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Date: April 30, 2024 Tue
Time: 4:01 am
Time: 4:01 am
Results for internet safety (u.k.)
2 results foundAuthor: Aston, Helen Title: Protecting Children Online: Teachers' Perspectives on eSafety - Full Report Summary: This report provides an analysis of the responses to 11 questions from a bespoke NFER online teacher survey, using NFER's Teacher Voice Panel, that took place in January 2012. Supporting information about the survey is also provided. The questions covered the topics of e-safety, cyberbullying, pupil use of mobile phones and social networking. We present the results by school phase (primary and secondary) in the main body of the report, and provide a regional breakdown of data in the appendix. More detailed analysis is available on a set of interactive web-based tables produced separately (in Pulsar Web). The report commissioned by the Department for Education's Vital Programme (delivered by the Open University) and compiled by NFER will be used to inform communications about teachers' professional development and content for courses as Vital aims to help educational establishments use IT to add value to lessons and find new ways to engage learners. A Vital role is to support teachers in extending and sharing their expertise, and re-taking ownership of teaching as a discipline. Michael Gove recently commented: One of the greatest changes can be seen in the lives of children and young people, who are at ease with the world of technology and who communicate, socialise and participate online effortlessly. Clearly, schools have an important role to play in introducing children and young people to technology and teaching them to navigate it and capitalise on the opportunities it offers in a safe way. As the use of technology increases -- and use of the internet and smartphones (among 12 -- 15 year olds) has increased since 2010 according to OFCOM2 -- it becomes ever more important to ensure that teachers are equipped to teach e-safety skills to pupils. The survey data that we have collected provides a nationally representative snapshot of teachers' views about e-safety. Details: Slough, U.K.: National Foundation for Educational Research, 2012. 65p. Source: Internet Resource: Accessed March 21, 2012 at http://www.nfer.ac.uk/nfer/publications/95001/95001.pdf Year: 2012 Country: United Kingdom URL: http://www.nfer.ac.uk/nfer/publications/95001/95001.pdf Shelf Number: 124642 Keywords: Cyberbullying (U.K.)Internet Crimes (U.K.)Internet Safety (U.K.)Schools (U.K.)Social Networking (U.K.) |
Author: Livingstone, Sonia Title: Disadvantaged Children and Online Risk Summary: Educational/economic disadvantage -- 27% of children have parents with lower secondary education or less. These children report fewer online risks than average, but are more upset by risk, less skilled and less helped by parents to cope with risk. 25% of children have parents who do not use the internet. They report fewer online risks but are more upset and have few skills to cope. Their parents lack confidence, lack support from friends and family, and wish the school would guide them. 7% of children use the internet less than once per week. Again reporting fewer risks but more upsetting experiences than the average, these children‟s digital skills are lowest of all, and though their parents do not think their children well prepared to cope with the internet, they do not plan to do more than others. Psychological disadvantage -- 41% of children have parents who say they are very worried about their safety online. These children have not encountered or been upset by more risks than average. Nonetheless, their parents lack confidence, think they should do more. Children and parents have and want more safety information. 34% of children - the top third in terms of psychological difficulties report more online risks and more harm. Their parents lack confidence but are likely to have adjusted their approach after something upset their child online. 12% of children have experienced something upsetting on the internet. These children report many more risk and upsetting experiences. Their skills are above average, suggesting a readiness to learn. Their parents too have changed their approach after an upsetting experience, and wish for more safety information from all sources. Social disadvantage -- 6% of children have a mental, physical or other disability. These children report raised risk levels, and find meeting new online contacts offline more upsetting than average. Their parents are less confident that their child can cope, and they wish to receive more from ISPs and websites. 4% of children belong to a discriminated-against group. These children report more online risk. Their parents lack confidence in themselves and their children in terms of coping, receive less support from friends and family, and wish for safety information from the government. 4% of children speak a minority language at home. These children are more upset by bullying and „sexting‟. Their parents lack confidence in their and their child‟s ability to cope, they think they should do more to support their child online, and they receive less safety information from all sources than average – they prefer to get this from the child's school, from TV or friends and family. Details: London: EU Kinds Online Network, London School of Economics and Political Science, 2011. 14p. Source: Internet Resource: Accessed May 1, 2013 at: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20(2009-11)/ShortReportDisadvantaged.pdf Year: 2011 Country: United Kingdom URL: http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20(2009-11)/ShortReportDisadvantaged.pdf Shelf Number: 128599 Keywords: Computer CrimesDisadvantaged YouthInternet Safety (U.K.) |