Investigating the effectiveness of a “Surfing Safely” school educational initiative in increasing the awareness of vulnerable children with regards to Internet safety and risks in a Jewish community school

M.Ed. (Educational Psychology)“Surfing Safely” was an educational initiative created by the researcher aimed at equipping Grades 7, 8 and 9 learners and their parents with sufficient knowledge to understand and appreciate the benefits and risks of electronic media, particularly the Internet, smart-phones, iPods, iPads and other Internet-based devices. It aimed to educate learners collaboratively with the teacher on how to use the Internet safely, adjust security settings, and how to deal with involuntary exposure to objectionable materials. This was directed at empowering children to take control of their use of the Internet, learning how to cope with unwholesome exposures online, and knowing how to report such incidents to appropriate authorities. The focus of the researcher was on vulnerable learners in particular. The purpose of this study was to investigate whether the programme was effective overall as an educational initiative in changing the way learners perceive and use technology. It had five aims by which change was measured: self-mastery; rewards and risks of technology; addiction to the Internet or cellular telephones and time wastage; online interpersonal relationships; and Internet safety. The educational value of the programme is also studied. This research was conducted within a theoretical framework informed by critical theory, with a focus on empowerment (Mouton, 2004) and bio-ecological systems theory within the ambit of an holistic community approach. Developmental stages were thus applied according to the African context, as will be elucidated in the study (Nsamenang, 2009; Turkle 2007). Throughout this research, the role of the researcher was to take a proactive stand in research and social policies within the community in which s/he was involved (Perkins, 1995, in Seedat, Duncan & Lazarus, 2003). A quantitative research approach with a quasi-experimental design was implemented. A one group pre-and post-test only design was selected to collect data, in the form of a Likert scale questionnaire. It asked the respondents to rate their change of awareness and behaviour from before as well as after the implementation of the programme. All 142 male and female learners who were purposefully selected were in Grades 7, 8 or 9 at a private Jewish day school and attended all six sessions of the programme..