Teens, Tweens and Technology

1. Teens, Tweens and Technology Cyberbullying Training of Trainers By Adrienne DeWolfe

2. Developed for the School Law Enforcement Partnership by: Adrienne DeWolfe, Contra Costa County Office of Education Linda Sargent, Retired, Kern County Superintendent of Schools Office Stacey Stansberry, Kern County Superintendent of Schools Office Tom Byars, Tulare County Office of Education Teens, Tweens and Technology Cyberbullying Prevention

3. Agenda • The Millennials (M2) - MultiMedia Teens • Cyberbullying – Definitions & Research • Discipline and the Law • Practices in Addressing Cyberbullying • What Should Educators Do? • Resources

4. How Millennial are you? Do You…

5. Welcome to Their World • From the MacArthur Digital Media and Learning Initiative • Use this link to view it online.

6. Pew Internet & American Life 2010

7. Gaming #1 Cell #1 Online #1 Gaming #2 Cell #2 SN #1 Text #1

8. With 94% of teens going online, what are they doing on the Internet? 81% go to websites about movies, TV shows, music groups, or sports stars, and 77% go online to get news. Teens don’t only consume media, 57% of online teens have created some kind of content online. More than half of teens report going online to get information about a college, university or other school that they are thinking about attending. 38% have bought something online like books, clothes or Music. #1 Online - What are they doing? Cyberbullying 2010 Pew Internet & American Life 2010

9. 97% of teens, ages 12-17, have played video games of some form: 86% on consoles (Wii, Xbox, PlayStation), 73% on computers and 60% on portable devices. The five most popular games are Guitar Hero, Halo 3, Madden NFL, Solitaire, and Dance Dance Revolution. The ratings of these games range from E-rated “Everyone” games to “Mature” M-rated games for violence, gore, and language (Halo). One in five (21%) teens who play video games play MMOGs (massive multiplayer online games like Runescape and World of Warcraft). #1 Gaming - What are they doing? Teens, Video Games and Civics Pew Internet & American Life 2008

10. There are more than 200 multiplayer online gaming environments aimed at Tweens, ages 6-14.1 Club Penguin, Webkinz and Habbo are three popular sites that have an aspect of social networking. They provide chat that either limits what users can say to a menu of greetings or is filtered to allow only pre-approved words and phrases, blocking the sharing of a phone number or other personal information. SuperSecret lets kids play at the fantasy of growing up; avatars start at age 10 with 18 as the eventual goal earning privileges on the way. #2 Gaming - What are they doing? MSNBC, 2010 Netfamily News, 2010 CommonSense Media, 2010

11. Cell phones help bridge the digital divide by providing internet access to less privileged teens. 21% of teens who do not otherwise go online say they access the internet on their cell phone. 41% of teens from households earning less than $30,000 annually say they use their cell phone to go online. Only 70% of teens in this income category have a computer in the home, compared with 92% of families from households that earn more. 44% of black teens and 35% of Hispanic teens use their cell phones to go online, compared with 21% of white teens. #1 Cell phones – What are they doing? Teens, Cell Phones and Texting Pew Internet & American Life 2010

12. Cell phone texting has become the preferred channel of basic communication between teens and their friends, with cell calling a close second. Some 75% of 12-17 year-olds now own cell phones, up from 45% in 2004. Those phones have become indispensable tools in teen communication patterns. Fully 72% of all teensages 12-17 -- or 88% of teen cell phone users -- are text-messagers. That is a sharp rise from the 51% of teens who were texters in 2006. More than half of teens (54%) are daily texters. #2 Cell phones – What are they doing? Teens, Cell Phones and Texting Pew Internet & American Life 2010

13. Half of teens ages 12-17, send 50 or more text messages a day and one in three send more than 100 texts a day. That’s more than 3,000 texts a month. Boys typically send and receive 30 texts a day; girls typically send and receive 80 messages per day. Girls are also more likely than boys to text for social reasons and about school work. 59% of girls text several times a day to "just say hello and chat;” 42% of boys do so. 76% of girls text about school work, while 64% of boys text about school. #1 Texting – What are they doing? Teens, Cell Phones and Texting Pew Internet & American Life 2010

14. 73% of American teens (12-17 years old) use a social networking site (September, 2009 data). This number has climbed from 55% in 2006. Use is the highest among 14-17 year-olds at 82%, while 55% of 12-13 year olds use social networking sites. These age findings are understandable in light of age restrictions on social networking sites that require users to be 13 or older to post a profile (COPPA), but do not actively prevent it.1 More teens are now using Facebook (50%) compared to MySpace (38%), and Twitter remains unpopular (6%). 2 #1 SN – What are they doing? Social Media and Young Adults Pew Internet & American Life 2010

15. How do we make sense of it all? CommonSense Media NetFamilyNews

16. Concerns – Inappropriate Contact & Content

17. Inappropriate Content Cox Communi-cations and NCMEC 2009

18. Inappropriate Content Cox Communi-cations 2009 and Harris Interactive 2007

19. Inappropriate Contact Cyber- bullying Research Center 2010

20. Inappropriate Contact Ybarra and et. al. 2009

21. F2F Bullying Defined by Dan Olweus • Aggressive Behavior • Verbal • Physical • Psychological • Carried Out • Repeatedly and Over Time • Imbalance of Power • Physical • Psychological • Behavior is Intended to Harm or Disturb • Direct Bullying • Physical Acts • Taunting • Intimidation • Indirect Bullying • Gestures • Exclusion • Rumors

22. F2F Bullying vs. Cyberbullying • Aggressive Behavior • Verbal • Physical • Psychological • Carried Out • Repeatedly and Over Time • Imbalance of Power • Physical Techie • Psychological • Behavior is Intended to Harm or Disturb • Direct Bullying • Physical ActsAnonymity • Taunting • Intimidation • Indirect Bullying • GesturesImpersonation • Exclusion • Rumors

23. Examples of Cyberbullying • Sending cruel, vicious, or threatening messages. • Creating web sites with stories, pictures,and jokes that ridicule others based on hatred or bias. • Breaking into an e-mail account and sending vicious or embarrassing material to others. • Taking a picture in the locker room with a phone camera and sending it out. (Examples from Nancy Willard's website http://cyberbully.org)

24. “YCTIB” Video from Netsmartz • The Real-Life Stories from NetSmartz feature short, compelling videos of true stories of cyber-bullying. • Activity Cards for MS and HS are provided. All Netsmartz resources available in Spanish!

25. Compare Bullying and Cyberbullying • Turns traditional power upside down since it’s not based on physical strength. • Aspect of anonymity and world-wide broadcasting.

26. Technologies Used to Cyberbully • Call out technologies that could be used to cyberbully. • Text messaging, social networking sites like Facebook, anonymous comment and question tools like Formspring and Honesty Box, email, chat rooms, instant messaging, blogs, wikis, photo sharing sites, YouTube and online games.

27. Types of Cyberbullying • Cyberbullying is the use of technology for social cruelty, which can include: • Review NSTeens Terrible Text Lesson • flaming • denigration • exclusion • outing • trickery • impersonation • harassment • stalking

28. Types of Cyberbullying • Flaming – online fights, through e-mail, (IM), or chatrooms where angry, rude, or offensive messages are exchanged. • Denigration – posting mean comments online through e-mails, IM, chatrooms, “bashboards,” social networking sites, or websites set up specifically to make fun of someone. • Exclusion – intentionally leaving someone out of an online group or community, such as IM buddy lists or friends lists on social networking pages. • Outing – sharing secrets about someone online, including private information, pictures, and

29. Types of Cyberbullying • Trickery – tricking someone into revealing personal information and then sharing it with others online. • Impersonation – pretending to be someone else when sending or posting mean or falsemessages online that makes someone look bad, gets someone into trouble, or puts someone in danger. • Harassment – repeatedly sending malicious messages to someone online. • Cyberstalking – continuous harassment and denigration, including threats of physical harm.

30. “Terrible Text” Video from Netsmartz Remember: • Ignore them • Save the messages • Tell a trusted adult. The NSTeens series has comic book style characters for tweens.

31. Real-life Cyberbullying Cases 1. Summarize the case. 2. What kind of cyberbullying was it? 3. How did the target feel? 4. Did the target follow the rules for dealing with cyberbullying? 5. What steps, if any, were taken by trusted adults to stop the cyberbullying? Were they effective? 6. Were there consequences?

32. Discipline & Legal Issues • Disclaimer – I am not a lawyer! • That being said, is there a legal duty for school administrators to protect the safety and security of students when they are in school and when they are using the Internet through the district network? • Yes! Schools have an obligation to protect students and employees from harassing, threatening, or bullying conduct.

33. The Authority to Educate CA Education Code 51871.5 - AB 307 • CA Education Code requires districts to educate pupils and teachers on Internet safety, including how to protect online privacy, avoid cyerbullying and avoid online predators.

34. The Authority to Educate Broadband Data Improvement Act • Requires schools receiving federal E-Rate discounts to educate their students “about appropriate online behavior, including interacting with other individuals on social networking sites and in chat rooms and cyberbullying awareness and response.”

35. The Authority to Act Grounds for Suspension or Expulsion now include bullying by electronic means: CA Education Code 48900 (r) • While on school grounds • While going to or coming from school • During the lunch period on or off campus • During or while going to/coming from a school activity

36. The Challenge • The more harmful incidents occur when students post material targeting other students while off-campus • Because this is where they have much greater unsupervised use • But the harmful impact is also felt at school • Because this is where students are physically together From Nancy Willard of the Center for Safe and Responsible Internet Use (CSRIU)

37. Burden of Demonstrating Disruption • School officials have the authority to impose discipline for off-campus online speech when that speech has or a reasonable person would anticipate it will... • Cause a substantial disruption at school or interfere with students’ rights to be secure (Tinker v. Des Moines) • Or is a “true threat” • But not because you dislike or are upset by content • Speech that targets staff will often not meet the standard (Willard)

38. True Threats Are Not Protected Speech Law Enforcement should be contacted if educator becomes aware of: • Death threats or threats of violence to a person or property • Excessive intimidation or extortion • Threats or intimidation that involve any form of bias or discrimination • Any evidence of sexual exploitation - NCMEC CyberTipline®

39. Scenarios - Some Guiding Questions • Was school equipment used? • Is there a policy about the technology used? • Was student safety, school security, or instruction substantially disrupted? How many students were involved? • Is there a true threat? • Were there related incidences that may have precipitated the online activity? • What discipline/remedial action do you recommend?

40. An Effective School Policy Should Have • Definitions for harassment, intimidation, and bullying (including electronic variants) • Graduated consequences and remedial actions • Procedures for reporting and investigating • Specific language including “Substantial disruption” • Procedures for preventing cyberbullying (workshops, staff training, curriculum) Cyberbullying Research Center

41. Discipline - Summing It Up • “Substantial Disruption” is a high hurdle for schools. • Whether or not you can impose formal discipline may end up being the least important question – Stopping the harm is the most important objective • Schools can always educate. Schools should regulate with caution. • Beef up your bullying policy to include cyberbullying.

42. Explore Online Resources • Online Scavenger Hunt with SLEP Cyberbullying wiki and MyCTAP site. • Go to slepcyberbullying.pbworks.com

43. How Are Educators Addressing This? • Seattle Public Schools • 9 Elements in 9 Months • Cyber Safety Week • Create a Website of Favorite Lessons • CyberSmart Prevention Activities

44. What can we do? Strategy: • Social Norms Approach - perceptions of peer behaviors are highly influential. • Not an epidemic. • 80% are NOT cyberbullying. • Even though the "norm is not to bully," most teens don’t realize that. If kids think that bullying is common or "normal," they are more likely to be bullies.

45. What can we do? Strategy: • Frame it as a positive opportunity to educate • Focus on Digital Citizenship • Support positive uses of technology in school

46. What can we do? Strategy: • Embrace the media for the message • School Facebook and Twitter pages • Texting - That’s Not Cool

47. What can we do? Some Tactics: • Assess the problem locally with students • Provide staff training • Define cyberbullying for all stakeholders • Develop clear rules and policies • Encourage reporting • Use incident reports to document problems  • Plan school-wide action • Share resources with parents • Spend class time on the topic • Model digital citizenship in the curriculum

48. Summing It Up • Millennials can be positive, active, “digizens.” • Cyberbullying must be identified and discussed. • We need to educate all staff, students & parents. • Find the “best fit” for addressing Cyberbullying at your site(s). • There are many excellent, free resources to use. • The law is playing “catch-up.” Get your policies and handbooks in place.

49. Student Voices to Print Out 1. “Doing your homework on the Internet is so great because it’s like going to the biggest library in the world right at your desk, but it’s also hard because the building that has the world’s biggest library also has the world’s biggest game room, the world’s biggest porn store, the world’s biggest casino, the world’s biggest mall and the world’s biggest lounge. Sometimes I don’t make it to the library.” 2. “When I was about 14-15 years old, I received/sent these types of pictures. Boys usually ask for them or start that type of conversation. My boyfriend, or someone I really liked asked for them. And I felt like if I didn’t do it, they wouldn’t continue to talk to me. At the time, it was no big deal. But now looking back it was definitely inappropriate and over the line.”

50. Student Voices to Print Out 3. “Teens don’t want to tell adults about problems because the response from adults is usually to block a site and then teens don’t have access to the sites they want to use for positive social communication.” 4. "Being bullied besides over the internet is worse. It's torment and hurts. They say "sticks and stones may break my bones, but words will never hurt me." That quote is a lie and I don't believe in it. Sticks and stones may cause nasty cuts and scars, but those cuts and scars will heal. Insultive words hurt and sometimes take forever to heal."