Key classroom principles: across and within subjects and key stages - Teaching with Technologies: The Essential Guide - page 146

Table 7.7 The 3 'c's of e-safety (adapted from byron 2008)

Commercial Aggressive Sexual Values

Content
(child as
recipient)

adverts
spam
sponsorship
Personal info

Violent/hateful
content

Pornographic
or unwelcome
sexual content

bias
racist
misleading info or
advice

Contact
(child as
participant)

Tracking
harvesting
Personal info

being bullied,
harassed or stalked

meeting strangers
being groomed

self-harm
unwelcome
persuasions

Conduct
(child as
actor)

Illegal downloading
hacking
gambling
Financial scams
Terrorism

bullying or
harassing another

creating and
uploading
inappropriate
material

Providing misleading
info/advice
misuse of online
info: e.g plagiarism

a strong conceptual framework for e-safety on which the teaching practices and the
subject knowledge for e-safety could be hung. The three 'C's of content, contact and
conduct (Table 7.7) help focus teaching activities and identify the purposes of the
teaching resources used.
The Byron Review (2008) in the UK makes explicit the steps that need to be taken
to protect Internet users. The focus on the school is to build 'children's resilience to the
material to which they may be exposed so that they have the confidence and skills to
navigate . . . more safely' (Byron 2008: 5). Byron argues that what is required is mak-
ing explicit teaching and learning about e-safety, and the review also concludes that
new teachers entering the profession need to be equipped with e-safety knowledge and
skills.

E-safety resources for teaching digital citizenship

The idea of 'digital citizenship' is an effective way of introducing the topic of e-safety
and encouraging appropriate online behaviour. In addition to pupils' awareness,
teachers also need information and guidance on e-safety, which, to date, has mainly
been aimed at the professional development of practising and experienced teachers
and school leaders (Barrow and Heywood-Everett 2005; Becta 2009, 2010; Teachers TV
2010). With respect to pre-service teachers, concerns expressed in the Byron Review
(2008) led to an explicit directive that 'in order to maximise the number of new
teachers that enter the profession with the appropriate e-safety training, I recom-
mend that guidance on how to assess trainees . . . should take account of e-safety
competency' (Byron 2008: 130).
There is a range of e-safety resources from CEOP, Microsoft, ThinkUKnow,
KidSmart, Digizen and Childnet International. Childnet provide materials on their
website (www.childnet-int.org). 'Young People Safe Online' (Microsoft 2007) is a set