Cyberbullying Perception and Experience Among the University Students in Bangladesh

This study focuses on the understanding of the conceptualization of the global phenomenon of cyberbullying among university students in Bangladesh. The emerging themes of this study investigate and explore the concepts of university students using their social-ecological perspective. The study's aim is to learn about the antecedents, contexts, and conditions that influence the phenomenon, and the consequences of the victims through focus group discussions (FGD). Using the thematic coding data analysis, the study findings will contribute to having an in-depth idea about the perceptions of university students. This timely needed research work will provide the South Asian point of view where a handful study was undertaken in comparison to the Global North. The novelty of this study consists to explore young people's technology abuse, which can lead to cyberbullying, in addition to finding methods to deal with cyberbullying issues if they arise. This study is intended to assist all parties including young people, parents, teachers, and other social-ecological stakeholders.

Bias-Based Cyberbullying in Spanish Adolescents and Its Relation to Social and Emotional Competencies and Technology Abuse

Some studies suggest that sexual and ethnic-cultural minority groups are at high risk of cyberbullying, but almost all of them focused on general cyberbullying without including specific bias-based behaviors. This study analyzed psychometric properties of a bias-based cyberbullying measure, described prevalence rates of bias-based cyberbullying in ethnic-cultural and sexual majority and minority groups, and discovered if social and emotional competencies and technology abuse predicted bias-based cyberbullying. A survey was answered by a representative sample of 2,139 adolescents from Andalusia (Spain). The measure of bias-based cyberbullying was found to have good psychometric properties. Bias-based cyberbullying victimization and being a cyberbully/victim were common among the immigrants and sexual minorities. The majority group and Roma ethnicity showed similar prevalence rates, with more perpetration than the immigrants and sexual minorities. Social and emotional competencies were protective, and technology abuse was a risk factor for bias-based cyberbullying. Implications for policy and practice are discussed.

Directing the Digital Moral Compass

As technology advances, so do the techniques for abusing it. While traditional crime has not increased in some countries, cyber crime is becoming increasingly common and steadily growing. One of the duties of teacher librarians is to teach the learning community about digital citizenship so everyone can understand, address, and prevent technology abuse. This paper defines digital citizenship, discusses its ramifications on individuals and the learning community at large, and recommends strategies for digital citizenship education.

PARENTAL RESPONSIBILITIES TOWARDS TECHNOLOGY INTEGRATION FOR OUT-OF-SCHOOL TIME LEARNING

This paper is an assessment of parental responsibilities in relation to supporting integration of technology in the context of out-of-school time (OST) learning. The assessment involved 78 parents from Arusha, Dar es Salaam and Mwanza regions in Tanzania. The aim was to discover the practices among parents in supporting their children to use educational technology in the home context. Criterion sampling applied and 11 best schools were picked from 11 divisions based on the 2015 NECTA Primary School Leaving Examination (PSLE) results. It is shown that parents have the potential to support the use of educational technology among children through procurement of educational technology, guiding material on the use of educational technology and giving instructions on the use of educational technology. Parents can also guide pupils on best to write summaries of key concepts, and also give questions on learned concepts. Moreover, parents are also potential for identifying useful programmes for use with educational technology thereby making children use technology for educational pursuits and avoid technology abuse and thus enhance their academic performance. The findings suggest the need for the schools to cooperate with parents and communities with a view to fostering the parental roles in the utilization of educational technology for OST learning. Further studies on how to improve the parental support towards the educational technology use by OST learners is inevitable in this digital world.

The Effects of Technology Abuse to Social Life as Reflected in Mary Shelley's Frankenstein

This study aims to describe and to elaborate the form of technological abuse effects to social life as reflected in Shelley’s Frankenstein. The researcher used a sociology literature approach to find out the forms of technological abuse effects to social life as reflected in the novel. The primary data were taken from Frankenstein's novel and the secondary data were taken from library search including articles and journals. The researcher used note-taking in collecting data. The result of this research found two forms of technological abuse effects to social life that are illustrated in the novel, namely: Anti-Social and Procrastination.

Use of Digital Technologies and Social Media and the Social Relationships of Teenagers

Polish pedagogical and psychological literature as well as mass media more and more often inform about disorders of competences and social relations of teenagers, as a result of abuse of digital technologies, especially smartphones. The authors analysed 31 cases of patients with cyberabuse and addictions at the Social Prevention Centre in terms of the occurrence, intensity and character of the disappearance of their real social contacts, as well as their behaviour in small natural peer groups. The obtained results were compared with 49 groups of adults and parents of patients. Research based on participatory observation and in-depth interviews showed that teenagers devote over 62% less time to personal social relations than their parents, their time of real social relations with parents is about 38 minutes per day, create atomistic attitudes towards family (e.g. refusal to participate in common meals), have shallow and narrow groups of friends, and prefer borrowed contacts (through social media). The average declared number of teenagers’ friends in social media exceeds 540, while their parents use smartphones in less than 140. Young respondents use smartphones in almost every social and life context (e.g. in toilets, in church, at school, during meals). The research confirmed the occurrence of digital technology abuse. The article ends with preventive delegations.

The Influence of Technoethics on Industrial Design

Technoethics is an interdisciplinary research area that means ethics in technology. Technology is transformed into the products in our daily life by industrial design and the negative effects of technology abuse makes ethics issues cannot be ignored. But design ethics research rarely from the perspective of technoethics, which is worth reviewing and summarizing. This review focused on the influence of technoethics on industrial design in the context of technological development. Through studying technoethics and industrial design from the 19th century, we find they have similar developing processes and the early 20th century and 1970s are two key point in time. This article aims to present the development of technoethics and industrial design intuitively on a timeline to discuss the impact on industrial design from the perspective of technoethics.