Presentation on theme: "LGfL Schools Conference 2014 Supporting the New Curriculum eSafety in London LGfL eSafety Group."— Presentation transcript:
LGfL Schools Conference 2014 Supporting the New Curriculum eSafety in London LGfL eSafety Group
LGfL E-SAFETY SURVEY FINDINGS Helen Warner and Christian Smith On behalf of London Grid for Learning Esafety Board
LGfL Survey Undertaken in Q Interim results published June 2013 Full results - Safer Internet Day 2014 Around pupil responses Years 3-9 (c third KS3) Even gender split All London LAs represented (but c55% Havering and Redbridge).
Where is the computer you access most? By Total % Key Findings: Home = key area of access. Mobile device access increases with age.
Where is the computer you access most? By Year (excluding home) Key Findings: Role of school access shrinks with age. Personalised access increasing.
What Devices do you use? (Totals) Key Findings: Computers still dominate (across all years). Tablets? Significant number access via games consoles. Mainly Boys (3x more likely). Girls more likely to access on mobile device.
Do you share your computer? Key Findings: Half use a shared device. But rise of personal device to half of Y9s
Where do you use your computer? Key Findings: Third KS2 pupils access from their bedroom, rising to over half by Year 9.
Would you like more use at school outside of school hours? Key Findings: Yes! About half of pupils want more access at school.
Do Your Parents Know What You Do Online? Key Findings: KS2 less than half of parents know. As pupils get older, parental knowledge declines. Boys more likely to hide browsing habits than girls.
Access Implications? Significant % do not have ready home access. Impact on home learning? Shared devices - filtering and security? Does your school provide extra access? Know home situation for your pupils? Home access issues: bedroom / games consoles / mobile, parental involvement. What does your school do to inform and raise parental awareness?
What do you do online? (by %) Key Findings: Fun and games! And school work.
What Types of Websites Do You Regularly Use? Key Stages 1/2 Top Usages (All) Games - 21% Youtube - 19% Virtual Worlds -13% Search Engine - 6% Educational Maths - 5% School Website - 4% Social Networking - 3% Top Usages (BvG) BoysGirls Gaming22%19% Youtube20%17% Virtual Worlds10%14% Search Engine6% Educ. Maths4%6% Social Network3%2% School Website 3%5% Key Findings: Girls more varied in sites visited Gaming and Video (YouTube). Passive consumption rather than creation.
What Types of Websites Do You Regularly Use? Key Stage 3 Top Usages (All) Social Networking- 25% Video and TV - 28% Search Engine – 11% Games - 8% - 4% Top Usages (BvG) BoysGirls Social Network17%30% Youtube34%24% Search Engine10%13% 1%6% Gaming12%5% Key Findings: By KS3, Social Networking and Video (Youtube). Gaming significantly less Distinct gender differences - girls less gaming, more social
What types of games do you play? Boys v Girls Key Findings: Gender differences. Boys: football and violence. Girls: dress-up games.
What types of games do you play? by Key Stage Key findings: Multi games sites e.g. Friv. popular
Who do you Play Games with online? All pupils Key Findings: Gaming tends to be with people they know. But 20% of Y5/6 with online friends. Social gaming drops KS3. Girls decline more.
Usage Implications? Creative use is a lot smaller than expected, Passive consumption Ensure younger children understand risks of multi-user gaming? 18+ games (Boys - Y5 upwards) ? Tackling gender stereotyping? Online platform use directed by schools has impact Support parent / carers make good choices (PEGI rating)?
ONLINE BEHAVIOUR: CONDUCT
Have you ever found things online that make you feel uncomfortable or worried? Key Findings: ~Two thirds report never. Consistency across years. Find frequency increases with age. Reporting to adult reduces with age to 10% (Y9) never tell anyone. Girls a little more likely to report. BoysGirls
Have you ever received a message or picture that upset or bullied you? Key Findings: 88% = NO. But 2% are constantly harassed. (~300 children) Reduction across KS2 but rise with KS3 boys. Girls ~30% more likely to have sometimes received a message than boys. Boys Girls
Who did you tell? Key Findings Most likely to tell their parent but declines with age. Small % tell teacher, more would tell a friend. Significant number never tell ~ 2-5% (c700 pupils)
Did telling someone help it stop? Key Findings: Two thirds of cases telling helped and bullying stopped. There are still significant number of instances where telling has not helped or made issues worse. (up to 6% c1,000 pupils)
Have you ever sent a silly, unkind or nasty message? (By Year) Key Findings: ~18% perpetrators (1 in 5) As students get older they are more likely to have sent an abusive message. Boys (~7%) more than girls (~4%). Note: Lack of clarity in question may be issue - silly
Online Conduct Implications? Online bullying behaviour less than some studies shown but still significant (~ 3-4 children per class affected)? Do you know extent / who / issues in your class / school? Do you do activities that support empathy? Bystander? Need to support telling. Do you have any peer mentoring? But … telling must help! Parents / Carers key role key and knowing how to react / where help. How do you support your parents?
ONLINE BEHAVIOUR: CONTACT
Do you have a Social Network Site? Key Findings: From Y5 rise in Facebook. 50% Y8s. Significant numbers have family or parent sanctioned pages from earlier age.
Have you made friends with people online you didnt know before? Key Findings: About a third overall say yes. Boys are significantly more likely to make friends online with people they dont know in real life.
Have you ever met Face to Face people you only know online? Key Findings: 3% reported meeting up with online friends on their own. 10% who said Yes Impact of KS2 education then risky behaviour rises from Y7
Types of meetings - By total Categories for descriptions of the person they meet online: 0. Perceived dubious response or question misunderstood 1. Low risk a. Family member, introduced by family b. Stranger, but family mediated (e.g. pen-friend that parents or teacher managed the meeting) 2. Medium risk a. Introduced by a friend b. Chose to meet in safe conditions (took friend or chose to meet at school where teachers present) 3. High risk a. Stranger, no safety precaution b. Person was not as they had represented themselves online c. Listed as a friend of a friend on social networking system Key Findings: 13% children undertook high risk meetings (460 pupils). Not just older students. Boys twice as likely to undertake.
Social Networking Implications? Reinforce 13+ for most sites Parents knowledge and behaviours Still need to teach best practice and start at a younger age Need to reinforce the dangers of highest risks No complacency …
Key Conclusions Most children having fun online and they experience little of concern and do not put themselves at risk. Esafety Education is having impact, but mainly on KS2. Y5-6 is a watershed period. Home is where young people have most access and face risks, likely to increase with widening mobile access. Schools access is important, and could perhaps be improved. Online bullying is a significant issue for those affected. Gender stereotypes strong online. Significant number of boys playing age inappropriate games. High risk behaviours displayed by c3%. Boys are as much at risk as girls. Parents knowledge is important.
Key messages for schools Embed an eSafety programme throughout all years and ensure pupils know how to report concerns or issues. Model good behaviour. If in London - use the LGfL! Find out about your own setting. Tackle gender issues; caring and relationships within curriculum (e.g. PHSE). Violence in gaming - explore options for getting students engaged in pro-social experiences. Access - consider use of after school computing clubs. Keep parents advised with eSafety advice throughout the year. Never over react or ignore reports – make sure you have staff training.
Key messages for parents Talk with your child about what they do online. With younger (primary) pupils – keep the computer in a shared area. Monitor the games and videos your child plays to ensure age appropriate or message sound. Do not assume that risks are less because children are younger. Enable parental controls and consider consider younger and most vulnerable users on shared devices where possible. Never over react or ignore reports and seek help from school staff or online parental support.
London Grid for Learning - LGfL.net
Christian Smith Education Technologies Consultant Strictly Education Member of LGfL eSafety Board Helen Warner Head of ICT Support Services 3BM Education Partners Member of LGfL eSafety Board On behalf of The London Grid for Learning and the London E-safety Board