Phase+2


 * PHASE 2: Determine Relative Advantage **

Technology enhances project-based learning. It allows for exploration, self-discovery, and motivation to learn more about the topic at hand. In addition, it encourages higher level of critical thinking skills that allow students to form connections beyond the basic skills and challenge students to apply their knowledge on a much larger scale. Students will not become engaged but they will enlighten and inspire others to do the same. Research reveals that bullying has become a pervasive problem in schools. In fact, the concern has recently risen to a national level that interests many educators and researchers. According to the American Academy of Child and Adolescent Psychiatry, at least 50 percent of children have been the victims of a bullying with 10 percent of those being victimized regularly (New York University Child Study Center 2005, as cited in Shoen and Shoen, 2010). “Olweus (1992, 1993a, 1994) defined bullying as repeated physical, verbal, or psychological attacks or intimidation directed against a victim who cannot properly defend him or herself because of size or strength, or because the victim is outnumbered or less psychologically resilient” (Mason, 2008). To comprehend the true extent of the problem, various forms of bullying must be defined. “Olweus (1993a) suggested that there are two distant forms of bullying: direct bullying, in the form of physical or verbal attacks, and indirect bullying, or relational/social bullying, in the form of deliberate social exclusion or isolation” (Mason, 2008). The repercussions of bullying have short and long-term effects on the individuals committing the act of bullying and the victims. According to Olweus (1993a), long-term outcomes for bullies can be serious; compared to their peers, bullies are more likely to be convicted of crimes in adulthood (as cited in Holt, Finkelhor, and Kantor, 2007). In relation to victims of bullying, Clarke and Kiselica (1997) stated “The psychological scars left by bullying often endure for years. For instance, the feelings of isolation and the loss of self-esteem that victims experience seem to last into adulthood” (as cited in Aluede, Adeleke, Omoike, and Afen-Akpaida, 2008). Based on the data reviewed and personal observations, we believe the problem is tri-fold including classroom environment, inconsistency of discipline policy and prevention, and level of student, staff, and parent knowledge of bullying. Due to the desire for high academic achievement within the site, teachers have limited time to establish strong classroom communities as well as introduce appropriate classroom conduct and behaviors. Although the site receives high levels of parent involvement for school activities, we feel as though time is spent on the task at hand rather than dealing with addressing behavior concerns and preventative strategies. We believe this instructional multimedia project will assist with the bullying concern. We believe incorporating technology based methods into the unit will be beneficial for our students. This specific age group will be especially engaged in the lesson as technology is a familiar and motivating factor. We will be using cost-effective technology and resources that are have been incorporated into the technology curriculum at the site as well as supplemental resources available online. 