This paper reports findings from a survey and interviews with children aged 11201316 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a substantial minority regularly interact socially online with people they have not met face-to-face. Online interaction forms a different, although overlapping, social space to that of face-to-face friendships. Despite a desire from some teachers to explore the benefits of Web 2.0 for creative and social learning, they report being constrained by a need to show a duty of care that avoids worst-case risk to children, to restrict access to SN sites. The respondents also report more direct concerns about Internet bullying and exam cheating. We also report a Policy Delphi process with a panel of 30 people with expertise in Web 2.0 and e-safety. The panel reached a general consensus that schools should move towards allowing access to Web 2.0 sites, with children being educated in responsible and creative learning.

@article{sharples09, author = {Sharples, Michael and Graber, R. and Harrison, C. and Logan, Kit}, title = {E-safety and Web 2.0 for children aged 11-16}, journal = {Journal of Computer Assisted Learning}, year = {2009}, volume = {25}, number = {1}, pages = {70-84}, url = {http://www3.interscience.wiley.com/journal/121640390/abstract}, doi = {10.1111/j.1365-2729.2008.00304.x}, keywords = {digital e-safety edid9 identity interviews learning on-line patternlanguagenetwork policy safety school survey web2.0}, abstract = {This paper reports findings from a survey and interviews with children aged 11201316 years, teachers and parents on their attitudes to e-safety in relation to social networking and media creation (Web 2.0) and their practices at school and at home. The results showed that 74% of the children surveyed have used social network (SN) sites and that a substantial minority regularly interact socially online with people they have not met face-to-face. Online interaction forms a different, although overlapping, social space to that of face-to-face friendships. Despite a desire from some teachers to explore the benefits of Web 2.0 for creative and social learning, they report being constrained by a need to show a duty of care that avoids worst-case risk to children, to restrict access to SN sites. The respondents also report more direct concerns about Internet bullying and exam cheating. We also report a Policy Delphi process with a panel of 30 people with expertise in Web 2.0 and e-safety. The panel reached a general consensus that schools should move towards allowing access to Web 2.0 sites, with children being educated in responsible and creative learning.} }

%0 = article %A = Sharples, Michael and Graber, R. and Harrison, C. and Logan, Kit %D = 2009 %T = E-safety and Web 2.0 for children aged 11-16 %U = http://www3.interscience.wiley.com/journal/121640390/abstract