Lidija Kralj MIPRO 2014 v2

1. Children's safety on the Internet
- development of the school curriculum
Lidija Kralj*
*
Osnovna škola Veliki Bukovec, Veliki Bukovec, Croatia
lidija.kralj@skole.hr
Abstract - Generations that are currently receiving their
education and those yet to come should get prepared for
everyday interaction with information and communication
technology. European Parliament and the Council of the
European Union included digital competence in key
competencies which each person needs to possess in order to
adapt to the rapidly changing world. Their definition of
digital competence, along with knowledge and skills, include
critical attitude toward the responsible use of ICT. At the
moment, Croatia does not have a national strategy for the
internet safety and not even the minimum of children's
knowledge about appropriate and safe use of internet is
obligatory in school curriculum.
OŠ Veliki Bukovec together with partners OŠ Popovača, OŠ
"Mladost", OŠ "Gripe" and OŠ "Mato Lovrak", is running
a 16-month European Union-funded project " Children's
safety on the Internet " developing new school curriculum
area for children's safety on the Internet for students aged 7
-14, their parents, teachers and local community.
Curriculum will consist of pedagogical-didactical model,
acceptable use policies, multimedia resources, textbooks and
guides. The project aims to improve students’ digital
competences and encourage children to assume
responsibility for their own safety with a focus on
empowerment, emphasizing responsible behavior and
digital citizenship and to raise student teacher, parents and
general public awareness and understanding of issues
relating to children’s safety online in synergy with the EU
policies.
I. INTRODUCTION
Generations that are currently receiving their
education and those yet to come should get prepared for
everyday interaction with information and communication
technology (ICT). This was recognized by the European
Parliament and the Council of the European Union [1]
which included digital competence in key competencies
which each person needs to possess in order to adapt to
the rapidly changing world. Their definition of digital
competence, along with knowledge and skills, include
critical attitude toward the responsible use of ICT.
Currently, students in compulsory schools in Croatia
have a chance to obtain ICT related skills and
knowledge only if they choose an elective subject -
Informatics in grades 5 to 8, or if similar extra-
curriculum activity is enabled for grades 1 to 4 [2].
Therefore not even the minimum of children's knowledge
about appropriate and safe use of internet is obligatory at
the time and none of Croatian schools has developed an
acceptable use policy regarding the use of ICT and mobile
devices in schools.
Education Sector Development Plan 2005-2010 [3]
considers equipping people with the skills to use
information and communication technology in everyday
life as one of the prerequisites for active involvement
in an information-based society. In National Curriculum
Framework [4] the use of ICT is transversal theme the aim
of which is to develop information literacy skills as part of
competences for lifelong learning.
All children should reach minimum standard and gain
experience and practices regarding risky and safe use
of the Internet and new online technologies. Children
should be prepared to use computers and the Internet, get
advice appropriate to their age, with emphasis on visibility
and public availability of their personal information on the
Internet, various nasty, malicious and harmful effects
which happen in online communication while encouraging
creativity and lifelong learning through the exploration
and learning through the Internet.
According to the latest UNICEF's survey in Croatia
[5], 85% of children have Internet access at home, their
favorite activities on the Internet are seeking
entertainment, communication with friends, and use of
social networking sites while using the internet for
research and learning are less frequent. The same survey
showed that 34% of children experienced some form of
electronic violence and that usual teachers' reaction when
faced with such cases is asking for advice from an expert.
Therefore, teachers need further professional development
in that area to prevent electronic violence and successfully
deal with children's safety on the Internet.
EU Kids Online research "Risks and safety on the
internet" encompassing 25 countries in 2011 [6] showed
that the average age of first internet use is seven, that 93%
of children aged 9 - 16 use internet daily or several times a
week and that 55% of them have public profiles with
personal information published on social networks. 12%
of European children say that they have been bothered or
upset by something on the internet. The research findings
suggest that digital skills training needs continued
emphasis and updating in terms of training, safety features
and applications operation to ensure that all children reach
a minimum basic standard and to prevent digitally isolated
and unskilled children. All policy actors have the
responsibility to ensure greater availability of age-

2. appropriate positive content for children, especially in
small language communities such as Croatia.
EU Safer Internet programme recommend using
programs that include children, parents and teachers to
develop effective models of support for children using the
internet for learning and research. Such model of targeted
initiatives is especially important for countries in Eastern
Europe, where there is a major difference between child
and parental knowledge of the capabilities of the Internet.
Those demonstrate the importance of incorporating
courses and learning objects about children's safety on the
Internet into the school curriculum of compulsory
education in Croatia.
II. PROJECT AIMS
Project Children's safety on the Internet is a 16-month
European Union-funded project developed by OŠ Veliki
Bukovec, together with partners OŠ Popovača, OŠ
"Mladost", OŠ "Gripe" and OŠ "Mato Lovrak", Croatia,
financed from grant scheme Further development and
implementation of the Croatian Qualifications Framework
(Europeaid/131254/ M/ACT/HR). The project is taking
place in Croatia from 19th
August 2013 till 19th
December
2014. Project associates include Education and Teacher
training agency (Agencija za odgoj i obrazovanje),
Croatian academic and Research net (Hrvatska akademska
i istraživačka mreža CARNet), Croatian personal data
protection agency (Agencija za zaštitu osobnih podataka),
Association “Partners in learning (udruga "Suradnici u
učenju"), municipality of Veliki Bukovec ( Općina Veliki
Bukovec), municipality of Mali Bukovec (Općina Mali
Bukovec), Brodsko-posavska county, City and Univesity
library Osijek, City of Nova Gradiška and Tourism office
Nova Gradiška.
The project has been designed after consultations with
the Education and Teacher Training Agency, public
institution responsible for teachers’ training, CARNet and
the NGO Suradnici u učenju as Safer Internet Committee
for Croatia. Partner schools get support from their
Counties who consider this project to be a great potential
for county development. All consulted organizations
highly recommend this project and will be involved in
project realization and dissemination.
The project objectives are:
• to develop, according to principles of the
Croatian Qualifications Framework (CROQF), learning
outcome-based school curriculum area for children's
safety on the Internet which will enable holistic approach
involving students, parents and teachers on the same goal;
• to develop and implement appropriate
pedagogical and didactical model for student centered
learning which will make the most of teachers' potentials
and new technology strength;
• to improve primary school teachers’ educational
skills and expertise so they could apply the new
methodologies for student centered learning and principles
of CROQF in their work;
• to improve students’ digital competences and
encourage children to assume responsibility for their
own safety as much as possible with focus on
empowerment, emphasizing responsible behavior and
digital citizenship;
• to raise students, teachers, parents and general
public awareness and understanding of issues relating to
the children’s safety online in synergy with the EU
policies.
Project facilitates cooperation and experience
exchange as well as sharing best practice between
Croatian and EU schools on issues relating to children’s
safety online and thus ensure European added value.
Furthermore, project promotes gender equality and
equal opportunities through carefully chosen characters
and their roles in all forms of learning materials. Digital
materials have options for modification for use by
disabled people. Project also gives equal opportunities to
all students to reach standard learning outcomes in area of
safe, legal and ethical behavior on the Internet and to
prevent digitally isolated and unskilled children.
III. PROJECT ACTIVITIES
The project is going to last for 16 months with
activities organized in four phases during which the
school capacity for implementation of student centered
learning will be improved and modernized.
First 6 months were the Research phase - pedagogical
team of teachers individually and during 2 study visits
(Belgium and United Kingdom) explored the existing
school curriculum and examples of good practice in the
area of online child safety in EU. First study visit was
Insafe and European Schoolnet, which works in the area
of Internet safety and has continuous experience in
professional development for teachers. Second study visit
was to the United Kingdom, to schools which have
perennial experience in development of school curriculum
and implementation of topics about e-safety in teaching
ICT and other subjects and acceptable use policies
implemented.
The pedagogical team was trained in 2 workshops
(Plitvička jezera and Đurđevac) related to e-safety, EU
policies and strategies, curriculum development,
determining learning outcomes and learner-centered
educational methods and then prepared a report and
planned strategies for curriculum development.
Next 6 months is the Development phase - all teachers
are trained in 5 workshops where colleagues who have
attended study visits and workshops will share their
experience and knowledge (cascade training). Pedagogical
team will work on development and publishing of school
curriculum area (compound of 4 courses & sets of
materials for students, teachers and parents) for children's
safety on the Internet with specified learning outcomes
according to the principles of CROQ. During this phase
all partner schools are equipped with mobile learning
environment with modern tablets, interactive board and
wireless access to internet.

3. Two months of Testing and improvement phase
follows - developed school curriculum area will be
tested, evaluated and improved according to students,
parents and teachers feedbacks. Research regarding
students digital competences and parental knowledge of
the capabilities of the Internet will be carried out as part
of the pilot project. New versions of curriculum and
learning object will be published and made freely
available.
Last 2 months will be the Dissemination phase -
devoted entirely to dissemination of project results,
reporting and evaluation. Final conference and
exhibition of students' works resulting from the pilot
project will be held.
IV. CURRICULUM
School curriculum will consist of four courses
addressing one of four age groups in primary schools
(students aged 7-8, 9-10, 11-12 and 13-14). That level of
curriculum structure is chosen to enable the creation of
age appropriate contents and methods in balance with
available resources for this project.
One set of teaching/learning materials would include
textbooks for students, multimedia resources, teachers'
guides and guides for parents. Learning objects within
teaching/learning materials will be created in form of text,
hypertext, pictures, animated stories, videos, audios,
computer games, social games, coloring pages, photos,
interactive quizzes, learning quests. Colorful characters
have been created and will be used in all learning
resources so curriculum will have unique and recognizable
multimedia representations. Special attention will be paid
to the flexibility of learning objects so students with
disabilities can use them more easily.
Every course will be described in terms of learning
outcomes, as well as knowledge, skills and competences.
That description will include theoretical knowledge,
practical and technical skills and social competences
needed for responsible, safe and appropriate use of the
Internet. Evaluation methods, associating self-assessment,
feedback mechanisms and procedures for improvement
will be planned in each course. Acceptable Use Policy for
ICT in schools will be created.
School curriculum area for children's safety on the
Internet is vertically adjusted in five units: information,
communication, content creation, safety and problem
solving as recommended in EU Framework for
Developing and Understanding Digital Competence in
Europe [7]. Some of the topics covered in curriculum are;
personal data protection, e-mail phishing and scams,
netiquette, online communication and collaboration, risks
on social networks, responsible use of mobile devices,
sharing and authoring rights, identity theft, digital
footprints, e-portfolios and online presence, evaluation of
information on the Internet, how to protect computer and
family, prevention of cyberbullying.
School curriculum would be tested and evaluated by
two sides - schools which take part in project and external
advisors. To be sure that school curriculum area is well
planned and all resources well created, pilot testing will be
performed with 220 students and 220 parents - 2 classes
from each participating schools.
After feedback and recommendations, school
curriculum would be adjusted and prepared for publication
and further implementation
V. IMPACT
The proposed action is directly targeting the following
target groups: teachers, students and parents.
Teachers in Croatian primary schools have the basic
level of ICT competencies but usually poor knowledge
about capabilities of the Internet, possible risks, safety
measures and prevention of electronic violence. They
have only general information about CROQF, learning
outcomes and student-oriented approaches. During the
project 15 teachers attended 2 study visits, 25 teachers
participated in 2 five-day workshops, and 218 teachers (all
teachers and principals from partner schools) will be
trained in the area of e-safety. The project will be
disseminated among approximately 2500 teachers
participating in 50 County Teacher Councils in different
subjects in 5 counties where partner schools are situated.
Today, students grow up surrounded by a variety of
digital and electronic devices and online tools. They often
misuse those devices and embrace potentially risky
behavior on the Internet. Students need guidance in how
to behave in a safe, legal and ethical way and protect
themselves on the Internet. 220 students aged 7-14 will be
involved in a pilot project of implementation of developed
school curriculum area. During the pilot testing
participating students will create at least one practical
work in which they present the knowledge they have
gained, and give advice to peers about responsible,
appropriate and safe use of Internet. Students' works will
be showcased on the project web and at the final
conference as an exhibition of works resulting from the
implementation of new curriculum. Approximately 2700
students will be involved in awareness raising campaign
and school curriculum implementation during this and
next school year.
Parents often have poor knowledge about
opportunities and risks related to the use of the Internet
and children usually know more than parents. Therefore
parents’ awareness about the internet safety issues have to
be raised and they need to be educated in order to support
their children. 220 parents of the students involved in the
pilot project will also take part in the project and give
feedback. Approximately 2700 parents will be reached
after the project results are implemented in all classes of
the partner schools.
Local community and general public will be positively
influenced through raising awareness about internet
safety. To accompany school curriculum and establish
stronger connection between educational institutions and
local community, awareness raising campaign was
created. Awareness raising campaign includes workshops,
exhibitions, lectures, interactive round tables, articles,
radio and TV shows targeting on local, regional and
national level. Project publicity and dissemination

4. activities will be synchronized with that campaign so
every event will serve both causes - raising awareness and
project dissemination.
VI. CONCLUSION
At the moment, Croatia does not have a national
strategy towards the internet safety so our project could be
used as a reference or case study for future prevention
programme or national strategy and all project results may
easily be available for future use on the national level.
School curriculum with four courses and all associated
teaching/learning materials will be published in digital
form online and made freely available on project web
page petzanet.HR for all interested schools.
The long-term project objective is to reach every
single primary school in Croatia through different national
seminars and online publication. Awareness raising
campaign will set model to help other schools in
establishing connection between school and local
community on common goal of protecting children on the
Internet.
REFERENCES
[1] Recommendation of the European Parliament and of the Council
on key competences for lifelong learning, 2006.
[2] "Nastavni plan i program za osnovnu školu," Ministarstvo
znanosti, obrazovanja i športa, Zagreb 2006.
[3] "Education Sector Development Plan 2005-2010",Ministry of
Science, Education and Sport, Zagreb, 2005.
[4] "Nacionalni okvirni kurikulum", Ministarstvo znanosti,
obrazovanja i športa, Zagreb 2011.
[5] J. Pregrad, et. al."Iskustva i stavovi djece, roditelja i učitelja prema
elektroničkim medijima", Ured UNICEF-a za Hrvatsku, 2011.
[6] S. Livingstone, L. Haddon, A. Görzig. and K. Ólafsson, "Risks
and safety on the internet: The perspective of European children",
Full Findings. LSE, London: EU Kids Online, 2011.
[7] A. Ferrari, "DIGCOMP: A Framework for Developing and
Understanding Digital Competence in Europe", Luxembourg:
Publications Office of the European Union, 2013.