Preventing cyberbullying through ICT-centric education: a case study
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Other documents of the author: Said-Hung, Elias; González Prieto, Evaristo; Pallarès Piquer, Marc
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Show full item recordcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174801
comunitat-uji-handle3:10234/174813
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10.1080/1475939X.2021.1908415 |
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Title
Preventing cyberbullying through ICT-centric education: a case studyDate
2021-04Publisher
Routledge; Association of Information Technology in Teacher Education (ITTE)ISSN
1475-939X; 1747-5139Bibliographic citation
Elias Said-Hung, Evaristo Gonzalez-Prieto & Marc Pallarès-Piquer (2021): Preventing cyberbullying through ICT-centric education: a case study, Technology, Pedagogy and Education, DOI: 10.1080/1475939X.2021.1908415Type
info:eu-repo/semantics/articlePublisher version
https://www.tandfonline.com/doi/full/10.1080/1475939X.2021.1908415Version
info:eu-repo/semantics/publishedVersionSubject
Abstract
Numerous studies have examined the phenomenon of bullying. The
development of information and communications technology (ICT) has
enabled an emerging form of bullying known as cyberbullying. This article
presents ... [+]
Numerous studies have examined the phenomenon of bullying. The
development of information and communications technology (ICT) has
enabled an emerging form of bullying known as cyberbullying. This article
presents a case study of an Internet-focused bullying prevention programme
in a Spanish secondary school with 627 students, from a nonexperimental,
qualitative perspective. The data collected show an ICTcentric
institutional framework that supports bullying prevention programmes.
The results also indicate an institutional culture highly adapted
to ICT based on teleological, psycho-pedagogical, administrative and
community dimensions. This culture has favoured the development of
the cyberbullying prevention programme studied in this article. [-]
Is part of
Technology, Pedagogy and Education, vol. 30, núm. 3 (2021)Rights
info:eu-repo/semantics/restrictedAccess
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