e of e-safety, inclusion and data protection

All of the above need to be taken into consideration when using technology inside and outside the classroom. Cyberbullying is using the web, mobile phones or other forms of technology to intimidate, threaten or bully somebody. For example, (a) demeaning what somebody has written on Facebook, Twitter texts, chatrooms etc. (b) sending hostile texts etc. Newham College has some policies in place with regard to cyberbullying. There is a 'panic button' which can be accessed via the Virtual Learning Environment. The issue is then raised and dealt with by one of the e-saftey advisors. For a while the college tried to ban access to social network sites such as Facebook but learners found ways of accessing these sites and the policy was revised. Of course, it is difficult to completely monitor what goes online but some procedures need to be in place to ensure that learners feel safe, whatever their age. Certain sites are still blocked in order to protect young adults. Teachers should also have a good knowledge of e-safety so that they can educate their learners, making them aware of some of the risks. Of course, it is worth remembering that blogs, wikis etc. are open access and individuals need to be aware that any comments they make will be visible for all. Data protection is another key issue linked to e-safety. It is essential that teachers receive the learner's consent before taking personal photos, publishing work online, using learner's names in marketing ventures etc. Information relating to learners needs to be stored in a safe place and it is worth remembering that learners are entitled to view their information. Teachers need to be careful when sending emails to each other as these emails can be accessed by other parties.

It is also important to make sure that learners can access technology easily: e-inclusion. Assistive technology, e.g. using audio notetaking software, can make education accessible for learners with physical and learning disabilities. All the learners need to be considered when using technology. For example, the font on presentation tools needs to be of an appropriate size so that everyone can read the text, resources may need to be sent to learners in advance and it is important not to over-estimate the capabilities of learners and presume they will immediately understand how technology works. Some ESOL learners struggle with very basic concepts connected with e-technology.