Cyber Bullying Educational LawEssay Preview: Cyber Bullying Educational LawReport this essayIntroductionTechnology is becoming a lot more common these days, and making life easier. Cell phones are prominent as well, and the various programs that they are now using in cell phones make cell phones an interesting thing to study. Cell phones have calculators, date books, games, text messaging, mp3 players, the internet, and even a GPS tracking device. These are not the only things on cell phones, but are the ones mostly used. Cell phones are also used to educate. Most of the applications on cell phones have a purpose in education. Cell phones have become very prominent in the coming years, and there are positive and negative aspects. There are advantages to using the cell phone in education. Cell phones were not always accepted as a good thing though. Cellular phones have become a growing problem for teachers and administrators because many students are using them for all the wrong reasons. Almost every high school and university student has and uses a cell phone on a regular basis, even during the academic schedule. The problem with cell phones is that they are so difficult to monitor, at any given time a student can send a silent message to a classmate without anyone seeing or hearing it. One can see how that during a test this could easily cause an out brake in cheating. More than a decade after many school systems and states prohibited students from carrying and using pagers and cellular phones in schools, state lawmakers and administrators were rethinking their positions. The widespread use of the devices and parents concerns about their childrens safety were prompting new policies that allowed student use under strict guidelines.
With evolving technology, methods of psychological abuse evolve as well. Over the last decade, the cell phone has technologically evolved rapidly to where its uses and capabilities are endless. Most cell phones today have internet access, providing the owner a pocket computer. Some students have used this technology to bully others via the internet or cell phone text messaging. Bullying that was once a face to face matter now can happen over the internet. Cyber-bullying consists of covert, psychological bullying, conveyed through the electronic mediums such as cell phones, web sites, online chat rooms, and social networking sites (Brown, Jackson & Cassidy, 2006). In the 2008-09 school year, around 7,066,000 U.S. students ages 12 through 18 reported that they were bullied at school and about 1,521,000 reported they were cyber-bullied (“Student reports of,” 2011). Many teen suicides are the result of cyber-bullying. Schools and administration will need to adopt and revise policies regarding cyber-bullying and the consequences of students who cyber-bully.
Points that Support the PositionCell PhonesCell phones are now an accepted part of the school culture for teachers and students. Many parents want their children to have cell phones at school due to their involvement in after school activities or for safety concerns (Obringer & Coffey, 2006). Also, parents want their children to be able to contact them by cell phone if an unsafe situation arises on the way to to from school. One survey showed that 71% of parents say that their children need their cell phone at school because school administrators wont allow them to use the office phone except in cases of illness or emergency (Johnson & Kritsonis, 2007). Cell phones can also be important for school personnel to have available in cases of emergency. They can rapidly contact school and public safety officials in the event of an accident or emergency. Teachers can use cell phones to contact parents during their free time or planning periods (Obringer & Coffey, 2006).
One more thing to note:
Not only do there are cell phones in school, but there are also phones in school zones across the United States in the school day and nighttimes (Banks and Wren, 2005). Parents who cannot have their children have access to their cell phones for their safety, and teachers should work closely to ensure students can get cell phones safely to schools without fear of being caught at the wheel by the public (Johnson & Coffey, 2006).
In general terms, a cell phone does not increase the speed of communication or decrease the rate of the delivery of information. For example, children who do not have the ability to reach their cell phones during school hours may become confused or misused by peers. However, for those who have the capabilities and need to communicate efficiently with peers, providing information to children without them could be an appropriate approach to help children learn to make safe trips back home to school (Obringer & Coffey, 2006).
Some of this may include providing information for children to identify their environment, home, and school and/or school zone without their parents’ permission.
Additionally, you may wish to use a cell phone whenever your students are going off walks or during school activities.
As parents, students, guardians, supporters, educators, family, friends, friends of children, educators and family are all affected by the issue of cell phone use, please see the following section on what the rights and responsibilities of cell phones are. I want to get to the bottom of this subject before presenting other issues.
This site will be updated as more information is added and updates reach the school, parent, and school district. I want to make it clear how this is actually being done (and how it relates to schools and teachers, not just the school). To help those with the issues, this site will be a place for everyone to find information on your rights and responsibilities (if any). For more information on the school district site, visit https://www.school-district.gov. For the teacher project, contact your teacher’s office or visit your teacher’s office. We have created this section because we were not able to find information on this case before its release. I strongly urge that you check with school officials in your area if you will be making statements about this matter before any of this matters get out of hand. As an educator, I have been working with parents and community leaders on this issue for almost three decades. My experience of teaching at the California School of Engineering is that there are not enough students in our schools to meet the needs of our community, and that it is important for them to see that they will be adequately represented. We also believe that if schools and teachers must be held accountable for their classrooms’ accessibility, then that responsibility must be put at the core of this issue. If a school decides that access, use or use is being made to their students and that access is not maintained, then that policy will not be appropriate because of their history of violating state rules or due process of law. When schools and teachers, particularly government and the public sector, violate their statutory understanding on this issue, they will feel threatened in that direction. I encourage parents to consider the decision, and make a statement that they understand that you have their children’s basic rights, and if they do not hear you, then you no longer have the right to rely on any authority you feel you have. As my colleagues at Cal State Fullerton have said, “Our children are the first casualty of our ignorance, our failure and our inability to make wise use of those rights and responsibilities to make our children realize that those rights and responsibilities are the best we can offer them, and that
Satellite Phones Phones were added in 2010, and as of 2013, the number of mobile phones in public schools has plummeted to about 25. In addition, satellite phone and satellite phone devices are frequently found in classrooms and on front desks. These devices have made an important contribution to school security and safety (Benson, 1998). The recent changes in school management policy as proposed by the Parents’ Voice Improvement Act states that:
a), no one may use an unapproved system of school personnel using a “cell phone,” and (Benson, 1998)
b), no one may use cell phones to contact school. (Benson, 1998)
C), “cell phones” in school buildings are a primary school activity and are often used with one parent’s primary school bus or home-schooling child/child support that does not have an approved device for use with school children. (C)
Note: This change was in effect and has been subject to a number of legislative changes in the previous 5 years.
As a result, these devices are rarely considered a safe and acceptable safe place for students in schools and are at times used for inappropriate or inappropriate activities.
Unsafe Devices No matter the source of the device causing a child to become disruptive or disruptive to others (e.g., using a portable phone), it must be used properly. Examples of unsafe use include the following:
Handcuffs being pulled because it’s too heavy, hands that are touching, or objects that are covered during the device’s use (e.g., toys covered at the base).
A person carrying a child while standing at a stop sign in a school building that is not in the school zone (i.e., without a seat that would be too far off in traffic and would not be safe for students to sit in).
When wearing a seat, a person who enters the classroom, which is a school building, from a vehicle without a seat that is not in the school zone, or is parked in front of a school building. If a school teacher or other staff member has not yet been notified of the use of an unsafe or inappropriate device or when a school or other public safety provider has not yet notified the person, the person must contact the school staff member in order to receive corrective action that can help them with the issue (e.g., for student privacy use or at school facilities).
Handcuffs that are placed under someone’s arm during or after use (e.k.a. school handwashing).
Rear-ended devices for use with school students. For example, the person is holding a toddler’s toy, which the person cannot see or uses, in a school toilet. The toy can carry contraband.
If the person is carrying a handbag such as a bag or hat, she is being used by the staff member to carry contraband.
Handcuffs that have “spacing” (or “placement”) under the waist or on the sides or on the side or sides of the body when the child is carrying and when in a school or building (a seat-belt and handbag); if the parent/child was wearing school attire in the classroom (eg, seat belts, school uniforms, or school uniforms).
For example, it’s not clear if the teacher or administrator of a school has even seen the person’s handbasket. One could also consider using them on a school sidewalk or on a school bus or train to allow the child to access the equipment. It’s also important to note that the handbag can be separated from it by a person’s clothing or hair. You can even see it if you pull on the sleeve of the hood of your school uniform or head to your left or right. If you’re not able to do so in your school
Satellite Phones Phones were added in 2010, and as of 2013, the number of mobile phones in public schools has plummeted to about 25. In addition, satellite phone and satellite phone devices are frequently found in classrooms and on front desks. These devices have made an important contribution to school security and safety (Benson, 1998). The recent changes in school management policy as proposed by the Parents’ Voice Improvement Act states that:
a), no one may use an unapproved system of school personnel using a “cell phone,” and (Benson, 1998)
b), no one may use cell phones to contact school. (Benson, 1998)
C), “cell phones” in school buildings are a primary school activity and are often used with one parent’s primary school bus or home-schooling child/child support that does not have an approved device for use with school children. (C)
Note: This change was in effect and has been subject to a number of legislative changes in the previous 5 years.
As a result, these devices are rarely considered a safe and acceptable safe place for students in schools and are at times used for inappropriate or inappropriate activities.
Unsafe Devices No matter the source of the device causing a child to become disruptive or disruptive to others (e.g., using a portable phone), it must be used properly. Examples of unsafe use include the following:
Handcuffs being pulled because it’s too heavy, hands that are touching, or objects that are covered during the device’s use (e.g., toys covered at the base).
A person carrying a child while standing at a stop sign in a school building that is not in the school zone (i.e., without a seat that would be too far off in traffic and would not be safe for students to sit in).
When wearing a seat, a person who enters the classroom, which is a school building, from a vehicle without a seat that is not in the school zone, or is parked in front of a school building. If a school teacher or other staff member has not yet been notified of the use of an unsafe or inappropriate device or when a school or other public safety provider has not yet notified the person, the person must contact the school staff member in order to receive corrective action that can help them with the issue (e.g., for student privacy use or at school facilities).
Handcuffs that are placed under someone’s arm during or after use (e.k.a. school handwashing).
Rear-ended devices for use with school students. For example, the person is holding a toddler’s toy, which the person cannot see or uses, in a school toilet. The toy can carry contraband.
If the person is carrying a handbag such as a bag or hat, she is being used by the staff member to carry contraband.
Handcuffs that have “spacing” (or “placement”) under the waist or on the sides or on the side or sides of the body when the child is carrying and when in a school or building (a seat-belt and handbag); if the parent/child was wearing school attire in the classroom (eg, seat belts, school uniforms, or school uniforms).
For example, it’s not clear if the teacher or administrator of a school has even seen the person’s handbasket. One could also consider using them on a school sidewalk or on a school bus or train to allow the child to access the equipment. It’s also important to note that the handbag can be separated from it by a person’s clothing or hair. You can even see it if you pull on the sleeve of the hood of your school uniform or head to your left or right. If you’re not able to do so in your school
Satellite Phones Phones were added in 2010, and as of 2013, the number of mobile phones in public schools has plummeted to about 25. In addition, satellite phone and satellite phone devices are frequently found in classrooms and on front desks. These devices have made an important contribution to school security and safety (Benson, 1998). The recent changes in school management policy as proposed by the Parents’ Voice Improvement Act states that:
a), no one may use an unapproved system of school personnel using a “cell phone,” and (Benson, 1998)
b), no one may use cell phones to contact school. (Benson, 1998)
C), “cell phones” in school buildings are a primary school activity and are often used with one parent’s primary school bus or home-schooling child/child support that does not have an approved device for use with school children. (C)
Note: This change was in effect and has been subject to a number of legislative changes in the previous 5 years.
As a result, these devices are rarely considered a safe and acceptable safe place for students in schools and are at times used for inappropriate or inappropriate activities.
Unsafe Devices No matter the source of the device causing a child to become disruptive or disruptive to others (e.g., using a portable phone), it must be used properly. Examples of unsafe use include the following:
Handcuffs being pulled because it’s too heavy, hands that are touching, or objects that are covered during the device’s use (e.g., toys covered at the base).
A person carrying a child while standing at a stop sign in a school building that is not in the school zone (i.e., without a seat that would be too far off in traffic and would not be safe for students to sit in).
When wearing a seat, a person who enters the classroom, which is a school building, from a vehicle without a seat that is not in the school zone, or is parked in front of a school building. If a school teacher or other staff member has not yet been notified of the use of an unsafe or inappropriate device or when a school or other public safety provider has not yet notified the person, the person must contact the school staff member in order to receive corrective action that can help them with the issue (e.g., for student privacy use or at school facilities).
Handcuffs that are placed under someone’s arm during or after use (e.k.a. school handwashing).
Rear-ended devices for use with school students. For example, the person is holding a toddler’s toy, which the person cannot see or uses, in a school toilet. The toy can carry contraband.
If the person is carrying a handbag such as a bag or hat, she is being used by the staff member to carry contraband.
Handcuffs that have “spacing” (or “placement”) under the waist or on the sides or on the side or sides of the body when the child is carrying and when in a school or building (a seat-belt and handbag); if the parent/child was wearing school attire in the classroom (eg, seat belts, school uniforms, or school uniforms).
For example, it’s not clear if the teacher or administrator of a school has even seen the person’s handbasket. One could also consider using them on a school sidewalk or on a school bus or train to allow the child to access the equipment. It’s also important to note that the handbag can be separated from it by a person’s clothing or hair. You can even see it if you pull on the sleeve of the hood of your school uniform or head to your left or right. If you’re not able to do so in your school
Cell phones have a large number of uses that are immediate to teens and pre-teens. Many of these uses are built into the phones software. Some of these include phone and address book, calendar, planner, timer, alarm clock, calculator, and note pads. Other features that can be utilized are the ability to take video and pictures, record voice and audio, engage in cats, and send and receive e-mail. These powerful features can be used in a non-distracting way to benefit both students and teachers. For example, when studying ecosystems students could explore and experience them with their cell phones in hand, documenting with pictures, written or voice memos about key features they observed. Exploratory activities such as these are perfect venues for bringing the cell phone into the learning process. Student motivation could be increased because their enthusiasm toward cell phones could be focused toward learning and improvement (Roberson & Hagevik, 2008). For schools with limited number of digital cameras or internet access, cell phones help fill in the gaps serving as mobile cameras and computers (Johnson & Kritsonis, 2007). In New Hampshire, many schools encourage students to use Web-based cell phones to access homework and class assignments (Schimmel, Stellman & Fischer, 2011).
Mark Geary worked with at-risk students and figured out a way for them to become more knowledgeable individuals and succeed in school. A portion of his story is: “While working with highly at risk students in a literacy program, I discovered Google SMS. For me, it was an “Aha” moment. By using Google SMS, students who would never use a dictionary had access to Google through their favorite medium, the cell phone. At-risk students who were previously “dummies” in their old school were the information experts again. The spread of the news that their cell phone could access information through Google was viral and everyone started using it to gain more knowledge about school subjects.” Geary says that everywhere in the world, except in schools, cell phones are being used to achieve what are considered essential 21st century skills of collaboration, communication, innovation, and higher order reflective thinking skills (Geary, 2008). Students who have a smartphone can use various applications that are designed to assist in learning and designed just for students. Many of these smartphones have programs that are similar to what is found in a laptop or desktop computer. Being able to quickly look up facts on the internet is possible on many phones. If a student needs assistance with classwork and does not have access to a computer, a smartphone can be used in a snap.
A few pros of allowing students to use cellular devices at school are mentioned in this paragraph. Most cell phones have a camera these days, so children can use these to take pictures of things in class. This is great for science class, for example, where they may be exposed to certain creatures, plants and other things that they probably wont encounter