cybersafety, generation y & you - wasla · cybersafety, generation y & you barbara combes...

CyberSafety, Generation Y & You

Barbara Combes WASLA President WA Operations

Vice President Advocacy & Promotion IASL Lecturer, School of Computer and Security Science, ECU

PhD Candidate, Curtin University of Technology, Perth Western Australia

Agenda

•  Background & some facts about the Internet/WWW

•  Gen Y: The truth about digital natives

•  Technology: The good the bad & the ugly

•  CyberSafety & you

What is the Internet? Facts:

–  Size: It is huge –  A global network –  Distracting and ‘noisy’ –  Disorganised –  A tool which provides access to information + is also a

publishing and communications device –  Anyone can publish –  Information in many formats, delivery modes –  Overloaded and very dense

The Internet

The Internet = sky + ocean + iceberg

World Wide Web = iceberg

Top of the iceberg = Public Domain Web (the part search engines like Google search) = 5 – 8 %

Bottom of the iceberg = Hidden or Invisible or Deep Web = 90%+

Search engines like Google cannot access the Deep Web

The Internet

How big is it?

July 2008, Google announced its systems had registered a trillion unique pages.

Internet2? •  advanced networking consortium •  led by the research and education community since 1996 •  provides leading-edge network capabilities and unique

partnership opportunities that facilitate the development, deployment and use of revolutionary Internet technologies

Internet3?

The Internet Traffic? Email statistics (who does the counting?)

•  If email was a country, its 1.4 billion users would make it the

largest in the world. Bigger than China, bigger than the populations of the USA and European Union combined.

•  247 billion emails are sent each day. That’s one email every 0.00000035 seconds. In the time it takes you to read this sentence, some 20 million emails entered cyberspace.

•  13.4 billion: the number of direct marketing dollars forecast to go on email in the US in 2009.

•  $583 billion: the return from that investment.

The Internet Traffic? Email statistics (who does the counting?) •  181: the number of marketing emails it would take to

produce enough revenue to buy one share in Microsoft. •  83,689,738,832,367: the number of marketing emails it

would take to produce enough revenue to pay the US National Debt.

The sum total of man’s accumulated knowledge is doubling every year !!

The Internet Disorganised, distracting and ‘noisy’ The Internet may be the world's greatest library, but let's face it - all the books are scattered on the floor. D.C. Denison In the non-stop tsunami of global information librarians provide us with floaties and teach us to swim. Linton Weeks •  All information is on the Internet. •  But we have search engines, anyone can find anything on the Internet. •  Search engines are information resources. (Draft Australian National Curriculum) •  Just Google it! (Julia Gillard, Deputy Prime Minister, Australia)

•  Google can find anything! (Student commentary)

•  Google is king! (Student commentary)

The Internet Search engines Are different: •  search engines – Google, Bing, Clusty, Twurdy, cuil •  meta crawlers & meta search engines – Dogpile, Vivisimo, Kartoo •  search directories – Infotopia, Yahoo, Open Directory, Pandia •  just for kids – Ask Kids, CyberSleuth Kids, Kids.net.au •  Australian search engines and directories No single search engine searches the whole Public Domain Web. Thumbshots Ranking Machine Google Bombing “miserable failure” = George Bush’s Official Biography “more evil that Satan” = Microsoft’s homepage

The Internet Anyone can publish on the Internet

Martin Luther King (3rd result, Google keyword search 24 May 2010)

Life on Mars (4th result, 1st image result, keyword search 24 May 2010)

Bogus information All About Explorers

The Dangers of Dihydrogen Monoxide (H2O)

Pacific Northwest Tree Octopus

Bogus Websites

The Internet Anyone can publish on the Internet "With the Internet, the greatest disseminator of bad data and bad information the universe has ever known, it's become impossible to trust any news from any source at all..." Harlan Ellison, 1998.

The Bad – the Internet: •  leads to a lot of information that is inappropriate •  no standard system of quality control •  be careful about which information you use •  don’t trust everything you read.

The Internet Web 2.0

Information overload

The Internet Web 2.0

Very crowded!

Generation Y: A brave new world?

By Jerry Scott & Jim Borgman

Generation Y – ‘digital native’ attributes

•  ability to learn independently by discovery, investigation and experience

•  result of this new learning style - retain information and use it in innovative ways

•  comfortable using a range of technologies •  know what they want •  greater digital literacy skills •  intuitive visual communicators •  strong visual-spatial skills •  readily integrate the virtual with the physical world (network/

Internet literacy) (Brown, 2000; Skiba, 2003; Dorman, 2000; Oblinger & Oblinger,

2005)


Jerry Scott &

Jim Borgman Global connectivity allows the Net Generation to communicate with a broad range of users and exposes them to a wide range of ideas and cultural differences, thus leading to a more socially inclusive outlook.(Tapscott, 1998)


•  developed sophisticated information skills which enable them to evaluate and authenticate information (Dorman, 2000)

•  multi-taskers •  enjoy working in groups and teams •  capable of absorbing information rapidly (Murray, 2007)

•  view the Internet and the WWW as essential components of their lives

•  ultra-communicators and use many forms of media simultaneously (Hempel, & Lehman, 2005; Windham, 2005; Murray, 2004)

•  have a strong work ethic, because they are informed and media-savvy (Alch, 2000)


Jerry Scott and

Jim Borgman The Net Generation are able to multi-task and use technology in innovative ways. (Skiba, 2003; Dorman, 2000; Oblinger & Oblinger, 2005)


•  learn differently, in a multi-dimensional world, and as a result are more fluent in the ways information is handled in electronic formats (Long, 2005)

•  active information creators as well as consumers (Lorenzo, Dziuban & Oblinger, 2006)

•  want to investigate practical applications of their studies (Windham, 2005)

•  expect to be engaged •  prefer experiential learning •  value the convenience provided by technology and want 24/7

access, fast (Oblinger, 2008)

•  want their problems to be solved quickly and easily and often turn to technology to provide solutions (Wager, 2005)

Generation Y – A business opportunity •  Term first coined by Donald Tapscott, 1998 •  Embellished by Marc Prensky, 2001 - labels ‘digital natives’ and

‘digital immigrants’ •  Based largely on observation

•  Both Tapscott and Prensky continue to push the Net Gen theory

•  Tapscott, 2009 – new print publication – Net Gen all Grown Up •  Prensky – Homo sapiens digital, use of technology promotes

knowledge accumulation and leads to wisdom •  Businessmen rather than educators or serious researchers

•  Theory not based on rigorous academic method

•  Both on the speaker circuit in the US

Generation Y theory

•  ‘For the first time in history, children are more comfortable, knowledgeable, and literate than their parents about an innovation central to society. And it is through the use of digital media that the N-Generation will develop and superimpose its culture on the rest of society. … These kids are already learning, playing, communicating, working, and creating communities very differently than their parents. They are a force for social transformation’ (Tapscott, 1998).

•  Tapscott concluded:

–  children and young adults using technology results in an increase in child development.

–  the development of cognition, intelligence, reasoning, personality and autonomy are enhanced as a result of being part of an interactive world.

–  problems that require ‘management such as cyber safety, online bullying and inappropriate behaviour - ‘the kids are doing most of the managing themselves’ (Tapscott, 1998).

Generation Y theory

•  ‘It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. … [Digital Natives] today are all “native speakers” of the digital language of computers, video games and the Internet’ (Prensky, 2001).

•  ‘Today norms and behaviors are changing much faster than in the past, because the technology changes rapidly and the Digital Natives are programmed to – and want to – keep up with it’ (Prensky, 2007).

•  ‘What should we call this emerging digitally enhanced person? Homo sapiens digital, or digital human, perhaps. The key to understanding this development is to recognize that it includes both the digital and the wise. As digital enhancements develop, so too will the concept and practice of wisdom’ (Prensky, 2009).

Generation Y - Issues

•  Net Generation theory - subsequent social commentary, serious academic discourse and research conducted for systemic education reports use Tapscott and Prensky as seminal works.

•  The Net Generation theory continues to have resonance with the general public, politicians, education administrators and young people themselves.

•  Few actual critiques or rebuttle.

Generation Y - Issues

Exceptions

•  Being born into a culture saturated with things digital is not a complete blessing despite the eager claims of digital drum majors and pied pipers. Neither is such immersion an automatic state of grace. … Their stance is unsubstantiated by evidence and is little more than digital delusion. They are guilty of "arcade scholarship" - analysis that is superficial and cartoonish (MacKenzie, 2007).

•  Those writing about digital natives confuse the ability to navigate around ready-made online environments or download content from the Net for a general ease with technology. … Far from helping so-called digital natives, we may be creating large numbers of digital refugees: people who are lost when it comes to using technology simply because nobody sat down and showed them how to use technology, or use it effectively (Scanlon, 2009).

Generation Y theory in context

•  Early 1990s – GUIs, MS Windows, drag & drop, cut & paste •  1993 – Tim Berners-Lee, WWW

•  1994 – Netscape, first Web browser appears •  1995 – costs of hardware, software - still expensive, but falling

•  1995 – Internet/Web breakout year - Compuserve, American Online, and Prodigy – access to the general public

•  1997 – 1.6M users in Australia, 1/3 general public

•  Tapscott – 1997 observations, 1998 publishes Growing up Digital – The Net Generation

•  1998 – 2001 dot com era, lower costs, plug and play

•  Prensky – 2001, publishes Digital natives, digital immigrants

Generation Y - Research

•  In spite of a considerable body of research evidence to the contrary (2002-2009), it is often assumed by educators, politicians and the media, that young people today are ‘pre-programmed’ or ‘wired’ to cope with an increasingly complex information landscape that utilises multiple formats and technologies and where traditional distinctions that provided structure when seeking information are now blurred.

•  Assumptions - students already know how to use technology to meet

their information needs, so educators/teachers don’t need to teach them!

•  Assumptions – my kids know more than I do, so I can’t help them.


Our children are teaching themselves how to use the Internet. No formal instruction and the development of a culture of use. As a result: •  There is no such thing as a ‘hard wired’, ‘digital native’. •  Young people have high levels of confidence when using the Internet/

Web. •  They do not use it effectively or efficiently when seeking information. •  They trust information they find and search engine results. No

evaluation of information, take the first 4-6 results. •  Use very simple search strategies. •  Do not understand the complexity or how the Internet/Web works. •  20% of young people actively dislike using the Internet/technology.


Using the Internet/WWW requires a range of sophisticated information literacy and higher order thinking skills including:

•  Traditional literacy •  Computer literacy •  ICT literacy •  Internet/network literacy •  Screen literacy •  Multimedia literacy •  Visual discrimination •  Information management •  Information inquiry literacy •  Higher order thinking - analytic and synthesis (making meaning)

Generation Y: Culture of use trust in search engine results + confidence =

assumption of authority, ie. if the search engine result is relevant to my query then it must be authoritative or good information

This idea of relevance = authority may also explain why most students feel they find what they are looking for most of the time. Many students find that problems only arise when they are searching for very specific information, ie. they can always find something. Trust in search engine results and over confidence also means that if they can’t find anything after trying several searches, they will often assume that the information isn’t available, rather than concluding that they can’t find it, ie. they do not recognise they don’t know or have failed to find the information they are seeking.

Technology: The good, the bad & the ugly

Virtual worlds - Real baby dies as parents raise virtual daughter

Safe information - Medicare privacy breaches shake e-health legislation

Safe information - Obama Twitter account 'hacked by Frenchman'

Govt filtering - Austn govt agency blacklists a dentist office website?

Govt filtering - Australia should drop filter plan: US

Connecting - Facebook unveils new 'Like' button

Safety - Stalker fear over phone app

Google is king! - Google spends over $250 million on start-ups in quarter

Google is king! - Google sees 'everything'

Privacy - European privacy officials steamed over Google's WiFi sniffing slip

Websites in the news March – May 2010

Technology: The plain scary!

Spokeo - Opting Out of Spokeo (April 5, 2010)

A free lunch? – Google docs, Gmail

Waitress fired for griping about tip on FaceBook (May 17, 2010)

Protecting online reputations in plain English (June 1, 2010)

Digital Footprints- Your New First Impression (June, 2009)

Government Internet Surveillance in Room 641A (November 20, 2009)

Cell Phones 1984, Big Brother is Listening (June 19, 2008)

Surveillance Systems

Technology & Schools

A vision of students today

Stop blocking Internet sites, schools told

CyberSafety @ school

Questions:

•  What technology do we have that is “open” to the Internet/Web?

•  Is it protected? ie. has security, especially wireless technologies

•  Is this protection up-to-date/kept up-to-date?

•  Who is responsible for the protection of the infrastructure?

•  Maintenance and upgrades? Redundancy is an important issue and includes:

•  Hardware and infrastructure

•  Software, especially whole school programs

•  Subscription and electronic resources

•  Processes and procedures

•  Costs - $$$ + time + professional personnel


Questions:

•  Do we have an information specialist at our school? ie a teacher librarian? If not:

•  Who is the nominated eSafety Coordinator?

•  Who is responsible for Acceptable Use Policy development, implementation and administration?

•  Who is responsible for counselling staff and making sure the school (students, teachers and admin) is not in breach of copyright and IP?

•  Who is responsible for monitoring online interactions, staff-t-student, student-t-student, cyberbullying?


Questions:

•  Do we have an information specialist at our school? ie a teacher librarian? If not:

•  Who is responsible for teaching students:

•  about plagiarism, notemaking, effective referencing?

•  how to locate and evaluate good information?

•  Netiquette (good manners), email etiquette, communicating online?

•  ethical and appropriate use?


Questions: •  Do we have an information specialist at our school? ie a teacher librarian? If not:

•  Does the school rely on technological solutions or educational ones?

•  Net nanny? Tracking software?

•  Who monitors these programs?

•  Who implements, administers and updates these programs?

•  Who is responsible for embedding/integrating CyberSafety messages into curriculum programs?

•  Is there a Technology eSafety policy development framework that is monitored and kept up-to-date?

•  Who is responsible? Who should be involved?

Cybersafety & you


Cybersafety & you

By Jerry Scott and Jim Borgman

Web 2.0 and social networking


CyberSafety @ home

Questions:

•  What technology do we have that is “open” to the Internet/Web?

•  Is it protected? ie. has security, especially wireless technologies

•  Virus protection, a firewall?

•  Is this protection up-to-date/kept up-to-date?

•  Who is responsible for the protection of my infrastructure? My Internet service provider (ISP)? eg iiNet, WestNet, Bigpond Me?

•  How can I ensure my home system is protected?

CyberSafety @ home

Technology House Rules:

•  Open the conversation about technology with your kids

•  Start early, do things with them on the Web

•  Make this an ongoing conversation

•  Talk about plagiarism, copyright, safety on the Web

•  Have a set of house rules about computer use

•  Keep the computer in a family area, not in a child’s bedroom

•  Keep up-to-date yourself – ask your school, public library to provide PD for parents

•  Browse your family computer/s often

CyberSafety @ home

Issues for kids:

•  Open the conversation about technology with your kids

•  FaceBook – age to join is 13+

•  Don’t release private information on the Web

•  Everything you do on the Web can be tracked (invisible footprints)

•  Anonymity behind a computer screen does not = safety

•  Keep your digital footprints clean

•  As a user and parent, model best practice

CyberSafety @ home

There is no such thing as a digital native. Our kids need us to teach them at home and at school about:

•  CyberSafety

•  appropriate use

•  netiquette and etiquette

•  legal responsibilities and ramifications

•  the importance of your digital image and footprint

•  good search skills and use of information

•  to think critically about how they use technology

CyberSafety

We talk to our children about:

•  Stranger danger

•  Road safety

•  Safe sex

•  Drugs

•  Alcohol

We need to have an ongoing conversation about how we use technologies, past present and future.

Who is responsible for CyberSafety? We ALL are!

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