Reflection 2: What are the risks and benefits to self and others in the digital environment, and what are schools doing about it?

This week's question explored the concerns around overuse of digital devices in schools as well cyberbullying in school environments. This contrasted with the idea that when used correctly, digital tools can promote collaboration, especially for students who feel less confident participating face to face.

I have seen how effective digital tools like google docs can be to students that find it hard to have their voice heard in group tasks. However, I have also felt unsettled by statistics around cyberbullying, and the damage this has caused on today’s students. In my opinion, schools aren’t doing enough to protect students emotionally while also preparing them for life in digital spaces.

The risks became clear through research where students are subjected to online harassment. Unlike in person bullying, cyberbullying can follow students home, making school a less safe space emotionally and home a dreading place to be. While many schools implement policies against bullying, the digital dimension often lacks consistent monitoring or consequences. Whelan’s (2018) article about students locking up their phones for a day revealed not just screen addiction, but emotional dependency on digital social validation.

However, there are also benefits. Digital tools can support collaborative learning. For example, through online discussions and shared documents, students can contribute ideas more comfortably, especially those with social anxiety or language challenges. Students may also benefit from the idea that even if they are absent or sick, they still have access to the lesson. This aligns with Luehmann and Frink’s (2009) insights on how online platforms can encourage identity formation and deeper engagement in learning settings. 

Even though shared online spaces create opportunities for community building and student interaction outside the classroom, students are using it to exclude or attack others anonymously. As Anderson (2016) mentions, some schools have banned laptops altogether due to distraction and misuse, however this approach ignores the potential for innovative education. 

The deeper issue is not whether digital tools are being used, but how well schools educate students about ethical, safe digital behaviour. Cyberbullying prevention should be integrated into a digital literacy curriculum. Schools should teach not only technical skills but also empathy, consent and online responsibility. As teachers, we must model this behaviour ourselves and create classroom cultures that value inclusion and respect.

References

Anderson, S. (2016). Top school bans laptops because they are 'distracting' students. Mamamia.

Luehmann, A. L., & Frink, J. (2009). How Can Blogging Help Teachers Realize the Goals of Reform-based Science Instruction? Journal of Science Education and Technology, 18(3), 275–290.

Whelan, M. (2018). Could you lock your phone away for a day? These students did. Fairfax Media Publications.