Blog 8: E-Safety & Ethics

Sixty percent of British teenagers that use smartphones admit to being addicted, 47 percent even admit to using it in the toilet and smartphone users are getting younger. Fear of being without a phone, and thus not connected to the global network is called 'nomophobia', and is a real thing. No matter where these digital natives go, they are connected in some way, and through this network they manage their relationships, reputation and recreation (Katz, 2012). This isn't necessarily a negative trait, in fact many of these children are capable of creating impressive and astounding feats with technology, even just using it for the first time. They are coming to rely on this instant connection in order to attain much of the information they require to live their lives (Palfrey & Gasser, 2008).

It is sometimes right to promote the use of this technology, even in the classroom, however, the related responsibilities should not be forgotten. ICT can be abused with relative ease so it is clear that digital natives should be given opportunities to learn how to remain safe and not make the wrong decisions online (Giant, 2013). Katz (2012) points out that the launch of smartphones and their capabilities made the current e-safety messages seem out of date. She highlights the changes in cyber-bullying in particular, from the growth of texting and camera phones, to the now constant internet connection and even GPS. As boundaries are being dropped, it is important that children learn to use and keep their own when necessary.

The Byron Review (2008) summarises that children may be confident in the use of this technology but are still developing the critical thinking required to use it safely, and parents who are digital immigrants may not feel well-equipped to help their children. The report calls for the empowerment of children through a national strategy for child internet safety in order to keep them safe. Modernising e-safety is not an easy feat, there is a great deal of technology to be understood and this is continually evolving. The range of vulnerabilities or ethical choices children face are also vast (Giant, 2013). Some of these vulnerabilities and ethical conundrums may apply to some children more than others, and the factors that determine a harmful or beneficial experience online are as individual as the child (Byron Review, 2008).

At the minimum, the responsibility of schools by law is to ensure that adequate web-filtering software is in place (Giant, 2013). The Department for Education (2013) also states that children need to be taught to use technology safely, to be safe online and have options if they are concerned for their safety, however, this is not specific. The Byron Review (2008) states that any e-safety education in schools should be rooted in a whole-school approach, developing an attitude towards safety online that is in consensus. Schools need to play a key role in creating a culture of responsibility between teachers, parents and children, aimed at equipping children with the skills they need, not just limiting their access.

Bibliography

Byron Review. (2008) Safer Children in a Digital World. DCSF Publications.

Department for Education. (2013) Computing programmes of study: key stages 1 and 2. [online] Available from: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/239033/PRIMARY_national_curriculum_-_Computing.pdf (Accessed: 31/03/2014).

Giant, N. (2013) E-Safety for the i-Generation: Combating the Misuse and Abuse of Technology in Schools. London: Jessica Kingsley Publishers.

Katz, A. (2012) Cyberbullying and E-safety: What Educators and Other Professionals Need to Know. London: Jessica Kingsley Publishers.

Palfrey, J. & Gasser, U. (2008) Born Digital: Understanding the First Generation of Digital Natives. New York: Basic Books.