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Date: November 22, 2024 Fri
Time: 12:09 pm
Time: 12:09 pm
Results for computer safety
4 results foundAuthor: Dooley, Julian Title: Educational Evaluation of Cybersmart Detectives Summary: The aim of the Australian Communications and Media Authority‟s (ACMA) Cybersmart Detectives (CSD) activity is to teach children key Internet safety messages in a safe school environment. The activity brings together a number of agencies with an interest in promoting online safety for young people, including education, State and Federal Police, government and child welfare advocates. The activity has been played by over 28, 000 students in Australia since initial trials in 2004. Cybersmart Detectives is offered free to schools by the ACMA as part of the Australian Government‟s commitment to cyber-safety. Based on a real-world Internet safety scenario, the CSD activity is delivered to students in the classroom as a series of messages. Aided by the classroom teacher, students work in small teams, reading correspondence, voting on a series of poll questions and sending questions and suggestions to their „Cybersmart Guide‟ waiting online. As the scenario unfolds, students discuss the risks of certain online and offline behaviours and ways of managing those risks. Cybersmart Guides are an important part of the activity. Guides are teachers, police and Internet safety experts who help students throughout the activity. The Guides respond to questions and theories posed by students online and help guide teams through each of the clues. Along with the interactive online CSD activity, the ACMA also provides a suite of teaching resources to support ongoing Internet safety education in the classroom. These resources include lesson plans and access to other ACMA online and hard copy resources. This independent evaluation, which was conducted by the Child Health Promotion Research Centre (CHPRC) at Edith Cowan University, was designed to answer five key questions: 1. Investigate if the game‟s key cyber-safety messages are identified by students; 2. Measure the short-term impact of CSD on student learning about cyber-safety; 3. Determine if students recognise the link between key cyber-safety messages and how these messages should be assimilated in their own behaviours/lives; 4. Examine the teacher‟s role in reinforcing the key cyber-safety messages; and 5. Assess the value of the pre-game and post-game lessons in reinforcing the key cyber-safety messages. The evaluation used a mixed methods approach, comprising stakeholder interviews, teacher interviews, quantitative student data collection and focus groups with students enabling the triangulation of results to support the implementation of the CSD activity. In addition to the data collection and analyses described in the proposal, the CHPRC conducted supplementary analyses to explore students‟ responses to poll questions (embedded within the CSD activity) and qualitative transcripts comprising student and guide comments posed during the CSD activity. Details: Perth, Australia: Child Health Promotion Research Centre Edith Cowan University, 2011. 249p. Source: Internet Resource: Accessed October 11, 2012 at: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Year: 2011 Country: Australia URL: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Shelf Number: 126680 Keywords: Computer SafetyCybercrimesEducational ProgramsInternet Safety (Australia)Social Networking |
Author: Dooley, Julian Title: Educational Evaluation of Cybersmart Detectives Summary: The aim of the Australian Communications and Media Authority‟s (ACMA) Cybersmart Detectives (CSD) activity is to teach children key Internet safety messages in a safe school environment. The activity brings together a number of agencies with an interest in promoting online safety for young people, including education, State and Federal Police, government and child welfare advocates. The activity has been played by over 28, 000 students in Australia since initial trials in 2004. Cybersmart Detectives is offered free to schools by the ACMA as part of the Australian Government‟s commitment to cyber-safety. Based on a real-world Internet safety scenario, the CSD activity is delivered to students in the classroom as a series of messages. Aided by the classroom teacher, students work in small teams, reading correspondence, voting on a series of poll questions and sending questions and suggestions to their „Cybersmart Guide‟ waiting online. As the scenario unfolds, students discuss the risks of certain online and offline behaviours and ways of managing those risks. Cybersmart Guides are an important part of the activity. Guides are teachers, police and Internet safety experts who help students throughout the activity. The Guides respond to questions and theories posed by students online and help guide teams through each of the clues. Along with the interactive online CSD activity, the ACMA also provides a suite of teaching resources to support ongoing Internet safety education in the classroom. These resources include lesson plans and access to other ACMA online and hard copy resources. This independent evaluation, which was conducted by the Child Health Promotion Research Centre (CHPRC) at Edith Cowan University, was designed to answer five key questions: 1. Investigate if the game‟s key cyber-safety messages are identified by students; 2. Measure the short-term impact of CSD on student learning about cyber-safety; 3. Determine if students recognise the link between key cyber-safety messages and how these messages should be assimilated in their own behaviours/lives; 4. Examine the teacher‟s role in reinforcing the key cyber-safety messages; and 5. Assess the value of the pre-game and post-game lessons in reinforcing the key cyber-safety messages. The evaluation used a mixed methods approach, comprising stakeholder interviews, teacher interviews, quantitative student data collection and focus groups with students enabling the triangulation of results to support the implementation of the CSD activity. In addition to the data collection and analyses described in the proposal, the CHPRC conducted supplementary analyses to explore students‟ responses to poll questions (embedded within the CSD activity) and qualitative transcripts comprising student and guide comments posed during the CSD activity. Details: Perth, Australia: Child Health Promotion Research Centre Edith Cowan University, 2011. 249p. Source: Internet Resource: Accessed October 11, 2012 at: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Year: 2011 Country: Australia URL: http://www.acma.gov.au/webwr/_assets/main/lib310665/cybersmart_detectives-report.pdf Shelf Number: 126680 Keywords: Computer SafetyCybercrimesEducational ProgramsInternet Safety (Australia)Social Networking |
Author: Green, Lelia Title: Risks and Safety for Australian Children on the Internet: Full findings from the AU Kids Online survey of 9-16 year olds and their parents Summary: This report presents initial findings from an Australian survey of children and their parents designed to provide a unique insight into the balance of opportunities and risks experienced by these children as a result of their internet use. A random stratified sample of 400 9-16 year olds who use the internet, and one of their parents/carers, was interviewed between November 2010 and February 2011. The ‘AU’ survey was conducted in parallel with a 25 nation survey carried out by EU Kids Online (see Annex 1) and funded by the EC’s Safer Internet Programme. The questionnaire was designed by the EU Kids Online network, coordinated by the London School of Economics and Political Science. Ipsos MORI and its international affiliates conducted the research in all 26 countries. In what follows, AU findings are compared with those from 25 other countries, all of which are European nations, although not all of which are members of the European Union. The results of this overarching European-level research in 25 nations, with 25,142 families each represented by a child aged 9-16, and the parent who knows most about the child’s internet use, are reported in Livingstone, S., Haddon, L., Görzig, A., and Ólafsson, K. (2011). Risks and safety on the internet: The perspective of European children. Full findings. LSE, London: EU Kids Online. See www.eukidsonline.net. Where reference is made in this report to EU Kids Online, or to ‘in Europe’, this entails reference to the findings based on the 25,142 children involved in the EU Kids Online research, not to European children as a whole, nor to the children of the European Union. The 25 nations involved in the EU Kids Online research are Austria (AT), Belgium (BE), Bulgaria (BG), Cyprus (CY), Czech Republic (CZ), Denmark (DK), Estonia (EE), Finland (FI), France (FR), Germany (DE), Greece (EL), Hungary (HU), Italy (IT), Ireland (IE), Lithuania (LT), Netherlands (NL), Norway (NO), Poland (PO), Portugal (PT), Romania (RO), Slovenia (SI), Spain (ES), Sweden (SE), Turkey (TU), and the United Kingdom (UK). Details: Kelvin Grove QLD, Australia: ARC Centre of Excellence for Creative Industries and Innovation, 2011. 75p. Source: Internet Resource: Accessed March 30, 2013 at: http://cultural-science.org/journal/index.php/culturalscience/article/viewFile/49/129 Year: 2011 Country: Australia URL: http://cultural-science.org/journal/index.php/culturalscience/article/viewFile/49/129 Shelf Number: 128170 Keywords: Computer SafetyCyberbullyingCybercrimeInternet CrimesInternet SafetyOnline Safety (Australia)Online Victimization |
Author: Livingstone, Sonia Title: Towards a better internet for children Summary: This report presents new findings and further analysis of the EU Kids Online 25 country survey. It also brings together our previously published findings relevant to European Commission Vice President Kroes' CEO Coalition recent initiative to make the internet a better place for children. New results show that, of nine different kinds of parental worries about their child, online risks - being contacted by strangers (33% parents) or seeing inappropriate content (32% parents) - rank 5th and 6th. Will the Coalition's principles help manage online risk of harm, and so address parental concerns? Our evidence supports recommendations about initiatives that industry can take under four of the five headings considered by the CEO Coalition. Details: London: EU Kids Online, London School of Economics, 2012. 17p. Source: Internet Resource: Accessed May 1, 2015 at: http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Reports/EUKidsOnlinereportfortheCEOCoalition.pdf Year: 2012 Country: Europe URL: http://www.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20III/Reports/EUKidsOnlinereportfortheCEOCoalition.pdf Shelf Number: 135454 Keywords: Computer CrimesComputer SafetyInternet CrimesInternet SafetyOnline Victimization |