Individual Paragraph Project #1a Name Course Instructor Date Individual Paragraph Project #1a What particular technological factors contribute to cyber bullying? Cyber bullying refers to the willful use of information through electronic technology to harass or threaten another person or group of people using such means as sending harmful text messages and graphics (Dilmac 2009).
Individuals or groups of people can become cyber bullies. Cyber bullying has negative consequences on the victim. Victims suffer from psychological and emotional problems and they experience conditions such as depression and anxiety. Different factors such as the cultural, social, and technological factors contribute to cyber bullying. Technological factors such as internet accessibility through different mobile devices and social media networking can contribute to cyber bullying. In the recent years, the level of technology has advanced. Many young children and adolescents now have internet access.
They access the internet through different digital and mobile devices such as tablets, iPads and smartphones. Different manufacturers continue developing new products with internet capabilities. This has increased the number of gadgets available, and this has made it easier and affordable to get the devices. As Brunty and Helenek (2012) observe, many students have internet-enabled cell phones, and this has made them more prone to cyber bullying. Some adolescents and children do not know how to protect themselves from on line attacks. They use the internet for a long time, they give out their personal information, and this exposes them to cyber bullies.
Cyber bullying exists and continues to thrive because there is an opportunity for it to do so. Cyber bullies do not have a way of attacking a person if they do not have access to internet-enabled devices. There has been an increase in the use of social media networks, and this has contributed to increased cyber bullying. Many teenagers have joined one or more social networking sites such as Facebook, twitter and my space among others. They also join different chat rooms and use text-messaging applications that require the use of the internet. They use the different sites to communicate with their friends and make new friends.
Some people create anonymous accounts, and this increases their chances of inappropriate behavior on the internet. They post comments that are insulting and abusive to another person, and this eventually causes more harm to the other person. They are confident that no one will know about their actions, and this increases their willingness to engage in different inappropriate behaviors such as bullying. People who receive derogatory comments can suffer psychologically. Responsibility in the use of internet enabled devices and when on social networking sites is crucial.
People need to know how to use their devices responsibly. Parents should take the initiative of teaching their children how to use different internet enabled devices before buying the devices for them. They should not assume that the children know how to use the devices. In addition, parents should teach their children how to protect themselves from cyber bullies. Simple measures such as refusing requests and communication from strangers will protect the children, especially when they are interacting with others on social networking sites. People do not have to own all the devices that are available, and neither do they have to spend all their time on different sites.
Schools can play a role in ending or reducing cyber bullying by ensuring that they do not allow the devices in the school compound. They should monitor the internet-enabled devices that are necessary for learning, to ensure that they are able to discourage people cyber bullies from attacking others. Cited References: Brunty LJ, Helenek K.
2012. Social media investigation for law enforcement. New South Wales: Newnes; Dilmac, B. 2009. Psychological needs as a predictor of cyber bullying: A preliminary report on college students.
Educational Sciences: Theory and Practice 9 (3): 1307-1325