Emma Francis

My name is Emma Francis and I am currently training to be a Primary School Teacher. I started my career within a primary school, whilst working in an unrelated job role; teaching children was never on the horizon, or so I thought. I soon began working in class as a teaching assistant and fell in love with the profession. Several years later, after specialising in English as an Additional Language (EAL), I decided to undertake a degree in education, to improve my practice and knowledge surrounding how children learn. I finished my BA (Hons) Degree in Children Learning Development (Education) in July 2018, after three years of hard work; studying at the University Centre at North Lindsey College, in partnership with The University of Hull. The research you are about to read was the basis for my dissertation.

ABSTRACT

The purpose of this research was to discover the extent that practitioners within one primary school setting believed they effectively safeguarded student’s experiences of the internet and social media. Beginning with a literature review, gathered from current research, the risks associated with the internet and social media were clearly defined, as well as policies and practice that should be in place to effectively safeguard children. Research was gathered from across the globe, due to the far-reaching influence and nature of the internet. Thus, all research relating to the impact of the internet and social media on children was relevant to this research project. The effectiveness of practice within the selected setting was then measured against this research, using interpretivist paradigms and a qualitative approach, in the form of a case study. Although this was a case study, relevant to the one setting, findings could be adapted and used as a blueprint for other settings, due to the current literature gathered and the contemporary issue of e-safety being discussed. Interviews with selected participants within the setting produced findings and a discussion of current practice. Whilst the interviews highlighted positive practice and in-depth knowledge on the risks to children, recommendations for improvement were identified and discussed, such as the limitations of current training and opportunities to embed e-safety into other areas of the curriculum.

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