Internet Safety in the Classroom

E-Safety is an important aspect to consider whilst using the Internet in the Primary classroom. The Internet can provide a variety of opportunities for learning, however there are also many risks that are presented to children. By teaching children about the risks, they can be aware of the dangers and understand how to stay safe on the Internet. The National Curriculum (2013) highlights the significance of e-safety, stating that in Key Stage 1 children need to understand how to ‘use technology safely and respectfully, keeping personal information private’ (2013:179) and in Key Stage 2, children need to understand how to ‘use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact’ (2013:179). Therefore, the significance of e-safety is highlighted as children need to be taught how the dangers of the Internet and how to stay safe.

The NSPCC (2013) claim that 93% of children aged between 5-15 years have used the internet in 2013 and 29% of those children had been in contact with a stranger (NSPCC, 2013) (Online).  These high statistics reveal the importance of teaching children about e-safety, however 23% of 1300 teachers felt they had not had enough training in e-safety and the risks in using the internet (Aston & Brzyska, 2012). Therefore, for children to be aware of how to behave on the Internet, teachers must be given adequate training to ensure the class are not presented with a dangerous situation on the Internet.

The Byron Review Action Plan (2008) was created to address concerns over e-safety in the classroom. Dr Byron suggests that ‘schools and other services for children and families have a key role in helping equip and empower children… to stay safe online’ (The Byron Review Action Plan, 2008:14). The Staying Safe Action plan was launched in 2011 and it presented a number of requirements to keep children safe on the Internet, such as a safeguarding unit and ensuring teachers are adequately trained.  The three C’s of e-safety are ‘content, contact and conduct’ (The Byron Review Action Plan, 2008:146) helps teachers to focus activities and identify the purpose of resources that can be used.

E-safety is an important element of the use of technology across the curriculum to all ages (Woollard, 2007, 16).  Children are increasingly using technology independently so by teaching children how to be aware of dangers they are more likely to stay safe (Purcell, 2012). The world is increasingly becoming digitalised so children must be taught e-safety from an early age, to ensure they are aware of the dangers and how to stay safe when using the internet independently once leaving school (Younie & Leask, 2013).

Aston, H. and Brzyska, B. (2012) Protecting children online: teachers' perspectives on e-safety. Slough: National Foundation for Educational Research

DCSF (2008) The Byron Review Action Plan [online] http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/Byron_Review_Action_Plan.pdf(accessed 8^th March 2014)

DfE (2013) The National Curriculum in England 2013 [online] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/244223/PRIMARY_national_curriculum3.pdf (accessed 8th March 2014)

NSPCC (2013) Statistics on Online Safety. [online] http://www.nspcc.org.uk/Inform/resourcesforprofessionals/onlinesafety/statistics-online-safety_wda93975.html (accessed 8th March 2014)

Purcell, M (2012) The Networked Library. California: Linworth

Woollard, J (2007) Learning and Teaching Using ICT in Secondary Schools. Exeter: Learning Matters Ltd

Younie, S. and Leask, M. (2013) Teaching with Technologies. Berkshire: Open University Press