Izrael
13
From Dangers Online to Teaching Strategies Harary Dr Noga Magen-Nagar, Limor Safe Internet at Science and Technology Administration, Ministry of Education, Israel
description
Transcript of Izrael
From Dangers Online to Teaching Strategies
Harary Dr Noga Magen-Nagar, Limor
Safe Internet at Science and Technology Administration,
Ministry of Education, Israel
Introduction
• The internet opens up a new and rich world for
children
• Quick access to information and communication
• Popular and meaningful space for children (Correia & Carlos,
2003; Palfrey & Gasser, 2008).
• The internet also brings with it
real dangers for the safety of children
(Anastasiades, Vitalaki & Gertzakis, 2008; Valcke, Schellens, Van Keerand & Gerarts, 2007).
• In light of the dangers to children it increased the
attention paid to education for safe internet surfing in
national and international public agendas
• Schools are require to conduct special educational
programs for students and their parents to increase
awareness of the problems and to provide tools for
dealing with them
Introduction
The purpose of the study
• To examine the extent of various dangers to which children are
exposed on the internet and the strategies selected by teachers
for treatment and prevention of this problem, according to the
perceptions of elementary school teachers and high school
teachers.
Hypotheses of the study
The more teachers educate for safe internet use, the more will their sense of confidence in coping with dangerous online situations increase
Differences will be found between elementary school teachers and high school teachers in the level of concern regarding dangerous situations to which their students are exposed online
Differences will be found between elementary school teachers and high school teachers according to the level of use of appropriate teaching strategies
Method
• 1,400 teachers from public schools in Israel:
• 994 teachers were elementary school (71.0%)
• 404 teachers were high school (28.9%)
• 2 teachers not answer (0.1%)
Participants
Tool
questionnaire of teachers' didactic pedagogical
knowledge about "safe internet”.
Find
ings
90% of teachers agree that education for safe internet use is essential for children.
51% of teachers agree that the responsibility for educating about this issue should be in the hands of teachers.
Teachers Profiles
1
1,5
2
2,5
3
3,5
4
high school elementary school
4,06 4,12
(t(1396)=0.99, p>.05)
80% of the teachers reported that they use the internet daily.
Find
ings
Safe internet education
Sense of confidence
in coping with
online dangers
beyond school
hours
Sense of confidence
in coping with
online dangers
during school hours
Teachers'
responsibility for
education of
students for safe
internet use
.377** .441** .285** Education of
children for safe
internet use
.243** Sense of confidence
in coping with
online dangers
during school hours
.211** Sense of confidence
in coping with
online dangers
beyond school
hours
Pearson's correlation
P<.01
Find
ings
Online dangers
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
Cyber bullying Phishing Online distributionof class
photographswithout permission
Use of socialnetworks
High school Elementary school
-1.20*
-1.59**
P<.01, * P<.05
There are differences between elementary school teachers and high school
teachers regarding their level of concern about various online dangers related to
bullying and distribution on the internet of class photographs without permission.
Find
ings
Teaching strategies
P<.01, * P<.05
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
Lectures Discussion Studentproducts
Workshopswith parents
Older studentsteaching
Safe InternetDay
High school Elementary school
-4.58***
-2.65***
-1.10*
1.11*
1.83***
5.67***
significant differences were found between elementary school teachers and
high school teachers in all various teaching strategies for online dangers.
In the 21st century, teachers are required to embrace network-based teaching strategies and new skills that will enable their students to achieve more effective learning, proper communication skills and safe behavior on the internet.
We believe that there is a need to redefine the teachers' role and responsibility for educating for safe internet use.
Conclusions
Conclusions
It is reasonable to assume that students understand the topic of safe internet use, not only when they are actively involved in the learning process, but also when they associate what they are taught with personal knowledge that they have accumulated from life experience.
The findings indicate that the dangers of bullying and the distribution of photographs differ not only in nature, but also according to the ages of the students.
Teachers' concerns may suggest that high school students are more involved in these kinds of online dangers than elementary school children or have lack of ability to cope with high school students regarding online dangerous
