Securing the next generation: enhancing e-safety awareness among young people

Atkinson, Shirley; Furnell, Steven; Phippen, Andy

doi:10.1016/s1361-3723(09)70088-0

Cited by 42 publications

(24 citation statements)

References 3 publications

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“…A number of recent reports recommend that more attention should be given to internet safety teaching at primary and pre-school level (Byron, 2008;Davidson et al, 2012;Haddon & Livingstone, 2012) in order to develop children's online resilience, and to enable them to make more accurate assessments of risk and to respond responsibly. Despite the policy rhetoric promoting internet safety and the explicit requirements of the new 2014 National Curriculum to teach children to 'use technology safely, respectfully and responsibly' (Department for Education, 2013, p. 205), it seems schools are essentially left to navigate the minefield that is internet safety with very little guidance (Atkinson, Furnell, & Phippen, 2009). Moreover, schools may be proficient in teaching children and young people how to use technologies, but are, perhaps, negligent in teaching them how to use technologies safely (Grant, 2013).…”

Section: Evidence Base and Rationalementioning

confidence: 99%

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

2016

Fields: Journal of Huddersfield Student Research

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The internet is becoming increasingly integral to children's lives. Consequently, it is vital that children are educated in how to protect themselves online and how to become responsible online users. This action research study addresses significant gaps in existing research by exploring children's online experiences, alongside their understandings of risk, from their own perspective, in order to inform a personalised and relevant internet safety curriculum within the research setting. The study utilises a mixed-methods approach, combining a comprehensive quantitative survey with a subsequent qualitative group interview with a sample of 14 participants. Findings suggest that, despite being proficient online users with an awareness of what constitutes online risk, many children largely fail to apply this knowledge to their own online practices. The study demonstrates the importance of educators and schools understanding children's online activities in order to respond to their needs and concerns effectively. Based on the research findings, it is recommended that similar research is actioned across primary schools, and that schools appoint pupils as internet safety ambassadors to provide educators with insights into children's current online activities, alongside providing peer guidance and support from a pupil perspective. These recommendations could be significant for the online safety education of children and young people in the wider context.

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Section: Evidence Base and Rationalementioning

confidence: 99%

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

2016

Fields: Journal of Huddersfield Student Research

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“…Cyber security is a complex matter, and any approach to solving the issues related to cyber security involves physical, procedural and logical forms of protection against threats [5]. Cyber security education is vital in preparing people to implement cyber security practices.…”

Section: Cyber Security Educationin New Zealand (Nz)mentioning

confidence: 99%

Capture The Talent: Secondary School Education with Cyber Security Competitions

Deylami¹,

Mohaghegh²,

Sarrafzadeh³

et al. 2015

IJFCST

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“…ICT has enormous benefits provided that it is used correctly (Byron, 2008;Cross et al, 2016). If technology is used incorrectly, it can lead a number of cyber-related risks and threats which include access to inappropriate material (pornography), personal information being compromised (identity theft), and emotion-related threats (cyber-bullying) (Atkinson, Furnell, & Phippen, 2009;S. von Solms & von Solms, 2014;Chandrashekhar, Muktha, & Anjana, 2016;Sezer, Yilmaz, Yilmaz, & Gizem, 2015;Huda et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Growing a cyber-safety culture amongst school learners in South Africa through gaming

Kritzinger

2017

SACJ

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Virtually all school learners today have access to ICT devices and the internet at home or at school. More and more schools are using ICT devices to improve education in South Africa. ICT devices and internet access have enormous advantages and assist learners in learning and teachers in teaching more successfully. However, with these advantages come numerous ICT and cyber-risks and threats that can harm learners, for example cyber-bullying, identity theft and access to inappropriate material. Currently, South Africa does not have a long-term plan to grow a cyber-safety culture in its schools. This research therefore proposes a short-term initiative in the form of a game-based approach, which will assist school learners in becoming more cyber safe and teach learners about the relevant cyber-related risks and threats. The research is based on a quantitative survey that was conducted among primary school learners to establish if the game-based approach would be a feasible short-term initiative. The aim of the research is to establish if a game based approach can be used to improve cyber-safety awareness. This approach was plotted into the required ICT and cyber-safety policy required by all schools.

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Securing the next generation: enhancing e-safety awareness among young people

Cited by 42 publications

References 3 publications

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

Children and the internet: An exploration of Year 5 pupils’ online experiences and perceptions of risk

Capture The Talent: Secondary School Education with Cyber Security Competitions

Growing a cyber-safety culture amongst school learners in South Africa through gaming

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