1. LeeAnna Kobayashi University of Hawaii at Manoa ETEC M.Ed. Program

4. A. Graduate Student B. Instructor C. K-12 Teacher D. Family/Friends E. Other

5. Introduction Instructional Design Project Web-based at cybersafeincyberspace.weebly.comcybersafeincyberspace.weebly.com

6. Context Bullying takes many forms – Emotional, physical, relational and cyberbullying

7. Context – Why this topic? Personally witnessed bullying/hazing in the Navy ETEC 643 – Ed Tech in Informal Learning Environments final project

8. Context – Why was this study needed? Cyberbullying is a problem that is evolving along with technology New technology brings about new ways to bully

9. Context – Why was this study needed? Cyberbullying is a problem that is evolving along with technology New technology brings about new ways to bully Cyberbullies often act anonymously

10. Purpose The purpose of this instructional design project was to evaluate a module that would create awareness of what cyberbullying is and what can be done to stop it.

11. Target Audience 6 th and 7 th graders Students at a Honolulu charter school IRB approval, Hawaii DOE approval & Hawaii Charter School approval

12. Methods Web-based approach Utilized Weebly.com, Google Forms and ProProfs.com Allowed for easy access + easy construction Self-pacing by participants using a flowchart

13. Module Flowchart

14. Methods Module was divided into 4 lessons: Intro to establish a reason to learn about cyberbullying Discussion of digital citizenship Discussion of what cyberbullying is Discussion of how to stop cyberbullying

15. Methods Strategies: Use of a large font size Simplified writing style/terminology

16. Methods Strategies: Use of a large font size Simplified writing style/terminology Bright colors

17. Methods Strategies: Use of a large font size Simplified writing style Bright colors Highlighting of important terminology

18. Methods Strategies: Use of a large font size Simplified writing style Bright colors Highlighting of important terminology Photographic images of young people using technology

19. Methods Strategies: Use of a large font size Simplified writing style Bright colors Highlighting of important terminology Photographic images of young people using technology Inclusion of cartoon images portraying cyberbullying

20. Methods John Keller’s ARCS Model of Motivation

21. Results 34 participants (8 in Pilot study, 26 in Actual study) Pilot study — 5 of 8 scored 100% on pre-test, All 8 scored 100% on post-test

22. Results 34 participants (8 in Pilot study, 26 in Actual study) Pilot study

23. Results 34 participants (8 in Pilot study, 26 in Actual study) Actual study 26 participated however, 3 participants’ scores were omitted due to skipping either the pre-test or post-test 11 of 23 scored 100% on pre-test & post-test 6 participants showed improvement 5 participants scores decreased from pre-test to post-test

24. Results 34 participants (8 in Pilot study, 26 in Actual study) Actual study

25. Results - Improvements 34 participants (8 in Pilot study, 26 in Actual study) Actual study

26. Results – Anomalies 34 participants (8 in Pilot study, 26 in Actual study) Actual study

27. Results Most participants had positive comments about the module in the “About the Lesson” survey They liked the cartoon images and the simplicity of the lessons

28. Results Some participants wanted to: play a video game related to cyberbullying

29. Results Some participants wanted to: play a video game related to cyberbullying see videos about cyberbullying

30. Results Some participants wanted to: play a video game related to cyberbullying see videos about cyberbullying know more about viruses and malware

31. Conclusion Based on the results Target a younger age group 6 th grade participants were already knowledgeable about cyberbullying Cyberbullying is starting at younger ages

32. Conclusion Based on the results Target a younger age group 6 th grade participants were already knowledgeable about cyberbullying Cyberbullying is starting at younger ages Place more emphasis on taking time to read + answer test questions thoughtfully

33. Conclusion Based on the results Target a younger age group 6 th grade participants were already knowledgeable about cyberbullying Cyberbullying is starting at younger ages Place more emphasis on taking time to read + answer test questions thoughtfully Add some more test questions so each question would not be worth more than 10%

34. Future Research Possibilities Cyberbullying curriculum for: parents of Digital Natives individuals with special needs or disabilities immigrant children or children of immigrant parents

35. Recommendations Always search for a challenge

36. Acknowledgements Kokoro no Tokyo Kakumei Suishin Kyougikai

37. Acknowledgements Kokoro no Tokyo Kakumei Suishin Kyougikai Mom & Dad Critical Friends – Serena, Jenny, & Adam Instructors – Ari, Eddie, and Curtis Advisor & Subject Matter Expert – Dr. Truc T. Nguyen

38. Questions?

39. Contact me at: leeannak@hawaii.eduleeannak@hawaii.edu or kobayashi.leeanna@gmail.comkobayashi.leeanna@gmail.com