CONE DALE’S EXPERIENCE

What is Dale’s Cone of Experience?

The Cone was originally developed by Edgar Dale in 1946 and was intended as a way to describe various learning experiences. Essentially, the Cone shows the progression of experiences from the most concrete (at the bottom of the cone) to the most abstract (at the top of the cone). 

Look at the picture below.

This picture shows people or ,in this case, student learning stages and divides them into several cattegories. To be abe to understand more about this Cone Dale’s Experience, let’s classify the level of students into three categories:Basic, intermediate, and advanced.

SOCIALLY DISTRIBUTED COGNITION

Distributed cognition is a psychological theory developed in the mid-1980s by Edwin Hutchins. Using insights from sociology, cognitive science, and the psychology of Vygotsky (cf. cultural-historical psychology) it emphasizes the social aspects of cognition. It is a framework (not a method) that involves the coordination between individuals, artifacts and the environment. It has several key components:

• Embodiment of information that is embedded in representations of interaction
• Coordination of enaction among embodied agents
• Ecological contributions to a cognitive ecosystem

In a sense, it expresses cognition as the process of information that occurs from interaction with symbols in the world. It considers and labels all phenomena responsible for this processing as ecological elements of a cognitive ecosystem. The ecosystem is the environment in which ecological elements assemble and interact in respect to a specific cognitive process. Cognition is then shaped by the transduction of information across extended and embodied modalities, the representations formed as result of their interactions and the attentive distribution of those representations toward a cognitive goal.

Distributed cognition is a branch of cognitive science that proposes that human knowledge and cognition are not confined to the individual. Instead, it is distributed by placing memories, facts, or knowledge on the objects, individuals, and tools in our environment. Distributed cognition is a useful approach for (re)designing social aspects of cognition by putting emphasis on the individual and his/her environment. Distributed cognition views a system as a set of representations, and models the interchange of information between these representations. These representations can be either in the mental space of the participants or external representations available in the environment.

This abstraction can be categorized into three distinct types of processes.

• Cognitive processes may be distributed across the members of a social group.
• Cognitive processes may be distributed in the sense that the operation of the cognitive system involves coordination between internal and external (material or environmental) structure.
• Processes may be distributed through time in such a way that the products of earlier events can transform the nature of related events. 

TOP TEN USES OF VIDEO IN EDUCATION BASED ON DALE'S EXPERIENCES

Introduction

The aim of this section is to highlight the range of innovative uses of digital video in education with reference to their relative pedagogical value. The ‘Top Ten’ is a populist format but the underpinning pedagogical approach was inspired by Uskov (2005) who in his National Science Foundation project “Technology for advanced e-learning” investigated the perceived value of among video among teachers and learners. As part of his advocacy for increased use of this media he referred to Edgar Dale’s ‘Cone of Experience’ (Dale, 1969), originally developed to highlight the role of media in learning. According to Dale’s intuitive model, learners learn better by “doing” rather than through more passive experiences such as reading and observing. “Learning by doing” is nowadays often termed “experiential learning” or “action learning”. At the narrow top of Dale’s cone are experiences such as reading which are furthest removed from real life. At the broad base of the cone are immersive, contextualized learning experiences (see Fig. 1).

Revisiting this list, it seemed that Dale’s model could usefully be reinterpreted. Although originally designed to show the role of educational media somewhere between reading and real activity, the changes in video production technologies described above enabled the ‘doing’ model to be applied to a wide range of educational media approaches. It provides a way of looking at educational video based on the principle that increasing degrees of learner participation may provide increasing quality of learning. 

Fig. 1 Dale's Cone of Experience (Dale, 1969, p. 107)

• The Top Ten Countdown

The Top Ten is based on Dale’s concept that increasingly levels of activity encourage better learning. The Top Ten covers what we believe are particularly innovative applications of digital video in terms of increasing levels of student participation and (inter)activity. It will be clear there is considerable technical overlap between the various categories, and the distinction is based on pedagogical aim. As is customary, the Top Ten list will be presented in reverse order.

BENEFITS AND CRITICAL PERSPECTIVES OF CONSTRUCTIVISM

What are some critical perspectives?

Constructivism has been criticized on various grounds. Some of the charges that critics level against it are:

1. It's elitist. Critics say that constructivism and other "progressive" educational theories have been most successful with children from privileged backgrounds who are fortunate in having outstanding teachers, committed parents, and rich home environments. They argue that disadvantaged children, lacking such resources, benefit more from more explicit instruction. " In truth, progressivism didn't work with all "privileged" kids, just those who had advantages at home or were smart enough to do discovery learning." -E.D.Hirsch
2. Social constructivism leads to "group think." Critics say the collaborative aspects of constructivist classrooms tend to produce a "tyranny of the majority," in which a few students' voices or interpretations dominate the group's conclusions, and dissenting students are forced to conform to the emerging consensus.
3. There is little hard evidence that constructivist methods work. Critics say that constructivists, by rejecting evaluation through testing and other external criteria, have made themselves unaccountable for their students' progress. Critics also say that studies of various kinds of instruction -- in particular Project Follow Through , a long-term government initiative -- have found that students in constructivist classrooms lag behind those in more traditional classrooms in basic skills.

REFERENCES FOR THE THEORY

1. http://educapsycho.wordpress.com/2013/03/12/the-role-of-art/
2. http://youtube.com/
3. http://www.youtube.com/watch?v=PAxrwScyttc
4. http://www.youtube.com/watch?v=J1RgaYopQb

EDUCATION IN INDONESIA

Based on the data from www.unicef.org

Youth (15-24 years) literacy rate (%), 2005-2010*, male	100
Youth (15-24 years) literacy rate (%), 2005-2010*, female	99
Number per 100 population , 2010, mobile phones	92
Number per 100 population , 2010, Internet users	9
Pre-primary school participation, Gross enrolment ratio (%), 2007-2010*, male	49
Pre-primary school participation, Gross enrolment ratio (%), 2007-2010*, female	51
Primary school participation, Gross enrolment ratio (%), 2007-2010*, male	123
Primary school participation, Gross enrolment ratio (%), 2007-2010*, female	119
Primary school participation, Net enrolment ratio (%), 2007-2010*, male	–
Primary school participation, Net enrolment ratio (%), 2007-2010*, female	–
Primary school participation, Net attendance ratio (%), 2005-2010*, male	98
Primary school participation, Net attendance ratio (%), 2005-2010*, female	98
Primary school participation, Survival rate to last primary grade (%) , 2006-2009*, admin. data	80
Primary school participation, Survival rate to last primary grade (%) , 2005-2010*, survey data	–
Secondary school participation, Net enrolment ratio (%), 2007-2010*, male	69
Secondary school participation, Net enrolment ratio (%), 2007-2010*, female	68
Secondary school participation, Net attendance ratio (%), 2005-2010*, male	57
Secondary school participation, Net attendance ratio (%), 2005-2010*, female	59

ORANGUTANS FOUND IN EAST KALIMANTAN VILLAGES AFTER FOREST CLEARING

This 2-year-old male orangutan was found by a resident in East Kalimantan\’s East Kutai district. He is now in the care of wildlife conservation officials in Balikpapan, awaiting rehabilitation. (JG Photo/Tunggadewa Mattangkilang)

Balikpapan/Banda Aceh. Wildlife conservation authorities in East Kalimantan and Aceh have taken custody of two orangutans found in human settlements in two separate cases.

Danang Anggoro, the head of the Balikpapan Natural Resources Conservation Agency (BKSDA), said on Wednesday that a local resident, Heri Sutanto, had brought a two-year-old orangutan to the BKSDA office after finding it loitering in his neighborhood in the East Kutai district.

“Heri happened to see the orangutan in the backyard of a local home there for three days,” Danang said.

“Then the animal was gone but returned three weeks later. That was when Heri caught it and brought it to us.”

THE DIFFERENCES BETWEEN TRADITIONAL IDEAS AND CONSTRUCTIVIST IN TEACHING AND LEARNING

As with many of the methods addressed in this series of workshops, in the constructivist classroom, the focus tends to shift from the teacher to the students. The classroom is no longer a place where the teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled. In the constructivist model, the students are urged to be actively involved in their own process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and helps students develop and assess their understanding, and thereby their learning. One of the teacher's biggest jobs becomes ASKING GOOD QUESTIONS.

And, in the constructivist classroom, both teacher and students think of knowledge not as inert factoids to be memorized, but as a dynamic, ever-changing view of the world we live in and the ability to successfully stretch and explore that view.

The chart below compares the traditional classroom to the constructivist one. You can see significant differences in basic assumptions about knowledge, students, and learning. (It's important, however, to bear in mind that constructivists acknowledge that students are constructing knowledge in traditional classrooms, too. It's really a matter of the emphasis being on the student, not on the instructor.)

Traditional Classroom	Constructivist Classroom
Curriculum begins with the parts of the whole. Emphasizes basic skills.	Curriculum emphasizes big concepts, beginning with the whole and expanding to include the parts.
Strict adherence to fixed curriculum is highly valued.	Pursuit of student questions and interests is valued.
Materials are primarily textbooks and workbooks.	Materials include primary sources of material and manipulative materials.
Learning is based on repetition.	Learning is interactive, building on what the student already knows.
Teachers disseminate information to students; students are recipients of knowledge.	Teachers have a dialogue with students, helping students construct their own knowledge.
Teacher's role is directive, rooted in authority.	Teacher's role is interactive, rooted in negotiation.
Assessment is through testing, correct answers.	Assessment includes student works, observations, and points of view, as well as tests. Process is as important as product.
Knowledge is seen as inert.	Knowledge is seen as dynamic, ever changing with our experiences.
Students work primarily alone.	Students work primarily in groups.

  What does constructivism have to do with my classroom?

As is the case with many of the current/popular paradigms, you're probably already using the constructivist approach to some degree. Constructivist teachers pose questions and problems, then guide students to help them find their own answers. They use many techniques in the teaching process. For example, they may:

• prompt students to formulate their own questions (inquiry)
• allow multiple interpretations and expressions of learning (multiple intelligences)
• encourage group work and the use of peers as resources (collaborative learning)

More information on the above processes is covered in other workshops in this series. For now, it's important to realize that the constructivist approach borrows from many other practices in the pursuit of its primary goal: helping students learn HOW TO LEARN.

In a constructivist classroom, learning is . . . 

• CONSTRUCTED

Students are not blank slates upon which knowledge is etched. They come to learning situations with already formulated knowledge, ideas, and understandings. This previous knowledge is the raw material for the new knowledge they will create.

Example: An elementary school teacher presents a class problem to measure the length of the "Mayflower." Rather than starting the problem by introducing the ruler, the teacher allows students to reflect and to construct their own methods of measurement. One student offers the knowledge that a doctor said he is four feet tall. Another says she knows horses are measured in "hands." The students discuss these and other methods they have heard about, and decide on one to apply to the problem.

• ACTIVE

The student is the person who creates new understanding for him/herself. The teacher coaches, moderates, suggests, but allows the students room to experiment, ask questions, try things that don't work. Learning activities require the students' full participation (like hands-on experiments). An important part of the learning process is that students reflect on, and talk about, their activities. Students also help set their own goals and means of assessment.

Examples: A middle-school language arts teacher sets aside time each week for a writing lab. The emphasis is on content and getting ideas down rather than memorizing grammatical rules, though one of the teacher's concerns is the ability of his students to express themselves well through written language. The teacher provides opportunities for students to examine the finished and earlier drafts of various authors. He allows students to select and create projects within the general requirement of building aportfolio ¹. Students serve as peer editors who value originality and uniqueness rather than the best way to fulfill an assignment.

• REFLECTIVE 

Students control their own learning process, and they lead the way by reflecting on their experiences. This process makes them experts of their own learning. The teacher helps create situations where the students feel safe questioning and reflecting on their own processes, either privately or in group discussions. The teacher should also create activities that lead the student to reflect on his or her prior knowledge and experiences. Talking about what was learned and how it was learned is really important.

Example: Students keep journals in a writing class where they record how they felt about the class projects, the visual and verbal reactions of others to the project, and how they felt their own writing had changed. Periodically the teacher reads these journals and holds a conference with the student where the two assess (1) what new knowledge the student has created, (2) how the student learns best, and (3) the learning environment and the teacher's role in it.

• COLLABORATIVE 

The constructivist classroom relies heavily on collaboration among students. There are many reasons why collaboration contributes to learning. The main reason it is used so much in constructivism is that students learn about learning not only from themselves, but also from their peers. When students review and reflect on their learning processes together, they can pick up strategies and methods from one another.

Example: In the course of studying ancient civilizations, students undertake an archaeological dig. This may be something constructed in a large sandbox, or, as in the Dalton School's "Archaeotype" software simulation, on a computer. As the students find different objects, the teacher introduces classifying techniques. The students are encouraged to (1) set up a group museum by developing criteria and choosing which objects should belong, and (2) collaborate with other students who worked in different quadrants of the dig. Each group is then asked to develop theories about the civilizations that inhabited the area.

• INQUIRY-BASED

The main activity in a constructivist classroom is solving problems. Students use inquiry methods to ask questions, investigate a topic, and use a variety of resources to find solutions and answers. As students explore the topic, they draw conclusions, and, as exploration continues, they revisit those conclusions. Exploration of questions leads to more questions.

Example: Sixth graders figuring out how to purify water investigate solutions ranging from coffee-filter paper, to a stove-top distillation apparatus, to piles of charcoal, to an abstract mathematical solution based on the size of a water molecule. Depending upon students' responses, the teacher encourages abstract as well as concrete, poetic as well as practical, creations of new knowledge.

• EVOLVING

Students have ideas that they may later see were invalid, incorrect, or insufficient to explain new experiences. These ideas are temporary steps in the integration of knowledge. For instance, a child may believe that all trees lose their leaves in the fall, until she visits an evergreen forest. Constructivist teaching takes into account students' current conceptions and builds from there.

What happens when a student gets a new piece of information? The constructivist model says that the student compares the information to the knowledge and understanding he/she already has, and one of three things can occur:

• The new information matches up with his previous knowledge pretty well (it'sconsonant with the previous knowledge), so the student adds it to his understanding. It may take some work, but it's just a matter of finding the right fit, as with a puzzle piece. 
• The information doesn't match previous knowledge (it's dissonant). The student has to change her previous understanding to find a fit for the information. This can be harder work.
• The information doesn't match previous knowledge, and it is ignored. Rejected bits of information may just not be absorbed by the student. Or they may float around, waiting for the day when the student's understanding has developed and permits a fit.

Example: An elementary teacher believes her students are ready to study gravity. She creates an environment of discovery with objects of varying kinds. Students explore the differences in weight among similarly sized blocks of Styrofoam, wood, and lead. Some students hold the notion that heavier objects fall faster than light ones. The teacher provides materials (stories, posters, and videos) about Galileo, Newton, etc. She leads a discussion on theories about falling. The students then replicate Galileo's experiment by dropping objects of different weights and measuring how fast they fall. They see that objects of different weights actually usually fall at the same speed, although surface area and aerodynamic properties can affect the rate of fall. 

10 PRINCIPLES OF LEARNING IN CONSTRUCTIVISM

1. Learning is an active process in which the learner uses sensory input and constructs meaning out of it. The more traditional formulation of this idea involves the terminology of the active learner (Dewey's term) stressing that the learner needs to do something; that learning is not the passive acceptance of knowledge which exists "out there" but that learning involves the learner s engaging with the world. 

2. People learn to learn as they learn: learning consists both of constructing meaning and constructing systems of meaning. For example, if we learn the chronology of dates of a series of historical events, we are simultaneously learning the meaning of a chronology. Each meaning we construct makes us better able to give meaning to other sensations which can fit a similar pattern. 

3. The crucial action of constructing meaning is mental: it happens in the mind. Physical actions, hands-on experience may be necessary for learning, especially for children, but it is not sufficient; we need to provide activities which engage the mind as well as the hands^. (Dewey called this reflective activity.)

4. Learning involves language: the language we use influences learning. On the empirical level. researchers have noted that people talk to themselves as they learn. On a more general level. there is a collection of arguments, presented most forcefully by Vigotsky, that language and learning are inextricably intertwined. This point was clearly emphasized in Elaine Gurain's reference to the need to honor native language in developing North American exhibits. The desire to have material and programs in their own language was an important request by many members of various Native American communities.

5. Learning is a social activity: our learning is intimately associated with our connection with other human beings, our teachers, our peers, our family as well as casual acquaintances, including the people before us or next to us at the exhibit. We are more likely to be successful in our efforts to educate if we recognize this principle rather than try to avoid it. Much of traditional education, as Dewey pointed out, is directed towards isolating the learner from all social interaction, and towards seeing education as a one-on-one relationship between the learner and the objective material to be learned. In contrast, progressive education (to continue to use Dewey's formulation) recognizes the social aspect of learning and uses conversation, interaction with others, and the application of knowledge as an integral aspect of learning. 

6. Learning is contextual: we do not learn isolated facts and theories in some abstract ethereal land of the mind separate from the rest of our lives: we learn in relationship to what else we know, what we believe, our prejudices and our fears. On reflection, it becomes clear that this point is actually a corollary of the idea that learning is active and social. We cannot divorce our learning from our lives. 

7. One needs knowledge to learn: it is not possible to assimilate new knowledge without having some structure developed from previous knowledge to build on. The more we know, the more we can learn. Therefore any effort to teach must be connected to the state of the learner, must provide a path into the subject for the learner based on that learner's previous knowledge.

8. It takes time to learn: learning is not instantaneous. For significant learning we need to revisit ideas, ponder them try them out, play with them and use them. This cannot happen in the 5-10 minutes usually spent in a gallery (and certainly not in the few seconds usually spent contemplating a single museum object.) If you reflect on anything you have learned, you soon realize that it is the product of repeated exposure and thought. Even, or especially, moments of profound insight, can be traced back to longer periods of preparation.

9. Motivation is a key component in learning. Not only is it the case that motivation helps learning, it is essential for learning. This ideas of motivation as described here is broadly conceived to include an understanding of ways in which the knowledge can be used. Unless we know "the reasons why", we may not be very involved in using the knowledge that may be instilled in us. even by the most severe and direct teaching.

CONSTRUCTIVISM

What is Constructivism?

Constructivism is basically a theory -- based on observation and scientific study -- about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.

In the classroom, the constructivist view of learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing. The teacher makes sure she understands the students' preexisting conceptions, and guides the activity to address them and then build on them. 

Constructivist teachers encourage students to constantly assess how the activity is helping them gain understanding. By questioning themselves and their strategies, students in the constructivist classroom ideally become "expert learners." This gives them ever-broadening tools to keep learning. With a well-planned classroom environment, the students learn HOW TO LEARN.

You might look at it as a spiral. When they continuously reflect on their experiences, students find their ideas gaining in complexity and power, and they develop increasingly strong abilities to integrate new information. One of the teacher's main roles becomes to encourage this learning and reflection process.

CONTOH RPP WRITING BAHASA INGGRIS KELAS VII

RENCANA PELAKSANAAN PEMBELAJARAN

(RPP)

Nama Sekolah        :   -

Mata Pelajaran       :   Bahasa Inggris

Kelas/Semester        :   VII

Standar Kompetensi :   Mengungkapkan makna dalam teks tulis fungsional pendek dalam konteks kehidupan sehari-hari.

Kompetensi Dasar   :   Mengungkapkan makna dan langkah retorika dalam esai pendek sangat sederhana dengan menggunakan ragam bahasa tulis secara akurat, lancar dan berterima untuk berinteraksi dengan lingkunguan terdekat dalam teks berbentuk descriptive.

Indikator                :  a.  Melengkapi kalimat yang masih rumpang.

b.    Membuat kalimat sederhana.

c.    Mendeskripsikan sesuatu melalui gambar atau foto.

d.    Membuat teks descriptive sederhana.

ASTEROID 2012 DA14 IN RECORD-BREAKING EARTH PASS

By Jason PalmerScience and technology reporter, BBC News

Nasa coverage of the moment the asteroid passed closest to Earth

An asteroid as large as an Olympic swimming pool has raced past the Earth at a distance of just 27,700km (17,200mi) - the closest ever predicted for an object of that size.

It passed far closer even than the geosynchronous satellites that orbit the Earth, but there was no risk of impacts or collisions.

Its closest approach was at 19:25 GMT.

For regions in darkness, it should have remained visible until about midnight through good binoculars or a telescope.

The asteroid's arrival was preceded by a damaging meteor event in Russia on Friday - but indications from the meteor's path suggest that the two events are entirely unrelated - just a "cosmic coincidence", as Alan Fitzsimmons of Queens University Belfast told BBC News.

NANO-SUIT SHIELDS BUGS IN THE VOID

Coating enables electron-microscope imaging of live organisms.

• Katherine Harmon

16 April 2013

Imaging specimens with electron microscopy imposes conditions that are typically deadly for living things, such as a high vacuum. But the electrons used to create the images might actually have a protective effect. Researchers have found that the beam of a scanning electron microscope can turn a thin coating that occurs naturally on the larvae of some insects into a sort of miniature spacesuit that can keep the animals alive in a vacuum for up to an hour.

Takahiko Hariyama, a biologist at the Hamamatsu University School of Medicine in Japan, and his collaborators describe the results in the Proceedings of the National Academy of Sciences. The discovery builds on previous findings that some organisms, including beetle larvae and ticks, can survive short stints in the extremely low-pressure environment of scanning electron microscopes — and even, in the case of dormant tardigrades, or 'water bears', in outer space.

CLIMATE MODELS FAIL TO ‘PREDICT’ US DROUGHTS

Simulations identify past megadroughts, but at wrong times.

• ·         Quirin Schiermeier

16 April 2013

Article tools

 “This would be a fine country if it only had water,” observes a settler looking at the barren west Texas plains. “So would Hell,” replies a despairing farmer.

That old Texas joke probably originated in the 1950s, when the state was baked by its most relentless drought in recorded history. Last year, rain kept clear of the region again, and scientists predict that the entire North American southwest will become increasingly drought-prone as climate change proceeds

Reliable forecasts of future ‘megadroughts’ would be a boon to farmers and water managers. But results presented last week at the annual assembly of the European Geosciences Union in Vienna suggest that such forecasts are still beyond the reach of current climate models.

Sloan Coats of Columbia University’s Lamont-Doherty Earth Observatory in Palisades, New York, and his colleagues tested whether a state-of-the-art climate model could simulate the droughts known to have occurred in the southwest during the past millennium. The model incorporated realistic numbers for factors that affect temperature and rainfall, such as atmospheric carbon dioxide levels, changes in solar radiation and ash from volcanic eruptions.

It also incorporated changes in the El Niño/Southern Oscillation (ENSO), a recurring temperature anomaly in the tropical Pacific that greatly affects weather in the western United States and many other parts of the world. (The warm phase — El Niño — often brings torrential rain and flooding; the cold phase — La Niña — tends to bring drought.) The team then compared the results of its simulations with data from the North American Drought Atlas, a detailed compilation of droughts based on the thickness of tree rings.

The results were puzzling. Although the simulation produced a number of pronounced droughts lasting several decades each, these did not match the timing of known megadroughts. In fact, drought occurrences were no more in agreement when the model was fed realistic values for variables that influence rainfall than when it ran control simulations in which the values were unrealistically held constant. “The model seems to miss some of the dynamics that drive large droughts,” says study participant Jason Smerdon, a researcher at Lamont-Doherty who studies historical climate patterns.

Other climate models tested by the team fared no better, he says. In particular, the models failed to reproduce a series of multi-decadal droughts that occurred in the southwest during the Medieval Climate Anomaly, a period between AD 900 and 1200 when global temperatures were about as high as they are today.

FACTS ABOUT INTERNET SAFETY

November 19, 2010 8:22 am

Information from the national Polly Klaas Foundation

The FBI says reports of predators communicating with young people online have increased more than 6,000 percent since 1996.

15 FACTS ABOUT INTERNET SAFETY

By Kate Esposito

These 15 facts about Internet safety mostly concern children using the Web. While adults can use past experience to judge whether they are in a threatening or dangerous situation, children have less knowledge of what is unsafe. Unfortunately, there are people online who look to use this naiveté to their advantage. If you share these facts with your kids, or use them as guidelines as to what they should and shouldn't do when using the computer, you can help your child avoid becoming the victim of a predator or an identity thief. These facts are accurate as of December 2008.

15 Facts About Internet Safety

Facts from National Center for Missing and Exploited Children

1.       About 15 percent of youth between the ages of 10 and 17 have had a person contact them over the Internet with a message that was sexual in nature.

2.       About 4 percent received a sexual solicitation that's considered aggressive, i.e. the person sent them gifts or asked to meet offline.

3.       About 35 percent saw nudity or other sexual material online, and only 27 percent told their parents or guardians.

Facts from Rochester Institute of Technology

4.         According to Kidsafe, nearly 50 percent of children in kindergarten or first grade report talking with people through websites. Only half have parents watch their online activity.

5.       While 48 percent of kids in kindergarten or Grade 1 report to have seen content on the Web they were not comfortable with, 28 percent did not tell an adult.

Facts from Harris Interactive

6.         The Kidsafe website also states that about 32 percent of kids in their teens hide their browsing history from their parents or guardians to try to prevent them from seeing which sites they visit.

7.       Many teens, about 16 percent, have email addresses and social networking names that they don't want their parents or guardians to know about.

8.       About 11 percent of teens report knowing how to turn off parental controls, which you can use to block certain types of Web content.

Facts from Cox Communications National Summit on Internet Safety

9.       This national summit agreed that most kids, about 90 percent, have used the Internet since they were nine years old or younger.

10.    Almost 35 percent of tweens, ages 11 and 12, use social networking sites. Many post personal information; some even share their phone numbers and addresses.

11.    About 27 percent of tweens put a fake age in their profiles online.

12.    About 28 percent have had a stranger contact them through an online channel.

13.    Of the tweens that have been contacted, 18 percent don't tell their parents or guardians and 11 percent actually chat with the person.

General Facts

14.    Child predators often hang out on social networking, gaming and chat sites to try to find their victims.

15.    Many children are trusting of anyone they meet that seems nice, even if they meet them online.

From safety.lovetoknow.com/15_Facts_About_Internet_Safety