eSafety for Parents and Carers Introduce the session saying that parents and carers have a key role to play in creating a safe ICT learning environment and culture, through promoting Internet safety/ ICT safety at home and thus reinforcing the messages taught in school. ICT is a very exciting subject and the technology brings enormous benefits to us all both educationally and socially. ICT plays a key role ICT in supporting learning and teaching eSafety for Parents and Carers

Welcome! Why do we and our young people use ICT? A key skill for life Accessed anywhere anytime Wide and flexible range of information Motivational and fun Easy to communicate with friends and family Raise standards This presentation is all about children and young people using new technology safely We know that many parents and carers feel that there is a gap between their own understanding of the technologies and that of their children. Question - Why do we and our young people use ICT? We all have our own reasons for using ICT and here are some of them – Click presentation for the callouts to appear Why do we and our young people use ICT?

Aims of this session Look at how children are using the Internet Raise awareness of eSafety issues Consider ways of supporting parents/ carers Offer guidance on keeping your child safe Next steps The internet has many positives which we want our young people to enjoy. There are however a number of dangers which we need to be aware of as parents and carers. Respond to the negative Promote the positive

The Internet and Related Technologies Their space Internet Our space Your space Start by thinking about the positives that the internet and related technologies brings to us all, both educationally and socially. Examples of how we use the internet/ technologies in our daily lives. e.g. online banking, shopping, holidays and flights, using their mobile phones. The internet is somewhere young people feel is their area to learn, play, have fun………… Young people feel the internet is their private space and protect this privacy. They do not want us to take this away from them. Further reading ‘Their Space’ http://www.demos.co.uk/files/Their%20space%20-%20web.pdf

How we use these technologies Parents / Carers e-mail Shopping Booking holidays Research Young people Music Games Chat Instant Messaging IM Blogs Social Networking This slide will contain most of the answers given during the previous slide. Lets describe how we adults use the internet. Here are some suggestions:- email - often at work and for personal use Links from the BBC website for news alerts Research and booking your holidays – bargain flights, good places to go, cheap accommodation etc Shopping for your groceries, books, CDs etc Tesco, Amazon …. Young people on the other hand use the internet in a very wide range of ways. It is Integral part of their social life – used as a communication and entertainment medium Looks at the research –parents as beginners (dipping toes in); confident children – diving right in. Where would you describe yourself? Are you one of the 28% of parents who use the internet and describe themselves as beginners? 7% of children describe themselves as beginners

Moving on…… Download Upload Consume Create “Corporate” Personal (Parents / Carers) Young people web2 Download Upload Consume Create “Corporate” Personal The Internet is a changing environment. We only have to think back to our school days to realise how ICT has developed. You may have come across the phrase Web 2.0, this describes new ways of using the Internet – the new technologies We mostly download, but children and young people are increasingly into putting their own things online (uploading) We tend to consume/ use information that is already online, young people like to create. In the early days of the internet many large companies moved into the corporate space and dominated everything. Now it is often about what individuals do for themselves with many companies, organizations and ISPs, such as the BBC providing personal space for blogging, etc.) We are now seeing the separate media blend together with Mobile phones as a good example. They (e.g.Smart phone, iPhone) now enable users able to make calls, play music, navigate the Web, edit photos, play movies and send text message, among many other capabilities. Young people are sometimes described as digital natives. They have grown up with the Internet and the associated technologies. They consider them an essential part of daily life, not a luxury. We are often called digital immigrants because we have not grown up with the technology and often lag behind our children with our understanding We are also seeing a large change in how the technologies are being used – with uploading concerns as great as downloading We also see good verses bad i.e. Informative, creative, dynamic, owned learning…..untrue, libellous, vicious, innocent/ naïve information sharing Separate media Converged media Static Interactive

Some of the technologies…… Mobile phones What next ??? Instant messaging BLOGS Social networking Music Download sites E-mail Gaming sites Podcasting Wikies Chat Rooms Video broadcasting P2P file-sharing This slide identifies some of the technologies currently being used by our children and young people. What Next ??? New technologies are continuing to evolve and will probably link location to the user which will raise many eSafety issues. We need to ‘watch this space’! The following slides look at some of these technologies in greater detail to help clarify understanding. The following do not have slides but here are the definitions if needed: eMail – many adults used email as part of their daily life. Wiki ( Hawaiian word meaning quick) – First Wiki was in 1995. It is a simple piece of software that allows users to freely add, remove and edit Web page content using any Web browser. It has an “open editing" concept which means that anyone can edit the content with the changes being tracked. Wikipedia is the most well known – a web based encyclopaedia. It is a really good place to go to find out definitions Text

Blog is short for web log or online diary Easy to create and use BLOGS Blog is short for web log or online diary Easy to create and use Easy to add comments and share ideas or opinions 1% of parents thought their child blogged 33% of children used blogs 67% of parents didn’t know what a blog was UK Children Go Online, 2005, 9-19 year olds A blog is a website in which items are posted on a regular basis and displayed in reverse chronological order. Like other media, blogs often focus on a particular subject, such as food, politics, or local news. Does your local town have a blog? Some blogs function as online diaries. A typical blog combines text, images, and links to other blogs, web pages, and other media related to its topic. Since its appearance in 1995, blogging has emerged as a popular means of communication, affecting public opinion and mass media around the world. A video blog, sometimes shortened to vlog, is a blog that comprises video. A blog can be a great way for a school to record a field trip as it actually happens. This enables fellow pupils, teachers and parents/ carers to be kept up to-date through pupils adding comment and uploading video of their trip.

Are our children and young people aware of the risks? Go through the statistics. Particularly focus on contact Info and location

Mobile phones Camera phones Text messages Internet access e-mail Anytime  Anywhere Camera phones Text messages Internet access e-mail MP3 player This is an area that is really developing at a rapid rate – we have already mentioned iPhones. If you have a mobile phone just think back to your first phone and compare it with your current phone It is important to recognise that the mobile phone is now capable of so much more than voice calls and text messages. So what can mobiles do now – Camera Phones including video and MMS (Multi-Media Messaging) – the phones used as a camera are growing in importance. People do not always have a camera with them, but they always have their phone. News items often include video taken from a onlooker using their mobile phone. Internet Access – which means that as well as finding information and using email children can access chat rooms, social networks etc MP3 player – reports are starting that sales of i-pods are falling due to the realisation that Mobiles can serve that function Mobile TV – a much talked about development, trials have taken place. Downloads – can download music, games, pictures, video from the Internet. Games – not just Tetris or Snake. Can be multi-player games, and you can be chatting with your team mate or opponent very often while you play. Moblogs – uploading/ posting content onto the Internet from a mobile. Posts of images, texts etc. Further information can be found at Childnet http://www.childnet-int.org/ Chat and IM Downloads Mobile TV

Podcast’ (from ‘ipod’ and ‘broadcast’) Podcasting Podcasting is publishing radio style sound recordings on a website. It’s like a radio show stored as an MP3 file. By podcasting, you can broadcast to the world without the need for specialist equipment or a licence. It is a great way to share work Podcast’ (from ‘ipod’ and ‘broadcast’) The word ‘Podcast’ is used to describe a number of things, from simply posting an MP3 file on a website to creating and publishing regular broadcasts which listeners can subscribe to and download each broadcast to play back on their PC or MP3 Player Podcasting is a great way to share work. It gives pupils a real and mass audience for their work and so increases motivation. Sound is an exciting and engaging medium to work with – a change from print and paper. Schools are beginning to use Podcasting across the curriculum in a number of exciting and creative ways: • Record poems and stories the pupils have written. • Play songs and music that the children or young people have written and recorded • Make a news programme. It could be school news, world news or news from history. • Make an outside broadcast from a field trip or sports day and publish it on the school website. • Have a school radio station with jokes, pupil interests, competitions, interviews etc. and ‘podsafe’ music • Make a recording to help with revision. Work with the pupils/students to record key facts, processes and information for any subject area. For more information and a help sheet visit http://www.thegrid.org.uk/learning/ict/helpsheets/index.shtml

Chat Rooms Instant messaging Chat Rooms are websites or part of websites that provide an area for communities with common interests to chat in real time. Many  Many Instant Messaging IM is a way of communicating with another individual in real time across the internet using text-based not voice communication. One  One Chat rooms These are like communal versions of IM and can be a way to discuss a topic of interest or just keep in touch. They allow users to communicate with each other in real time (live), as opposed to the delayed time you get with e-mail. They are occasionally policed by “chat moderators” but often the moderation is very limited. A user enters a chat room, types a message into the computer, and sends it. This message is instantly displayed on the screens of the other users in the chat room. You never know who is going to be reading your messages or responding to them. During a Chat Room conversation one member may suggest having an IM. Thus changing to a one to one conversation with the related eSafety concerns Instant Messaging - you may have an IM system in your place of work! IM is a way of communicating with others and typing real-time conversations in text. It is less formal than a letter or email and can be a good way for easy collaboration. It is cheaper than long distance phone calls IM tends to be one to one with messages being exchanged in a private "chat room." Young people are very good at managing more than one message at a time and having several one to one conversations. The IM system the alerts you whenever someone on your private list is online. Many online services provide IM services i.e. Yahoo and MSM. You can setup the IM defaults to keep a record of the discussions Young people will often 'swap friends' through IM, and therefore can be chatting to strangers who they feel they trust because a ‘friend’ of a ‘friend’ knows them. IM is a very intimate form of communication - more so than a chat room with its many users, and therefore child abusers will often use this as a means to extract personal information from a young person. 79% of children use IM 29% of parents don’t know what IM is Get I.T. safe NCH 2006 11 – 16 year olds

Wikies Wikis – great place to find info but beware and be critical of the information – plausabiltiy and critical analysis are skills that are taught in the primary ICT curriculum and need to be considered at all times by everyone when finding info on the web.

Required age for Bebo registration = 13 years Social networking Based on the idea of networking with friends and friends of friends 49% of the 3,000 children surveyed by Ofcom have a social networking profile It is estimated that 19% of all UK youngsters have a presence on a social networking site (Source: Ofcom) Required age for Bebo registration = 13 years A social network is an online community that can chat, have a notice board and generally communicate with “friends” . These networks are part of many peoples, especially the young, daily lives There are hundreds of social networking sites on the web. Some are aimed at professionals and focus on work related topics. Many other are aimed at young people and have vast populations In the UK Friends Reunited was one of the early social networking sites. It was based on shared history, such as school friends and has been used as a model for most social networks which have now evolved to incorporate a very wide and diverse group of “friends” The etiquette on these sites is to post information about yourself which is totally against ALL eSafety advice. Bebo, MySpace, facebook are not accessible in school together with any other known sites. There are many other similar sites with new ones springing up every day and it is often possible to get round most filtering to access these networks. 60% of children and young people use social networking sites to make new friends (Ofcom, 2008) 63% 8-17years olds that have a profile online use Bebo 37% - MySpace 18% _ Facebook (Ofcom, 2008)

Videos can be rated and the number of times viewed recorded broadcasting Video sharing websites are where users can upload, view and share video clips Videos can be rated and the number of times viewed recorded Video recorded with mobile phones can easily upload YouTube is one of the ten most popular websites Video broadcasting - the uploading of a video clip to a website. When uploading the creator selects a couple of categories that best match their video and it will then be available on the web for all to view and to rate. Video hosting services are becoming increasingly popular but many creators are unaware that the videos can be viewed, copied and altered by anyone anywhere. Camera phones are often used to record video which then is uploaded onto one of the many websites. Frequently news items are broadcasted on these sites before the BBC YouTube was created in February 2005 and has very quickly grown in popularity. It has now been purchased by Google. In early 2007 YouTube was one of the top ten most popular websites on the Internet. Most users are teens and young adults. Two million videos are added to YouTube's stock of 100 million videos every month While much of the content consists of original amateur home video, many advertisers and media producers are now providing professional content. There is controversy around some of the content on these sites. Sensitive political and personal topics have resulted in the sites banned by some countries. YouTube bans the distribution of pornography but there is a range of questionable content available on the site. Due to the non-text and ever-changing nature of YouTube, parental controls and filters are often ineffective at blocking specific videos or portions of the site. Australia has banned YouTube in schools

Role-play, adventure and life simulations are becoming very popular Gaming sites Role-play, adventure and life simulations are becoming very popular Added extra elements of self-expression and personalisation Play on-line with other gamers from around the world Play in real-time Computer games have been around for over twenty years. Many adults remember the Sinclair Spectrum ZX and the early games such as Manic Minor or SIM City ( the first version)? Many of our children own gaming consoles such as an X-box or Play Station which all contain multiplayer games. These are video games in which multiple people can play the same game at the same time across the internet. In multiplayer games, players either all compete against each other, or team up to achieve a common goal such as defeating an enemy that can consist of either human players or a computer. There have been a number of reports identifying the positives with gaming: In October 2004 a new report was released that praised the positive impact that games have on children, encouraging their use in education. This supports a Home Office five-year research study published in 2001 which concluded that those who play computer and video games regularly are more likely to be academically successful, are more likely to go to university and subsequently have better employment prospects. (Source: Home Office). There are however often Chat rooms, IM or social networks associated with online games which can have related eSafety concerns. Addiction can sometimes be another concern.

To get started you will need to download P2P software from a website file-sharing File-sharing or peer-to-peer (P2P) are terms used to describe sharing files (resources) directly between computers. To get started you will need to download P2P software from a website This software creates a ‘shared media’ folder on your computer from which other P2P users can access your files You can then exchange music, videos, games etc with other P2P users File sharing - making files available for other users to download over the Internet or small networks. File sharing usually follows the peer-to-peer (P2P) model, where the files are stored on PCs and shared by the users. Most people who take part in file sharing also downloading files that other users share. Sometimes these two activities are linked together. P2P file sharing does not involve uploading files Napster was one of the early P2P file-sharing services and for a while was closed down due to copyright infringements – it enabled users to take copies of copyright music without charge. It is now a legal pay-for-song music download site but other illegal sites have sprung up. Other P2P file-sharing programs are Kazaa and Limewire. P2P file sharing services enable users to download music, images, video and other files. P2P raises many concerns; Content can be inappropriate, offensive or illegal and can be hidden in innocent sounding files which can get round filters Sharing of commercial files such as music breaks copyright rules and is illegal Users can chat and IM to other file-shares who may be unknown File-sharing allows users into your PC which can create other problems such as Spyware – installed without your knowledge Personal files shared without your knowledge – identity theft Greater vulnerability to viruses Children from upper primary onwards are using P2P but are often unaware of the risks

School Outside of school Supervised Monitored Filtered Curriculum ? The Hertfordshire Grid for Learning provides a filtered access. School monitors pupils and have acceptable use policy/ pupils rules. The curriculum supports eSafety. What happens in the home?? Supervision at home important but can be difficult because our young people protect their privacy. Ideally we all should work together to provide the same message. . Schools often provide internet usage in an ‘enclosed’ environment – heavily restricted, but once children and young people are outside of school there is often limited supervision (with even less restriction when children use mobile phones)

Why is education so important in this area? 99% of children aged 8-17 access the internet (Ofcom, 2008) 90% of children aged 5-16 now have a computer at home (ChildWise, 2008)

Why is education so important in this area? Biggest danger is the not knowing – 55% access the internet everyday 47% for an hour or more 21% liked IM/Chat the most 15% used gaming sites 33% had access in their bedrooms 25% have met someone offline 83% have taken a friend (CEOP, 2007) The internet has become integral to children’s lives, and we need to be able to give them the tools to use the internet safely. This is also paramount with regards to parents and giving you the knowledge to know what your children are using the internet for. Here you will see some more stats that were obtained from CEOP’s 6000 11-16 year olds through the Thinkuknow campaign. The most worrying of all are the last 2 bullet points- 25% of young people asked said they had met someone in the real world who they first met online, and ¼ of these did not take anyone with them. Of the ¾ of young people who did take someone, 83% took a friend rather than a trusted adult. So, not only are they putting themselves at risk, but also their friend.

provides internet safety advice for parents and carers CEOP works across the UK and maximises international links to tackle child sex abuse wherever and whenever it happens. provides internet safety advice for parents and carers provides information on internet safety and safe surfing for young people aged 11 to 16 years report facility enabling anyone to report any inappropriate or potentially illegal activity with or towards a child online From e-world to real world, the work of the CEOP centre “Separating online child sex abuse whether it is chat-room grooming, distribution of illegal images or any other form of attack, cannot and should not be separated from offline consequences. People who prey on children whether for personal pleasure or other illegal gain do it in a way that exploits any possible opportunity. Any response must similarly be all encompassing...” Materials now aimed at KS2, KS3/4 and impending resources for KS1

eSafety – Summing up the risks Content - sexual, racist, violent unreliable/bigoted i.e. safety of children’s minds Commerce - scams, phishing and pharming, downloads which steal information– children’s and parents! Contact - via interactive technologies – IM, chat, multiplayer games Culture – bullying, camera phones, blogging, social networking ….. Content Throughout this session we have talked about content. We need to ensure that our children and young people are aware that websites can be inaccurate, have extreme views, contain pornography and be as good or bad as the individual who created them. Commerce There are many scams and we have all probably received bogus emails. Phishing is where an email appears to be from a recognisable company but in reality is from a bogus company set up to steal personal details, money etc. Pharming happens when your antivirus software is not up to-date and a virus causes your browser to be redirected to a bogus website. There is also a blur between advertising and finding out information. Many websites have short questionnaires or competitions with the aim of gaining personal information. This can then be used for direct marketing etc Contact This is an area open to significant abuse. We do not know who our “new friend” online really is! They could make unwanted contact or be a Paedophiles ( we must remember that paedophiles are criminals) . These new technologies are also a very effective medium for bullies Culture We are now in a totally new culture – very different from that of our childhood. Our children and young people want and expect to be fully involved in this culture. They want to make this their private space and are concerned that we will take it away if they tell us about any unpleasant experiences One third of young people who go online at least once a week report having received unwanted sexual (31%) or nasty comments (33%) via email, chat, instant message or text message. Only 7% of parents think their child has received such comments. UK Children Go Online, 2005, 9-19 year olds

It starts with Primary… Primary pupils as likely as secondary to access inappropriate material Year 9 girls most susceptible to ‘grooming’ Year 6, 10 and 11 most likely to plagiarise (boys more commonly than girls) Keeping up with unknown technology Some interesting facts. As parents and carers it is important to be aware that this is not just a secondary concern. Teachers, parents and carers have a very important role in the primary phase to educate children and young people about using the Internet and related technologies safely. In the secondary phase the same message needs to be continued and embedded. Perhaps the biggest concern is what we do not know! What will be the technologies used tomorrow? How will we use these technologies How will the unscrupulous/ criminal use these technologies We do know that all users of these technologies can be traced and organisations such as: Internet Watch Foundation http://www.internetwatch.org.uk/ Child Exploitation and Online Protection Service http://www.ceop.gov.uk/ work to monitor, detect and prosecute those individuals whose aim is to harm our children

Challenges  Young People  Maturity Like to post images and reveal personal information Want lots of ‘friends’ Talk about their peers – can be hostile Use inappropriate nicknames, often sexual Express insecurities and fantasies Trick others to make silly, embarrassing, dangerous acts with video or webcam Push boundaries - just as we pushed the boundaries as children Children and young people and often lack the maturity to realise the full implications of their actions. They : Upload photos that reveal personal information such as name, location (town, sports team, school, etc) on sites like Bebo without fully realising that these photos can be seen by anyone, anywhere. Add sexually indecent or inappropriate images (taken with their mobile or webcam) Copy private messages and circulate to ‘friends of friends’ who may not be real friends and therefore put someone at risk. Take images and/ content which can be hostile or have bullying content and circulate. Make their personal profile information public (do they realise what public really means!) Trick others into silly/ embarrassing/ indecent acts on webcam - Just put your local school name into YouTube or Bebo and you willprobably find a number of these. Can become obsessive in their uses of the Internet and time spent online On an extreme note they use the Internet for peer-to-peer encouragement of suicide, anorexia, drug-taking, self-harm ( This often makes national news and as you can imagine can have a devastating effect on the child and family)

Over to you – discuss How aware are you of eSafety issues? Has your child experienced threats to their eSafety? Do you and your child talk about using the internet safely?

Home and Family Guidelines Practical principles Talk with, NOT at your children. Agree family guidelines and rules. Discuss regularly online safety. Infrastructure Virus and firewall software up to-date, Browser ‘safe search’ enabled. Education Learn together about new technologies and enjoy! Reflect together about new technologies, the benefits, dangers and potential. Systems Keep webcams in family rooms Monitor time spent on the internet View the ‘History’ or purchase filtering software. Have proportionate responses to problems. Your child will not tell you about a problem if they feel their access to the technologies will be restricted. Talk through all the guidelines above PIES All browsers such as Google and Yahoo have preferences which can be configured to block images and text of a sexual nature. You can select from strict, moderate to no filtering. Our advice would be to have strict filtering on all computers within the household. You can help protect your children by following the simple steps below: Keep a watchful eye on Internet use including e-mail & Chat Check the history folder of your Internet browser to check what sites have been accessed Use a child friendly search engine – Yahooligans or Ask Jeeves for Kids etc Use IE Content Supervisor which can be accessed via the tools menu followed by Internet Options – it will only blocks participating sites Consider purchasing filtering software – netnanny, cyberbloc etc Consider using a different browser – Firefox? Protect your PC with a Firewall / Antivirus software – include spyware Enable strict safe searching on search engines Remember that Children and young people can often get round most monitoring and filtering software so education is one of the keys to eSafety Have proportionate responses to problems. Your child will not tell you about a problem if they feel their access to the technologies will be restricted.

and finally remember http://www.children-go-online.net/ ‘..the risks do not merit a moral panic, and nor do they warrant seriously restricting children’s internet use because this would deny them the many benefits of the internet. Indeed, there are real costs to lacking internet access or sufficient skills to use it.’ ‘However, the risks are nonetheless widespread, they are experienced by many children as worrying or problematic, and they do warrant serious intervention by government, educators, industry and parents.’ It is very important to emphasis the comments on this slide. We all need to have a balanced approach to eSafety . We also know that we can not stop children and young people using the internet and all the related technologies. It is the world they are growing up with and it both excites and motivates them. http://www.children-go-online.net/

eSafety - resources www.thinkuknow.com http://www.childnet-int.org/ http://www.bbc.co.uk/webwise/ http://www.iwf.org.uk/ http://www.getnetwise.org/

Aims of this session Look at how children are using the Internet Raise awareness of eSafety issues Consider ways of supporting parents/ carers Offer guidance on keeping your child safe Next steps The internet has many positives which we want our young people to enjoy. There are however a number of dangers which we need to be aware of as parents and carers. Respond to the negative Promote the positive