Activity Eight: Ethical Dilemmas

Activity Eight: Ethical Dilemmas

Cyberbullying

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Cyberbullying is a hot topic with the latest tragedy of a young girl taking her own life at 12, in New Zealand. This dilemma is relevant for my situation as we head into our first year of starting up three digital classes in our school, which is all of the senior syndicate I lead. Our students are 9-11 years old so younger again than this case, but the side issue to this dilemma is that they have access at a young age so that by the time they are 12 and heading into teenage years they have sophisticated skills and use of digital devices. Far more sophisticated than many of the adults in their lives. How do we prevent it? How do we ensure we don't step over 'early signs' of students being digitally bullied in our community?

"Cyberbullying" is defined as any act of bullying through the use of the Internet, interactive and digital technologies, cellular mobile telephones or other mobile electronic devices or any electronic communications according to Connecticut State Statute, Section 10-222d." (p.40)

This description of cyberbullying goes on to say that victims may not often know who the bully is or why they are being targeted, that the actions of a cyberbully can go viral resulting in a cyber attack by many, that it can be done from a physically distant location and finally, many adults lack the technological know-how to monitor online activity. (Cyberbullying Research Center www.cyberbullying.us)

These are important elements to consider when overseeing digital learning in a school and teaching cyber safety from the onset. Being open and aware of the context of this type of bullying will help with the identification of it early on. Thinking of the consequences up front is like the development of a RAMS form (Risk Analysis Management System) when planning an outdoor offsite adventure or camp. Looking at the risks, ensures a plan is in place to prevent them.

Our school has preventive measures in place. Understanding the importance of these and ensuring my code of ethics as a teacher is maintained is vital to student wellbeing around their device use. I have a commitment to my learners, their whanau and society. The measures include;

• A programme of communication with whanau and community on the use of, respect for and conditions of the student chromebooks. Evenings to connect with families are run to share learning and build relationships and understanding of their rights around the devices. 
• Cybersmart lessons on a weekly basis for a year with an outside facilitator. These are uploaded to the class sites, accessible by all family and the community. These include sessions on what to do if unfair, mean, nasty actions are taken against them on a device. Building a culture of integrity online from the outset that will hopefully be lasting.
• A Kawa of Care document that is signed by all students and whanau on the onset of purchasing a chromebook. This includes agreements signed by students to "respect others by always using this device to interact with anyone in kind, positive and helpful ways" and to "always be in the right place, at the right time when I am online. If in doubt I will ask my teacher or parent." It also includes agreements signed by family that they "will ensure we apply Cybersmart values at home." and "I will interact with my child's learning in a kind, positive and helpful way" and finally '"and ensure my child is encouraged to be a responsible user." Alongside these is included an agreement by the school "to ensure the classroom environment adheres to the CyberSmart curriculum" and "to support parents in engaging with student work." (Manaiakalani Kawa of Care, 2015)
• A school wide block on facebook, and instagram as students need to be 13 or over to own an account. As well as restrictions on a range of sites and words.
• The use of Hapara in classrooms to monitor online access, and discuss choices being made.
• A series of Waikowhai School documents and policies that underpin a safe and secure digital learning environment that follows the Ministry's Netsafe Learn, Guide, Protect model.
  
   

Laying a foundation that is open and honest, should mitigate most cyberbullying practices from going too far as students will understand they can discuss them, how to deal with them, who to approach and what is not acceptable. If incidences do come to my attention, I would discuss them with my principal and ICT lead teacher to ascertain the next steps to take. A discussion would need to be had with the students involved to understand the level and duration of the bullying, as well as the motivation. Then a three way conference would be necessary with the whanau or family. Restorative sessions may be called for with the school councillor as well. Depending on the situation Netsafe may be contacted for further advise of how to proceed, if we feel it doesn't sit within our school behavioural plan or cybersafety policies. As would the authorities be contacted if that was deemed necessary.

I feel it would also be necessary to address the issue again with all the students in my class and syndicate in the form of reviewing lessons and discussions to insure students are aware of what we need to do to keep ourselves protected.

References

Connecticut’s Teacher Education and Mentoring Program. (2012). Ethical and Professional Dilemmas for Educator: Facilitator’s Guide. Retrieved fromhttp://www.ctteam.org/df/resources/Module5_Manual.pdf

Ministry of Education. (2015). Digital Technology: Safe and responsible use in schools. Wellington, New Zealand: Learning Media. retrieved from http://www.netsafe.org.nz/managing-digital-technology