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E-Safety Awareness Session March 2013

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1 E-Safety Awareness Session March 2013
25/02/10 Primaryaq.ppt E-Safety Awareness Session March 2013 E-Safety is an important, changing and demanding area of the initial teacher training curriculum. The aim of the working group was to develop a strategy that provided a comprehensive and rigorous resource that would be suitable for any ITT tutor to lead an e-safety session and a resource that any primary phase trainee could use in a school placement to teach an e-safety session. The final resource is a presentation file that reflects the needs of primary phase tutors and trainees that links directly to the resources of the Know IT All for trainee teachers DVD including the “Karl Hopwood” introduction, Jenny’s Story DVD and links to the Childnet website St Michaels Primary School

2 Aims of this session: To look at how your children are using the Internet To raise awareness of E Safety issues To consider ways of supporting parents/ carers To offer guidance on keeping your child safe

3 Consider how we use these technologies
Young people Music Games Chat Instant Messaging IM Blogs Social Networking Parents / Carers Shopping Booking holidays Research

4 Some of the technologies your child is experiences to daily …
Mobile phones Instant messaging Which does your child use? BLOGS Social networking Music Download sites Gaming sites Podcasting Wikies Chat Rooms This slide identifies some of the technologies currently being used by our children and young people. What Next ??? New technologies are continuing to evolve and will probably link location to the user which will raise many eSafety issues. We need to ‘watch this space’! The following slides look at some of these technologies in greater detail to help clarify understanding. The following do not have slides but here are the definitions if needed: – many adults used as part of their daily life. Wiki ( Hawaiian word meaning quick) – First Wiki was in It is a simple piece of software that allows users to freely add, remove and edit Web page content using any Web browser. It has an “open editing" concept which means that anyone can edit the content with the changes being tracked. Wikipedia is the most well known – a web based encyclopaedia. It is a really good place to go to find out definitions Video broadcasting P2P file-sharing Text

5 Blog is short for web log or online diary Easy to create and use
BLOGS Blog is short for web log or online diary Easy to create and use Easy to add comments and share ideas or opinions A blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. Like other media, blogs often focus on a particular subject, such as food, politics, or local news. Does your local town have a blog? Some blogs function as online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. Since its appearance in 1995, blogging has emerged as a popular means of communication, affecting public opinion and mass media around the world. A video blog, sometimes shortened to vlog, is a blog that comprises video. A blog can be a great way for a school to record a field trip as it actually happens. This enables fellow pupils, teachers and parents/ carers to be kept up to-date through pupils adding comment and uploading video of their trip. 1% of parents thought their child blogged 33% of children used blogs 67% of parents didn’t know what a blog was Stats by UK Children Go Online

6 Are our children and young people aware of the risks?
Go through the statistics. Particularly focus on contact Info and location

7 Mobile phones Text messages Camera phones Internet access e-mail
Anytime  Anywhere Text messages Camera phones Internet access MP3 player This is an area that is really developing at a rapid rate – we have already mentioned iPhones. If you have a mobile phone just think back to your first phone and compare it with your current phone It is important to recognise that the mobile phone is now capable of so much more than voice calls and text messages. So what can mobiles do now – Camera Phones including video and MMS (Multi-Media Messaging) – the phones used as a camera are growing in importance. People do not always have a camera with them, but they always have their phone. News items often include video taken from a onlooker using their mobile phone. Internet Access – which means that as well as finding information and using children can access chat rooms, social networks etc MP3 player – reports are starting that sales of i-pods are falling due to the realisation that Mobiles can serve that function Mobile TV – a much talked about development, trials have taken place. Downloads – can download music, games, pictures, video from the Internet. Games – not just Tetris or Snake. Can be multi-player games, and you can be chatting with your team mate or opponent very often while you play. Moblogs – uploading/ posting content onto the Internet from a mobile. Posts of images, texts etc. Further information can be found at Childnet Downloads Chat and IM Mobile TV

8 Podcast’ (from ‘ipod’ and ‘broadcast’)
Podcasting Podcasting is publishing radio style sound recordings on a website. It’s like a radio show stored as an MP3 file. By podcasting, you can broadcast to the world without the need for specialist equipment or a licence. It is a great way to share work The word ‘Podcast’ is used to describe a number of things, from simply posting an MP3 file on a website to creating and publishing regular broadcasts which listeners can subscribe to and download each broadcast to play back on their PC or MP3 Player Podcasting is a great way to share work. It gives pupils a real and mass audience for their work and so increases motivation. Sound is an exciting and engaging medium to work with – a change from print and paper. Schools are beginning to use Podcasting across the curriculum in a number of exciting and creative ways: • Record poems and stories the pupils have written. • Play songs and music that the children or young people have written and recorded • Make a news programme. It could be school news, world news or news from history. • Make an outside broadcast from a field trip or sports day and publish it on the school website. • Have a school radio station with jokes, pupil interests, competitions, interviews etc. and ‘podsafe’ music • Make a recording to help with revision. Work with the pupils/students to record key facts, processes and information for any subject area. For more information and a help sheet visit Podcast’ (from ‘ipod’ and ‘broadcast’)

9 Chat Rooms Instant messaging Chat Rooms are websites or part of websites that provide an area for communities with common interests to chat in real time. Many  Many Instant Messaging IM is a way of communicating with another individual in real time across the internet using text-based not voice communication. One  One Chat rooms These are like communal versions of IM and can be a way to discuss a topic of interest or just keep in touch. They allow users to communicate with each other in real time (live), as opposed to the delayed time you get with . They are occasionally policed by “chat moderators” but often the moderation is very limited. A user enters a chat room, types a message into the computer, and sends it. This message is instantly displayed on the screens of the other users in the chat room. You never know who is going to be reading your messages or responding to them. During a Chat Room conversation one member may suggest having an IM. Thus changing to a one to one conversation with the related eSafety concerns Instant Messaging - you may have an IM system in your place of work! IM is a way of communicating with others and typing real-time conversations in text. It is less formal than a letter or and can be a good way for easy collaboration. It is cheaper than long distance phone calls IM tends to be one to one with messages being exchanged in a private "chat room." Young people are very good at managing more than one message at a time and having several one to one conversations. The IM system the alerts you whenever someone on your private list is online. Many online services provide IM services i.e. Yahoo and MSM. You can setup the IM defaults to keep a record of the discussions Young people will often 'swap friends' through IM, and therefore can be chatting to strangers who they feel they trust because a ‘friend’ of a ‘friend’ knows them. IM is a very intimate form of communication - more so than a chat room with its many users, and therefore child abusers will often use this as a means to extract personal information from a young person. 79% of children use IM 29% of parents don’t know what IM is Stats from Get I.T. safe NCH 11 – 16 year olds

10 Wikies Wikis – great place to find info but beware and be critical of the information – plausabiltiy and critical analysis are skills that are taught in the primary ICT curriculum and need to be considered at all times by everyone when finding info on the web.

11 Social networking Based on the idea of networking with friends and friends of friends 49% of the 3,000 children surveyed by Ofcom have a social networking profile A social network is an online community that can chat, have a notice board and generally communicate with “friends” . These networks are part of many peoples, especially the young, daily lives There are hundreds of social networking sites on the web. Some are aimed at professionals and focus on work related topics. Many other are aimed at young people and have vast populations In the UK Friends Reunited was one of the early social networking sites. It was based on shared history, such as school friends and has been used as a model for most social networks which have now evolved to incorporate a very wide and diverse group of “friends” The etiquette on these sites is to post information about yourself which is totally against ALL eSafety advice. Bebo, MySpace, facebook are not accessible in school together with any other known sites. There are many other similar sites with new ones springing up every day and it is often possible to get round most filtering to access these networks. 60% of children and young people use social networking sites to make new friends (Ofcom, 2008) 63% 8-17years olds that have a profile online use Bebo 37% - MySpace 18% _ Facebook (Ofcom, 2008)

12 Videos can be rated and the number of times viewed recorded
broadcasting Video sharing websites are where users can upload, view and share video clips Videos can be rated and the number of times viewed recorded Video recorded with mobile phones can easily upload YouTube is one of the ten most popular websites Video broadcasting - the uploading of a video clip to a website. When uploading the creator selects a couple of categories that best match their video and it will then be available on the web for all to view and to rate. Video hosting services are becoming increasingly popular but many creators are unaware that the videos can be viewed, copied and altered by anyone anywhere. Camera phones are often used to record video which then is uploaded onto one of the many websites. Frequently news items are broadcasted on these sites before the BBC YouTube was created in February 2005 and has very quickly grown in popularity. It has now been purchased by Google. In early 2007 YouTube was one of the top ten most popular websites on the Internet. Most users are teens and young adults. Two million videos are added to YouTube's stock of 100 million videos every month While much of the content consists of original amateur home video, many advertisers and media producers are now providing professional content. There is controversy around some of the content on these sites. Sensitive political and personal topics have resulted in the sites banned by some countries. YouTube bans the distribution of pornography but there is a range of questionable content available on the site. Due to the non-text and ever-changing nature of YouTube, parental controls and filters are often ineffective at blocking specific videos or portions of the site. Australia has banned YouTube in schools

13 Role-play, adventure and life simulations are becoming very popular
Gaming sites Role-play, adventure and life simulations are becoming very popular Added extra elements of self-expression and personalisation Play on-line with other gamers from around the world Play in real-time Computer games have been around for over twenty years. Many adults remember the Sinclair Spectrum ZX and the early games such as Manic Minor or SIM City ( the first version)? Many of our children own gaming consoles such as an X-box or Play Station which all contain multiplayer games. These are video games in which multiple people can play the same game at the same time across the internet. In multiplayer games, players either all compete against each other, or team up to achieve a common goal such as defeating an enemy that can consist of either human players or a computer. There have been a number of reports identifying the positives with gaming: In October 2004 a new report was released that praised the positive impact that games have on children, encouraging their use in education. This supports a Home Office five-year research study published in 2001 which concluded that those who play computer and video games regularly are more likely to be academically successful, are more likely to go to university and subsequently have better employment prospects. (Source: Home Office). There are however often Chat rooms, IM or social networks associated with online games which can have related eSafety concerns. Addiction can sometimes be another concern.

14 To get started you will need to download P2P software from a website
file-sharing File-sharing or peer-to-peer (P2P) are terms used to describe sharing files (resources) directly between computers. To get started you will need to download P2P software from a website This software creates a ‘shared media’ folder on your computer from which other P2P users can access your files You can then exchange music, videos, games etc with other P2P users File sharing - making files available for other users to download over the Internet or small networks. File sharing usually follows the peer-to-peer (P2P) model, where the files are stored on PCs and shared by the users. Most people who take part in file sharing also downloading files that other users share. Sometimes these two activities are linked together. P2P file sharing does not involve uploading files Napster was one of the early P2P file-sharing services and for a while was closed down due to copyright infringements – it enabled users to take copies of copyright music without charge. It is now a legal pay-for-song music download site but other illegal sites have sprung up. Other P2P file-sharing programs are Kazaa and Limewire. P2P file sharing services enable users to download music, images, video and other files. P2P raises many concerns; Content can be inappropriate, offensive or illegal and can be hidden in innocent sounding files which can get round filters Sharing of commercial files such as music breaks copyright rules and is illegal Users can chat and IM to other file-shares who may be unknown File-sharing allows users into your PC which can create other problems such as Spyware – installed without your knowledge Personal files shared without your knowledge – identity theft Greater vulnerability to viruses Children from upper primary onwards are using P2P but are often unaware of the risks

15 The need for e-safety Half (49%) of young people questioned say they have given out personal information, such as their full names, ages, addresses, phone numbers, hobbies or names of their schools, to someone they met on the internet. By contrast, only 5% of parents think their child has given out such information. (Source: UK Children Go Online.) Prior to the launch of the Child Exploitation and Online Protection Centre (CEOP), there was no centralised collection of details of internet-related abuse in the UK, and not all victims reported incidents. UK Children Go Online Economic and Social Research Council, 2005 Your Safety Net London, UK: Association of Teachers and Lecturers, 2002
Signposts to safety, Becta (2004)E-safety: the experience in English educational establishments, Becta (2005) E-safety; Developing Whole-School Policies to Support Effective Practice, Becta (2006)

16 The Byron Review Focussed on the school ensuring children are e-safe by “reducing availability, restricting access and increasing resilience” Building “children’s resilience to the material to which they may be exposed so that they have the confidence and skills to navigate … more safely” Ensure that new teachers entering the profession are equipped with e-safety knowledge and skills. Making explicit teaching and learning about e-safety. Identifying home-school links as a key issue. Safer Children in a Digital World: the report of the Byron Review

17 The 3 Cs of e-safety REMEMBER – the thrust of the message is that the two main issues are grooming and cyber bullying CONTACT Contact from someone online who may wish to bully or abuse the child. Activities of a commercial nature include tracking and harvesting personal information. Children may be bullied, harassed or stalked. They might be tempted to meet strangers or be subjected to grooming or unwelcome persuasions. They may self-harm. CONTENT Inappropriate material available to children online include: adverts, spam, sponsorship, personal info, violent or hateful content, pornographic or unwelcome sexual content, biased materials, racist materials, misleading information or advice… CONDUCT The child may be the perpetrator of the wrong activities including: illegal downloading, hacking, gambling, financial scams, terrorism, bullying or harassing another pupil. They might create and upload inappropriate material or provide misleading information or advice. These activities might place them in a vulnerable position. One third of young people who go online at least once a week report having received unwanted sexual (31%) or nasty comments (33%) via , chat, instant message or text message. Only 7% of parents think their child has received such comments. UK Children Go Online, 2005, 9-19 year olds

18 Why is education so important in this area?
55% access the internet everyday 47% for an hour or more 21% liked IM/Chat the most 15% used gaming sites 33% had access in their bedrooms 25% have met someone offline 83% have taken a friend (CEOP, 2007) The internet has become integral to children’s lives, and we need to be able to give them the tools to use the internet safely. This is also paramount with regards to parents and giving you the knowledge to know what your children are using the internet for. Here you will see some more stats that were obtained from CEOP’s year olds through the Thinkuknow campaign. The most worrying of all are the last 2 bullet points- 25% of young people asked said they had met someone in the real world who they first met online, and ¼ of these did not take anyone with them. Of the ¾ of young people who did take someone, 83% took a friend rather than a trusted adult. So, not only are they putting themselves at risk, but also their friend.

19 Challenges  Young People  Maturity
Like to post images and reveal personal information Want lots of ‘friends’ Talk about their peers Use inappropriate nicknames Express insecurities and fantasies Trick others to make silly, embarrassing, dangerous acts with video or webcam Push boundaries Children and young people and often lack the maturity to realise the full implications of their actions. They : Upload photos that reveal personal information such as name, location (town, sports team, school, etc) on sites like Bebo without fully realising that these photos can be seen by anyone, anywhere. Add sexually indecent or inappropriate images (taken with their mobile or webcam) Copy private messages and circulate to ‘friends of friends’ who may not be real friends and therefore put someone at risk. Take images and/ content which can be hostile or have bullying content and circulate. Make their personal profile information public (do they realise what public really means!) Trick others into silly/ embarrassing/ indecent acts on webcam - Just put your local school name into YouTube or Bebo and you willprobably find a number of these. Can become obsessive in their uses of the Internet and time spent online On an extreme note they use the Internet for peer-to-peer encouragement of suicide, anorexia, drug-taking, self-harm ( This often makes national news and as you can imagine can have a devastating effect on the child and family)

20 provides internet safety advice for parents and carers
CEOP works across the UK and maximises international links to tackle child sex abuse wherever and whenever it happens. provides internet safety advice for parents and carers provides information on internet safety and safe surfing for young people aged 11 to 16 years report facility enabling anyone to report any inappropriate or potentially illegal activity with or towards a child online From e-world to real world, the work of the CEOP centre “Separating online child sex abuse whether it is chat-room grooming, distribution of illegal images or any other form of attack, cannot and should not be separated from offline consequences. People who prey on children whether for personal pleasure or other illegal gain do it in a way that exploits any possible opportunity. Any response must similarly be all encompassing...” Materials now aimed at KS2, KS3/4 and impending resources for KS1

21 Organisations E Safety information sites for you to be aware of:
KidSMART is highly recommended for classroom activities.

22 Materials and Resources
Materials and resources on e-safety sites which children can use: Staying safe with Dongle (KS1) The Smart Crew (KS2) Us Online (KS2/3) Hector’s World (KS1) Cyber Café (KS2) Lee and Kim (KS1/2)

23 E Safety & learning resources to take home:

24 Over to you – consider: How aware are you of E Safety issues?
Has your child experienced threats to their E Safety? Do you and your child talk about using the internet safely?

25 Home and Family Guidelines
Practical principles Talk with your children and agree family guidelines and rules. Discuss regularly online safety. Infrastructure Virus and firewall software up to-date, Browser ‘safe search’ enabled. Education Learn together about new technologies and enjoy! Reflect together about new technologies, the benefits, dangers and their potential. Systems Keep webcams in family rooms Monitor time spent on the internet View the ‘History’ or purchase filtering software. Talk through all the guidelines above PIES All browsers such as Google and Yahoo have preferences which can be configured to block images and text of a sexual nature. You can select from strict, moderate to no filtering. Our advice would be to have strict filtering on all computers within the household. You can help protect your children by following the simple steps below: Keep a watchful eye on Internet use including & Chat Check the history folder of your Internet browser to check what sites have been accessed Use a child friendly search engine – Yahooligans or Ask Jeeves for Kids etc Use IE Content Supervisor which can be accessed via the tools menu followed by Internet Options – it will only blocks participating sites Consider purchasing filtering software – netnanny, cyberbloc etc Consider using a different browser – Firefox? Protect your PC with a Firewall / Antivirus software – include spyware Enable strict safe searching on search engines Remember that Children and young people can often get round most monitoring and filtering software so education is one of the keys to eSafety Have proportionate responses to problems. Your child will not tell you about a problem if they feel their access to the technologies will be restricted.

26 Remember … For most children, using the wide variety of modern technologies is a positive and fun experience. There are wonderful, exciting ways of using the internet positively - including for homework! The internet is as wonderful, liberating and engaging. It is the people who mis-use and abuse it that cause the problems. Be sure to celebrate the good aspects of pupils’ experiences.

27 Working group: Andrew Csizmadia Graham Jarvis Tony Pickford Kate Watson John Woollard Sarah Younie 15th-16th February 2010

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