Cyber bullying Investigative Project

Before you get started, click the link to watch this short video that will help you begin thinking about the topic of cyber bullying. The goal of this WebQuest is to allow you to explore the topic of cyber bullying, the effects it may have on those involved, and ways of preventing it. 

Cyber Bullying

PART 1: As you work through this project, you will use the text editing function of your Google Document to color code your responses and contributions to the project. For example, Jane Smith will write her responses in red, Amy Johnson will answer in blue, and Seth Jones will answer in green. List your group member names in the "Process" section and choose which colors you will associate with while completing this online quest. Have one team member create a Google Document and then share it with the rest of the group, as well as with the instructor. 

PART 2: Before beginning your online quest for knowledge, take a moment to try to answer the questions under the "Process" tab as a group. Each group member should write a response in the shared Google Document you have created in Part 1. Remember to color code your contribution.

PART 3: Now that you have attempted to answer these questions, use the resources under the "Process" tab to guide your investigation of cyber bullying and to inform your responses to questions 1 through 6. (After completing your investigation and response portions, you will have an opportunity to answer these questions again based on the new knowledge you acquired and the time you spent reflecting on the information provided to you.)

PART 4: Now that you have the information, you will choose from the options listed under the "Process" tab to complete a response that incorporates what you have learned and explains to viewers why this matters. The goal of your response project is to demonstrate ways that we can intervene when we see cyber bullying and to educate viewers on preventative measures to stop cyber bullying in its tracks.

Part 1: Write your name below and choose your color for the entire project.

Group Members:

1.

2.

3.

Part 2: Answer the questions below before beginning your research:

1. What is cyber bullying?

2. Who is often the perpetrator (i.e. the cyber bully)? What personality traits does this person often have?

3. Why do you think these people act as cyber bullies?

4. Where does cyber bullying occur? What platforms are used to target victims?

5. What are some practical ways to intervene and prevent cyber bullying from happening? In other words, what can you do to stop cyber bullying?

6. Have you ever experienced cyber bullying?

Part 3: Resourcing cyber bullying. 

• Check out the videos and information that can be found within this Thinglink image.
• Check out the information found in this YouTube video.
• Here is also an article on cyber bullying that will help you learn more about the topic. 
• Here is another article on Cyber bullying that will help you find information on the topic.
• Here is a great article on cyber bullying and how it can be implemented in the elementary, middle school, and high school classroom.
• Listen to this podcast on cyberbullying: fact vs. fiction. 
• Use this infographic to guide your understanding of cyberbullying and gender: 

Part 4: Create a Video or use Adobe Voice 

The goal of this portion of the WebQuest is to have you use what you have learned in order to create a video or an Adobe Voice presentation about cyber bullying and how it can be prevented. Instructions will not be given on how to use these two resources, because we have spent previous classtime discussing how to use them. 

Intervention Project Option 1:

• Work in a group of 3

• Divide up group roles:

• Social Media Advocate, Cyber Bully, and Virtual Victim

• You will collaboratively use a school Ipad (only one will be necessary for your group of 3).
• Download the app Cameo (free on the iTunes app store).
• Use the iPad to record your video and use the app to edit the video into a cohesive form.
• The video should be at least two minutes in length.
• Be sure to create a script/dialogue for your video that incorporates

• The roles you must fulfill within your group
• Information about cyber bullying (a definition of the problem)
• An explanation of what can be done to stop cyber bullying
• Finally, a big-picture connection to explain to your audience why this topic is important

Intervention Project Option 2:

• Work in a group of 3

• Divide up group roles:

• Social Media Advocate, Cyber Bully, and Virtual Victim

• Create an Adobe Voice Presentation:
  
• For this option, you can use an online tool called Adobe Voice. Adobe Voice is sort of like a PowerPoint, but instead of writing bullet points on each slide you can record your own voice. It also allows you to add your own images or to choose from a wide variety of icons that the tool provides. Finally, you can choose the background music that you think goes well with your presentation. This option allows you to be as creative as you want in terms of choosing what you are going to say and the images you decide to use!
  
• You will collaboratively use a school laptop (You will only need one for a group of 3). You will download Adobe Voice (free on the iTunes App Store).
• The presentation should be at least two minutes in length.
  • Be sure to create a script/dialogue for your video that incorporates

  
  

  • The roles you must fulfill within your group
  • Information about cyber bullying (a definition of the problem)
  • An explanation of what can be done to stop cyber bullying
  • Finally, a big-picture connection to explain to your audience why this topic is important

Part 1:

Students will be formatively assessed on their responses about cyber bullying AFTER they have reevaluated their answers given before doing research. If it seems to be that students are still missing key ideas after they research, the instructor will discuss these confusing topics. This is done to eliminate any confusion, as well as misconceptions.

Part 2:

Students will be summatively graded on their presentation of the material researched using the following rubric. The students will be given this rubric ahead of time so that they know what is expected of their projects.

All activities were created by Kimberly Davis, Stephanie Looyenga, and Hailie Robyler. 

The resouces the students will use were given in the "Process" Tab as hyperlinks. 

The Infographic that was created used the following resources:

http://bullying.about.com/od/Basics/a/Do-Girls-And-Boys-Bully-

Differently.htmhttps://www.justsayyes.org/bullying/brutal-boys-vs-mean-

girls/http://www.edweek.org/dd/articles/2011/02/09/02bits-bullying.h04.html

www.easel.ly

The ISTE Standards for Students that apply to our project:

1. Creativity and innovation

a. Apply existing knowledge to generate new ideas, products or processes.

b. Create original works as a means of personal or group expression.

3. Research and information fluency

a. Plan strategies to guide inquiry.

b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.

c. Evaluate and select information sources and digital tools based on the appropriateness to the specific task.

5. Digital Citizenship

a. advocate and practice safe, legal, and responsible use of information and technology. 

One of the great things about creating a WebQuest project for students is that, as teachers, we have the opportunity to explore technological tools that can benefit our students. By giving them access to several interactive sites and videos that provide information on cyber bullying, giving them options for how to analyze that information in a synthesizing project, and also allowing them some freedom of choice, we can encourage our students to develop their research and information fluency.

The students must collaboratively create a plan to guide their inquiry into cyber bullying, locate and organize the necessary information, and create a new project to reflect their understanding of the resources available to them. They will have to evaluate which information from the available sources is appropriate for the task at hand; more specifically, the students will be challenged to demonstrate a full understanding of cyber bullying and its effects, what can be done to stop cyber bullying and whose responsibility that is, and finally, why this truly matters in the real world.

Because of the transformative potential of certain technological tools, students are able to easily indicate their own contributions to written responses, using instant color and font adjustments made possible by the Google Document. Students are also able to use video editing software (Cameo) to create their WebQuest response project, which allows them to integrate their understanding in a digital form, edit the film cohesively, and share it limitlessly with the teacher, their families, or the public. Through the use of Adobe Voice, students can also present the information they learned through the pairing of voice and image to create a cohesive presentation that addresses the topic.