Module 6 (Part A): The internet and the classroom

Discuss how safety and privacy issues could impact on integrating technology into your teaching, and what steps you could take to deal with it.

Roblyer and Doering point out various ways in which technology can negatively impact students, including safety and privacy issues (Roblyer & Doering, 2014, p. 235). As a future teacher of History and English, social networking platforms afford collaborative discussion opportunities across many different cultures; opportunities that are unavailable in traditional learning environments and crucial to achieving History curriculum outcomes. The relative advantage of these tools is too great to dismiss. However, integrating social media into the classroom requires a focus on the importance of digital safety and maintaining online privacy. LaRose, Rifon & Enbody argue that it is possible to improve online safety for students by emphasising the importance of one’s personal responsibility however, this strategy requires a degree of self-efficacy and perhaps dismisses those students who are most vulnerable and lack the maturity and knowledge to properly protect themselves (2008, pp. 75-76).

Students need to be explicitly taught, the implications of ignoring internet safety and privacy in an authentic and relevant way. We need to show them and reinforce the stranger, danger message to include the “invisible” audience of the web. A teacher from Tennessee USA, used the file sharing capabilities of social media networks to show how easily a message can spread. In over two weeks, she received 3.8 million likes, shares and her image was manipulated and uploaded across various other platforms (‘If you are reading this please click like’: Teacher who warned students about internet dangers with online note goes viral, 2013). Students could also participate in an activity where they google themselves to gauge the impact of their digital footprint. Hopefully these ‘teachable moments’ might motivate students to modify their behaviour and reduce such risks.



Youn argues that Roger’s Motivation Theory provides a framework for developing strategies to minimise online safety and privacy risks by perpetuating messages similar to anti-smoking and binge-drinking campaigns (Youn, 2009, p. 392). When I completed high school, the Rock Eisteddfod concert provided a platform for an anti-drug message to encourage students to have fun without having to resort to drugs and alcohol. With the emergence of ubiquitous technologies, perhaps the online safety and privacy message needs to take on such significance and also presents an excellent opportunity to teach students about digital citizenship and protecting their digital footprint.

Describe 3 ways that you could use Web 2.0 tools in your teaching.

Using web 2.0 in the classroom enables a personalised learning experience crucial to enhancing student engagement and motivation. Cheung argues that web 2.0 affords students the opportunity to collaborate and create content throughout a variety of reflective, social and repository platforms (Cheung, 2012).

Blogs: Using blogs in the study of History allows student to reflect on the learning over time to develop a broad conceptual understanding of the content and develop critical thinking capabilities. It is a place to record ideas, thoughts and receive asynchronous feedback through comments and enables students to tap into different perspectives to increase their knowledge. History curriculum outcome HT5-7 states that students need to explain different contexts, perspectives and interpretations of the modern world and Australia which can be facilitated by the creation of a student blog similar to the way we are connecting on our ESC407 blogs (Board of Studies, Teaching and Educational Standards NSW, 2016). For example, a summative assessment item of depth study: rights and freedoms (1945-present) may include how students interpret, use and communicate historical information regarding civil rights on a blog, rather than simply recalling dates and events. Lee and McLoughlin emphasise this creation over consumption mentality ( 2008).

Twitter: The functionality of social networking in the History discipline allows students to create a social space by linking with individuals and groups related to certain topics (Lombard & Porto, 2010). This generates knowledge by building connections and makes the learning authentic and relevant by encouraging a 21st-century learning atmosphere. By creating a class twit board, students can sum up key points and share them with the class to generate discussion. Particularly helpful for students who struggle to find a voice in the classroom. Teachers can also use the twit board as a Learning Management System to notify students of important changes and class information (Roblyer & Doering, 2014, pp. 241-242).

Wiki: Wikis allow for online collaboration, cumulative knowledge development and enable students to think critically and creatively about information to develop historical arguments (Workman Jr, 2008). A class wiki could be established for students to upload relevant material and personal contributions to help support a broader conceptual understanding of the making of the modern world. This supports History curriculum life skill outcome HTLS- 9 where students are required to recognise different perspectives of people, events and historical issues (Board of Studies, Teaching and Educational Standards NSW, 2016).


Board of Studies, Teaching and Educational Standards NSW. (2016). History K-10: Outcomes. Retrieved from NSW Syllabuses:

Cheung, H. (2012). Use of web 2.0 technologies in K-12 and higher education: The search for evidence-based practice. Educational Research Review, 47-64.

‘If you are reading this please click like’: Teacher who warned students about internet dangers with online note goes viral. (2013, November 30). Retrieved from Daily Mail Australia:

LaRose, R., Rifon, N., & Enbody, R. (2008). Promoting personal responsibility for internet safety. Communications of the ACM, 51(3), 71-76.

Lee, M., & McLoughlin, C. (2008). Harnessing the affordances of Web 2.0 and social software tools: Can we finally make” student-centered” learning a reality? World conference on educational multimedia, hypermedia and telecommunications, 1, pp. 3825-3834.

Lombard, R., & Porto, S. (2010). Web 2.0 in the Classroom. In J. Yamamoto, C. Penny, J. Leight, & S. Winterton, Technology Leadership in Teacher Education: Integrated Solutions and Experiences (pp. 214-240). USA: IGI Global.

Roblyer, M. D., & Doering, A. H. (2014). Intergrating Educational Technology into Teaching (6th ed.). Essex, UK: Pearson Education Limited.

Workman Jr, J. (2008). Wikis in the Classroom: Opportunities and Challenges. Marketing Education Review, 18(1), 19-24.

Youn, S. (2009). Determinants of online privacy concerns and its influence on privacy protection behaviours among young adolescents. The Journal of Consumer Affairs, 43(3), 389-418.




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