in english digital 09

IED

Digital Safety and the Classroom

The British Council magazine for teachers of

English in Lusophone countries

In English Digital November 2014

Introduction

In my role as

been asked

This

Gavin Dudeney

Conference in Porto

Plenary on

Gavin talked about how new digital literacies have great

potential to engage and empower our lear

greater language proficiency and experience deeper cultural

meaning, but also to

skills

using the Internet and

to them.

The

keep

that

opportunity

After all, most of us are ‘digital immigrants’ providing lessons

for ‘digital natives’.

I would like to thank

edition of In

developing

way.

Please

[email protected]

your comments on any of the articles in this issue and other

ideas you would like to share.

If you want

published

then you can sign up at:

http://www.britishcouncil

To all our readers

edition

to send us your ideas and comments. We’ll publish them

you allow us

http://www.britishcouncil.pt/en/teach/inenglish

Paul Kimm

Director Porto

and Digital Lead,

British Council

Portugal

Introduction

In my role as Digital Lead for Portugal, I am

been asked to introduce In English Digital 9.

This edition, on ''Digital Safety", opens with an article by

Gavin Dudeney, who I met last May at the 28th Annual APPI

Conference in Porto, when he delivered an inspiring Opening

Plenary on “Digital Literacies, Digital Teachers & Learners”


potential to engage and empower our lear


meaning, but also to learn valuable life skills.

skills which help learners achieve positive experience

using the Internet and the different digital technologie

to them.

Therefore, the challenge for teachers in this

keep up to date on how children utilise new technologies

that we can prepare lessons which give learners

opportunity to develop digital skills in a safe environment


for ‘digital natives’.

I would like to thank all the contributors in this, the ninth,

edition of In English Digital, for exploring the

veloping digital literacy in the younger generation

way.

Please feel free to contact us at any time

[email protected]. Use this address to send us


ideas you would like to share.

If you want to receive alerts when the next edition is

published, or to receive our new In English Digital newsletter


http://www.britishcouncil.pt/en/newsletter

To all our readers worldwide – we hope you enjoy this

edition – use it, share it, tell us what you think

to send us your ideas and comments. We’ll publish them

you allow us – on our new website:


Portugal, I am pleased to have

.

opens with an article by

at the 28th Annual APPI

he delivered an inspiring Opening

Digital Teachers & Learners”.


potential to engage and empower our learners to achieve


learn valuable life skills. These include

positive experiences when

digital technologies offer

in this digital world is to

new technologies, so

prepare lessons which give learners the

in a safe environment.


in this, the ninth,

exploring the issues related to

younger generation in a safe

contact us at any time on

. Use this address to send us


when the next edition is

English Digital newsletter,


.pt/en/newsletter

we hope you enjoy this digital

re it, tell us what you think and remember

to send us your ideas and comments. We’ll publish them – if

on our new website:


i

Editorial

Over the coffee tables during a number of seminars and conferences for

teachers recently, the talk has been of cybersafety or, to be more

precise, how issues relating to the dangers faced by young learners

through the internet can be addressed within the classroom. Teachers,

it seems, are fully aware of the dangers faced by young learners but

don’t feel well equipped to deal with guiding them through the

minefields and pitfalls. We asked a number of those with expertise in

the field to advise us and the result is the following collection of

insights, tips and lesson ideas mostly concerned with cybersafety and

the student.

Gavin Dudeney and Nicky Hockly are two of the leading voices in the

world of digital resources for teaching, and both work for The

Consultants-E. Gavin offers us a 60 minute lesson in digital safety taken

from the book by Gavin Dudeney, Nicky Hockly & Mark Pegrum, Digital

Literacies (Routledge 2013). Nicky writes about Teens & Social

Networks, based on her personal experiences, together with a list of

pros and cons aimed at guidance. Michelle McGee, from the Child

Exploitation and Online Protection Centre (CEOP), writes about the top

five tips offered by CEOP to educators and she includes a host of useful

websites to explore. Luísa Lima attended an e-safety course in Brussels

and describes how she implanted what she learned into her classroom.

Joe Pereira gives us a detailed look at the particular problems

associated with cyberbullying and how these might be different from

ordinary bullying.

We also have time to look at some other issues: Sílvia Roda Couvaneiro explores some

exciting work she has done with iPad projects in the classroom; Jon Felperin writes

about Disruptive Innovation in English Language Teaching, and in particular looks at the

growing role of MOOCS in the teaching of English, while David Heathfield – without a

digital device to be seen! - examines some techniques for getting your students to speak

English with confidence.

Once again, we are pleased to offer you an issue crammed with ideas and thoughts from

experts in the field. We hope you enjoy reading this issue, and we hope that you will

feel ready to contribute to future editions!

Fitch

O’Connell

Editor,

In English

Digital

ii

Gavin Dudeney

Michelle McGee

Sílvia Roda

Nicky Hockly

David Heathfield

Jo

page

1

7

10

14

17

19

23

26

Gavin Dudeney

Michelle McGee

Luísa Lima

Couvaneiro

Nicky Hockly

David Heathfield

Jon Felperin

Joe Pereira

Digital Safety

Top 5 Tips

bEsafe

News from 2064

Teens & Social Networks

Personalised Speaking

Disruptive Innovation

Cyberbullying

Index

Digital Safety

Top 5 Tips

News from 2064

Teens & Social Networks

Personalised Speaking

Disruptive Innovation

Cyberbullying

iii

Digital Safety Digital Safety Digital Safety Digital Safety

With more and more teacherstheir teaching, it’s essential that we stop and consider the potential dangers these may present to younger learners. In this practical activity we work with the students to uncover these dangers and learn how to deal with them, should they arise.

ACTIVITY:ACTIVITY:ACTIVITY:ACTIVITY: Setting the SceneStudents consider their digital safety in a number of challenging online scenarios, and come up with ways of dealing with these scenarios. Many students, especially teenagers, are members of social netwill potentially come across difficult situations online. Rather than trying to prohibit access, many educators agree that it is far more helpful to teach students the skills to deal with challenging situations. This activity examines aonline scenarios and helps students consider how to deal with them. Acknowledgement: Thank you to Carol Rainbow for the original concept. Topic: Digital safetyAim: To help students to deal with challenging or

inappropriate online behaviour Level: Lower intermediate + Time: 60 minutes

Language

Areas Grammar:

Functions Giving advice & making suggestions

Skills Reading, speaking

Digital Risks

Digital safety is a key area to address, especially with younger letopic will also be of interest to adult students, especially those who have children. Not everyone belongs to a social networkstudents may be reluctant or negative about them. It’s important to listen to these voices, and acknowledge that some students may not want to use social networking sites or have their children using them.

Digital Safety Digital Safety Digital Safety Digital Safety –––– An ActivityAn ActivityAn ActivityAn Activity

With more and more teachers incorporating social networks into their teaching, it’s essential that we stop and consider the potential dangers these may present to younger learners. In this practical activity we work with the students to uncover these dangers and learn how to

hem, should they arise.

Setting the Scene Students consider their digital safety in a number of challenging online scenarios, and come up with ways of dealing with these

Many students, especially teenagers, are members of social networking sites. They will potentially come across difficult situations online. Rather than trying to prohibit access, many educators agree that it is far more helpful to teach students the skills to deal with challenging situations. This activity examines a number of online scenarios and helps students consider how to deal with them.

Thank you to Carol Rainbow for the original

Digital safety udents to deal with challenging or

inappropriate online behaviour intermediate +

60 minutes

Grammar: Should; second conditional

Giving advice & making suggestions

Reading, speaking

Digital safety is a key area to address, especially with younger learners. This topic will also be of interest to adult students, especially those who have children. Not everyone belongs to a social networking site, and some of your students may be reluctant or negative about them. It’s important to listen to

, and acknowledge that some students may not want to use social networking sites or have their children using them.

An ActivityAn ActivityAn ActivityAn Activity

orporating social networks into their teaching, it’s essential that we stop and consider the potential dangers these may present to younger learners. In this practical activity we work with the students to uncover these dangers and learn how to

Students consider their digital safety in a number of challenging online scenarios, and come up with ways of dealing with these

working sites. They will potentially come across difficult situations online. Rather than trying to prohibit access, many educators agree that it is far more helpful to teach students

number of

Thank you to Carol Rainbow for the original

arners. This topic will also be of interest to adult students, especially those who have

, and some of your students may be reluctant or negative about them. It’s important to listen to

, and acknowledge that some students may not want to use social

Gavin Dudeney

Gavin is Director

of Technology at

The Consultants-

E. He has worked

in education since

1988 as a teacher,

materials

developer, IT

manager and

web/user

interface designer.

He is based in the

UK

1

Procedure

1. Ask students whether they belong to any social networking sites (such as

Facebook, Bebo, Cyworld and so on), and collect a list of these networks on the board. Ask students who are not members of a social networking site what their opinion is about these sites. Do they plan to join one? Why/why not? 2. Put students into pairs, and gcons of belonging to a social networking site. Elicit responses and put them into a grid on the board. Below are some suggestions:

Pros

• keep in touch with friends and family

• meet new people

• re-establish contact with people from your past (e.g., primary school)

• share web links, photos and videos

• share your latest news

• contact people with similar interests

• practice English or another language

• take part in group activities (e.g., chats)

• .....

• .....

3. Ask students if they have ever experienced, or know about, uncomfortable situations that can arise on social networking sites. What should you do to protect yourself, and how do you deal with a difstudents they will discuss a number of scenarios related to this. 4. Put students into pairs or small groups, and hand out packs of the Online Scenarios cards from the Worksheet scene (below), one pack per pair/group. Students should keep these cards face down. They then turn the first card over, discuss it, and note down the card number and a possible way to deal with the situation. You might like to start by discussing one card together with the whole class as an example, and put helpful language on the board if needed (I would..., She should..., If I were her...,

Ask students whether they belong to any social networking sites (such as

Facebook, Bebo, Cyworld [싸이월드], Mixi [ミクシィ], Orkut, Renren [), and collect a list of these networks on the board. Ask students who are

members of a social networking site what their opinion is about these sites. Do they plan to join one? Why/why not?

2. Put students into pairs, and give them a few minutes to brainstorm the pros and cons of belonging to a social networking site. Elicit responses and put them into a grid on the board. Below are some suggestions:

Cons

keep in touch with friends and

ish contact with people from your past (e.g., primary school)

share web links, photos and videos

share your latest news

contact people with similar interests

practice English or another language

take part in group activities (e.g.,

• contacts may not really be friends

• people post too often

• people post photos/videos of you without permission

• people post information about you which is not appropriate

• misunderstandings can happen easily

• cyberbullying

• lack of privacy and potential for advertisers to use your information

• spam and viruses

• ...

• ....

3. Ask students if they have ever experienced, or know about, uncomfortable situations that can arise on social networking sites. What should you do to protect yourself, and how do you deal with a difficult situation once it has happened? Tell students they will discuss a number of scenarios related to this.

4. Put students into pairs or small groups, and hand out packs of the Online Scenarios

Worksheet – Setting the pack per pair/group.

Students should keep these cards face down. They then turn the first card over, discuss it, and note down the card number and a possible way to deal with the situation. You might like to start by discussing one card

whole class as an example, and put helpful language on the board I would..., She should..., If I were her..., etc.). Give students around 20

Ask students whether they belong to any social networking sites (such as

kut, Renren [人人网] ), and collect a list of these networks on the board. Ask students who are

members of a social networking site what their opinion is about these sites. Do

ive them a few minutes to brainstorm the pros and cons of belonging to a social networking site. Elicit responses and put them into a

Cons

cts may not really be friends

people post too often

people post photos/videos of you without permission

people post information about you which is not appropriate

misunderstandings can happen

lack of privacy and potential for rs to use your information

spam and viruses

3. Ask students if they have ever experienced, or know about, uncomfortable situations that can arise on social networking sites. What should you do to protect

ficult situation once it has happened? Tell

whole class as an example, and put helpful language on the board etc.). Give students around 20-30 2

minutes to discuss all the cards in their pairs or groups. While they are talking, monitor and note down common language errors. 5. Conduct feedback with the whole class. Briefly look again at each online scenario and elicit the solutions/suggestions that students came up with. See the Key at the bottom of the Worksheet for issues to discuss and to make the class aware of. Once you have dealt with the issues, briefly review some of the language errors you heard. Extension: Working in new pairs or groups, students can create a Digital Safety poster, with Ten Top Tips for using social networking sites based on the discussion and feedback in Steps 4 and 5 above. The posters can be produced using Glogster (www.glogster.com) or Glogster EDU (edu.glogster.com) (high-tech version) or on paper (no-tech version). Online posters can be shared via the school website (high-tech version). Paper posters can be put up around the classroom or school (no-tech versions).

WORKSHEET:WORKSHEET:WORKSHEET:WORKSHEET: Setting the Scene

Copy and cut out the cards below, and give one pack of cards to each pair/group of students. If your students are teenagers, ask them to imagine themselves in each situation and discuss what they would do. If your students are adults, ask them to imagine their own children, or a teenager they know, in each situation. Students should note down the card numbers along with at least one suggestion for how to deal with each scenario. Card 1

1

One of your social networking ‘friends’, whom you haven’t actually met, asks for your address and telephone number so you can meet up in real life.

What do you do?

Card 2 You have been exchanging private messages on a social networking site with a friend you haven’t met. He is the same age as you and has similar interests. He sends you a new photo of himself, and asks you to send him a new photo of yourself. What do you do? 3

Card 3 A real-life friend of yours has hundreds of contacts on her social networking page. She offers to share these friends with you, so that you can have more friends yourself. What do you do? Card 4 A friend posts a message on your page on a social networking site, saying (in your language): “Hey, look at this bad stuff people are saying about you!”, with a link. What do you do? Card 5 You have created a social networking profile called ‘sexygirl1985’ (or ‘sexyboy1985’). Strangers are now sending you messages which make you feel uncomfortable. What do you do? Card 6 You have been chatting online for several weeks via webcam with somebody you met in a virtual world months ago. One day he asks you to take your shirt off, and says that if you do he will buy you the new jeans you have been talking about. What do you do? Card 7 At a recent party, your friend took some photos of you that you don’t like, and he has now put them on his social networking page, tagged with your name. What do you do? Card 8 Your friends are talking about a new website where you can post photos and chat to others. When you go to sign up yourself, you see that the website wants a picture of you, your email address, your home address and your mobile phone number. What do you do? Card 9 Some of your friends have been posting cruel comments about a teacher in your school on their pages on a social networking site. You don’t particularly like the teacher, but you don’t think he is that bad. What do you do? Card 10 A girl in your class has started sending you nasty mobile phone text messages. She says if you tell anybody, she will make your life hell at school. What do you do?

4

Card 11 Your friend plans to set up and invite school friends to join it. He thinks it will be a funny joke.What do you do? Card 12 Someone has been posting unpleasant messages to a social networking page with your username. You don’t kWhat do you do?

KeyKeyKeyKey

Card 1 It’s a bad idea to give out personal information to people you don’t know. You don’t know what the person’s intentions are. This may even be the first step in identity theft, where a person finds out enough information about you to be able to use your identity in other contexts. If you do decide to meet somebody you don’t know in real life, you must tell friends and family first, so they know where you are. Consider taking a friend with you on the first meeting. Card 2 If you send photos of yourself to a stranger, they may use them in contexts you are not happy with. It’s also important to realise that any photos you post on a social networking site belong to the site, not to you. This means the photo could be used by the social networking site for advertising or any other purpose without your explicit permission. Card 3 Although you may like the idea of having more friends, some of them may not be the kind of people you would want as friends in real life. First, check out the profile of each new ‘friend’ individually to see whether you have common interests. If you do accept a new ‘friend’ and, later on, you are unhappy in any way with the interaction that occurs, you can always delete or block the person.

Your friend plans to set up an online group called ‘Let’s burn down the school!’ and invite school friends to join it. He thinks it will be a funny joke.

Someone has been posting unpleasant messages to a social networking page with your username. You don’t know who it is.

It’s a bad idea to give out personal information to people you don’t know. You don’t know what the person’s intentions are. This may even be the first step in identity theft, where a person finds

information about you to be able to use your identity in other contexts. If you do decide to meet somebody you don’t know in real life, you must tell friends and family first, so they know where you are. Consider taking a

ng.

If you send photos of yourself to a stranger, they may use them in contexts you are not happy with. It’s also important to realise that any photos you post on a social networking site belong to the site, not to you. This means the

e used by the social networking site for advertising or any other purpose without your

Although you may like the idea of having more friends, some of them may not be the kind of people you would want as friends in real life.

rst, check out the profile of each new ‘friend’ individually to see whether you have common interests. If you do accept a new ‘friend’ and, later on, you are unhappy in any way with the interaction that occurs, you can always delete or

Card 4 Never click on a link which doesn’t clearly show what website it is linking to. Be aware that a message like this is irresistible to most people, and the link is almost certainly to a webpage containing a virus. If you are ever in doubt about a link, or an email attachment from a friend, contact that person online or offline to check that they really meant to send it to you. If it seems that it may be a malicious link, tell your friend to change their username and password so that these messages woto be sent out. Card 5 When you set up a profile on a social networking site, or any online account, think carefully about the username you choose, and what sort of impression it will give. In this case, you need to change your username to sless suggestive – although it’s not a good idea to use your full name as your username either. Card 6 Remember that any photos or videos taken of you can quickly and easily be shared on the internet, without your permission. In some real cases teenagers have been put in this sort of situation, and have been blackmailed. Never allow anyone to take photos or videos of you that you are not comfortable with sharing with the rest of the world.

an online group called ‘Let’s burn down the school!’ and invite school friends to join it. He thinks it will be a funny joke.

Someone has been posting unpleasant messages to a social networking page with

Never click on a link which doesn’t clearly show what website it is linking to. Be aware that a message like this is irresistible to most people, and the link is almost certainly to a webpage containing a virus. If you are ever in doubt

nk, or an email attachment from a friend, contact that person online or offline to check that they really meant to send it to you. If it seems that it may be a malicious link, tell your friend to change their username and password so that these messages won’t continue

When you set up a profile on a social networking site, or any online account, think carefully about the username you choose, and what sort of impression it will give. In this case, you need to change your username to something

although it’s not a good idea to use your full name as your username either.

Remember that any photos or videos taken of you can quickly and easily be shared on the internet, without your permission. In some real

eenagers have been put in this sort of situation, and have been blackmailed. Never allow anyone to take photos or videos of you that you are not comfortable with sharing with the

5

Card 7 Most social networking sites allow you to untag (remove your own name from) a photo. This is the first step. Then contact your friend and ask them to remove the photo. If they refuse, you may be within your legal rights to demand this, depending on the law in your country. If you are under 18, tell your parents or teachers at school. They will contact the friend’s parents, or the social networking site itself, to ask for this to be done. In extreme cases it may be possible to take legal action, although usually an agreement is reached before this stage. Card 8 Never enter your personal details into a website without being aware of the privacy policy, and what the site can do with your information. There have been several internet scams in which users enter their mobile phone number, then agree to the terms and conditions on the site, only to receive expensive daily mobile phone text messages – which they have agreed to pay for by agreeing to the terms and conditions. Although it can be time-consuming, you should always read through any terms and conditions before agreeing to them. Card 9 The first step is to speak to the person concerned if you feel comfortable doing so. If not, or if nothing changes, then this sort of activity should be reported to the school, and this can be done anonymously. Making unpleasant or untrue comments about somebody else on a social networking site is similar to making comments

in public. In other words, it’s similar to publishing comments in a newspaper, and in many countries this can be considered libel. Think about whether the comment would be shouted out in a crowded room. If not, it’s not acceptable, and should not appear online. Card 10 Take screen captures of the messages. Then report this situation to your parents and teachers. The messages are evidence of bullying, and the girl will have to deal with the consequences. Your teachers will fully support you in this. Card 11 Tell your friend not to do it and warn him about the possible consequences. Although this is meant as a joke, any threat made publicly (e.g., via a social networking site, or via a microblogging site like Twitter) will be taken seriously by the police. There have been several examples of individuals posting joke threats, only to be arrested and sentenced. Although things may not come to this point for your friend, the school may take the threat seriously and he could face disciplinary action. Card 12 Immediately change your profile and create a new username and password. Then post publicly with your new username disclaiming the unpleasant message. If the message is threatening or libellous enough, the police may get involved and can track down the computer from which the original message was sent.

Notes This activity is reproduced with permission from: Dudeney, G., Hockly, N. & Pegrum, M.,

Digital Literacies (2013), Routledge – pp 246-251 and pp 362 - 365. For more on the book, please

see here: http://goo.gl/mphlDP

Gavin Dudeney and Nicky Hockly run the multi-award winning online training and

development consultancy The Consultants-E (http://goo.gl/Em63ZX).

Dr. Mark Pegrum is Associate Professor at the University of Western Australia, Perth

(http://goo.gl/YrZ9ig).

6

CEOP’s Top 5 Tips forCEOP’s Top 5 Tips forCEOP’s Top 5 Tips forCEOP’s Top 5 Tips for

It can often seem like the media

about the dangers of the internet, social media, tablets and

mobiles. With headlines focussing on issues like cyberbullying,

trolling, sexting, self-harm, online child sex o

abuse imagery, it can feel like the internet presents vast

challenges for those working with or caring for children and that

it’s not a place where children should explore, learn and chat.

At CEOP (Child Exploitation and Online Protecti

much aware of the risks children and young people face online,

particularly from child sex offenders, but also from their peers

and from the inappropriate and potentially harmful things that

they may see online. However we are also aware of

important it is not to lose sight of the wealth of opportunities

that the internet and digital technologies offer children for

education, communication, creativity and entertainment.

For the vast majority of the children and young people we talk to

their overwhelming experience of the internet is positive. This

experience is likely to be mirrored amongst the children and

young people you work with despite the range of incidents

as cyberbullying or sexting

to and manage.

It can be a real challenge for educators to keep up with the latest

technologies and how children use them, whilst balancing the

opportunities of the internet with the need to protect children

from potential harm. Below are our top 5 tips for

in educational settings to help you overcome these challenges:

CEOP’s Top 5 Tips forCEOP’s Top 5 Tips forCEOP’s Top 5 Tips forCEOP’s Top 5 Tips for Educators!Educators!Educators!Educators!

It can often seem like the media is full of news stories warning



harm, online child sex offenders and child



it’s not a place where children should explore, learn and chat.

Child Exploitation and Online Protection) we are very




they may see online. However we are also aware of how



education, communication, creativity and entertainment.


heir overwhelming experience of the internet is positive. This


young people you work with despite the range of incidents – such

as cyberbullying or sexting - that you may often need to respond




from potential harm. Below are our top 5 tips for those working

in educational settings to help you overcome these challenges:

Educators!Educators!Educators!Educators!

warning



ffenders and child



very




how




heir overwhelming experience of the internet is positive. This


such

that you may often need to respond




those working

Michelle

McGee Michelle is a Senior

Education Officer in the

UK National Crime

Agency’s CEOP Command.

Over the past 6 years

Michelle has been

working on the

development and delivery

of its Thinkuknow

education programme,

leading projects that have

produced award-winning

educational resources and

delivering training to

practitioners both

nationally and

internationally.

7

1. Be prepared – It’s important that you and your colleagues have a thorough knowledge and

understanding of how children use digital technologies and how best to protect

can do so confidently. It’s also important to have robust policies and procedures

Use Policies and digital Codes of Conduct

effectively. Getting the right trai

Keeping Children Safe Online, an e

need to protect children online. For more information and to enrol please visit:

www.nspcc.org.uk/kcso

2. Education! Education! Education!people’s use of digital technologies can only go so far in protecting them. Children need to be

taught to identify the risks they may face online, what they can do to protect themselves and where

to seek help and support if something goes wrong. CEOP’s Thinkuknow education programme offers

a range of age targeted resources

for 5-17 year olds which endeavour to do just that.

(www.thinkuknow.co.uk/teachers

practitioners working with children and young people, including to those based outside

Additionally, Thinkuknow regularly publishes topical news articles about online safety in its sections

for 11-13s (www.thinkuknow.co.uk/11_13

demonstrating to young people how relevant key safety messages are through real news stories.

These too can be a great tool for educators to engage young people with in the classroom. Finally,

another important resource in equipping and

people themselves! They often have great online safety advice and tips to share with their peers, as

showcased in the fantastic Well Versed (

3. Beyond the school gates…children about the online world and keeping them safe. Yet often they are unaware of the risks or

simple steps they can take to protect their children online.

information, advice and practical tips for parents and carers to access directly:

www.thinkuknow.co.uk/parents

school’s site? The programme also has a range of free resources that educators can deliver to the

parents and carers that they work with. These resources help you to communicate the key

messages through materials tailored for parents of primary and secondary

carers and adoptive parents. There is even advice on how to engage and encourage busy parents to

attend an awareness raising event. Visit the Teachers’ area of the Thinkuknow site for more

information and to access the resources:

It’s important that you and your colleagues have a thorough knowledge and

understanding of how children use digital technologies and how best to protect

can do so confidently. It’s also important to have robust policies and procedures

Use Policies and digital Codes of Conduct - in place so that you can record and respond to incidents

effectively. Getting the right training is key. CEOP, in partnership with the NSPCC, has developed

, an e-learning package to equip professionals with the knowledge they


Education! Education! Education! – Filtering and supervising children and young

people’s use of digital technologies can only go so far in protecting them. Children need to be

sks they may face online, what they can do to protect themselves and where


a range of age targeted resources

17 year olds which endeavour to do just that. CEOP’s Thinkuknow website

www.thinkuknow.co.uk/teachers) is packed full of resources that are available for free to

working with children and young people, including to those based outside


www.thinkuknow.co.uk/11_13) and 14+ (www.thinkukno



another important resource in equipping and educating children to stay safe online are young


showcased in the fantastic Well Versed (www.wellversed.co.uk) project.

Beyond the school gates… - Parents and carers have a key role to play in educating their

children about the online world and keeping them safe. Yet often they are unaware of the risks or

simple steps they can take to protect their children online. CEOP’s Thinkuknow website has


www.thinkuknow.co.uk/parents Why not highlight the site in your next newsletter or on your

s site? The programme also has a range of free resources that educators can deliver to the


messages through materials tailored for parents of primary and secondary



information and to access the resources: www.thinkuknow.co.uk/teachers

It’s important that you and your colleagues have a thorough knowledge and

understanding of how children use digital technologies and how best to protect them online, so you

can do so confidently. It’s also important to have robust policies and procedures – like Acceptable

in place so that you can record and respond to incidents

ning is key. CEOP, in partnership with the NSPCC, has developed

learning package to equip professionals with the knowledge they


Filtering and supervising children and young

people’s use of digital technologies can only go so far in protecting them. Children need to be

sks they may face online, what they can do to protect themselves and where


CEOP’s Thinkuknow website

is packed full of resources that are available for free to

working with children and young people, including to those based outside the UK.


www.thinkuknow.co.uk/14_plus),



children to stay safe online are young


Parents and carers have a key role to play in educating their

children about the online world and keeping them safe. Yet often they are unaware of the risks or

CEOP’s Thinkuknow website has


Why not highlight the site in your next newsletter or on your

s site? The programme also has a range of free resources that educators can deliver to the


messages through materials tailored for parents of primary and secondary aged children, foster



8

4. Don’t feel daunted –

launched and adopted by young people you may wonder

how to keep up. The solution is simpl

sophisticated: don’t be intimidated by the technology and

regularly talk to the young people you work with about

what they do online. Ask them about the apps and games

they like, how they use them and even ask them for a

demo! Also, use the internet to help you find out about

the safety features on popular social networks, apps and

devices so that you can share this with the young people

and families that you work with. Many of the well

established sites and brands have information onl

about their safety features such as the Facebook Family

Safety Centre (www.facebook.com/safety

Centre (www.google.co.uk/safetycenter

(www.support.apple.com/kb/HT4213

(www.saferinternet.org.uk/advice

some simple guides for sites like Facebook, Tumblr and YouTube and Connect Safely

(www.connectsafely.org/safety

too.

5. Practice what you preachonline, as well as offline, but social networking can be particularly difficult to navigate

teacher. ‘Can I be friends with my pupils on social networks?’, ‘How do I protect my

professional reputation online?’ or ‘Can I use social media in school for educational

purposes?’ may just be some of the many questions you have in your role. Childne

International (

professional/professional-reputation

and offers some great, practical advice for educators to help you practice what you preach.

– With the constant stream of new apps, consoles or mobiles being

launched and adopted by young people you may wonder

how to keep up. The solution is simple if not particularly

sophisticated: don’t be intimidated by the technology and

regularly talk to the young people you work with about

what they do online. Ask them about the apps and games

they like, how they use them and even ask them for a

se the internet to help you find out about

the safety features on popular social networks, apps and

devices so that you can share this with the young people

and families that you work with. Many of the well-

established sites and brands have information online

about their safety features such as the Facebook Family

www.facebook.com/safety), Google Safety

www.google.co.uk/safetycenter) or Apple Support

www.support.apple.com/kb/HT4213). Additionally, The UK Safer Internet Centre

saferinternet.org.uk/advice-and-resources/teachers-and-professionals/safety


rg/safety-tips-advice) has created some guides for Snapchat and Instagram

Practice what you preach – It’s important that you’re a role model to your pupils

online, as well as offline, but social networking can be particularly difficult to navigate



purposes?’ may just be some of the many questions you have in your role. Childne

International (www.childnet.com/teachers-and-professionals/for

reputation) has the answer to these and many other questions


With the constant stream of new apps, consoles or mobiles being

). Additionally, The UK Safer Internet Centre

professionals/safety-features) have


) has created some guides for Snapchat and Instagram

It’s important that you’re a role model to your pupils

online, as well as offline, but social networking can be particularly difficult to navigate as a



purposes?’ may just be some of the many questions you have in your role. Childnet

professionals/for-you-as-a-

any other questions


Digital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprint

nowadays a plethora of buzz words, key concepts and a whole

new jargon everybody seems to be familiar with and knows a lot

about. But how familiar are we really? How much do we actually

know? Not much, I think, in fact, I think there is a new and

terribly difficult challenge ahead of us

parents. As if we were not already overwhelmed by all the

innovations, changes and challenges that come with our job,

now we also have to worry about making those thirty kids in

front of us become not only good citizens but good digital

citizens.

In the past a teacher was an educator, an instructor, the sage on

the stage. Nowadays we don’t seem to be on the stage anymore

(in fact, we wish we could get some attention sometimes), we

don’t really feel sagacious anymore and, apart from teaching, we

have to be caretakers, psychologists, social workers, IT trainers,

guides, counsellors and now also e

Everyone’s talking about how important it is for kids to learn

how to lead safe digital lives, how to protect their online

presence, how to be a good, res

are they supposed to learn that if parents and teachers don’t

know much about the subject themselves?

Last year I was fortunate to attend a

course on e-safety in Brussels and I

was appalled at how little I knew

about it. The more I learned the more

I worried as I realized that I had been

overlooking my digital safety for too

b

Digital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprintDigital citizenship, online safety, digital footprint… there is

nowadays a plethora of buzz words, key concepts and a whole

new jargon everybody seems to be familiar with and knows a lot

about. But how familiar are we really? How much do we actually

know? Not much, I think, in fact, I think there is a new and

terribly difficult challenge ahead of us - teachers, educators,

ts. As if we were not already overwhelmed by all the

innovations, changes and challenges that come with our job,

now we also have to worry about making those thirty kids in

front of us become not only good citizens but good digital

teacher was an educator, an instructor, the sage on

the stage. Nowadays we don’t seem to be on the stage anymore

(in fact, we wish we could get some attention sometimes), we

don’t really feel sagacious anymore and, apart from teaching, we

akers, psychologists, social workers, IT trainers,

guides, counsellors and now also e-safety experts.

Everyone’s talking about how important it is for kids to learn

how to lead safe digital lives, how to protect their online

presence, how to be a good, responsible digital citizen. But how

are they supposed to learn that if parents and teachers don’t

know much about the subject themselves?

Last year I was fortunate to attend a

safety in Brussels and I

was appalled at how little I knew

. The more I learned the more

worried as I realized that I had been

overlooking my digital safety for too

long. I became aware that digital

safety should be everyone’s concern

and not only the IT teachers’, that all

schools should have an Acceptable

Use Policy to regulate the use, not

only of computers but also any other

besafe

long. I became aware that digital

safety should be everyone’s concern

and not only the IT teachers’, that all

schools should have an Acceptable

Policy to regulate the use, not

only of computers but also any other

Luísa LimaLuísa LimaLuísa LimaLuísa Lima

Luísa is a teacher

and teacher trainer

in Agrupamento de

Escolas Emídio

Garcia, Bragança,

Portugal. She is

involved in many

different projects:

reading, writing,

digital citizenship,

production of audio

and video materials,

content curation

and the effective use

of digital tools.

10

mobile devices, that there are no

specific regulations or measures to

prevent or deal with cyber bullying or

sexting, plagiarism or copyright and

that training in this area is of

paramount importance.

We need to teach students how to

build digital competence and that has

to be done by embedding IC

the curriculum. We need to teach

them how to use digital tools critically,

confidently and creatively, but without

disregarding safety.

So, I started thinking about how I

could embed digital citizenship in my

10th and 9th grade lessons. It’s

obvious that there are many things

you can teach about plagiarism,

copyright, search techniques, reliable

sources, etc. when they are doing

research or preparing a presentation

on any given topic, but what about

reliable passwords, digital safety, cyber

bullying, online stalking, sexting… If

you try to lecture them on any of this,

they won’t listen to you. They’re

teenagers after all, they know it al

Who are you to teach them about the

Internet?

And that’s why I decided they would

be the ones teaching younger students

about it. Since there was a topic in the

10th grade syllabus that allowed for

such a project I told my two classes

that, once again, we were going to

mobile devices, that there are no

specific regulations or measures to

prevent or deal with cyber bullying or

sexting, plagiarism or copyright and

that training in this area is of

We need to teach students how to

build digital competence and that has

to be done by embedding ICT across

the curriculum. We need to teach

them how to use digital tools critically,

confidently and creatively, but without

So, I started thinking about how I

could embed digital citizenship in my

grade lessons. It’s

obvious that there are many things

you can teach about plagiarism,

copyright, search techniques, reliable

sources, etc. when they are doing

h or preparing a presentation

on any given topic, but what about

reliable passwords, digital safety, cyber

bullying, online stalking, sexting… If

you try to lecture them on any of this,

they won’t listen to you. They’re

teenagers after all, they know it all.

Who are you to teach them about the

And that’s why I decided they would

be the ones teaching younger students

about it. Since there was a topic in the

grade syllabus that allowed for

such a project I told my two classes

we were going to

embark on a new adventure: they

would have to work in groups and the

result of their work would have to be

presented to the school’s 9

classes.

I assigned each group a different topic

related to digital citizenship. One of

the groups did a survey on teenage

online habits among all 10

and presented their results using an

online tool to create infographics.

(https://infogr.am/your

habits?src=web ).

The other groups did some research

on the following topics: Digital

literacy, Information Overload and

Search Techniques, Social Media and

Online Safety, Cyber bullying, Sexting,

and Plagiarism and Copyright. It took

some work at home, some work in

class and some support until we were

all pleased with the results. As there is

so much information online on any of

these subjects I helped them

creating a topic on Scoop.it

(http://www.scoop.it/t/d

citizenship-by-luisa-lima

embark on a new adventure: they

would have to work in groups and the

result of their work would have to be

presented to the school’s 9th grade

I assigned each group a different topic

related to digital citizenship. One of

ups did a survey on teenage

online habits among all 10th graders

and presented their results using an

online tool to create infographics.

https://infogr.am/your-online-

r groups did some research

on the following topics: Digital

literacy, Information Overload and

Search Techniques, Social Media and

Online Safety, Cyber bullying, Sexting,

and Plagiarism and Copyright. It took

some work at home, some work in

support until we were

all pleased with the results. As there is

so much information online on any of

these subjects I helped them by

creating a topic on Scoop.it

http://www.scoop.it/t/digital-

lima) where it

11

would be easier for them to find

whatever articles or videos they might

need, but they were free to look

elsewhere and some of them did and

came up with very interesting things.

It was hard work but it was worth it:

the students learned a lot about the

subject and also about how to do

research, how to find reliable sources,

how not to simply copy and paste,

how to give credits for the materials

they used, how to organize the

information and present it in an

appealing way. They wrote their own

script for the oral presentation, they

prepared it and they delivered it

beautifully.

All these works were presented in

class and awarded a mark not only for

the research but also for the

presentation itself and the oral work

of each student. We also discussed

how some of those presentations

could be improved and they practiced

a bit more for the session with the 9th

graders which had been scheduled for

the 11th February, Safe Internet Day.

Everyone was nervous on that day as

this was the first time they would be

speaking to a much wider audience

than just their own class, but they

were also confident they had done a

good job and this little conference was

a success. The 9th graders behaved

well, seemed to be really interested in

what they were listening to and

watching and they took plenty of

notes as they were expected to write a

report on the subject.

Over the next few days they were still

talking about it, which proves that

peer teaching or training can be

something to explore. The younger

ones were discussing the quality of the

presentations, the relevance of the

information and even the fluency and

pronunciation of the 10th graders.

They enjoyed learning about password

checkers, about plagiarism detection

tools (well, this actually scared them a

little), about how to control one’s

digital footprint, the dangers of

posting too much information online

and about how to look for

information in a much more effective

way. And the whole experience also

proved useful because when they had

to do a presentation later on in the

year, they remembered what they had

seen and what they had enjoyed

during this conference.

Evidence of all this work was sent to

Seguranet and all the students’

presentations were published on

slideshare

12

(http://www.slideshare.net/limaluisa/pr

esentations). You may not find many

details there, as the students had been

told not to write too much on the

presentation – just a few topics and

then they were expected to expand

orally on the subject (rules of a good

presentation or else we might have

death by PowerPoint!). However, I

think there is enough to give readers

an insight on their work.

Perfect? No, none of those

presentations are perfect, but

was a lot of effort and learning

involved and much improvement

http://www.slideshare.net/limaluisa/pr

). You may not find many

details there, as the students had been

told not to write too much on the

just a few topics and

ere expected to expand

orally on the subject (rules of a good

presentation or else we might have

death by PowerPoint!). However, I

think there is enough to give readers

Perfect? No, none of those

presentations are perfect, but there

was a lot of effort and learning

involved and much improvement

throughout the process. I strongly

believe most of those students are

now better digital citizens, better

students, better communicators. I

know I am happy to be their teacher

and I thank them for that.

Besides this shows that we can

integrate important issues such as

digital citizenship in our classes and

help students have a safer digital

existence. They learn and so do we. It

may not be easy, but then, what’s easy

about teaching? And if

teachers, doesn’t it mean we like the

challenge?

throughout the process. I strongly

believe most of those students are

now better digital citizens, better

students, better communicators. I

know I am happy to be their teacher

them for that.

Besides this shows that we can

integrate important issues such as

digital citizenship in our classes and

help students have a safer digital

existence. They learn and so do we. It

may not be easy, but then, what’s easy

about teaching? And if we became

teachers, doesn’t it mean we like the

13

Developing reading

Since the iPad

been many

concerning the

classroom. Many

is it a perfect teacher

perfect for student

create different

fast and simple

such as photos

complex multimedia

teacher, what

allows the classroom

because of all

with the students,

Apple learning

plan, organise

resources. The

a lot more student

explore materials

collaboratively,

the learning experience

I have always

started by using

Allied with the

share videos,

Afterwards I started

apps in the classroom

showing and teaching.

changed a bit and I

iPad to create things

could lead them to develop

did!

From my experience using mobile

technologies - paper, pencils, books

source of deviant behaviour,

students, as long as it is integr

curriculum.

News from 2064reading and speaking skills

iPad in the

iPad was launched in 2010 there have

studies and deployment reports

the integration of this technology in the

Many studies have shown that not only

teacher companion, but also that it is

student use as well, allowing them to

different and innovative class projects in a

simple way. It can substitute many devices,

photos and video cameras, computers and

multimedia editing software. But as an EFL

impresses me the most is how it

classroom to change completely. Not just

the apps available that we can use

students, but also because of the complete

environment. It allows the teacher to

contents, produce and provide digital

The teaching-learning process becomes

student-centered, allowing the students to

materials autonomously and/or

and to create digital projects, making

experience totally different.

used technology in the classroom. I

using my PC, cameras and a projector.

Internet it made wonders, as I could

films, songs and online resources.

started using my own iPhone and its

classroom for special activities, still

teaching. When I got an iPad things

I felt I wanted my students to use my

things for and by themselves, and that it

develop communication skills. And so they

mobile technologies in class with my students is

books. Unlike some, who consider that technology

I see it as another tool that can help engage

integrated in a pedagogically relevant way to serve

News from 2064 skills with the

the classroom

is like using all other

technology in class is a

engage and motivate

serve activities and the

Sílvia Roda

Couvaneiro

Sílvia has been a

teacher of English since

2002, 10 years of which

with 5th-9th grades. She

is presently finishing her

Master’s Project about

iPad in the EFL

classroom and teaching

ESP to adults. She is

also an ICT teacher

trainer and has been a

guest speaker at two

Apple Education events

in Portugal. [email protected]

14

This school year I had the chance to work

with several of these devices in class, as I

was working on a research project about

the use of the iPad in TEFL. I prepared a

whole unit for extensive reading based on

a digital multimedia interactive book, an

‘iBook’1 that I developed myself, and with it

students were asked to work in groups

collaboratively to read, explore, discuss

and finally create a video project: a news

report from 2064 to be developed by each

group. This unit was implemented in three

schools with three 8th grade classes (81

students) and with the help of three other

teachers. The main goal of this research

was to evaluate if this technology with

these strategies have an impact both on

the students’ motivation to learn EFL as

well as on how they develop their oral

communication skills.

Using the ‘Edmodo'2 and ‘iTunesU course

manager’3 websites I organised the

contents and resources. In class, students

had access to these using an iPad per

group (of 4/5). With ‘Safari’ they accessed

the internet and with the ‘iTunesU’ app they

could download all the materials I had

made available.

Students started by reading the ‘iBook’,

some parts being read aloud while others

were read collaboratively in groups. When

that was the case, all the members in the

group were responsible for reading a short

part and had to make sure everyone in the

group understood everything. This iBook

was about Isaac Asimov’s life, his science

fiction stories, his predictions from 1964

about technology in 2014, and his three

laws of robotics, explained in a video with

Asimov himself. Still in the first section

there were two trailers of contemporary

films that were based on Asimov’s laws

and short stories.

In their groups, students discussed what

the films had in common and how they

were different. In the end the whole class

explained and discussed the laws of

robotics and how they were, or were not,

respected in the two films. The second

section of the iBook included a part of a

short story about the future of books. While

reading (besides solving some exercises

on the iBook) the groups had to highlight

details of an element in the story, so that

they could sketch on a piece of paper what

they thought it might look like. Finally,

students had to take a photo of their

drawings with the iPad and share it with the

class on the Edmodo virtual classroom.

These were then presented and debated in

class, but the written discussion could go

on beyond the classroom on Edmodo.

I created this iBook using the software

‘iBooks Author’ for Mac. This software

allows us teachers to create iBooks to be

read on Apple devices (or as pdf files on

any other device, but losing the interactive

features). We can include interactive

elements and exercises that, in this case,

were multiple-answer questions to verify

the reading comprehension with immediate

feedback.

The second part of the unit involved

watching my video, a model for the news

report students would have to create. Each

group followed a guide to plan their own

news of 2064 (based on Isaac’s predictions

for 2014) and to create their videos, with a

“map” of all the apps they had to use. They

looked online for pictures that could be

used and then created a short animation

with these pictures on the app ‘Explain

Everything’. The animation was then

exported to the ‘iMovie’ app, where the rest

of the news was easily edited. With just a

few photos collected from the internet and

Page with interactive exercise

15

the animation, they recorded their voices

telling their own creative stories from 2064.

They repeatedly recorded themselves to

perfection! Some also used the app

‘GarageBand’ for some special sound

effects. Using the ‘CNN iReport’ template

on iMovie, with a special theme music and

opening title, the students’ projects looked

extremely professional and everyone was

very proud to share their videos via

‘Edmodo' and then present them in class.

I also used other technologies in the

classroom besides the iPad devices, like a

Mac computer, an ‘Apple TV’ and a

projector, which were very useful to project

demonstrations of how to use the apps and

the students’ productions. But I had a

sense that all these technologies

disappeared at some point; they became

transparent, everything worked easily and

quickly, it was just there to help us

enthusiastically create beautiful projects.

Throughout the process everyone was

completely involved in their learning. The

teachers moved around the classroom to

help out, more as facilitators and learning

partners, rather than just expounding what

to do.

The results of my research are still

preliminary, but the three teachers I have

worked with also indicated some of the

advantages pointed out by previous

research, like the easy collaboration within

the groups of students, the amazing

difference in the quality of the students’

projects, as well as in terms of class

management, students’ motivation and

involvement. The unit organised with these

technologies allowed many different oral

communication situations in class and

motivated not only the students but also

the teachers with whom I worked on this

project, making all the processes followed

during the classes very worthwhile.

This was just an example of a unit planned

for several devices and with a selection of

apps. From my experience, if we don’t

have this many devices, we can also work

in class productively with only one iPad.

There are many other productivity apps I

use regularly which I hope I can come to

share in further publications.

1iBooks are the electronic books to be read on the iPhone, iPad or iPod. Besides finding many iBooks available

(free and paid) on the iBooks store, we can also create them using a Mac computer and the free “iBooks Author” software. 2 Edmodo is a free website where teachers can create virtual classrooms and work online with their students,

similar to a LMS (Learning Management System). 3 iTunes U course manager website allows anyone with an apple ID to freely create a course, organising tasks,

contents and resources, and making them available to students that can access through the iTunesU app.

iB

oo

k c

ove

r

16

Teens & social networks

A few years back my daughter

was going out. To meet a friend at lunchtime. I asked who. A

Facebook friend she didn’t know. Someone who had befriended

her as they were the same age, lived in the same city, and had

the same (unusual) first name. Apparently. I was appalled.

I’m not the only parent who’s experienced this. Social networks

bring the world into our children’s lives. They open opportunities

for contact that were far more limited before. Many teens have

hundreds of Facebook friends they don’t know. And lots they do

know. Press coverage of the negative aspects of social networks

can make parents paranoid: cyber

blackmail… We’re all worried it might happen to

But we need to keep things in perspective. Although bad things

do happen, they are not the norm. And rather than endlessly

worrying, trying to snoop on our kid

policing their every move, shouldn’t we be educating them in the

appropriate and inappropriate uses of social networks? Shouldn’t

we be helping them consider the benefits but also the dangers?

Come to think of it, shouldn’t their

Although digital literacies are now

educational curricula around the world, I don’t see much

evidence of it being operationalised in the classroom, at least not

in the state schools where I live. And

although most teachers would agree that digital literacies are

core 21st competencies, very few are clear on how to bring them

into the classroom in any meaningful or engaging way.

As English language teachers, we

are very well placed to help develop

our students’ (and our own) digital

literacies through the medium of

English. It can help enhance our

classes by making them more

interesting- and crucially, more

relevant- to today’s plugged in kids.

How? Well, here’s one activit

get your teen students thinking

about how they use social

networking sites such as Facebook.

It’s a simple discussion activity to

carry put in small groups. No

technology needed- just a set of

cards you can download and print

out here http://www.theconsultantson ‘Social Network Discussion Cards’ to download these in PDF format, print them out

and cut them up. Includes an answer key.)


A few years back my daughter (then aged 14) told me she

was going out. To meet a friend at lunchtime. I asked who. A

end she didn’t know. Someone who had befriended

her as they were the same age, lived in the same city, and had

the same (unusual) first name. Apparently. I was appalled.

I’m not the only parent who’s experienced this. Social networks

our children’s lives. They open opportunities

for contact that were far more limited before. Many teens have

hundreds of Facebook friends they don’t know. And lots they do

know. Press coverage of the negative aspects of social networks

anoid: cyber-bullying, stranger danger,

blackmail… We’re all worried it might happen to our kid.

But we need to keep things in perspective. Although bad things

do happen, they are not the norm. And rather than endlessly

worrying, trying to snoop on our kids’ Facebook accounts, or

policing their every move, shouldn’t we be educating them in the

appropriate and inappropriate uses of social networks? Shouldn’t

we be helping them consider the benefits but also the dangers?

Come to think of it, shouldn’t their schools be doing this too?

Although digital literacies are now present (on paper at least) in

educational curricula around the world, I don’t see much

evidence of it being operationalised in the classroom, at least not

in the state schools where I live. And this is part of the problem:

although most teachers would agree that digital literacies are

core 21st competencies, very few are clear on how to bring them

into the classroom in any meaningful or engaging way.

As English language teachers, we

ll placed to help develop

our students’ (and our own) digital

literacies through the medium of

English. It can help enhance our

classes by making them more

and crucially, more

to today’s plugged in kids.

How? Well, here’s one activity to

get your teen students thinking

networking sites such as Facebook.

It’s a simple discussion activity to

carry put in small groups. No

just a set of

load and print

http://www.theconsultants-e.com/resources/ToolsResources/DigiLit.aspxork Discussion Cards’ to download these in PDF format, print them out

and cut them up. Includes an answer key.)


e.com/resources/ToolsResources/DigiLit.aspx (click ork Discussion Cards’ to download these in PDF format, print them out

Nicky

Hockly

Nicky is Director

of Pedagogy at The Consultants-E. She has been

involved in language

teaching, teacher training, materials

development and instructional

design, both online and f2f, since 1987.

Nicky is based in Spain.

17

Activity: Online scenarios – Teens & social networks

1. Ask your students what social networks they belong to. What do they like about these

networks? What are they not so keen on?

2. Get students to brainstorm some of the pros and cons of social networks (such as

Facebook). Get feedback and create a list of pros and cons on the board. Here are some

ideas:

Pros:

� keep in touch with friends

� meet new people

� share links, photos, videos, news

� practise English

� …

Cons:

� people post too often

� people post photos or videos of you

without permission

� malicious gossip or bullying

� misunderstandings can easily arise

� unknown friends may not be who

they seem

� spam and viruses

� …

3. Ask students if they have ever experienced (or know about) uncomfortable situations

which can arise on social networking sites. How did they/would they react or protect

themselves? Tell students they are going to discuss a number of online scenarios and

consider what they would do in each.

4. Put students into pairs or small groups, and give each group a pack of cards

describing the various online scenarios (http://www.theconsultants-

e.com/resources/ToolsResources/DigiLit.aspx & click on ‘Social Network Discussion

Cards’). Students should keep all the cards face down on a desk, and turn them over one

at a time to discuss. They should note down the card number and their possible solution.

Start by discussing the first card as a group, and add useful language on the board if

necessary (I would…, She should, If I were her, I would…etc.). Give students about 20-

30 minutes to discuss all the cards.

5. Conduct feedback with the whole class. Look at each card again and ask what

solutions or advice the students came up with. Refer to the card answer key and ensure

all the main points in that are included at this stage.

6. If you have time, or in a subsequent class, get students to create a Digital Safety

poster on appropriate behaviour on social networks. Pairs or small groups can do this on

paper, or with an online multimedia tool such as http://edu.glogster.com/ (use the free

Glogster Edu version for educators). Share the posters with the class, and also with

other classes in the school. You can even share the posters with parents – and then use

them as the springboard for a parent-teachers evening on digital safety.

And my daughter and her lunchtime meeting? She was adamant she wanted to go, and

the meeting was in a public place during the day. I told her to phone me when she got

there. The meeting turned out to be what she had expected- with a girl of the same age,

with the same first name. She made a new friend. I can’t say it was an easy choice to let

her go, but putting some measures in place, and going into things with eyes open

seemed more effective to me than prohibition and punishment. She’d simply not tell me

the next time.

What about you? Do you teach your students (or your kids) about the dangers as well as

the benefits of social networking sites? Do you think it’s important? Or do you think it’s

not really our job? Let me know!

18

Personalised speaking

People spend a huge chunk

time talking about themselves and the people they know, so

the most natural thing in the world is for us to invite our

students to do the same.

What our students bring to the learning environment i

richest resource. But if the lives they lead are to be at the

centre of the courses we teach, are we guaranteed that

students will talk freely and be interested in what their fellow

classmates tell them? The answer is no. So what are some

of the main challenges we face when doing personalised

speaking activities and how can these challenges be met?

Two main challenges Firstly, students might lack confidence in their ability to tell

an anecdote, describe their feelings or confidently give their

views in their mother tongue, let alone in English: 'I don’t

know what to say or how to say it.'

Secondly, classes are made up of students who are thrown

together by circumstance. They do not choose their

classmates and they would not all mix socially if they me

outside the class: 'I don’t have much in common with that

student so why should I listen to her?'

Meeting these challenges

In the classroom our challenge is to create a world in which it feels comfortable and

at the same time stimulating for students t

each other. One way to achieve this is by making use of some simple techniques,

which help to bring students’ outside worlds alive in the classroom. The following

four techniques are illustrated in the activity

below.

Teacher modelling

This involves the students observing their teacher doing an achievable task that they

themselves are about to do. Focusing on the teacher reassures students about what

is expected of them and giv

is an important distinction to be made between substitution drilling and modelling.

We are not asking students to try and repeat back what we have said. We are

instead providing students with a fram

confidence and is often more effective than abstract instruction

more easily lead to uncertainty and inadequate task


People spend a huge chunk of their everyday conversation

time talking about themselves and the people they know, so

the most natural thing in the world is for us to invite our

What our students bring to the learning environment is our

richest resource. But if the lives they lead are to be at the

centre of the courses we teach, are we guaranteed that

students will talk freely and be interested in what their fellow

classmates tell them? The answer is no. So what are some

challenges we face when doing personalised

speaking activities and how can these challenges be met?

Firstly, students might lack confidence in their ability to tell

an anecdote, describe their feelings or confidently give their

n their mother tongue, let alone in English: 'I don’t

know what to say or how to say it.'

Secondly, classes are made up of students who are thrown

together by circumstance. They do not choose their

classmates and they would not all mix socially if they met

outside the class: 'I don’t have much in common with that

student so why should I listen to her?'

Meeting these challenges


at the same time stimulating for students to talk about themselves and really listen to



four techniques are illustrated in the activity ‘Show me your shoes’



is expected of them and gives them ideas about the kind of content to include. There



instead providing students with a framework. Teacher modelling gives students

confidence and is often more effective than abstract instruction-giving, which can

more easily lead to uncertainty and inadequate task fulfilment.



o talk about themselves and really listen to



‘Show me your shoes’ as described



es them ideas about the kind of content to include. There



ework. Teacher modelling gives students

giving, which can

David Heathfield

David is a freelance

storyteller and

teacher trainer based

in Exeter, UK. Many

practical and creative

storytelling

techniques feature in

his new book

Storytelling With Our

Students (DELTA

Publishing 2014). www.davidheathfield.co.uk

19

Visualisation

The term visualisation suggests focusing on visual ima

However, it can describe imagined auditory, olfactory, tactile and emotional

experiences as well. Visualising a moment, scene or event whether real or imagined

is an extremely effective and powerful way into extended personal speakin

time spent on visualisation can lead to more thought

from students during the subsequent speaking phase of an activity.

Setting peer listening tasks

It is inhibiting for students speaking in pairs and groups when the

appear to show little interest in what they say. Instead of genuinely listening,

classmates might be planning their own speaking turn, referring to the dictionary,

thinking about something unrelated to the lesson or perhaps even just pretendi

listen. In the distracting environment of the classroom, it is easy not to listen actively.

While setting up a speaking activity, it is important for teachers to set simple and

interesting peer listening tasks which focus students on what their partn

might be as simple as remembering and reporting part of what they hear, deciding

how much is true or giving their partner advice. When students are genuinely

engaged in conversation in the classroom, there is a real sense of energy and

purpose.

Sharing classmates’ real-

Drama techniques can make the difference between simply hearing about another

student’s life and having a real sense of sharing in that student’s life experience.

Kinaesthetic involvement on the part of both sp

gesture helps bring the exchange alive, as does imagining being in another place or

physically referring to things which are not actually present.

Example activity

Show me your shoes

Level: Elementary to Advanced /

Teacher modelling

• Elicit and pre-teach types of footwear (shoes, boots, sandals, trainers, slippers etc)

and parts of footwear (laces, heel, sole etc).

• Remove your shoes and put them at the side of the room. Describe truthfully one of

your other pairs of shoes (or other footwear) while you mime holding and wearing

them.

• Let a student mime touching them or even trying them on for a moment.

• Use the prompt questions below to bring your description to life.

• Finally, invite students to guess if your

The term visualisation suggests focusing on visual images in the mind’s eye.



is an extremely effective and powerful way into extended personal speakin

time spent on visualisation can lead to more thought-through and stimulating content

from students during the subsequent speaking phase of an activity.

Setting peer listening tasks

It is inhibiting for students speaking in pairs and groups when their classmates



thinking about something unrelated to the lesson or perhaps even just pretendi



interesting peer listening tasks which focus students on what their partn




-life experiences



Kinaesthetic involvement on the part of both speaker and listener through mime and


physically referring to things which are not actually present.

Level: Elementary to Advanced / All ages

teach types of footwear (shoes, boots, sandals, trainers, slippers etc)

and parts of footwear (laces, heel, sole etc).

Remove your shoes and put them at the side of the room. Describe truthfully one of

pairs of shoes (or other footwear) while you mime holding and wearing

Let a student mime touching them or even trying them on for a moment.

Use the prompt questions below to bring your description to life.

Finally, invite students to guess if your description is true.

ges in the mind’s eye.



is an extremely effective and powerful way into extended personal speaking. The

through and stimulating content

ir classmates



thinking about something unrelated to the lesson or perhaps even just pretending to



interesting peer listening tasks which focus students on what their partners say. This






eaker and listener through mime and


teach types of footwear (shoes, boots, sandals, trainers, slippers etc)

Remove your shoes and put them at the side of the room. Describe truthfully one of

pairs of shoes (or other footwear) while you mime holding and wearing

Let a student mime touching them or even trying them on for a moment.

20

Visualisation

• If possible, ask students to remove their shoes and put them away.

• Tell them:

'You’re going to describe one of your pairs of shoes or other footwear to someone

who doesn’t know about them. If you don’t have a pair in mind, imagine a pair but

remember that you need to make your description believable. Which ones are you

going to describe?'

• Check that every student knows the name of their type of footwear.

• Ask students to close their eyes and to imagine their answers to these prompt

questions as you slowly and clearly ask them:

•

What kind of shoes have you brought here today?

What size are they?

What do they look like?

What about colour, shade, shape, style?

What are they made of?

What do they feel like to wear?

When do you wear them? Why?

How do they make you feel?

What sounds do they make?

Have they got their own smell?

How did you get them?

How old are they?

What sort of condition are they in?

What do other people say about them?

What do you like best about them?

Is there any kind of problem with them?

Is there an interesting story you can tell?

21

Peer listening and sharing real life experiences

Students open their eyes and mime wearing their shoes.

Say:

'Stand with a student who doesn’t know if th

going to listen and decide if your shoes are real. Show them your shoes and

describe them. You don’t have to include the answers to all the questions I asked

just tell them what you want to. Let your partner try

finished, ask each other questions for more information. Don’t say if your description

is true or not. OK? You’ve got 5 minutes.'

As each pair finishes ask them to hold or wear their partner’s shoes and quickly

show them to another student who has finished.

Form a standing circle. Invite each student to say whose shoes they’re holding and

find out if they’re real, e.g. 'I’ve got Juan’s blue trainers he wears for jogging and I

think they’re real.' Juan: 'I haven’t really got

Conclusion

The most important result of regularly using such techniques in the language

classroom is an increase in reciprocal self

each other about their thoughts, feelings and experiences in great

detail. The more one tells, the more the other tells, so leading to deep interpersonal

sharing. It follows that students involve themselves more in each other’s lives, so the

classroom becomes a social meeting place as well as a learning envir

there is a positive impact on group cohesion and dynamics.

Further reading

Heathfield, D. 2005 Spontaneous Speaking: Drama Activities for Confidence and

Fluency. DELTA Publishing

This article first appeared on Teaching English website

Peer listening and sharing real life experiences

Students open their eyes and mime wearing their shoes.

'Stand with a student who doesn’t know if these shoes are real or not. Your partner is


describe them. You don’t have to include the answers to all the questions I asked

just tell them what you want to. Let your partner try on your shoes. When you’ve both


is true or not. OK? You’ve got 5 minutes.'


another student who has finished.


'I’ve got Juan’s blue trainers he wears for jogging and I

think they’re real.' Juan: 'I haven’t really got any trainers.'


classroom is an increase in reciprocal self-disclosure. In other words students tell

each other about their thoughts, feelings and experiences in greater depth and



classroom becomes a social meeting place as well as a learning envir

there is a positive impact on group cohesion and dynamics.

Spontaneous Speaking: Drama Activities for Confidence and

. DELTA Publishing

article first appeared on Teaching English website http://www.teachingenglish.org.uk/articles

ese shoes are real or not. Your partner is


describe them. You don’t have to include the answers to all the questions I asked –

on your shoes. When you’ve both




'I’ve got Juan’s blue trainers he wears for jogging and I


disclosure. In other words students tell

er depth and



classroom becomes a social meeting place as well as a learning environment. In turn

Spontaneous Speaking: Drama Activities for Confidence and

http://www.teachingenglish.org.uk/articles

22

Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English

It is no secret that It is no secret that It is no secret that It is no secret that educationeducationeducationeducationdecades. There is also nearly universal agreement that we are only at the beginning. With the advent of globalisation, and the ubiquitious nature of ever smarter technoloindustry are now calling for a 21st Century Skills focus across all subject areas, including language education (https://www.actfl.org/sites/defalt/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf). Founded in 2002 as the Partnership for 21st coalition of the US business community, education leaders, and policymakers (hearafter P21.org) , the aim has now spreadworldwide to transform current educational models by infusing the traditional three (3) R´s (with the newest four (4) C's of 21st century education: ccccommunicationommunicationommunicationommunication,,,, ccccollaborationollaborationollaborationollaboration Moreover, P21.org recognizes as enormously valuable certain 21st century themes such a global and mediaenvironmental, health and financial literacy, creativity and innovation, ICT ability, and life and career skills focus as the new basic skills moving forward in an era where the future is less and less predictable. As the world moves closer together, English as a lingua franca and as a medium of instruction take on greater importance. Worldwide, educational reforms are being carried out to offer English (and other foreign languages) at earlier ages and undergraduate and graduate degrees are being taught through English-medium, even in Italy and France where there has traditionally been the greatest resistance. There are indications that this may only be the beginning! It seems we are living in a time of disruptive innovation, and it is still unclear where it all may lead. The term `disruptive innovation´, itself, it

Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English

educationeducationeducationeducation has changedhas changedhas changedhas changed over the last two decades. There is also nearly universal agreement that we are only at the beginning. With the advent of globalisation, and the ubiquitious nature of ever smarter technologies, education and industry are now calling for a 21st Century Skills focus across all subject areas, including language education (https://www.actfl.org/sites/defalt/files/pdfs/ 21stCenturySkillsMap/p21_worldlanguagesmap.pdf).

rtnership for 21st Century Skills by a coalition of the US business community, education leaders, and policymakers (hearafter P21.org) , the aim has now spread worldwide to transform current educational models by infusing the traditional three (3) R´s (rrrreading, wrrrriting and arrrrithmetic) with the newest four (4) C's of 21st century education:

ollaborationollaborationollaborationollaboration,,,, ccccriticalriticalriticalritical thinkingthinkingthinkingthinking and ccccreativityreativityreativityreativity....

Moreover, P21.org recognizes as enormously valuable certain 21st century themes such a global and media awareness, environmental, health and financial literacy, creativity and innovation, ICT ability, and life and career skills focus as the new basic skills moving forward in an era where the future is less and

together, English as a lingua franca and as a medium of instruction take on greater importance. Worldwide, educational reforms are being carried out to offer English (and other foreign languages) at earlier ages and undergraduate and

eing taught medium, even in Italy

and France where there has traditionally been the greatest resistance.

There are indications that this may only be the beginning! It seems we are living in a time of disruptive innovation, and it

l unclear where it all may lead. The term `disruptive innovation´, itself, it

fairly new. Coined by the Harvard professor Dr. Clayton Christensen in 1997 (http://www.christenseninstitute.org), adisruptive innovation explains the organisational difficulty of sustaining success in light of a new idea. A disruptive innovation gains credence in the market by ´offering simpler, cheaper, or more convenient options to people for whom the alternative is nothing at all.´ Later through economies of scale, thdisruptive innovation becomes more mainstream and begins to threaten existing markets, and the status quo. By

Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching:Disruptive Innovation in English Language Teaching: 21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English21st Century Skills and MOOCs in English----Medium InstructionMedium InstructionMedium InstructionMedium Instruction

fairly new. Coined by the Harvard professor Dr. Clayton Christensen in

(http://www.christenseninstitute.org), a explains the ty of sustaining

success in light of a new idea. A disruptive innovation gains credence in the market by ´offering simpler, cheaper, or more convenient options to people for whom the alternative is nothing at

Later through economies of scale, the disruptive innovation becomes more mainstream and begins to threaten existing markets, and the status quo. By

Jon FelperinJon FelperinJon FelperinJon Felperin Jon is academic director of Align Degree Services, LLC which offers a Mini MOOC sampler project. He divides his time equally between San Salvador, El Salvador and Kuala Lumpur, Malaysia jfelperin123@yahoo.

com

22

23

then, entrenched players are unable to respond quickly enough to the challenges and often end up losing market share or worse: lose their relevance and go out of business. Dr. Christensen has extended his theory and work to include primary, secondary and higher education (http://www.christenseninstitute.org/education/) predicting that online education (currently known as blended learning) has the potential to disrupt traditional secondary and postsecondary education. According to Dr. Christensen, in fact, the disruptive innovation of online education began as early as 1989, when the for-profit University of Phoenix launched its fully online university (http://en.wikipedia.org/wiki/University_of_Phoenix.) Online education, today, is now thought to be the seed of technological disruption in education in general, and as I will argue in the remainder of this article, in language education moving forward.

Online education has now fully integrated the latest technologies and practices to extend communication and community in ways that were unthinkable only a few years ago. The application of both synchronous (real time) and asynchronous (on your own time) technologies have particularly impacted the learning of foreign languages, particularly English. In just a few years CALL (computer-assisted language learning) has given way to

TELL (technology-enhanced language learning), and to CMC (computer-mediated communication), among others. But the greatest area of potential disruptive innovation in English language learning and teaching is the MOOC, or MMMMassive OOOOpen OOOOnline CCCCourse. Seen through the lens of a new form of CBI (Content-Based Instruction), and particularly for use in EMI (English-Medium Instruction), MOOCs have (arguably) all of the essential qualities of being a simpler, cheaper and more convenient way of teaching or learning English, not to mention more effective. In fact, consider this in light of the inevitability of (in the near future) a low cost tablet or device at a price point below the current cost of a textbook, or even provided free, as part of an internet service agreement, as is currently the case with many smartphone purchases?

The most obvious example is the recent English Australia launch of MOOEC, or Massive Open Online English Course(s) (http://www.mooec.com/). Billed as ´a collection of free online English lessons provided by universities and colleges´, learners can choose from three levels of difficulty and six areas of language function. There is no cost; it is simple to sign up; and all that is needed is an Internet connection.

Readers may be surprised to know that back in 2002, the American Massachusetts Institute of Technology (MIT) launched its OpenCourseware or OCW project (http://ocw.mit.edu/index.htm), now currently offering 2150 free university courses (in English) to more than 125 million visitors as ´open and available to the world and as a permanent MIT activity.´

24

And many others universities have since followed in MIT´s footsteps, particularly as part of the OCW Consortium worldwide (http://ocw.mit.edu/about/ocw-consortium/). However, another major resource for MOOCs has been Apple´s, iTunes U. The UK Open University, for example (http://www.open.edu/itunes/), offers over 130 courses there at no cost. And for an even wider selection of free material and coursework at iTunes U and elsewhere, see the Open Culture website: http://www.openculture.com/freeonlinecourses.

Content-based language teaching with technology already has a very strong research base. The University of Minnesota´s CCCCenter on AAAAdvanced RRRResearch on LLLLanguage AAAAcquisition, or CARLA (http://www.carla.umn.edu/index.html), among others, has a lifetime´s worth of expertise on how to apply the various

manifestations of CBI theory to language teaching and learning. `Creating content-based lessons/units using technology (in this case MOOCs) to enhance students' language proficiency and content or cultural knowledge´ (in 21st Century terms) first starts with a recognition of the potential of MOOCs in language teaching and learning. Most importantly, recognizing the need to update the current chalk and talk methodology still dominant in most classrooms across the world is a truly (disruptive) innovation whose time has come. By integrating a 21st Century Skills framework within a MOOC delivery system, we get the best of both worlds at lower (opportunity) cost. We help educate our students for the present and future rather than the past. We may even finally bring these basic skills ´to people for whom the alternative is nothing at all.´

25

The advent of the Internet

communicate with others and how we search for information and

acquire digital media, but even how we do our shopping and how

we spend our leisure time. However, quick and easy access to the

world around us has brought with it new ways of

by tech-savvy criminals. The more publicized dangers of the

Internet include the very high probability of downloading a

multitude of malicious viruses and malware onto our computers,

potentially opening them up to hackers, and the existenc

phishing sites, which aim to access our confidential financial

information by disguising themselves as trusted portals. The

unfettered ability to publish and search for inappropriate content

on the Internet has also made the need to filter such conten

monitor access to the world wide web a major concern for parents

and educators.

The popularity and meteoric rise in the use of social networks has,

likewise, changed the way we share information about ourselves

and who we share it with. Coupled with

devices – smartphones, tablets and gaming consoles, and the

availability of high-speed mobile Internet connections and Wi

the amount of time we spend online, how often we go online and

where we go online has undergone a radical

and synchronous chat and photo apps have now become the de

facto modes of communication for many teens, bringing with

them, the added responsibility of their needing to know how to

use them safely and the potential risks they face wh

Many parents understand the vital need to raise their children’s awareness of the basic

rules of Internet safety:

· Don’t view or download content inappropriate for your age (the time /right time will come)

· Don’t publish your address, phone number or other private information on social networks

· Don't share your personal passwords.

· Don’t publish photos of yourself or others in potentially embarrassing situations

· Don’t allow strangers or unverified acquaintances to join your network

· Don’t meet face-to-face with people you meet online.

· Do share the sites and apps you visit and use with your parents

· Do set your privacy setting to the most restricted setting

· Do tell your parents about any uncomfortable situations you may experi

· Do think carefully before posting or sending something online

Cyberbullying has not only changed the ways we

communicate with others and how we search for information and

acquire digital media, but even how we do our shopping and how

we spend our leisure time. However, quick and easy access to the

world around us has brought with it new ways of being victimised

savvy criminals. The more publicized dangers of the

Internet include the very high probability of downloading a

multitude of malicious viruses and malware onto our computers,

potentially opening them up to hackers, and the existence of

phishing sites, which aim to access our confidential financial

information by disguising themselves as trusted portals. The

unfettered ability to publish and search for inappropriate content

on the Internet has also made the need to filter such content and

monitor access to the world wide web a major concern for parents

The popularity and meteoric rise in the use of social networks has,

likewise, changed the way we share information about ourselves

and who we share it with. Coupled with the ubiquity of mobile

smartphones, tablets and gaming consoles, and the

speed mobile Internet connections and Wi-Fi,

the amount of time we spend online, how often we go online and

where we go online has undergone a radical shift. Social networks

and synchronous chat and photo apps have now become the de

facto modes of communication for many teens, bringing with

them, the added responsibility of their needing to know how to

use them safely and the potential risks they face when using them.


Don’t view or download content inappropriate for your age (the time /right time will come)

phone number or other private information on social networks

Don't share your personal passwords.

Don’t publish photos of yourself or others in potentially embarrassing situations

Don’t allow strangers or unverified acquaintances to join your networks

face with people you meet online.

Do share the sites and apps you visit and use with your parents

Do set your privacy setting to the most restricted setting

Do tell your parents about any uncomfortable situations you may experience.

Do think carefully before posting or sending something online

Cyberbullying


Don’t view or download content inappropriate for your age (the time /right time will come)

phone number or other private information on social networks

Don’t publish photos of yourself or others in potentially embarrassing situations

ence.

Joe Pereira

Joe has been an EFL

teacher at the British

Council Porto for 15

years. His main

professional interests lie

in the areas of online

education and digital

game-based learning.

He is currently an e-

moderator for various

global projects and has a

website devoted to

using Interactive Fiction

games for foreign

language learning.

26

Unfortunately, many parents still believe

that simply restricting their children’s

access to Internet devices and social

networks is enough to keep them safe,

rather than discussing with them the

potential dangers they face and how best

to avoid them. A strong and trusting

relationship between parents and their

children is the first line of defence against

virtual and real-world dangers.

However, the potential harm that can be

done to someone on the Internet

(whether they have an active social

presence on it or not) may not even come

from a stranger, but from someone the

person knows well: a schoolmate, a work

colleague, a student or even a teacher.

Bullying – understood as an unw

repeated aggressive act of behaviour that

involves a real or perceived power

imbalance - has, like many other aspects

of modern society, gone online. This new

form of bullying – cyberbullying, eschews

the more traditional physical and verbal

attack for a quicker, much wider

and often anonymous form of personal

attack. Through the Internet and mobile

devices, the victim of this new form of

bullying can now be targeted while in

their own private space and the spreading

of damaging text or images to other users

is almost instantaneous and very difficult

to contain.

Cyberbullying differs from others forms of

bullying in the following ways (adapted

from

http://www.digizen.org/resourc

ullying/ understanding/how-is.aspx):

Impact:Impact:Impact:Impact: a single incident can be

experienced by the victim as multiple

attacks over an extended period of time.

One instance of bullying can have

repeated and long-term consequences, as

content that is removed from the Internet

can later be re-uploaded and re

circulated. Furthermore, the victim of

Unfortunately, many parents still believe

that simply restricting their children’s

access to Internet devices and social

networks is enough to keep them safe,

ng with them the

potential dangers they face and how best

to avoid them. A strong and trusting

relationship between parents and their

children is the first line of defence against

world dangers.

However, the potential harm that can be

e to someone on the Internet

(whether they have an active social

presence on it or not) may not even come

from a stranger, but from someone the

person knows well: a schoolmate, a work

colleague, a student or even a teacher.

understood as an unwanted and

repeated aggressive act of behaviour that

involves a real or perceived power

has, like many other aspects

of modern society, gone online. This new

cyberbullying, eschews

the more traditional physical and verbal

ck for a quicker, much wider-reaching

and often anonymous form of personal

attack. Through the Internet and mobile

devices, the victim of this new form of

bullying can now be targeted while in

their own private space and the spreading

mages to other users

is almost instantaneous and very difficult

Cyberbullying differs from others forms of

bullying in the following ways (adapted

http://www.digizen.org/resources/cyberb

is.aspx):

a single incident can be

experienced by the victim as multiple

attacks over an extended period of time.

One instance of bullying can have

term consequences, as

ed from the Internet

uploaded and re-

circulated. Furthermore, the victim of

bullying may not even be aware that they

have been or are being cyberbullied, as

they may not have seen content about

them that has been posted online.

Targets anTargets anTargets anTargets and perpetrators:d perpetrators:d perpetrators:d perpetrators:can be used as a concurrent online

that technology provides means tha

size and age of the bully are no longer

relevant. Cyberbullies do not need to be

physically threatening –

to be stronger, taller or older than the

person they are cyberbullying, nor do they

require physical contact with their victims.

This has given rise to a completely new

breed of bullies, and not merely old

school thugs who have added the Internet

to their arsenal. Bystanders to

cyberbullying, better referred to as

‘accessories’, can also more easily become

perpetrators (even if una

consequences of their actions at the time)

by passing on or showing to others a

humiliating image or by recording an act

of bullying on a mobile device and sharing

it, thus perpetuating the cycle.

Location:Location:Location:Location: Cyberbullying can take place at

any time of the day and can intrude into

personal spaces previously regarded as

being safe, resulting in the victim feeling

that there is no place to hide and

furthermore, that they may be attacked at

anytime. Young people have traditionally

been told to walk away from and ignore

someone who is trying to bully them.

However, it is not possible to walk away

bullying may not even be aware that they

have been or are being cyberbullied, as

they may not have seen content about

them that has been posted online.

d perpetrators:d perpetrators:d perpetrators:d perpetrators: Cyberbullying

can be used as a concurrent online

extension to

more

traditional

forms of

harassment,

giving the bully

a more

extended reach

and wider

audience for

her attacks. But

the anonymity

and distance

that technology provides means that the

size and age of the bully are no longer

relevant. Cyberbullies do not need to be

– they don’t need

to be stronger, taller or older than the

person they are cyberbullying, nor do they

require physical contact with their victims.

This has given rise to a completely new

breed of bullies, and not merely old-

school thugs who have added the Internet

to their arsenal. Bystanders to

cyberbullying, better referred to as

‘accessories’, can also more easily become

perpetrators (even if unaware of the

consequences of their actions at the time)

by passing on or showing to others a

humiliating image or by recording an act

of bullying on a mobile device and sharing

it, thus perpetuating the cycle.

Cyberbullying can take place at

time of the day and can intrude into

personal spaces previously regarded as

being safe, resulting in the victim feeling

that there is no place to hide and

furthermore, that they may be attacked at

anytime. Young people have traditionally

away from and ignore

someone who is trying to bully them.

However, it is not possible to walk away

27

from constant text messages or to ignore

a website which has been created

specifically to humiliate you.

Anonymity:Anonymity:Anonymity:Anonymity: Cyberbullies often attempt to

remain anonymous, which can be

extremely disturbing for those that are

being bullied. Although the victim may

know that their bully belongs to their

circle of

acquaintances

at school, they

may not be

sure of the

actual identity

of the bully

and this can

make them uneasy, distrustful, and

suspicious of all their relationships.

However, perpetrators are often not as

anonymous as they might think and there

are ways of identifying cyberbullies.

Having said that, although there is likely to

be a trail of digital footprints left by the

bully, tracking down the person’s email or

IP address is time consuming and usually

requires the involvement of a law

enforcement agency and the bully's

Internet service provider - who may only

get involved if they deem the situation

serious enough. And in some cases, if the

cyberbully is really clever and

knowledgeable, even finding out this

information may not be

enough to identify them.

Evidence:Evidence:Evidence:Evidence: Unlike other forms of bullying,

cyberbullying incidents can themselves act

as evidence, in the form of text messages

or computer screenshots. A text message,

for example, will contain the message, the

date and time that it was sent, and

information about the phone it was sent

from. As was mentioned previously, this

information may not be enough

discover the identity of the cyberbully, but

if her identity is known, it can be used to

incriminate her.

from constant text messages or to ignore

a website which has been created

Cyberbullies often attempt to

nonymous, which can be

extremely disturbing for those that are

being bullied. Although the victim may

know that their bully belongs to their

circle of

acquaintances

at school, they

may not be

sure of the

actual identity

of the bully

and this can

uneasy, distrustful, and

suspicious of all their relationships.

However, perpetrators are often not as

anonymous as they might think and there

are ways of identifying cyberbullies.

Having said that, although there is likely to

ints left by the

bully, tracking down the person’s email or

IP address is time consuming and usually

requires the involvement of a law

enforcement agency and the bully's

who may only

get involved if they deem the situation

us enough. And in some cases, if the

cyberbully is really clever and

knowledgeable, even finding out this

Unlike other forms of bullying,

cyberbullying incidents can themselves act

the form of text messages

or computer screenshots. A text message,

for example, will contain the message, the

date and time that it was sent, and

information about the phone it was sent

from. As was mentioned previously, this

information may not be enough to

discover the identity of the cyberbully, but

if her identity is known, it can be used to

Motivation for bullying:Motivation for bullying:Motivation for bullying:Motivation for bullying:before, some cyberbullying is clearly

deliberate and very aggressive. However,

some instances of cyberbullyi

unintentional and are the result of not

thinking or a lack of awareness of the

consequences at the time. Online

behaviour is generally less inhibited than

offline behaviour and things are often said

online that would not have been said in a

face-to-face situation. Two other factors

may be involved here:

• The lack of contextual cues can mean

that what might be intended as a joke

may not be received as such, and

indeed may be deeply upsetting or

offensive to the recipient.

Additionally, because the bull

see the impact that their message has

had, there is less chance for either to

resolve any misunderstanding or to

feel empathy.

• A single act can have unintended

consequences: Sending a 'funny'

(i.e. embarrassing or humiliating)

picture of a colleag

could be viewed as a one

incident, but the nature of the

technology means that the sender

loses control of the image

immediately after they have sent

it. It can then be shared and

posted online ad infinitum. In this

way, a one-off action

a repetitive action, and have

consequences for the person being

bullied far beyond what the

original sender may have

anticipated.

The evidence aspect of cyberbullying is

the one advantageous element of this

form of bullying over others. Ha

that they are being bullied, such as a

screenshot, or a text message or a photo

might make it easier for some victims of

bullying to come forward. However, a

recent MSN report found that 74% of

teens did not try to get help the last time

they were cyberbullied. In this way,

Motivation for bullying:Motivation for bullying:Motivation for bullying:Motivation for bullying: As mentioned

before, some cyberbullying is clearly

deliberate and very aggressive. However,

some instances of cyberbullying are

unintentional and are the result of not

thinking or a lack of awareness of the

consequences at the time. Online

behaviour is generally less inhibited than

offline behaviour and things are often said

online that would not have been said in a

face situation. Two other factors

The lack of contextual cues can mean

that what might be intended as a joke

may not be received as such, and

indeed may be deeply upsetting or

offensive to the recipient.

Additionally, because the bully cannot

see the impact that their message has

had, there is less chance for either to

resolve any misunderstanding or to

A single act can have unintended

consequences: Sending a 'funny'

(i.e. embarrassing or humiliating)

picture of a colleague to a friend

could be viewed as a one-off

incident, but the nature of the

technology means that the sender

loses control of the image

immediately after they have sent

it. It can then be shared and

posted online ad infinitum. In this

off action can turn into

a repetitive action, and have

consequences for the person being

bullied far beyond what the

original sender may have

The evidence aspect of cyberbullying is

the one advantageous element of this

form of bullying over others. Having proof

that they are being bullied, such as a

screenshot, or a text message or a photo

might make it easier for some victims of

bullying to come forward. However, a

recent MSN report found that 74% of

teens did not try to get help the last time

re cyberbullied. In this way,

28

cyberbullying suffers from the same low

rate of reporting as other forms of

bullying. Given the ease with which

cyberbullying can take place and given the

enormous take up rate of these

technologies with children, now, more

than ever is the time to raise awareness of

cyberbullying and to make it clear to

young people that reporting it to parents

or educators is the first step towards a

possible solution. For this to become a

reality in our schools, however, existing

policies and practices related to bullying

need to be updated. Reported incidents

need to taken seriously and sanctions

must be applied to bullies who are caught.

While cyberbullying has become a hot

topic thanks to the media and the very

social networks it works through, old

fashioned bullying using old

physical and verbal attacks continues to

be a daily and mostly unreported and

unresolved reality in our schools and

workplaces. The problem is an old one

and as educators, the solution lies in

making sure students know that it will not

be tolerated and if reported, taking action

to stop it. Ultimately, parents will need to

get involved, but if students are too

embarrassed or afraid to involve their

parents, if the bullying takes

educational context, it is our duty, as

teachers, to ensure the physical and

mental well-being of our students while

they are in our care.

Those who have read past issues of IED

(see IED 6, pg. 25-27) might already be

familiar with the concept of Interactive

Fiction – a text-based form of video game

which blends literature and player control

through natural language input. In other

words, the reader of the story co

the narrative by commanding the

protagonist to explore the story

deciding where she goes and

cyberbullying suffers from the same low

rate of reporting as other forms of

bullying. Given the ease with which

cyberbullying can take place and given the

enormous take up rate of these

technologies with children, now, more

an ever is the time to raise awareness of

cyberbullying and to make it clear to

young people that reporting it to parents

or educators is the first step towards a

possible solution. For this to become a

reality in our schools, however, existing

d practices related to bullying

need to be updated. Reported incidents

need to taken seriously and sanctions

must be applied to bullies who are caught.

yberbullying has become a hot

topic thanks to the media and the very

through, old-

fashioned bullying using old-fashioned

physical and verbal attacks continues to

be a daily and mostly unreported and

unresolved reality in our schools and

workplaces. The problem is an old one

and as educators, the solution lies in

students know that it will not

be tolerated and if reported, taking action

to stop it. Ultimately, parents will need to

get involved, but if students are too

embarrassed or afraid to involve their

s place in an

text, it is our duty, as

teachers, to ensure the physical and

being of our students while

Those who have read past issues of IED

) might already be

familiar with the concept of Interactive

based form of video game

which blends literature and player control

through natural language input. In other

words, the reader of the story co-creates

the narrative by commanding the

protagonist to explore the story-world,

deciding where she goes and the actions

she takes along the way. Many works of

Interactive Fiction include challenges in

the form of logical puzzles which need to

be solved in order for the narrative to

advance, and are thus placed nearer the

GAME end of the Interactive Fiction

spectrum. However, others focus on

telling a story with little or no game

elements. These more NARRATIVE

works use the Interactive Fiction format to

make the reader see and act through the

eyes of the protagonist in a way that

traditional static text cannot achieve. One

such work is Rameses (2000) by Stephen

Bond, and as it deals with bullying in a

peripheral, yet visceral way, I think it may

ever witnessed an act of bullying and been

unable to interfere. This game is

particularly noteworthy for the fact that

the story is told in the first

(contrary to the more common second

person perspective found in most

Interactive Fiction), but mainly bec

unlike the premise of Interactive Fiction,

which is to give the reader

determining how the narrative unfolds, in

Rameses, this is almost completely taken

away because the protagonist is unable to

do and say what he really wants to and is

ultimately led by others.

Instructions on where to access the game

and how to play it, as well as a lesson plan

and accompanying materials can be found

on my websitehttp://www.theswanstation.com/wordpres

she takes along the way. Many works of

Interactive Fiction include challenges in

the form of logical puzzles which need to

be solved in order for the narrative to

advance, and are thus placed nearer the

GAME end of the Interactive Fiction

trum. However, others focus on

telling a story with little or no game-like

elements. These more NARRATIVE-based

works use the Interactive Fiction format to

make the reader see and act through the

eyes of the protagonist in a way that

t cannot achieve. One

such work is Rameses (2000) by Stephen

Bond, and as it deals with bullying in a

peripheral, yet visceral way, I think it may

be of

interest to

those

reading this

article who

have been

victims of

bullying

themselves

or who have

itnessed an act of bullying and been

unable to interfere. This game is

particularly noteworthy for the fact that

the story is told in the first-person

(contrary to the more common second-

person perspective found in most

Interactive Fiction), but mainly because

unlike the premise of Interactive Fiction,

which is to give the reader agency in

determining how the narrative unfolds, in

Rameses, this is almost completely taken

away because the protagonist is unable to

do and say what he really wants to and is

imately led by others.

Instructions on where to access the game

and how to play it, as well as a lesson plan

and accompanying materials can be found

my website http://www.theswanstation.com/wordpress/rameses

29

CAVEAT!CAVEAT!CAVEAT!CAVEAT! While I feel that Rameses is one of the

most powerful works of Interactive Fiction

I have ever played and it ties in quite

nicely with the topic of Bullying, I must

warn the faint of heart amongst you that,

as might be expected from a story that

makes you see the world through the eyes

of a 17 year-old boy suffering from very

low self-esteem and various social

inadequacies, that there are copious

amounts of swearing throughout the

game! Notwithstanding, I do not believe

this is reason enough to justify the not

sharing of this resource with like-minded

adventurous teachers and even with

mature students, ages 16 and up. They

can handle it.

As evidence of this, I'd like to share with

you an email exchange I had with a former

student (18 years old, Advanced level -

let's call her 'Clara') on the subject of

Rameses, and the state of bullying in

schools in Portugal:

'I understand your problems with showing

"Rameses" to kids, but I think teenagers

and adults would be receptive to this

game; the swearing makes the story all

the more real and bullying is a serious

problem which affects people of all ages,

so I don't see any harm in talking to teens

about it. I have been bullied in school and

yes, I have stood by watching others being

bullied without lifting a finger. It's

extremely common (I'm speaking, of

course, about schools here in Portugal)

and it starts earlier than one may think;

kids can be extremely cruel, sometimes

more than adults can. When I was about

seven or eight I was bullied by a classmate

and even her mother got involved ... this

went on for maybe three, four months,

until school ended and I told my parents,

who signed me up for another school.

Later, I watched many people being

bullied. It became more serious - there

were no parents involved, but teenagers

are often embarrassed to tell their

parents they were being beaten up or

insulted, so they don't tell anyone about

it. I realise sometimes it can be worse to

tell a teacher, but other times things get

pretty serious and kids can't deal with that

by themselves.

In my opinion, "Rameses" illustrates

perfectly what being bullied is. Not being

able to do anything to help someone,

even if we hate the bully and the things

he/she does, is a major part of bullying.

Bullies often turn against those who try to

help those who are weaker, which makes

them afraid to say anything at all. I don't

think Alex is as bad as the bully - I only

think he, like so many others (and not

unlike myself, when I was younger), is

scared and that makes him frustrated. In

conclusion, "Rameses" is a perfect

example of bullying and its effects on

others. The fact that the story isn't

focused on the guy being bullied doesn't

lessen the impact of the message - on the

contrary, it gives us additional information

and a point of view many people can

relate to. Now, I think I'd be able to

intervene and stand up to a bully.

However, not all kids will grow up to be

capable of doing so. That's why I think

sharing these kinds of games with people

would be an amazing help, from kids to

teenagers, including their parents. By the

way, I hadn't realised this game's lack of

interaction meant to underline Alex's

frustration and inactivity, but that's

bloody genius!'

Well, with a review like that, can you

actually NOT give it a try?

Stay safe!

30

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