Science and technology
Making the best and avoiding the worst of the internet Senior pastoral staff at King Edward’s Witley are well aware of the downside of the infinite possibilities of the web and are educating pupils and parents in identifying and handling potential risks. They are also making the most of modern systems of communication to improve management systems within the school Parents frequently despair that their children seem to have limited interest in the art of good conversation, yet the current younger generation cannot be accused of not communicating. Far from it; they are inundated with opportunities to communicate via the plethora of social media channels now available to them. E-safety is the buzzword used to raise awareness of the appropriate protocols that should be followed to safeguard young people during their online experiences. Not a day goes by without a report about the potential dangers of the internet, but while these are undoubtedly of grave concern, they should be balanced by an appreciation of the wealth of information and opportunities that the digital environment provides. Andrew Day, chair of the e-safety working group at King Edward’s Witley, is well aware of the concerns many parents have about the internet which is, for some of them, an unfamiliar environment. The school takes pride in its outstanding commitment to pastoral care, and although it already has a strong e-security policy in place, it invited independent e-safety expert Karl Hopwood to the school to speak to pupils and staff and improve awareness of the steps that need to be taken to ensure a safe and responsible approach to internet usage. According to Mr Hopwood, e-safety is not about enforcing bans on access to the internet, since that is all too likely to drive increased usage. Rather it is about empowering children and young people to keep themselves safe when online and encouraging them to be responsible users of the technology that is so appealing to them. Cyberbullying, sexting, accessing inappropriate content, engaging in conversations with paedophiles or extremists, or developing an addiction to gaming or online activity – these are all challenging issues associated with the online community that the majority of young people are familiar with. But they are not necessarily equipped with the appropriate knowledge to understand how to protect themselves from falling victim to any of these digital dangers. In addition to this, school-aged children are regularly warned about the increasing number of accidents or tragedies caused by young people failing to ‘switch off’ from social media when they need to pay attention to their physical safety in the real world. ‘Divided attention’ or ‘inattentional blindness’, as psychologists call it, can be responsible for children failing to hear cars or trains or even noticing the edge of a cliff top, because they are too wrapped up in a social media dialogue. According to Mr Hopwood, the risks our children are less
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familiar with relate to the unintentional supply of personal information and the implications of this; and the failure to recognise the potential long term effects that inappropriate online behaviour can cause, resulting in a tarnished reputation for life. A child’s reputation can be harmed not just by what they post, but also by what others share about them online, such as friends tagging them in inappropriate posts, photographs or videos. And while schools are charged with a growing responsibility to recognise the risks for the pupils in their care, Mr Hopwood believes that some schools are not entirely up to speed with all the critical safeguarding measures that need to be taken. “There needs to be an ongoing awareness campaign to alert teaching staff to the potential dangers that the internet can introduce their pupils to; and this should include regular refresher training as technology evolves and new risks emerge within the digital landscape. It is not just teachers associated with technology-based subjects who need to be kept up to date; all teachers have a duty to embrace current technology and modern methods of communication so that they are able to effectively monitor the behaviour of children in their care,” he says. Andrew Day agrees. “At King Edward’s, we take e-safety seriously and completely agree with Karl’s view that e-safety is not about technically blocking websites but far more about educating our pupils to use sound judgment when deciding what to access, and to consider future implications when posting content online. Although e-safety, as a topic, is covered and revisited throughout years 7, 8 and 9 within the computing curriculum, simply featuring the lesson within our curriculum is not enough. We are looking to shift thinking across the school. “Pupils spend more time on social media each day than they do with any individual teacher. Pupils are the masters of their online destiny and we, as a school community, have a joint responsibility to look after each other ‘online’, as much as we do ‘offline’. Inviting Karl to King Edward’s each year for his thought-provoking whole school training significantly enriches our e-safety campaign and brings it to the forefront of minds. We do not believe that the sudden spike in access to Facebook privacy settings across the school network in the 20 minutes that follow each talk is a coincidence.” But what advice is there for parents of the current new media savvy generation? As statistics show that children are going online at an increasingly younger age, what steps should
Spring 2016
*CCR Vol53 no1 Spring 2016.indd 48
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