scholarly journals Confronting the Pedagogical Challenge of Cyber Safety.

2008 ◽  
Vol 33 (3) ◽  
Author(s):  
Ria Hanewald
Keyword(s):  
Cyber Safety ◽  
Pedagogical Challenge

scholarly journals Cyber-safety and COVID-19 in the early years: A research agenda

2021 ◽  
pp. 1476718X2110149
Author(s):  
Susan Edwards
Keyword(s):  
Young Children ◽  
Research Agenda ◽  
Internet Use ◽  
Early Years ◽  
The Internet ◽  
Children And Families ◽  
Internet Studies ◽  
School Aged Children ◽  
Cyber Safety ◽  
Primary And Secondary School

Young children aged birth to 5 years are known users of the internet, both unsupervised and in collaboration with adults. Adults also use the internet to share details of children’s lives with others, via sharenting and educational apps. During COVID-19 internet use by children and families rose significantly during periods of enforced stay-home. Internet use by children, and by adults on behalf exposes children to conduct, contact and content risks online. These risks mean that cyber-safety in the early years is increasingly necessary, especially concerning increased internet usage during COVID-19. While cyber-safety is well developed for primary and secondary-school aged children this is not the case for young children, their families and educators. This paper proposes a research agenda for cyber-safety in the early years, using critical constructivism and internet studies to define the internet as a non-unitary technology. Three main objects of study concerning cyber-safety in the early years, including the reference to COVID-19 are identified for targeted research, including: technologies, context and policy.

On Informal Learning, Informal Teaching, and Informal Education

2015 ◽  
pp. 18-36 ◽  
Author(s):  
Daniel Schugurensky
Keyword(s):  
Informal Learning ◽  
Critical Analysis ◽  
Informal Education ◽  
Methodological Challenge ◽  
Pedagogical Challenge

Informal learning has always been part of humankind, but only in recent decades has it attracted the attention of educational researchers. This chapter examines four challenges (conceptual, methodological, institutional, and pedagogical) related to informal learning. The section on the conceptual challenge addresses the distinctions between informal learning, informal teaching, and informal education, and identifies three forms of informal learning: self-directed, incidental, and tacit. The section on the methodological challenge discusses the difficulties of researching informal learning (particularly incidental and tacit forms), describes an approach to elicit informal learning, and presents a critical analysis of its strengths and limitations. The section on the institutional challenge discusses issues related to the assessment and recognition of informal learning. Finally, the section on the pedagogical challenge highlights the potential of informal education to nurture informal learning.

A Cyberbullying Portfolio for School Social Educators

2019 ◽  
pp. 293-319
Author(s):  
Gilberto Marzano ◽  
Joanna Lizut
Keyword(s):  
Elderly Persons ◽  
Human Beings ◽  
Online Harassment ◽  
Internet Safety ◽  
Cultural Attitudes ◽  
Use Of Technology ◽  
Cyber Safety ◽  
Technology Professional ◽  
Teaching Learning ◽  
Drug And Alcohol

In this chapter, a curriculum for school social educators will be presented and discussed. It aims to provide them with basic competences to combat cyberbullying and conduct internet safety programs in schools. In the previous chapters, multifarious aspects related to cyberbullying have been highlighted. Literature is rich in analysis and experiments that, nowadays, are being conducted everywhere, not only in Western countries. Cyberbullying is a global phenomenon, although there are differences depending on cultural attitudes (e.g., gender aspects and other factors related to the perception and evaluation of online harassment). Cyberbullying is closely connected to technology. Among human beings, harassing, harming, and defaming others is not a recent habit, but technology has exploded the scale of the harassment, harming, and defamation with hugely disruptive consequences. To combat the effect of the malicious use of technology, professional experts are necessary that should also be educators, since they should work inside the school. Cyber safety competences should be included in the curriculum of social educators in the same way as are competences to sustain children with behavioral disturbance, support mentally ill persons, assist elderly persons, rehabilitate drug and alcohol addicts, integrate migrants, and so on. From the experience of running a training course for social workers in Poland on cyber threats, and from comparison with other teaching-learning practices on cyberbullying prevention, a portfolio of competence has been defined.

Perceived Challenges and Opportunities of Digital Games

2021 ◽  
pp. 237-256
Author(s):  
Khalifa Alshaya ◽  
Pamela Beck
Keyword(s):  
Data Analysis ◽  
Qualitative Study ◽  
Digital Games ◽  
The Other ◽  
Teaching Philosophy ◽  
Teachers Experiences ◽  
Challenges And Opportunities ◽  
And Training ◽  
Support Time ◽  
Pedagogical Challenge

This qualitative study explored the perceived challenges ELL teachers encounter when using and implementing digital games as educational tools. Six ELL teachers were interviewed, and a phenomenological lens was used to analyze the data. The synthesis of textural and structural meanings and essences as a last step of phenomenological data analysis lead to two major findings of ELL teachers' experiences with digital games: logistical and pedagogical. The findings indicate that there is a lack of resources, support, time, and overwhelming choices that characterize the logistical challenges. On the other hand, ELL teachers teaching philosophy, curriculum, and training highlights the pedagogical challenge of incorporating digital games.

Plagiarism, Instruction, and Blogs

2009 ◽  
pp. 1251-1261
Author(s):  
Michael Hanrahan
Keyword(s):  
Intellectual Property ◽  
Learning Communities ◽  
Appropriate Use ◽  
Point Of Departure ◽  
Pedagogical Challenge

This chapter takes as its point of departure the Colby, Bates, and Bowdoin Plagiarism Project (http://ats.bates.edu/cbb), which sought to approach the problem of undergraduate plagiarism as a pedagogical challenge. By revisiting the decision to publish the project’s content by means of a weblog, the article considers the ways in which weblogs provide a reflective tool and medium for engaging plagiarism. It considers weblog practice and use and offers examples that attest to the instructional value of weblogs, especially their ability to foster learning communities and to promote the appropriate use of information and intellectual property.

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