Internet safety is one of the most important concerns that have gained worldwide popularity attributed to the digitalization of data from finance to education. It has been reported that there has been a surge in the time spent online, making governments, educators, school systems, parents, and carers more concerned about the internet safety of children (Best practice framework for online safety education," n.d.). Therefore, a nationwide framework for online safety education was to be developed, according to Australia's eSafety Commissioner (eSafety). It was created as part of a two-stage mixed methods study that included expert interviews, stakeholder focus groups, and fast reviews. The final completed framework consists of 22 efficient practices and 5 elements. The main aim of the framework is the assistance to schools in analyzing the effectiveness of programs and methods, imparting online safety lessons, and providing best practice recommendations (Best practice framework for online safety education," n.d.). This report is therefore aimed at analyzing the BPF and CR in the terms of capability to assist the secure responsible and ethical use of creative technologies in school. It will also illustrate the learning areas of CRs that can be specific to the educational context. The following sections will discuss and analyze BPF and CRs followed by the examples and finally conclude on the context of BPF for CRs for internet safety issues in the educational sector.
A rising number of young kids from all over the world are using the internet. Due to their ease of access made possible by interactive internet-enabled tablet technologies, children between the ages of 4 and 5 have experienced a sharp increase in their use of the internet (Edwards et al., 2016). Childhood development cyber-safety education is urgently needed because young children are so frequently online without adult supervision.
According to research, young children frequently use family and/or parental gadgets, like touchscreen tablets (like the "iPad") and cellphones, to access the internet while engaging in family activities (Plowman, 2015). Online digital media consumption, posting on parental social media, and using kid-friendly entertainment and education apps are all examples of activities. The availability of the internet among pre-schoolers has considerably risen with the development of touchscreen devices. Due to their technological dependence on the mouse and/or keyboard as an input device, previous technologies, such as desktop or laptop computers, generally restricted young children's independent online engagement (Finkelhor et al., 2020). In earlier times young children needed complex fine motor and reading abilities to operate these devices, which frequently prevented them from using a computer to browse the internet without adult assistance (Callaghan & Reich, 2018). For young children, however, touchscreen technologies are far more user-friendly as they simply require the ability to point, touch, and/or drag objects on the screen in order to function (Cassidy et al., 2019). Young children's digital media and apps also make use of a blend of icon displays, audio, and video to provide instructions for use, enabling kids to use the internet without adult supervision.
Since there is a glaring lack of cyber-safety education appropriate for children under 4-5 years, research is starting to imply that young children are no more secure online than their older peers as the number of young children online rises (Edwards et al., 2018). Young children commonly run the danger of responding unintentionally to advertisements for purchases that are in-app or online, jeopardizing their device's security by downloading or accepting pop-ups unexpectedly, seeing unsuitable content, and interacting with strangers online (Jalongo, 2021). Many of these problems may occur when there is no adult supervision because young children are now technologically able to use the internet without assistance. The fact that teaching young children about cyber-safety assumes that they already understand or have a "concept" about the internet presents a challenge for early childhood educators (and parents). At its most fundamental, this means comprehending the internet as a system of interconnected technology that enables people to exchange data and resources through widely accepted social norms. Children had little to no knowledge of the internet or what it meant to be "online," according to a recent European study on children's use of digital media at home between the ages of 0 and 8 (Papadakis et al., 2021). Therefore it is imperative that these children are protected from the possible negative effects of the internet.
There is the existence of numerous frameworks for online safety education, however, none are completely sufficiently encompassing to be implemented as a standard that can be implemented on a national level, according to the study that formed the basis of this work. The features of effective online safety education were investigated and identified utilizing a two-stage procedure that resulted in the development of the Framework. A quick literature study that produced the Framework's evidence base made up the first stage of the process. The Framework was evaluated and improved in the second stage through a series of meetings with professionals in the field of children's online safety, the educational community, and other significant advocacy organizations.
Technology has the potential to significantly alter the learning process in people. It may support the development of relationships between teachers and students augment the rethinking of the approach towards learning and collaborating, closing long-standing equality and affordability gaps, and modifying the learning process to accommodate the requirements of all students (Chaudron et al., 2019). The universities, community colleges, adult learning facilities, and schools should serve as research and development hubs. Teachers should constantly pursue novel information and upskill their abilities to study for better teaching-learning experiences with the students. It is necessary that education leaders create a vision for planning experiences of learning that give all students the resources and encouragement that are necessary for success (Marsh, 2019). However, in order to deliver authentic learning experiences and fully realize the advantages of technology in the educational system, educators must properly integrate technology into their work. Additionally, there should be a pledge for all parties to cooperate with those who are involved in using technology for the advancement of education (Atman Uslu & Usluel, 2019). Leaders, educators, policymakers, researchers, developers of technology, financiers, members of the organizations and communities, as well as students with families, are some of these stakeholders who must promote the incorporation of these technological approaches of teachingâ€“learning into the classroom resources and the course curriculum.
The ability to utilize and traverse the Web with ease comes naturally to today's students. Because of how the Internet has developed into a "participatory culture," students may now create, communicate, and work with others all over the world. Acceptable Use Policies, a set of computer guidelines implemented by school districts, ensure that students use the Internet and other digital resources at school in a manner that is suitable (Kakeeto, 2022). However, educators need to come up with strategies for teaching the current generation to be morally upright lifelong learners in the digital age. In addition to actively participating in real learning experiences via wiki spaces, blogs, online research, management assignment systems, and more, teachers must model, lead, and assist students in practicing proper and professional behavior. The following advice can help children get ready to utilize technology in a TECH SMART way.
The Internet is a vast source of information and should always be used responsibly. Students ought to make advantage of reputable sources on the internet (Alfiras & Bojiah, 2020). Students can first be given a list of acceptable Web sites by teachers to use in class. However, in order for them to surf the Internet responsibly and ethically, pupils must have the ability to analyze websites. This routine will be useful when students need to conduct research for a project or for the workplace. Teaching pupils to analyze websites critically can help them get ready for their future academic and professional lives (Hazelwood & Pollack, 2021). By talking about it, dealing with it, and reporting it, cyberbullying can be prevented. Daily interactions between students take place in chat rooms, blogs, social networks, etc. On these platforms, they are able to post just about anything, which may subsequently be distributed to a large number of people with a few clicks, raising problems if the content is sensitive or unpleasant to another person (Posick, 2020). Cyberbullying is attributed to a lot of like negative effects might include stress, disengagement from school, moving, and even suicidal thoughts (Hamidi & Jahanshaheefard, 2019)). The prevention and management of cyberbullying must be covered in a set of rules that teachers must present. The significant penalties for wilfully hurting someone online must be made clear to students. Students can confront and stop threatening and improper online behavior by outlining cyberbullying guidelines.
Cyberbullying is already described earlier as an impactful tool that has a lot of negative effects on people. It is, therefore, crucial to convey to children how eSafety assists Australians in preventing and responding to online harm. We can offer assistance and support in the removal of severe online abuse (such as cyberbullying) or unlawful and restricted internet information. If a child or young person is suffering serious online damage, trusted adultsâ€”including educatorsâ€”can assist in filing a report with eSafety. One of the resources that can be utilized is the mighty heroes suite. Four brief animated video chapters are included in the great heroes package (Mighty Heroes | eSafety Commissioner, n.d.). Each one has a protagonist with a superpower related to online security. This tool's major goal is to teach kids how to use technology responsibly and how to understand and protect their personal information (Mighty Heroes | eSafety Commissioner, n.d.). It demonstrates that all can exercise responsibility. Everyone has the ability to ensure the privacy of their personal data. They can be urged to ask a responsible adult for advice if they are still unsure.
Another resource is the Be Secure teaching package. There are five topic-based exercises in the Be Secure teaching package that can be used singly or all at once. It examines critical thinking, device security, privacy protection, making purchases online, and seeking support and assistance. Students will learn some of the fundamental techniques for staying safe and secure online, including the importance of asking, checking, and considering actions before taking them in the digital world (Be Secure | eSafety Commissioner, n.d.). They will learn the significance of protecting their gadgets, their private data, and their whereabouts. Both the interactive Be Secure kids' quiz and the Act eSafe film can be utilized independently or in conjunction with lesson plan activities. On the Be Secure student home website at esafety.gov.au/be-secure, a movie, and quiz are hosted. One can download a certificate to give students so they can add a badge as they finish each of the four quiz courses. On this website, one may obtain the lesson plan as well. It includes a student worksheet titled "My personal online security plan" and lists five educational exercises (Be Secure | eSafety Commissioner, n.d.). Students can explore the lesson plan's hyperlinks to pertinent web pages in our website's eSafety Kids section.
This report aimed to demonstrate and illustrate enhanced safe, ethical, and responsible use of creative technologies in schools, this research analyses the Best Practices Framework (BPF) and Classroom Resources (CR). It was evident from reports that even the smallest children now have access to the internet attributed to touchscreen and mobile devices with internet capabilities. Young children increasingly frequently access digital media content, games, and applications for amusement, education, and "edutainment" reasons. Young children from all around the world now have more access to the internet thanks to their quick adoption of internet-enabled mobile gadgets. Preschool-aged children require cyber-safety instruction that precisely addresses their learning needs because they are now online in greater numbers. In this report, it is argued that the BPF can be implemented as a national standard online safety education framework for supporting the delivery of high-quality programs with clearly defined components and efficient processes by Australian educational systems. The classroom resources that are developed by the BPF can aid in the prevention of the various detrimental events that arise through the sources of the internet. This can be an effective tool in the development of specific learning areas in the educational context of Australia.
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Be Secure | eSafety Commissioner. (n.d.). eSafety Commissioner. Retrieved December 28, 2022, from https://www.esafety.gov.au/educators/classroom-resources/be-secure
Best Practice Framework for Online Safety Education | eSafety Commissioner. (n.d.). eSafety Commissioner. Retrieved December 28, 2022, from https://www.esafety.gov.au/educators/best-practice-framework
Best practice framework for online safety education. (n.d.). eSafety Commissioner. https://www.esafety.gov.au/educators/best-practice-framework
Edwards, S., Mantilla, A., Henderson, M., Nolan, A., Skouteris, H., & Plowman, L. (2018). Teacher practices building young childrenâ€™s concepts of the internet through play-based learning. Educational Practice and Theory, 40(1), 29-50. https://doi.org/10.7459/ept/40.1.03
Jalongo, M. R. (2021). The effects of COVID-19 on early childhood education and care: Research and resources for children, families, teachers, and teacher educators. Early Childhood Education Journal, 49(5), Plowman, L. (2015). Rethinking context: Digital technologies and children's everyday lives. Children's Geographies, 14(2), 190-202. https://doi.org/10.1080/14733285.2015.112732
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