Areas of Learning and Experience. 6




Esafety - Reflect and discuss the meaning and parameters of e-safety

E-Safety can be defined simply as using the internet in a safe way; without the risk of being harmed. (Tolmie, 2011). The use of technology is important when wanting to engage and motivate young people. (Tolmie, 2011). E-Safety can be focused on three main areas of risk: Content: being exposed to inappropriate, illegal or harmful material while using the internet; Contact: being subjected to harmful abuse or harmful online interaction with other users such as scammers; Conduct: your personal use of the internet which might increase your likelihood of being subjected to online abuse or exposed to illegal content. (Safeguarding Essentails, 2015). 
In 2012, OFSTED added E-Safety to their requirements when conducting school inspections, which placed more demands on school budgets, school staff and the school timetable. These requirements did not just include internet use while in school but rather way beyond the classroom, within the schools expected reach when teaching the content. (Safeguarding Essentials, 2015). Despite this, staff members are still unclear to what E-Safety is and do not know how to make it part of the school agenda. (Safeguarding Essentials, 2015). Youngsters do not know what they are signing up for on the internet, which means they are frequently giving away personal information away which may leave them vulnerable. (BBC, 2017). Children and young people are the biggest users of the internet which has not been designed for them, therefore children should learn about 'digital citizenship' and it is  believed that social media companies should be pressured to do more to rewrite their terms and conditions into a far simpler language for children and young people to  understand. (BBC, 2017). Teaching children E-Safety should be as important as teaching topics such as sex education and other topics such as health, social, and personal. (Targeted News Source, 2011). 

A study which tested teenager’s ability to understand the terms and conditions of photo sharing website Instagram was conducted. It is believed that 56% of 12 to 15 year olds use the social media site, The report said that none of the teenagers fully understood the terms and conditions. A teenager who was a part of the study said it made him realise how much personal data; without realising he had been publishing onto the internet. This encouraged another participant to delete the social media site. (BBC, 2017). 
In order to respond to the needs foe young people to be educated in the field of E-safety, five primary schools in Croatia carried out a project called 'Children’s safety on the internet'. (Kralj, 2016:59). The project looked to develop the school curriculum area for children's safety on the internet. (Kraji, 2016:61). Also, to raise the students', teachers', parents' and general publics awareness of the dangers of the internet and to understand the issues relating to E-Safety. (Kralj, 2016:61-62). The results from this report found that the new and improved curriculum met student’s needs, and successfully taught the dangers of the internet through many resources such as: textbooks, guides, interactive multimedia, e-books etc.). This demonstrates it is possible to teach E-Safety effectively in the classroom. (Kralj, 2016:59). 
The EU kids Online research conducted across 25 countries in 2011. (Livingstone et al, 2011) showed that the average age of first internet use is seven, and also found that 93% of children aged 9-16 use the internet daily and of that 55% of children have public profiles of which have personal information published upon social media networks. Also 13% of children have said the have been upset or harassed online. (Kralj, 2016:60). This highlights the needs for E-Safety to be taught in the classroom. 

Techniques which have been used to teach E-safety include: 'Opening up Education'. This is an E-safety label which looks to equip schools with the correct resources to develop E-safety confidence. It provides schools with facts sheets, checklists and advice and guidance. (NASDAQ, 2014). 
The Web we Want handbook is an educational handbook which allows students to test their skills and knowledge on e-safety and teaches them more about their rights on the internet and provides tips and tools for the online world. (NASDAQ, 2014). 
Reference List.

 Kralj, Lidija. "E-SAFETY AND DIGITAL SKILLS AS PART OF SCHOOL CURRICULUM." Medijske Studije = Media Studies 7.13 (2016): 59-75. Web.

Safeguarding Essentials, (2015).' A back to basics explanation of e-safety in relation to schools' https://www.e-safetysupport.com/stories/166/what-is-e-safety#.XNAhtEh7nX4. Last Accessed 02/05/2019 

 Targeted News Service. E-Safety In Schools is as Important as Sex Education According to BCS Video Debate 2011, , Washington, D.C. 

BBC. (2017). 'Online safety: Internet 'not designed for children'. https://www.bbc.com/news/education-38508888. Last accessed: 06/05/19. 

Tolmie, A. (2011). 'Have an eSafety policy'. https://www.schoolswork.co.uk/ineedto/have-an-esafety-policy?. Last Accessed: 03/05/19

"Liberty Global and European Schoolnet Support Schools With ESafety Challenges." News Bites US - NASDAQ [Melbourne] 2014: News Bites US - NASDAQ, Feb 12, 2014. Web. 





 

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