Although most of these editors are undoubtedly intelligent and passionate about enhancing the accuracy of Wikipedia, the site falls far short of its ideals of providing “the sum of all human knowledge” without the broad perspectives that a more diversified pool of editors would bring.

For example, at the University of California, Los Angeles, Jeff Share teaches his education students to triangulate any research they come across online by finding multiple sources of the same information, reports The Washington Post.

Yet, because anyone can write a Wikipedia entry, it’s often highly stigmatized in academic communities. This latest study, however, shows that if consumed carefully, Wikipedia can be a legitimate resource.

So, if Wikipedia is good enough for scientists, it should be good enough for students, right? This is where digital literacy best practices come in

Alarming facts about cyberbullying in Asian countries — a survey among 3000 students reveal 48.4% have had embarrassing videos of them posted online and 47.3% have been a victim of hate speech. (Source: Talking Point) Other common forms of bullying include embarrassing online comments and social ridicule. Very few report this abusive behavior to parents or teachers in fear of having their electronic devices taken away from them.

The simplest definition of cyberbullying is a form of harassment that employs electronic forms of contact. Online bullying statistics encompass a variety of shapes and forms of this aggressive behavior — hate speech, sexual remarks, stalking, trolling and ridicule. If we ignore this toxic behavior, it can easily escalate to criminal levels like impersonation, leaking private images/video, even death threats.

Disturbing Cyberbullying Statistics About 38% of cyberbullying victims are willing to admit it to their parents 34% of kids in the US have experienced cyberbullying at least once Global cyberbullying awareness is at 75% 210 out of 1000 victims of bullying are high school girls with a different skin color Over 80% of children own a mobile phone and have multiple social network accounts 42% of LGBT youth have experienced cyberbullying 33% of young respondents have sent explicit images or text to someone else at least once 66% of female victims have feelings of powerlessness because of cyberbullying

The prevalence of being cyberbullied among late adolescent was 10.5%. This was similar to findings conducted on adolescents in Chennai, India (Lavanya and Kalpana).[2] and in western countries such as Finland and Europe (Lindfors et al).[10] Majority of adolescents sought help from their friends about cyberbullying incident while none took help from their teacher. This shows that those who were cyberbullied prefer to ignore or get away from such incident rather than informing the concerned authority.

The prevalence of being cyberbullied among late adolescent was 10.5%. This was similar to findings conducted on adolescents in Chennai, India (Lavanya and Kalpana).[2] and in western countries such as Finland and Europe (Lindfors et al).[10] Majority of adolescents sought help from their friends about cyberbullying incident while none took help from their teacher. This shows that those who were cyberbullied prefer to ignore or get away from such incident rather than informing the concerned authority.

Cyberbullying is an aggressive, intentional act, or behavior that is carried out by a group or an individual, using electronic forms of contact such as SNS, instant messengers, digital images/messages repeatedly, and overtime against a victim who cannot easily defend him or herself.[2] It involves the use of angry/vulgar language, harassing someone online, being rude or mean, posting insulting messages, and spreading rumors/posting gossip online to malign someone's reputation or impersonation.[3] It can be devastating for the victim as adolescents are not mature and resilient enough to tackle such issues, and hence, succumb to low self-esteem, social isolation, anxiety, depression, and even school dropout.[

Research. As zero-textbook-cost degrees are implemented across the country, research could be conducted to analyze the impact of degree establishment on student access and success, as well as on faculty pedagogical practice. Metrics related to access and success might include credit loads, withdrawal rates, persistence rates, pass rates, and actual cost savings.

As far as I can tell, open educational practice captures the true potential of OER to improve teaching and learning. Now that adoption of OER has been maturing and expanding, more people are interested in how to use OER more effectively. In other words, they’re asking what can OER do that traditional textbooks cannot?

http://www.ncpc.org/topics/cyberbullying/what-is-cyberbullyingVictims of cyberbullying may experience many of the same effects as children who are bullied in person, such as a drop in grades, low self-esteem, a change in interests, or depression. However cyberbullying can seem more extreme to its victims because of several factors:It occurs in the child's home. Being bullied at home can take away the place children feel most safe.It can be harsher. Often kids say things online that they wouldn't say in person, mainly because they can't see the other person's reaction. It can be far reaching. Kids can send emails making fun of someone to their entire class or school with a few clicks, or post them on a website for the whole world to see.It can be anonymous. Cyberbullies often hide behind screen names and email addresses that don't identify who they are. Not knowing who is responsible for bullying messages can add to a victim's insecurity.It may seem inescapable. It may seem easy to get away from a cyberbully by just getting offline, but for some kids not going online takes away one of the major places they socialize.Cyberbullying can be a complicated issue, especially for adults who are not as familiar with using the Internet, instant messenger, or chat rooms as kids. But like more typical forms of bullying, it can be prevented when kids know how to protect themselves and parents are available to help.

n this article we address the relationship between the stress that teachers feel as a resultof student misbehaviour and the coping styles they use to respond to it, on the assumptionthat their coping styles operate as mediators of their classroom management techniques. Inthe next section, we introduce six classroom-based management techniques—which wecall Hinting, Discussion, Involvement, Recognition and reward, Punishment, andAggression—and we examine their relationships with the coping styles

Classroom management issues and student misbehaviour have long been reported aspersistent sources of teacher stress, especially in secondary schools. Such stress affects jobsatisfaction and relationships with students and colleagues, often leading teachers toconsider leaving the profession (Austin et al. 2005; AEU-BT 2007; Jarvis 2002; Mearnsand Cain 2003).