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Research on Teachers Veiw Point of Cyber Bullying

Research on Teachers Veiw Point of Cyber Bullying

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Published by pegasusschool
my research on the teachers' view point of effects of cyberbullying on upper primary students.
my research on the teachers' view point of effects of cyberbullying on upper primary students.

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Published by: pegasusschool on Jul 09, 2009
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05/20/2012

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EDFD617 – Research ProjectResearch Proposal
Teacher’s perceptions of the cyberbullying amongstupper-primary students
Student
Anirudh SinghS00071543
Supervisor
Mr. Matthew Campbell
MTeach Research Project - Cyberbullying Anirudh Singh (S00071543)
 
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Introduction
An exploration of the topic of cyberbullying presents as timely research with it being a recent phenomena that is yet to be fully researched, and given the increased focus on it in the media andschools. Cyberbullying is often seen and heard on television and read in newspapers andmagazines (for e.g. ‘The rise of cyberbullying’ Australian Reader’s Digest February 2008 and‘The bullies playground’ a recent episode of Four Corners, ABC TV 6/4/09). The researcher toohad been a victim of cyberbulling himself and has borne the brunt of its repercussions, with theeffects somewhat still present. Though the problem has been overcome it has left a scar that keepsthe concern ongoing regarding this issue and provides the motivation for this research.This study aims to explore the teachers’ viewpoint about the issue of cyberbullying amongstupper-primary students. The researcher believes that a teacher is an integral part of a students’ lifeand he/she can make a considerable difference in their lives through the means of education to bring about an understanding of the responsibilities as well as make them stand up for their rights.This research will help explore the extent to which the teachers are aware of the issue of cyberbullying, how do they weigh the gravity of the situation, are they adequately trained to dealwith it in their classrooms and beyond and what ways, do they think, they can they impact uponthe students who face this issue. It is believed by the researcher that teachers can be highlyinstrumental in combating the problems that can arise due to cyberbullying. Teachers are in a position which can expose the issue and help victims and perpetrators understand its effects andmanage ways to deal with it. Thus this research is significant as it explores an important issuefacing our youth and adds to teachers’ awareness and knowledge of the issue.
Literature Review
Holly, a student of sixth grade, enters her school library, which attracts the attention of Anne, her school librarian. The girl has been showing some sign of depression, which Anne has noticedlately. As she works on the computer Anne watches her vigilantly and grows even moreconcerned. She looks upset while reading something online. Anne approaches Holly with anassuring and soothing smile but she logs off hurriedly and rushes out hastily in tears.What is the matter? Anne gets suspicious about Holly being a victim of ‘Cyberbullying’.
(adapted from Willard, 2006)Welcome to the age of high-tech harassment in the modern world. As the world shrinks itsdemographic and political boundaries with neoteric advancement in science, technology,medicine and politics, the problem of social cruelty expands manifold with a change in the formfrom traditional to cyber (Stover, 2006). In this ‘Information Technology Age’, with a rapid influxof knowledge and where information has become the birth right of every child, cyberbullying hasgrown up to become a Frankenstein monster (Frankenstein created a technological beast that inthe end came to harm him).Bullying is a problem that cuts across social boundaries and is reaping devastating results causing psychological and emotional trauma which include low self-esteem, poor academic performance,depression, and, in some cases, violence and suicide. The rise of bullying, and specificallycyberbullying, has been widely reported in the recent media (for example Four Corners, ABC, 6thApril 2009 and Reader’s Digest, February 2008).
MTeach Research Project - Cyberbullying Anirudh Singh (S00071543)
 
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For the purpose of this study the concept of ‘bullying’ can be considered as an aggressive,intentional act or conduct that is carried out by a group or an individual repeatedly and over timeagainst a victim who can not easily defend himself or herself (Olweus, 1993). Drawing from this position there can be several main types of bullying; namely physical, verbal, relational (e.g.social exclusion) and indirect (e.g. rumour spreading). Within the electronic environments of theInternet (such as email, online chat and online games) and mobile phones, the physical form of  bullying is replaced by virtual realities where similar behaviours of aggression and intimidationcan still occur. Within these spaces such behavior has been labeled as ‘cyberbullying’ (Li 2006).
Understanding ‘cyberbullying’
While face-to-face bullying is often visible and is restricted to real world interactions, limited intime and space, cyberbullying, on the other hand, is able to be undertaken anonymously anytimeanywhere, including inside safe areas such as the victims’ home (
 Four Corners
, ABC, 6/4/09).Cyberbullies have a greater capacity to avoid detection with their actions often being restricted to‘intimate’ and personal communication means, rather than in the public domain of physical real-world social interactions. While traditional bullying has long been recognized as causing psychological harm to targets, cyberbullying has the ability to be just as harmful, and some, suchas Li (2006), would argue that it presents as even more damaging given the personal and invasivenature of the act.Digital devices like mobile phones and the Internet often allow users to apply actions andthoughts to online activities that they apply in a face-to-face setting. Learning can be consideredas primarily a social process mediated through interactions using tools (Vygotsky 1978; Wertsch1999) whose use is appropriated through intearactions in the social and cultural worlds. Childrenappropriate the ideas and mannerisms of those with whom they interact most (Leont’ev, 1981),through what they see, hear and read. However, children often do not distinguish in the intricaciesof different social settings and therefore appropriating the ways of interacting in informalsituations and applying them to formal interactions, that is a transfer of offline informalfriendships built through informal verbal interactions into an online environment with primarilyformal text based interactions, often occurs. Furthermore, the online digital world also generates anew language shared amongst users that is often foreign to those, such as parents and teachers,who can act to protect children, this extends beyond the normal generational gap to deeper levelof being, with Prensky (2001) describing it as a divide between ‘digital natives’ and ‘digitalimmigrants’. With burgeoning internet usage, which on one hand helps children to access a vastarray of information and interactions helping learning to take on a greater pace both in qualityand quantity inside and outside of the school, also puts children at risk of being bullied digitally.Cyberbullying takes many forms include flaming, flooding, harassment, cyberstalking,denigration (putdowns), masquerading, outing and exclusion. These terms are explained byWillard (2004) and have been summarised into Table 1.
Table 1:
Forms of cyberbullying (adapted from Willard, 2004)
TypeFormFeature
FlamingAngry, rude, vulgar messagesThis type involves Anonymity of the perpetrator and let him/her perform power play over the bullied.OnlineharassmentOffensive messagesIt involves repetition in which the perpetrator can exercise bullying for MTeach Research Project - Cyberbullying Anirudh Singh (S00071543)

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