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The speaker is discussing the importance of addressing cyberbullying and digital citizenship in schools. They highlight the rise of cyberbullying and the need to navigate the online world in addition to face-to-face teaching. The speaker emphasizes the need to address the intangible aspects of cyberbullying and intervene before it becomes a tangible problem. They define cyberbullying as the willful and repeated harm inflicted on others through digital devices. They discuss the challenges of addressing cyberbullying outside of the physical school campus and the need for proactive and reactive measures. The speaker emphasizes the negative impact of cyberbullying on school climate and culture and the importance of character education in combating it. They conclude by highlighting the long-lasting effects of cyberbullying and the need for comprehensive strategies to address it. Hey, everybody, I'm so glad to be here. My name is Candace Jordan, and I'm excited to be kicking off this presentation with you all. It has been a pleasure working with Tony, working with Caroline, working with William and Rose. They're all wonderful people to work with and very professional. First off, I would like to start by saying I'm super excited that we got the opportunity to work with this digital citizenship project, because cyberbullying is on the rise. As you know, society is much different now than when we were younger, and it is even more prevalent since the quarantine, because as we know, our students live in 2 different worlds. We live in the tangible world, and we live in the intangible world of the social media and online and in the world that we can't see. So, we can see it, but it's not right in front of us. It's 2 different social worlds. So, yes, we are learning to navigate cyberbullying and trying to turn it into something wonderful that can essentially be a good thing and help us build our climate and our culture for our schools. Also, we are learning to navigate online teaching, and I know a couple of years ago, we all experienced COVID with quarantine, or hopefully some of us experienced COVID, some of us did not, but we did all rather directly or indirectly experience it. And 1 indirect experience of that for us all was online teaching. Since then, we have began face-to-face teaching again more consistently. However. We are not just doing face-to-face instruction at school anymore. It is a combination of face-to-face, kinesthetic, visual learning, auditory learning, and interactive online teaching. So, our world was changed during quarantine, and here we are battling those effects, those technological, digital citizenship effects of our ever changing world. And I do always say, there's 1 thing that's constant, and that is change. And we know we're going to change nonstop. We're going to, that's the 1 thing that doesn't change. So, we either change for the good or not. It is really our choice. So, hopefully we can turn these digital issues, these current issues involving digital citizenship into something wonderful. Okay, so our next slide, of course, issue number 1, cyber bullying, the intangibles lead to tangible. And again, like I said, the intangible things are the things that we cannot see. It is the things that we, it's not right in front of our face, but it is underneath the surface. And if we don't attack the things that's underneath the surface, face them head on with different strategies and different tactics, then our tangible world can turn upside down. Just because everything looks crystal, pretty and crystal clear right now, it doesn't mean that that's actually what's happening. It is our job to not only look at what's in front of us, but also look at what is beneath us. It's almost like we have to look with more than our eyes now, just so we can understand what's really going on so that it doesn't crumble right in front of us. You know, I know that you've watched scenarios or heard of scenarios where someone described a situation in which they thought everything was fine, and then just all of a sudden, it wasn't. And that is a situation where it was probably deteriorating a long time behind the scenes, and then now, all of a sudden, it just seems to have jumped out of nowhere. We've got to be able to catch that before it happens. And with cyberbullying, that's what's really happening. There's things happening behind the scenes, and we've got to intervene. So what is cyberbullying? If you ask about five different people, you probably get four or five different answers. So we're going to go ahead and define that and make sure we kind of agree. We all have an agreeance about what this means. According to the article, cyberbullying, social media, and character education, why it matters for middle school social studies, cyberbullying is the willful and repeated harm inflicted to others through the use of cell phones, media, and other electric devices. And that is so scary because we know that people can hide behind these devices, and they are more brazen, and they also have more of an outreach. You know, when we were younger, we were going to make mistakes. We have adolescent minds. Our frontal lobes are not developed yet or weren't developed yet. And just being human, we're going to make mistakes. But those mistakes were gone. Once we made them, we were gone, and we learned from them, and they did not follow you for the rest of your life. Today, cyberbullying makes it more dangerous. Those mistakes can live with us longer, and they're harder to overcome because they have such a large outreach. So it does make cyberbullying more intensified because of that. And again, there's just another informational video. I hope you enjoyed. It does explain cyberbullying, kind of what we discussed, and it explains it in a kid-friendly way and in a way that I think is really important for all of us to be able to understand and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other and to be able to learn from each other And it is different to think about the differences of bullying the way that we knew it growing up and cyberbullying. It just kind of hits differently for our students, and we really have to be there to intervene and figure out how to help them navigate through this new world. So, the intangible represents the power of the universe. Therefore, it is the seed of the tangible. So, it is. The things that are unseen eventually come to light. And so, if the things unseen are positive and wonderful, working on character education, working on positivity, working on empathy, working on intrinsic motivation, those things can come to light and you will see a wonderful, physical, tangible, positive culture and climate. However, if those intangible things are ignored, you will see something much less wonderful in the tangible world, but it is the seed to the tangible world and we are responsible for it. It's hard because we normally take care of students' behavior on our campus, but now we're having to take care of students' behavior outside of our campus because in some ways it is on campus. It's just on campus in a different way from a different location, but it is involving the campus. It's just all interactive and it's all online. So, now, where is the line when we directly consult these behaviors? Do they have to be on campus physically or does it have to be pertaining to campus in an intangible way? Because that's where cyberbullying starts. And if it is affecting the school, I think it is our responsibility to handle it. And we can do preventative measures, which include education, intrinsic motivation, empathy, and then we also have to do reactive measures, too. If something is happening to one of the students, which is making their life at school less positive, then we have to react as well. But hopefully we can do more proactive than reactive interventions once we get a hold of this how to navigate the cyberbullying world. Question one, what happens if what is easily overlooked is not considered in the lives of our youth? Abstract social media can lead to, and that's exactly what we were just discussing, cyberbullying can lead to rejection, victimization, cyberaggression, and if you have all of these floating around your school at a numerous rate, and for numerous students, you can see your climate and culture is going to fall, it's going to ripple, and it's going to affect your school negatively. So, we want to have different positive ripples, intrinsic motivation, positive education, because we want to guide students to make better decisions than when we're not looking. And we have to be on them and we have to remind them of what it means to be a good citizen. It's not just being a good citizen in front of others, it's also being a good citizen digitally. So, facing the cyberbullying head on, not facing cyberbullying at our school, at your school, can lead to unwanted tangible results, which in time will cause a negative impact on the overall culture and climate of the school. Students that come to school fearful because of unseen comments or threats have negatively impacted or rippled their livelihood and their overall environment of the school according to Landon P.E. in his article, Social Media and Cyberbullying in Autistic Adults. And it's not just, like this article, it's not just in autistic adults, we see it every day. Bullying can have a traumatic effect on many people and have lifelong effects. And we're now finding out that cyberbullying can have a longer effect than just regular bullying because it stays with the person. Question two, can intangible bullying as an electronic cyberbullying negate character education? And I think that it can override character education, too much of anything can, but hopefully we have enough character education in response to that. It can do vice versa. Hopefully the positive character education can also negate the bullying. It can be a combat, a combative strategy against cyberbullying. So schools are a safe haven for many developing tender minds without thorough lessons in the reconstruction of being a good student when online and the effects it has on others. A hurtful gist of behind-the-scenes work can lead to damaging long-lasting effects psychologically according to Porter S. Cyberbullying, Social Media, and Character Education and why it matters in middle school. As leaders, we would not walk by someone being hurt in front of us, nor should we look the other way when it is happening in front of us, but yet not in front of us. The best way to combat cyberbullying is through character education and strategies to deal with fake websites, malicious media attacks, and inappropriateness. We can also model positive uses of technology instead. Are there any strategies to combat cyberbullying? We can't just act like it's not there. We can't pretend because we're not seeing it doesn't mean it's not happening. We have to address it head-on, and I think character education, counseling services, being good role models, also having physical, organizational, cultural strategies in place, such as websites, particular websites being blocked can help as well. So it's kind of like a combination of balance between teaching intangible tools, but also having physical tools in place, and having proactive and reactive tools in place to counteract cyberbullying. So we're going to move on to our next issue, which is another digital citizenship issue, which is online teaching. Teaching online is beneficial in many ways. We are going towards the future by being able to access many avenues to education that come from our own homes and the convenience of multiple locations. However, teaching online is not always compatible with all learning ages and cognitive abilities. Teaching online causes a learning and behavioral deficit during the quarantine in students all across America. Is teaching online enough for all areas of learning, or is it limiting depending on the goal and on the age and the cognitive abilities of the particular student? Again, I think any form of education, you're going to hear people talking about peer instruction. If you're going to have Tier 1, Tier 2, Tier 3, you're going to have different forms of scaffolding. So in the same token, I think teaching online is something different. Some people are going to do well and flourish online, and some people are not. So because of the ones that are going to not do well teaching online, and with just some guidance, we're going to have to develop new strategies as teachers, focus on new interactive tools that's provided, new training that's provided for us. Also, pulling face-to-face scenarios so that it's more visual to the learners. And we're going to have to do all of these things to help fill in the gaps with teaching online. Not to mention, right now in our school system, we are doing a combination of face-to-face teaching and teaching online while at school. So I think it's just something that's going to be brought forth to us for an information aid. And we're going to have to get better and better at learning how to navigate teaching online and obtain special development. And it's just a new way of life. So the issue to continue, is teaching online really durable? I do believe that online learning has a place for certain age groups. However, I think a healthy, balanced mixture of online and face-to-face is best for a growing adolescent mind. Stimulation far beyond that of online courses is needed to prevent any furthering gaps, psychological negative effects. For example, working together in a group activity while working online is a great way to incorporate a more balanced hands-on yet online approach to learning. And that's kind of exactly what this project is doing. We've had to deal with real-world avenues, texting, emailing, communicating via phone, talking to a person's voice-to-voice. But we're also having to do it online, so it kind of brings in the real-world world with the digital world. So that's one way to pull this online. And speaking of that, this slide discusses face-to-face and online learning for adolescents. However, if you're a primary school teacher, you'll know that it's different. The teaching span is different, and there's different standards that need to be learned, different life skills that need to be learned in order to read at a different age or at younger ages. So the next slide is going to address kind of the same concept, but from a different point of view, a different developmental age. So would teaching online be more durable if we had more training in the area of interactive lessons for our younger minds? After all, they would have to learn sounds, phonemes, attached characters, graphemes, too. Then identify the phoneme and grapheme together to form phonics, which then in turn develops into reading, which still has to be done aloud. Maybe understanding how to complete these same skills through online training and online interactive tools can help make sure students can grasp concepts online. For example, here's an example of a teacher trusting that the students are learning by leaning into an interactive online phonics program. And that is hard. We have to let go and surrender as teachers to some of these interactive online programs because we are in the informational age and students are learning in different ways. So if we are teaching online through an online apparatus, we're going to have to kind of surrender and be more of a guide with our pedagogy method. So here is one online teaching tool. I'm going to play it for you. I'm going to play it for you. I'm going to play it for you. I'm going to play it for you. I'm going to play it for you. I'm going to play it for you. 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