Dr. Elizabeth Englander (Massachusetts Agression Reduction Center) performed a study about cyberbullying with data collected from students in third, fourth, and fifth grade classes. The insights, I think, are valuable and worth sharing even though this was completed in 2012 and it is from a different area of the United States. None of the study was done by me and none of the information following the link is in my words. All emphases were included in order to better match those in the original document.
The text below is quoted entirely from this document: http://vc.bridgew.edu/cgi/viewcontent.cgi?article=1005&context=marc_reports
1. Elementary school children are already immersed in cyber-technology. Over 90% of third graders reported playing interactive games online. 35% of subjects reported owning a cellphone; most owned smartphones (see #8 below). This suggests: cyber-education needs to begin well before middle school.
2. Most elementary cyberbullying occurred in online games. However, children at the highest risk for repeatedly cyberbullying others were the most likely to report problems on Facebook, email, or through Text Messaging. This suggests: elementary cyberbullying education should probably include lessons relevant to online game-playing dynamics. Also, when a child aged 8 to 11 reports a problem on Facebook, email, or messaging, that should be regarded as a possible warning sign of higher-risk online involvement.
3. Use of Facebook increased among third, fourth, and fifth graders between 2010-2012, especially among girls. 19% of girls were using Facebook in 2010; that number rose to 49% in 2012. This suggests: parents and children may not understand the existence or rationale of federal age guidelines (13 years or older) for Facebook and similar websites.
4. Cell phone ownership increased in every grade. For example, among fourth graders, 26% owned cell phones in 2012, and this increased to 35% in 2012. 52% of fifth graders and 22% of third graders reported owning cell phones by 2012.
5. In every grade, smartphone ownership increased and non-smartphone ownership decreased between 2010 and 2012. Owning a smartphone was a significant risk factor for both being a cyberbully and being a cyberbullying victim. 12% of fifth grade non-owners, and 18% of smartphone owners, admitted being a cyberbully. Similarly, 12% of fifth grade non-owners, and 34% of smartphone owners, reported being a cyberbullying victim. Similar numbers were found for third and fourth graders. This suggests: parents who are considering buying their elementary-aged child a smartphone should be offered both the benefits, and the risks, associated with children’s usage.
6. When comparing Grades 3, 4 and 5, traditional in-school bullying was far more common that cyberbullying. However, both types of bullying increased across the three years. Just being a victim actually decreased from third to fifth grade; however, the percentage of children who both bully and are victims (“bully/victims”) increased from 15% in third grade to 21% in grade five.
7. In third grade, 72% of cyberbullying victims said that the bully online was anonymous. However, that percentage dropped to 64% by grade 5. (That trend continues through high school.) This suggests: as children grow, cyberbullying increasingly reflects a dynamic between a target and a bully who know each other, usually from school.
8. Experiencing one episode of bullying is more common than experiencing bullying repeatedly. This was true for both victims and bullies. This suggests: efforts to control bullying may often be successful. It is also possible that many children learn, from one episode, how to avoid future episodes.
9. Cyberbullying education appears to be having an impact in Massachusetts. The proportion of children who could not define cyberbullying declined from 24% in 2010 to 10% in 2012. Non-bullies were more likely than bullies to report that their class had been offered education about bullying and cyberbullying (especially among fifth graders). Children who were repeatedly mean online reported the lowest level of education. This suggests: elementary education and awareness about cyberbullying can be can be successful.
10. Between 2010 and 2012, children were increasingly likely to claim that they had reported cyberbullying. Furthermore, reporting to both adults and peers increased similarly. This suggests: cyberbullying programs appear to be successfully increasing the rate at which children report cyberbullying.
I am so excited to begin another year at Silas Willard and Gale! I have seen half of my students so far and can't wait to see the other half!
Our first check out for first through fifth grade classes will be on the second specials rotation. Kindergarten will begin checking out books on the third rotation. I will be sending notes home with K-1 students before checking out books with the following information included:
Tips for Taking Care of Library Books
Tips for Reading to/with Your Child
Specials are on a four day rotation. If school is cancelled for inclement weather or another reason, the day in the rotation is essentially skipped. That is, it is not made up and the schedule is not shifted. The library schedule for 2015-2016 follows. Please do what you can to help students return books on time.
Day 1: Silas 3 and 5
Day 2: Silas 2 and K
Day 3: Gale K and 1
Day 4: Silas 4 and 1
Watch for occasional updates from me on Twitter: @MrsBrakenbury.
Over the past two years we have been enjoying learning coding at the end of semesters. Some students like it so much that they spend time at home creating their own games and more from scratch or using templates. Check out these games created by a 5th grader. Add your own in a comment if you would like to share yours, too!
The Moving Watermelon
It can be difficult to know what is OK to share and what we shouldn't share. After talking about it in library class, see if you can figure out which is private and which is personal information.
Need to review first? Check out this Glog.
Last year we did the Hour of Code a little bit late, but this year we are right on time! Second through fifth graders will participate in this year's Hour of Code next week! The goal of Hour of Code is to bring computer science to all students, regardless of gender, social status, or race. Not only are there more computer science jobs than people who are pursuing degrees in computer science, but there are huge inequities in other ways. This is a portion of what hourofcode.com released in promotional materials this year.
"Technology and software historically suffer from an extreme lack of diversity. The Hour of Code is a first step in fixing this, showing all students what computer science is all about. Last year almost half of all Hour of Code participants were girls, 8% were black and 14% Hispanic. Computer science students on average are only 18% female, 3% black, and 8% Hispanic."
That is huge! Not only that, but 15 millions students were reached last year with this program! This year, they are aiming for 100 million. Check out some of the stats from last year below, as well as other interesting graphics.
Why is the 11th hour of the 11th day of the 11th month important enough in history that we still have a moment of silence at this time every year?
(I hope you were listening to announcements on Monday!)