award-winning IT Asset Management and Internet Safety solution, NetSupport DNA, helps technicians to track, monitor, and manage IT assets across individual schools and entire districts.

NetSupport DNA contains a “Report a Concern” tool that students can use to quickly and anonymously report any issue that they are encountering to an adult that they trust. With its most recent update, teachers can also use the same tool to report an issue in situations where they are verbally told of a student’s concern. In addition to reporting the issue, students also have access to the contact information for several national support organizations. These organizations can help support students in ways that underfunded school districts cannot. Empowering students to confront bullying can give them the confidence they need to attend school without fear.

School IT administrators can use NetSupport DNA to schedule real-time monitoring and search for exact phrases and keywords in several languages to keep an eye on suspicious activity. Keywords are presented in a word cloud format, along with other intuitions, so school officials can be alerted to recurring themes across groups of students. If keywords or phrases suggest bullying or harassing activity that may place the student in danger, they would be presented in the word cloud. In addition to being presented in the word cloud, the term is also placed into the original context in which it was used.

When an alert is triggered, the system can ascertain the threat level of the phrase and use differing sensitivity levels based on the time and context in which the phrase was used. To document instances of cyberbullying, educators can capture screenshots and video clips of bullying episodes. Teachers can use the word cloud feature as a springboard for discussing the significance of having a positive online footprint. This can help educators prevent cyberbullying and help students gain invaluable digital literacy skills.

NetSupport DNA gives schools the context that they need to piece together the full picture, instead of trying to decipher bits of information. School staff can avoid “false positives” by determining the context of possible matches. If a keyword is triggered and reviews as a false alarm, a “false alarm” note can be added. By looking at a student’s entire journey, not just the end event, schools are able to spot trends and issues that would have ordinarily been overlooked.

Let’s look at a practical example. A student searches for ‘Smith & Wesson,’ which is a company that manufactures firearms. Thankfully, the school IT staff have included phrases and keywords related to various types of firearms into the keyword database. As soon as the student initiates the search, the system is triggered, and the school IT staff are alerted. They inform the principal, who decides to investigate the matter further. She finds out that the student who conducted the search recently reported that they were being bullied by a classmate. The alleged bully had been disciplined, and she thought the issue had been resolved.

She sits down with the bullying victim and asks him about the search. He says it was a mistake and blames it on Google’s autocomplete feature, but who knows what the truth is. The principal sends him back to class and puts together a plan to monitor the situation further. She knows that students who are being bullied and feel like they have no other options may resort to gun violence to protect themselves. We know the story all too well. A student walks into a school with a loaded gun, and tragedy ensues. Edtech apps like NetSupport DNA can help you prevent this from happening.

Conclusion

As educators, we have a professional obligation to make schools and classrooms safe environments for all students. To achieve this, we must actively deliver the message that bullying is wrong in all circumstances and be proactive in preventing it. However, in today’s hyper-connected world, we can’t be everywhere and see everything that happens within our learning environments. Well, not until now.

With technologies like NetSupport DNA, schools can monitor their student’s activity at all times, even if they are on the other side of the classroom. By putting power like this in the hands of educators, we ensure that bullies don’t stand a chance.

 

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Matthew Lynch published in Ask An Expert, Bullying, Education Leadership, First Year Teachers, Policy & Reform,

14 Signs of Cyberbullying in the Classroom

By Gabe Duverge

One of the biggest trends affecting education across the country is the migration of bullying to digital media, which is commonly referred to as cyberbullying. About 7 percent of students in grades 6-12 experience cyberbullying each year, according to the National Center for Education Statistics. Unlike traditional bullying, cyberbullying is much harder for educators to detect and address. The perpetrators are often able to maintain anonymity, and much of the cyberbullying activity occurs outside of school.

Like traditional bullying, there are warning signs for teachers to watch for in their students. These signs can help you identify a victim or a cyberbully and step into the situation. Cyberbullying can be quite harmful to the well-being of students if it goes unchecked. In addition, the negative effects on students can severely damage your ability to manage the classroom.

Emotional Signs of Cyberbullying

Emotional changes in a student might be hard to see, but they are often some of the most severe signs. These signals show that cyberbullying has really had an emotional impact on a student.

1. Becomes a Loner

Cyberbullying victims often take every opportunity to keep to themselves. They refrain from being in groups and take steps to isolate themselves. For typically outgoing students, this will be an obvious change.

2. Mood Swings

You may witness a victim have emotional outbursts and mood swings. A situation may go from very calm to contentious quite quickly. This can occur both in a group setting and on an individual level.

3. Increased Stress

A student struggling to manage stress could be a cyberbullying victim. You may notice this during normally stressful times or in situations where the student wouldn’t normally be stressed.

4. Displays Aggressive Behavior

Lashing out aggressively is common among cyberbullying victims. This is especially true among students who are not usually aggressive. They may show aggression against peers or even educators during any situation.

5. Displays Symptoms of Depression

One of the severe effects of cyberbullying is depression. Among youth, depression may manifest as constant sadness, restlessness, a lack of enthusiasm, chronic fatigue and other symptoms. If teachers witness a student with symptoms of depression, they should immediately contact a guidance counselor and the parents. Untreated depression can have very negative effects on a student.

Academic Signs of Cyberbullying

Teachers are in the best position to identify the reasons behind a student falling behind academically. Victims of cyberbullying can take steps backward in the classroom just like in other aspects of their life. Here are a few academic-related clues that cyberbullying may be taking place.

6. Doesn’t Attend School

Teachers may see students miss school more frequently. If a student begins missing significant time, contact a parent to better understand the reason. This is a good time to get clues on whether something else is afoot.

7. Work Ethic Drops

Maybe a student stops turning in homework or submits incomplete assignments. Victims of cyberbullying may stop contributing in class regularly. This is especially true of often-successful students who are struggling with a cyberbullying situation.

8. Skips Class

Cutting class is never acceptable, but some students may try to avoid interacting in class by skipping it altogether. This may be to avoid the cyberbully or just to act out.

9. Loses Interest in School

Cyberbullying can turn a once-star student into someone less excited about school. If students who are regularly involved in the classroom begin to care less, they may be suffering from cyberbullying.

10. Grades Drop

The overall grades of victims of cyberbullying often drop. This may include performing poorly on tests, missing assignments and struggling in group projects. A sudden drop in grades may be a cry for help from a victim truly struggling.

Social Signs of Cyberbullying

Cyberbullying can have a tremendous impact on how students relate to their peers socially. Cyberbullies typically attack someone they know well. Students may stop trusting their usual social group and withdraw. Here are a few specific examples.

11. Stops Participating in Social Activities

A student who is on a team or in an after-school club may stop participating because of cyberbullying. Teachers who notice a previously involved student suddenly lose interest in extracurricular activities may want to explore what’s wrong and move from there.

12. Stops Eating or Sleeping

This may be harder for teachers to notice, but students struggling with cyberbullying often sleep and eat less. This will be evident during lunchtime or if a student falls asleep during class.

13. Hurts Self

Self-harming is not uncommon for victims of cyberbullying. While a teacher may not quickly notice this, they may notice a student wearing different clothing or trying to hide signs of self-harm. Friends of the student may also provide clues to potential self-harming.

14. Changes in Friends

Students who suffer from cyberbullying may switch their group of friends completely. This could be a sign that the cyberbully is someone close to them or that their feelings of self-worth have changed.

Understanding Cyberbullying

The increasing use of digital communication by young people is driving the rise in cyberbullying. Teachers must develop a strong understanding of cyberbullying and other issues affecting education. The online graduate education degrees at Campbellsville University can help you advance your career by gaining the knowledge and credentials you need. Learn more about taking the next step in your education career today.

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Matthew Lynch published in Ask An Expert, Bullying

The Link between Bullying Prevention and Healthy Body Image in Children

A guest post by Keir McDonald MBE

The U.K. Government recently released the results of a nationwide survey to better understand public perceptions of body image. It found that 87% of girls aged 11- 21 think that women are judged more on their appearance than on their ability.

This statistic is worrying because research has shown that in addition to affecting how people feel about their looks, poor body confidence can have a devastating effect on many aspects of their lives. According to the research, this is especially pronounced in adolescent children.
From achieving at school to effectively dealing with bullying, healthy body image is important for children to develop. As educators, we all have a responsibility to do everything we can to share positive messages about our bodies and help children develop healthy ideas around body image to further the fight against bullying.

Here are 3 ways educators and parents can encourage healthy body image in children.

#1. Engage in a healthy conversation with students and children.

First and foremost, it is important for parents and teachers to talk to kids about body image. Asking kids for their opinions about how bodies are depicted in the media is one good way to start the conversation.

Consider asking questions like “Does that look real?” “Do a lot of people really look like that?” and “What do you think might have been done to that picture to make it look that way?”

Teaching children to view media images with a critical eye is an important first step in encouraging healthy body image in children.

At a time when they should feel secure with their body, too many children learn to feel anxious about weight and begin to make choices that contribute to the very problems they hope to avoid. Weight stigma and body dissatisfaction in fact lead to poorer eating and fitness choices, less physical activity, weight gain and diminished health.

As a result, researchers at the Yale Rudd Center for Obesity and Health and elsewhere have issued a call for weight stigma reduction programs to promote positive eating and fitness habits without regard to size. Most important to this is developing an identity based on who they are rather than how they look, choosing positive role models that support their deeper values, and actively embracing health and vitality through positive eating and physical activity. This is all part of the important conversation educators and parents must be having with children.

#2. Take a hard line on bullying.

Being bullied is a major contributing factor for depression and low self-esteem in children. Bullying behavior focuses on ‘difference’ and the difference can be real or perceived. In fact, recent research from a U.S-based anti-bullying organization revealed that special needs students, LGBT students, students who are overweight, and students who are perceived as “weak” are the most likely targets of bullying by others.
Weight is often one of the “differences” referenced in bullying.

The classroom, cafeteria, library, restrooms, on the bus, and on the playground are all areas where teachers and parents can strive to create safe and bully-free environments. A safe and supportive school climate can be one of the best tools in preventing bullying. Children need to feel safe or they can’t focus on learning.

The easiest way for teachers to take a hard line on bullying is to intervene immediately. It is important to only address the kids involved separately, never together. Also, forcing resolution in children will not teach them successful coping methods for the long term. Do not make the kids involved apologize or patch up relations on the spot

A recent survey of 250,000 children aged between 10 and 15 showed that nearly half have been bullied at school. And even if they had not been bullied, a quarter of the sample said they were worried about it.
Today, bullying does not just exist within the perimeter of the school. It can carry on day and night through the use of mobile phones and the internet via chat rooms and social media. In short, it can create a vicious cycle that can make a child or young person feel worthless and unvalued. Teachers are uniquely situated to stop bullying on the spot and create a safe learning environment in the school.

#3. Focus on personal strengths and relate to social media

The Internet and social media provide a platform for adolescent children to seek out images of what they want to look like, as well as an outlet through which children can perform outward comparisons with their peers and celebrities. Social media may not create new problems for children, but they do certainly intensify existing ones.

With social media, children are constantly critiquing and analyzing bodies in such a way that promotes body dissatisfaction, constant body surveillance, and disordered thoughts. All of these factors can lead to very serious vulnerabilities and make children susceptible to bullying.

Moving towards student-centered classrooms, which are big on collaboration, are one way teachers can begin to curb bullying by sharing control with students. Taking that one step further, teachers can become a participant and co-learner in discussion, asking questions and perhaps correcting misconceptions.

A simple activity is to give everyone a list of the personal strengths and get them to cross off the strength that is least like them one at a time until they reach three that are left. These are each person’s personal strengths. Consider getting everyone to write their personal strengths on stickers/paper and show them to the group.

Do students recognize the strength in themselves? What about the top strengths of others in the group? Identifying personal strengths is a great way to encourage positive feelings. In small groups, think of a way in which you could exercise your top personal strength more in the next week.

By facilitating a conversation about personal strengths and encouraging students to collaborate around this topic, teachers can begin to help children foster ideas of personal strengths.

In conclusion, by taking a hard line on bullying, focusing on personal strengths and teaching children to understand what’s realistic and what’s not, we can begin to help adolescent children encourage healthy body image now and always.

About the Author
Keir McDonald MBE is Chief Executive Office and Founder of EduCare, an online training solutions company that specialize in child protection, exploitation and online safety, and bullying and child neglect. EduCare is associated with both Kidscape and Family Lives and customers include over 4000 schools and colleges and 12000 pre-schools as well as councils, NHS, charities and more.

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Matthew Lynch published in Matthew Lynch, Policy & Reform, Teachers

Has education failed at “no bullying” programs?

**The Edvocate is pleased to publish guest posts as way to fuel important conversations surrounding P-20 education in America. The opinions contained within guest posts are those of the authors and do not necessarily reflect the official opinion of The Edvocate or Dr. Matthew Lynch.**

A guest column by Judith A. Yates

On September 5, 2015, a 14-year-old high school girl stood before bullies and drove a kitchen knife into her own heart to fall dead at her tormentor’s feet. The little girl’s name is Sherokee Harriman. Some of her peers and family members report Sherokee was, in part, hopeless due to the school district’s lack of protection from these bullies. The bullying has not stopped as people (her peers suspect students) are now destroying the memorial placed, where Sherokee fell, in a La Vergne, Tennessee Public Park.

“Even in death,” says one student, “they disrespect her.” Her mother demands an answer: “Why do they continue to try to hurt her?” Has the education system’s “No Bullying” programs failed these kids?

According to the Suicide Prevention & Resource Center, suicide is the third leading cause of death for young people ages 12–18. Other factors are contributed to suicide, yet “Bullying is associated with increases in suicide risk in young people who are victims of bullying (and) increases depression and other problems associated with suicide.” This encompasses both the bullies and the children being bullied. (SEE CITE 1, below, for source)

Friends, classmates, and students in other schools, who knew Sherokee Harriman personally or marginally, report there are in-house programs to report bullying at all their schools. They also explain why so many students do not trust the programs. “They (the administration) don’t do anything” when bullying is reported and “if you report, then you are (called) a snitch (by other students),” creating more problems for the victim, the students who want to report, and the program. “So, it’s not worth it” one student says blatantly. Sherokee’s parents call the “Zero Tolerance for Bullying” program in their child’s school district “a joke;” her mother assisted Sherokee in completing multiple “Bully Reports” in both junior high and high school, supporting her with long talks, and trying to follow up. The last time they completed a report, it never went through the system because Sherokee was in her grave.

These are opinions of a handful of students from classrooms across the U.S. and anguished parents, but one student in fear of the school hallways and one parent let down by the education system is too many. Despite all of the “No Bully Zone” and other similar programs, the system appears to be failing students who feel unsafe in the school … and students who are bullies. Why?

One of the suspected barriers in preventing the success of “Stop Bullying” school programs is lack of funding. In 2013, the United States public school system reported an outstanding debt of $415,238,582.00 (For some information on this report see below link labeled CITE 2). The funding to create and keep school programs may look impossible with a school system that scrambles to afford basic supplies while meeting all budget demands. “We have to pay for so much classroom supplies,” says one Nashville, Tennessee high school teacher. “How are they going to find money to keep a new program running?”

Another suspected barrier is what teachers can do versus what the system demands. In 2001, “Secretary of Education Arne Duncan … reported 82 percent of U.S. schools may be failing by 2013” explains researcher / author Ron Berler. “… On paper, idealistically, No Child Left Behind was a wonderful thought, but it wasn’t put out there with any practical thought … (education needs to) reduce and adjust the amount of standardized testing” (source see CITE 3 below). It appears learning now focuses on tests; the system seems more concerned with teaching to a standard rather than combining compassion, education, and social etiquette.

How does the education system create “Stop Bullying” programs that meet faculty, students, and parents’ goals for a safe school environment while fitting the budget, with a place in the overall curriculum? The effort cannot be deemed impossible or useless to try.

It is far too late for students like Sherokee Harriman and the kids who bullied her; who, somewhere, all became lost in the mix of programs, budget demands, and education system requirements. They slipped through those cracks to fall dead in the grass, to face potential criminal charges at the age of 14, and to trash a child’s memorial.

The Society for the Prevention of Suicide offers free information for educators. It includes education, books, training, and provides a free toolkit. Learn more here:
http://www.sptsusa.org/educators/

SOURCES;

http://www.sprc.org/sites/sprc.org/files/library/Suicide_Bullying_Issue_Brief.pdf

http://www2.census.gov/govs/school/13f33pub.pdf

http://www.usnews.com/opinion/articles/2013/04/11/why-excessive-standardized-testing-is-causing-american-schools-to-fail

____

Judith A. Yates is currently completing a PhD in Criminal Justice. She has taught at several schools, within the field of law enforcement; has worked as trainer, attended classes across the country, and has been a mentor in several programs. Her website can be found at judithayates.com.

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Matthew Lynch published in Bullying

It shouldn’t take legal action for schools to act on bullying

Sally Varnham, University of Technology Sydney

A former pupil is suing her Victorian school for the psychiatric harm she allegedly suffered from bullying.

There is now a strong body of evidence that demonstrates the severe psychiatric and emotional damage bullying can cause, and the significant impact it can have on life’s expectations. And its harm is widespread – the sufferers, the bullies and society as a whole.

Investigations of school shootings such as Columbine speculate that they are acts of retaliation. Not infrequently there are reports of suicides of students who are bullied. Tolerance in schools can lead to bullying in workplaces, families and other areas of life.

We have come a long way to recognise bullying as intentional, often criminal behaviour, which would be treated as such outside the schoolyard. It should never be tolerated, especially now that we are aware of the harm it causes.

Does failure to take action render schools liable for harm?

The courts believe so. In 2003, following the successful action of former student Lisa Eskinazi against her Victorian school, incredulity turned to concern in the education community.

Doubt was further cast aside when the New South Wales Supreme Court and Court of Appeal decided that former students Benjamin Cox and Jazmine Oyston (2007 and 2013 respectively) were entitled to damages from their schools.

Firmly buried was the traditional notion that bullying should be endured as part and parcel of school years. More recently, though, technology has provided ample opportunity for a widespread, remote and more cowardly form of bullying – cyberbullying. This clouds the question as to the extent of a school’s responsibility.

It makes the position of schools more difficult, or alternatively perhaps (though yet to be tested), it affords them greater escape from liability.

So what is the basis of a school’s responsibility to deal effectively with wrongful actions by one student against another? In legal terms, liability relies on a breach of a duty of care causing the harm suffered.

Schools clearly owe a duty of care to students. A long line of precedents where students have suffered physical injury is testament to this. It becomes hazier when psychiatric and emotional harm is alleged many years later.

In simple terms it relies on a school’s lack of effective action in the face of knowledge, and on a causative link between that inaction and the harm suffered.

This is easy to determine in the case of playground accidents, but decidedly more difficult in cases of school bullying, particularly with a long period of time intervening. However, as demonstrated above, it’s not impossible.

The question of liability misses the point

A much wider and more pressing question is what may be done to erase this huge blot on the landscape of schools and society. Taking the problem seriously is the first step.

Most would agree that a school that has knowledge of bullying behaviour within its grounds or online but arising out of school relationships, and fails to take remedial action, is complicit.

But what to do? Most reactions, such as excluding of perpetrators from school, may be more damaging. There are many suggestions that any disengagement from schooling can lead to increasingly bad behaviour from bullying perpetrators.

Schools need to take action to protect the well-being of all students, not because they could be held liable.
from www.shutterstock.com

A short term fix with no long term gain

A quick flick through the websites of schools and state education departments reveals endless anti-bullying programs and policies. But are these helping the child now being excluded from games, being called names, receiving hate messages or having nasty material about them circulated on social media?

More importantly, are they leading to changes in school cultures? The biggest challenge is how to break the cycle from the very beginning – at family, preschool and school level. This is not an easy overnight fix. It requires all members of the community having equal responsibility for a peaceful, hostile-free learning environment.

On one level this includes a “bystander” responsibility and encouragement of “telling”. It also requires each member of the school community showing respect, responsibility and developing the communication skills for dealing with differences.

It requires assisting young people to put themselves in another’s shoes, to see the harm they have caused, to repair it and restore relationships. For many schools there is evidence of success but it is easy to say and hard to do, especially given meagre resources in many cases. A highly commendable initiative is Bullying. No Way and its mantra: Taking a Stand Together. There’s a long way to go but the journey must be taken.

Wrongs must be redressed and the threat of legal action in many instances may lead to galvanising action. It would be lamentable, however, if this was the main driver of action. The better view is that modern educators see bullying as serious anti-social behaviour which has a severe impact on all children’s right to education, and are working on creating school cultures where bullying cannot exist.

The Conversation

Sally Varnham, Professor of Law, University of Technology Sydney

This article was originally published on The Conversation. Read the original article.

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Matthew Lynch published in EdTech & Innovation, Policy & Reform, Teachers

Education and esafety: Why You Shouldn’t Believe Everything You Read in the News

Note: The following guest post comes to us courtesy of Keir McDonald, Chairman of EduCare, a company that provides bespoke training solutions for schools. Their courses are available both online and on paper, and cover child protection and duty of care issues.

Media horror stories bombard us daily when it comes to students and esafety, but is going online really as dangerous for children as some journalists would have us believe? A new report from the London School of Economics has found that children might be better at self-regulating their internet usage than we usually give them credit for.

The influence of news stories on children is particularly strong when it comes to stranger danger and bullying, but do media representations of the internet empower children, or destabilise their development of effective online risk-management skills?

After speaking with 378 children about esafety, academics from LSE found that many children actively seek out ways to stay safe online by “planning” and “reflecting.” For example, when using social networking sites like Facebook and Twitter, older children take precautions such as changing their privacy settings to protect themselves online.

Even younger children, between the ages of 9 – 11, are competent at avoiding problematic websites or applications by simply clicking away. This is an obvious but “effective tactic” when it comes to staying safe on the internet. Most children were able to recognise both the risks and the symptoms of internet addiction, including health problems, losing interest in other things and losing friends.

Though girls are “more likely to seek social support […] than boys,” both sexes are generally reluctant to approach an adult for help when an incident of cyberbullying occurs. Children are commonly able to react proactively to abusive messages by blocking the send or disabling their own account, but sometimes this isn’t enough and internet conflicts escalate rapidly.

Why are children reluctant to seek support when faced with bullying?

Children are often reluctant to seek support, preferring instead to minimise or downplay the significance of cyberbullying. However, this is an inefficient tactic and schools can do more by harnessing the power of the peer-group for their anti-bullying and esafety lessons.

As adults, we can encourage children to feel comfortable sharing their online problems with us by being more reasonable, and less sensational, when it comes to the internet. For one thing, when we talk to children about the internet, we should acknowledge the many good points as well as cautioning against the dangers. Monitoring our children’s online activity is fine for very young children, but as they get older, we can earn their trust by respecting their need for a certain amount of privacy.

Parents and teachers can try to ban Facebook and other websites, or limit their children and student’s internet usage, but they should be aware of the potential consequences. Using social networking sites, among other online skills, has become almost mandatory both in the wider world and in the modern workplace. Banning children from social networking instead of teaching them how to network safely is doing them no favours in the long run.

Read all of our posts about EdTech and Innovation by clicking here. 

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