Watch the second chapter of the Big Education Debate, part 2, which discusses Safeguarding and digital citizenship, including new trends, modelling good behaviour and toolkits for schools.

Henry Platten (founder of eCadets and GoBubble) starts with reviewing ethics in apps. He explains: “We try to introduce the ethics at source. You have a certain responsivity as a developer to introduce the ethics, so when you look at some of the industry pressures that exist at the moment (i.e. screen time for social media), we’ve already built that into GoBubble. We restrict the amount of screen time and it switches off at certain times of the day. For us, the ethics come through in terms of wellness and wellbeing – at GoBubble, we don’t reward likes but the likes that users give, and it’s very much thinking about that social empowerment.”

Traci Good comments on safeguarding trends: “When we are looking at young people, it’s very much around self-generated content. There are two quite different areas in this: one strand is recording ourselves (i.e. sharing videos on YouTube) and the other strand is live streaming (producer of content) or watching other people’s live streams. It can become very sexualised with children being exploited unknowingly. “

Alan Mackenzie comments on the need for adults to model good behaviour. He explains: “Adults need to have a really good look at themselves – particularly some of the stuff posted online and particularly the headlines going on at the moment such as multi-shaming.”

Al Kingsley remarks upon software tools to aid safeguarding. He explains: “The most effective tools for safeguarding are the eyes and ears. We can’t replicate that – but in a way we can with software, because we can listen in a linguistic sense for children that are searching or researching safeguarding topics. Once we understand the context, we can alert educators if there is a real risk.”

Click here to watch the chapter.