Assignment # 3 Genre Writing Essay

Cyberbullying and Supporting the Safe and Ethical use of Information and
Communication Technology in Schools.
With the rapid development of technology, there is now a new area for anti-social behaviour
in which individuals are able to hide behind their mobile phones and computer screens, often
without the worry of witnessing the consequences of their behaviour (Holfeld & Grabe, 2012;
Eden et al,2013; Christian Elledge et al, 2013). This essay will look at cyberbullying in
schools as it is an issue in contemporary education that has an impact on students wellbeing
as well as teachers daily working lives. Its aim is to highlight three main themes: addressing
the safe and ethical use of Information and Communication technology for students, the role
of schools and teachers in developing school based policy regarding cyberbullying and how
cyberbullying effects students educational outcomes in the classroom.
Cyberbullying is defined as the use of information and communication technologies to
support deliberate, repeated and hostile behaviour by an individual or group, which is
intended to harm. (www.cyberbullying.org, 2015).
Modern technology has made it possible for young people to engage in bullying off of school
grounds and often from the comfort of their own homes. Holfeld & Grabe (2012) explain
how contrary to traditional bullying, cyberbullying allows youth to: bully from multiple
locations, bully anonymously, embarrass others with an unlimited audience and to engage in
such behaviours with reduced supervision. Any person who has access to the Internet can
access anyone else that also uses the internet, which makes it very difficult to police. Hoff &
MICThell (2009) explain that similar to traditional forms of bullying, cyberbullying is often
deliberate and relentless, but it can be even more unnerving because of the anonymous nature
of the assault.
As previously identified ICT (Information and Communication Technology) plays a very
important role in the lives of young people. Teachers, parents and students must be aware that
there are dangers associated with these technologies, and it is vital individuals have the
correct tools to ensure that they are a safe, ethical user of technology. As part of The
Australian Curriculums (2015) General Capabilities, Information and Communication
Technology (ICT) capability students must earn to use ICT effectively and appropriately to
access, create and communicate information and ideas, solve problems and work
collaboratively in all learning areas at school, and in their lives beyond school. For students
this includes knowing and understanding Internet safety rules, understanding the dangers of
Rebecca Wild
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hill0436@flinders.edu.au

Workshop 3pm Tuesday

Victor Korobacz

interacting with strangers online, avoiding and exiting inappropriate sites online, following
social protocols and guidelines using ICT, recognising inappropriate behaviour (including
cyberbullying and sexting) and acting responsibly by caring for their identity and others
identities and personal information. For teachers this component of the curriculum is
addressed across a variety of subject areas across all year levels, and must be used in a variety
of ways.
Eden et al. (2013) identified in a study of teachers perceptions, beliefs and concerns about
cyberbullying that there is a need for schools to develop policy guidelines as well as
establishing programs for school teachers to cope with the effects of cyberbullying. Often
cyberbullying can take place inside school grounds and within classes, as a result teachers
need to be vigilant of any indication that this may be taking place. Students have reported that
they do not generally seek help or report cyberbullying for fear of reprisal and this ongoing
bullying can result in students becoming withdrawn, which in turn can affect their school
work, their friendships, and ultimately lead them to dangerous, self-destructive behaviour
(Hoff & Mitchell, 2009).
Eden et al. (2013) explain that it would be beneficial for schools and teachers to design, plan
and implement appropriate actions to prevent cyberbullying and that urgent attention needs to
be paid to three aspects: policy making, enhancing awareness of the school team and coping
strategies for parents. A study by Hoff & MICThell (2009) found that students rarely reported
cyberbullying to their parents or at school, despite their admission that being targeted left
them feeling fearful, angry, sad, and powerless. It is vital that students feel empowered to
report cyberbullying to their teachers and parents, so that it is possible to ensure that the
bullying ceases immediately and the students emotional wellbeing is not impacted.
In Australia there are many resources available for schools and teachers to implement anticyberbullying policies and increase student awareness of the importance of reporting
cyberbullying, such as those listed by the National Safe Schools Framework (2015).
Resources such as these can be used to aid in implementing school policies around
cyberbullying, as well as increasing awareness to staff, student and parents about the effects
of cyberbullying. The Office of the Childrens eSafety Commissioner (2015) encourage
schools to consult with staff, parents and, where appropriate, students on the draft policies
and codes of conduct and promote the revised policies and codes of conduct, specifically the
rules associated with each policy and the consequences of breaking any rules.

Rebecca Wild
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EDUC3627
hill0436@flinders.edu.au

Workshop 3pm Tuesday

Victor Korobacz

These policies will make clear to students, parents and teachers the responsibility they each
have in ensuring that cyberbullying is avoided, and if it is found to be happening that there
will be serious consequences. Hoff & MICThell (2009) put forward the idea that teachers and
administrators are unlikely to see the behaviour first-hand, making responding to it more
difficult than traditional forms of face-to-face bullying, and many schools lack the resources
and expertise to investigate cyber-incidents.
Eden et al. (2008) argues that although teachers recognise traditional face to face school
bullying, few are aware of the extent to which bullying occurs off school grounds through
digital means, while they have a crucial role in tackling the problemin classroom and
individual interventions, in working with student victims and bullies, in working with parents
and even in cooperating with community interventions. This seems to have sparked debate
about whether it is the responsibility of schools and teachers to address cyberbullying as it
takes place outside of the school grounds (Hoff & MICThell, 2013) However, the Melbourne
Declaration on Educational Goals for Young Australians (2008) affirms that Schools play a
vital role in promoting the intellectual, physical, social, emotional, moral, spiritual and
aesthetic development and wellbeing of young Australians. These goals highlights the schools
responsibility to address cyberbullying at every level to ensure the emotional wellbeing of its
students.
It is vital that schools and teachers understand the importance of each students emotional
wellbeing and the role that this plays in the daily life of a teacher. Nakamoto & Schwartz
(2010) explain the premise that student victimisation can lead to significant distress in
multiple domains which, in turn, is thought to exert a destructive influence on students school
performance.

The Australian Professional Standards for Teachers (APST) (2015) sets out

seven standards required of high quality, effective teachers in South Australia, including
standards relating to creating and maintaining a supportive and safe learning environment
and the importance of being able to know the students and how they learn. The requirement
of these standards highlight the daily work of a teacher to ensure that students physical,
social and intellectual development is addressed and students feel safe and supported.
Without addressing these factors it is impossible for students to engage with their learning
and be fully active participants. Issues such as cyberbullying can have substantial effects on
students wellbeing and teachers must take this into account when looking at challenges for
teaching and learning. Eden et al. (2013) highlights that research has identified that
cyberbullying, like face to face bullying, can effect academic skills and achievement as well

Rebecca Wild
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EDUC3627
hill0436@flinders.edu.au

Workshop 3pm Tuesday

Victor Korobacz

as be responsible for a decrease in students motivation and academic achievements, and

cause school absences and difficulties in focusing.
Personal and Social Capability is one of the General Capabilities outlined in The Australian
Curriculum (2015) which seeks to get students to develop personal and social capability as
they learn to understand themselves and others, and manage their relationships, lives, work
and learning more effectively. It is vital that in the school environment students are able to
develop a range of range of practices including recognising and regulating emotions,
developing empathy for others and understanding relationships, establishing and building
positive relationships, making responsible decisions, working effectively in teams, handling
challenging situations constructively and developing leadership skills (The Australian
Curriculum, 2015).
Teachers have the arduous role of being responsible not only for their understanding of the
designed curriculum, but also address students emotional and social needs. Hase et al. (2015)
reveals that some scholars have theorized that cyberbullying may be more harmful than
traditional bullying due to the possibility of a large audience, anonymity, nearly unlimited
access to victims, and lower levels of supervision. As a result, teachers must be equipped with
the skills to support students in navigating the demands of their academic, social, emotional
and peer relationships to achieve required academic goals (Eden et al., 2009).
In conclusion this essay has defined cyberbullying and how it can impact on the lives and
wellbeing of young people today as well as look at how to support the safe and ethical use of
information and communication technology in Schools. The role of schools and teachers in
developing clear policies relating to cyberbullying cannot be undervalued; these policies are
designed to protect the safety and wellbeing of students on the Internet regardless of the
location of the students. It is also important that students are introduced to how to be safe and
ethical users of ICT, to ensure that they are aware of the dangers associated with its use in the
modern world. In combination, these two elements can assist in the prevention and/or an
increase in reporting of instances of cyberbullying. To achieve this schools, teachers, students
and parents must work together to ensure that students feel safe and secure in order for them
to reach their academic potential.

Rebecca Wild
2083654

EDUC3627
hill0436@flinders.edu.au

Workshop 3pm Tuesday

Victor Korobacz

References
Australian Government, The Office of the Childrens eSafety Commissioner (2015)
Enhancing Online Safety. Viewed Online, URL: https://esafety.gov.au/
Australian Institute for Teaching and School Leadership (AITSL) (2015).
The Australian Professional Standards for Teachers (APST) .viewed online, URL:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Cyberbullying Research Centre (2015). Resources Cyberbullying. Viewed Online, URL:
www.cyberbullying.org /resources /teens/
Eden, S., Heiman, T and Olenik-Shamesh, D. (2013). Teachers perceptions, beliefs and
concerns about cyberbullying. British Journal of Educational Technology, 44(6), pp. 1-17,
DOI: 10.1111/j.1467-8535.2012.01363.x
Elledge, C., Williford, A., Boulton, A J., Depaolis, K J., Little, T D. (2013) Individual and
Contextual Predictors of Cyberbullying: The Influence of Children's Provictim Attitudes and
Teachers' Ability to Intervene, Journal of Youth and Adolescence, 42(5) , pp. 698-710, DOI:
10.1007/s10964-013-9920-x
Hase, C., Goldberg, S., Smith, D., Stuck, A. and Campain, J. (2015). IMPACTS OF
TRADITIONAL BULLYING AND CYBERBULLYING ON THE MENTAL HEALTH OF
MIDDLE SCHOOL AND HIGH SCHOOL STUDENTS. Psychol. Schs., 52(6), pp.607-617.
DOI: 10.1002/pits.21841
Hoff, D. L., & Mitchell, S. N. (2009). Cyberbullying: Causes, effects, and remedies. Journal
of Educational Administration, 47(5), 652-665.
doi:http://dx.doi.org/10.1108/09578230910981107
Holfeld, B. and Grabe, M. (2012). Middle School Students' Perceptions of and Responses to
Cyber Bullying. Journal of Educational Computing Research, 46(4), pp.395-413, DOI:
10.2190/EC.46.4.e
Kauppi, T. and Prhl, M. (2012). School teachers bullied by their students: Teachers'
attributions and how they share their experiences. Teaching and Teacher Education, 28(7),
pp.1059-1068. DOI: 10.1016/j.tate.2012.05.009
Ministerial Council on Education, Employment, Training and Youth Affairs (2008) The
Melbourne Declaration on Educational Goals for Young Australians. Viewed Online, URL:
http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_
Goals_for_Young_Australians.pdf
Nakamoto, J. and Schwartz, D. (2010). Is Peer Victimization Associated with Academic
Achievement? A Meta-analytic Review. Social Development, 19(2), pp.221-242. DOI:
10.1111/j.1467-9507.2009.00539.x
National Safe Schools Framework (2015).

Rebecca Wild
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Workshop 3pm Tuesday

Victor Korobacz

The Australian Curriculum (2015) General Capabilities. Information and Communication

Technology (ICT), viewed online, URL:
http://www.australiancurriculum.edu.au/generalcapabilities/information-and-communicationtechnology-capability/introduction/introduction

Rebecca Wild
2083654

EDUC3627
hill0436@flinders.edu.au

Workshop 3pm Tuesday

Victor Korobacz