Throughout this blog, I have explored and discussed the importance of their use in today’s society, but within the particular focus on how technology help teachers and students in classroom use. However, as a developing secondary teacher, it is important to be aware of the possible negative issues that might come with the flexible accessibility of students with technology. Particularly with the prominent use of today’s adolescents with different social media platforms such as Facebook, Twitter, Instagram and Snapchats. Today, these social medias became an extended platform for secondary students to aggravate the issue of bullying in secondary school also known as the issue of “cyberbullying” (Smith, et. al., 2007), which is one of the most prominent issues in secondary schools that is related with today’s technology.
Cyberbullying is a form of bullying in which aggression occurs through the use of modern technological devices such as mobile phones and computers (Slonje & Smith, 2008). The flexible availability of technology to young adolescents “escalated bullying to a new and particularly insidious level” (Beale & Hall, 2007). This is why it is significantly important for educators to be aware of the severity of cyberbullying towards students to create and plan preventive measures ahead that can be implemented within the classroom and throughout the schools that will help the victims of cyberbullying as well as the cyberbullies without further aggravating the issue outside the school perimeters.
Cyberbullying facts (nobullying.com, 2016).
Cyberbullying like the traditional bullying can have a significant impact on students’ lives, both in victims and the perpetuators, as well as within the school community. According to Victorian State Government Education and Training, the impact of cyberbullying on victims may include feeling of depression, anxiety feelings of loneliness and isolation, as well as poor academic performance, lower attendance and completion rates. Cyberbullying perpetuators may indicate the feeling of disconnection in schools, frequently get into fights and vandalise property (Victorian State Government, 2017). Such indicators can help teachers to any presence of cyberbullying within the classroom and throughout the school that extends why teachers needs to be observant of students’ behaviour.
How teachers can help?
Teachers have a strong authority and responsibility to monitor students behaviour within the school settings (Stauffer, Heath, Coyne, & Ferrin, 2012), that teachers can use to plan preventive measure against cyberbullying that can be implemented with everyday classroom management. Although, cyberbullying events have a tendency to occur outside of school perimeters (Feinberg & Robey, 2009), educators can still largely provide precautionary measures even if it as simple as addressing the issue of cyberbullying. Teachers can also teach students the “electronic etiquette” and safety guidelines that can influence how students use their social media accounts, as well as helping students to be thorough with their activities online (Ertel, Kovarik, Pi, & Delta, 2013). Therefore, as a developing teacher, it is important to be aware of this issue to create awareness in students’ perspectives that may consequently lessen the possibility for such issues to occur.
How to Prevent Cyberbullying (nobullying.com, 2016).
Beale, A.V., & Hall, K.R. (2007). Cyberbullying: What School Administrators (And Parents) Can Do. The Clearing House, 81, 8-12. Taylor & Francis, Ltd.
Feinberg, T., & Robey, N. (2009). CYBERBULLYING. Principal Leadership 9(1), 10-14. EDDIGEST
Ertel, K., Kovarik, P.A., Pi, M., & Delta, K. (2013). The ABC’s of Classroom Management. Taylor & Francis; New York.
nobullying.com. (2016). Cyberbullying Facts [Video File]. Retrieved from https://www.youtube.com/watch?v=YIP7ukKXVSI
nobullying.com. (2016). How to Prevent Cyberbullying [Video File]. Retrieved from https://youtu.be/4g8w7GV3-iA
Slonje, R., & Smith, P. K. (2008). Cyberbullying: Another main type of bullying? Scandinavian Journal of Psychology, 49, 147-154. DOI: 10.1111/j.1467-9450.2007.00611.x
Smith, P.K., Mahdavi, J., Carvalho, M., Fisher, S., Russell, S., & Tippett, N. (2008). Cyberbullying: its nature and impact in secondary school pupils. Journal of Child Psychology and Psychiatry 49(4), 376-385. DOI: 10.1111/j.1469-7610.2007.01846.x
Staufer, S., Heath, M.A., Coyne, S.M., & Ferrin, S. (2012). High School Teachers Perceptions of Cyberbullying Prevention and Intervention Strategies. Psychology in the Schools, 49(4), 353-367. DOI: 10.1002/pits
Victorian State Government. (2017). The Impact of Bullying. Retrieved from http://www.education.vic.gov.au/about/programs/bullystoppers/Pages/impact.aspx