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Finally, if education, civil society actors and social media platforms play an important role in protecting an empowering children and young people online, governments have the big responsibility to make sure there is a robust system of law enforcement and criminal law sanctions in place against illegal hate speech and online content, contact or conduct promoting extremism or terrorism.
Recently, in Italy, it has been approved a complex law about cyberbulling.

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La legge per contrastare il cyberbullismo, come abbiamo riferito in diversi nostri articoli, è stata approvata definitivamente dalla Camera dei Deputati.

La legge definisce cosa si debba intendere per cyberbullismo e le competenze dei diversi attori coinvolti (Ministeri, USR, Scuole) per contrastarlo, prevedendo disposizioni non solo di carattere punitivo ma anche rieducativo.

Skuola.net ha elaborato un'interessante sintesi dei contenuti della legge, articolata in cinque punti, che riportiamo di seguito.
1. Identikit del cyberbullo Tra i primi aspetti importanti il riconoscimento del termine cyberbullismo. Entra pertanto per la prima volta nell`ordinamento una puntuale definizione legislativa del fenomeno online. "Bullismo telematico è ogni forma di pressione, aggressione, molestia, ricatto, ingiuria, denigrazione, diffamazione, furto d`identità, alterazione, manipolazione, acquisizione o trattamento illecito di dati personali realizzata per via telematica in danno di minori. Nonché la diffusione di contenuti online (anche relativi a un familiare) al preciso scopo di isolare il minore mediante un serio abuso, un attacco dannoso o la messa in ridicolo". 2. Eliminazione dei contenuti Per i minori sopra i 14 anni di età c'è la possibilità di chiedere al gestore di un sito, o al social media di oscurare, rimuovere o bloccare i contenuti dannosi diffusi in rete. Se questo non avviene entro 48 ore, c'è la possibilità di rivolgersi al Garante della privacy, che interviene nelle successive 48 ore. C'è da precisare che dalla definizione di gestore, che è il fornitore di contenuti su internet, sono comunque esclusi gli access provider, i cache provider e i motori di ricerca.
Dal testo della legge si evince inoltre che in ogni scuola sarà indicato un prof-antibullo. Sarà lui infatti il referente per tutte le iniziative finalizzate al contrasto del fenomeno. Sarà inoltre la persona che si occuperà di gestire i casi con le forze dell'ordine, laddove si verifichi un atto di cyberbullismo. E se da una parte il docente farà da referente, il preside della scuola invece si occuperà di informare i genitore del minore, vittima di atti di bullismo informatico, e avrà anche il compito di attuare delle adeguate azioni educative.
Anche il Miur avrà un ruolo monto attivo contro il cyberbullismo. Superando i confini degli istituti scolastici infatti dovrà realizzare delle linee di orientamento con lo scopo di prevenire e contrastare il fenomeno tra i giovani. Spetterà anche al Ministero istituire una formazione dedicata per il personale scolastico e prevedere delle misure di sostegno per le vittime. A singoli istituti invece il compito di realizzare una educazione alla legalità e all'uso corretto di internet, iniziative e attività che potranno essere svolte in collaborazioni con polizia postale e associazioni territoriali.
4. Il richiamo del questore Se si dovessero verificare dei casi in cui si è vittima di minacce, ingiurie o trattamento illecito dei dati personali via web, fino a che non vi sia una denuncia, il cyberbullo potrà essere ammonito dal questore, che lo inviterà a non ripetere atti di violenza di tale natura. Il questore, a seguito della raccolta di informazioni tramite organi investigativi o persone informate dei fatti, potrà anche chiedere la comparizione in persona del cyberbullo per ammonirlo in forma orale e invitarlo ad assumere una condotta corretta. Gli effetti dell'ammonimento terminano se maggiorenni. 5. Il piano di monitoraggio e controllo La legge prevede infine che venga istituita una struttura presso la Presidenza del Consiglio con lo scopo di realizzare un piano di azione, per contrastare e prevenire il cyberbullismo e creare una banca dati per monitorare il fenomeno.

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Cyberbullismo, sintesi delle disposizioni contenute nella legge - Orizzonte Scuola

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La legge per contrastare il cyberbullismo, come abbiamo riferito in diversi nostri articoli, è stata approvata definitivamente dalla Camera dei Deputati. La legge definisce cosa si debba intendere per cyberbullismo e le competenze dei diversi attori coinvolti (Ministeri, USR, Scuole) per contrastarlo, prevedendo disposizioni non solo di carattere punitivo ma anche rieducativo.

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Referring to the role of industry, section 5.5 focuses on Community Standars every big social platform gives itself to counter violent or respectable interactions. My pupils are too young (5-11) to use individually a social network.

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The activity 5.4 asked to check the presence of No hate speech movement in our country and to focus on possible use of this resources in out schools. So i wrote in Italy there's a No Hate Speech Movement, with a specific website, a Facebook page and a YouTube  channel. In particular this channel  took my attention cause it provides a lot of  very interesting videos to  propose to my very young pupils!

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If school education is necessary, there is another way to counter every kind of hate speech and radicalisation, that is the counter-narrative, born to challenge the ideologies and stories of violent extremists. The purpose of a counter-narrative is to discredit, deconstruct and demystify extremist messages using logical or factual arguments or satire and humour.
Starting from the idea that to counter hate speech and estremisms is fondamental to develope social, emotional and civic skills in Young people, the Council of Europe has given life to a campaign called "No hate speech movement" realizing "Bookmarks - A manual for combating hate speech online through human rights education.

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A manual for combating hate speech online through human rights education

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The activity 5.3ask to reflect about ways people influence our behavoiur or we influence the human environment. Unfortunately, people around me sometimes influence me in order to hide my true opinions about things or news to avoid to offend them or not to seem i feel superior than them. The problem is that there's a lot of people who trust in rumours more that in science and rationality. So they don't make me a bad person, but not always i have willingness to try changing their habits or wrong convinctions. Maybe i appear different from the other, but it doesn't matter.

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http://www.pupia.tv - Roma - "Usa internet col cuore: no all'odio, no all'intolleranza sul web", questo il claim della campagna italiana di "NO HATE SPEECH" che è stata presentata presso la sala stampa di Palazzo Chigi.

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Against these two dangerous phenomenons, School has the duty to rise the sense of belonging to a common humanity and helping learners become responsible and active global citizens as promoted by UNESCO through Global Citizenship Education.  In particular, in response to hate speech, citizenship education encourages the knowledge and skills to identify hate speech, while enabling individuals to counteract messages of hatred; to prevent and counter violent extremism, education can:
-help young people develop the communication and interpersonal skills they need to dialogue, face disagreement and learn peaceful approaches to change;
-help learners develop their critical thinking to investigate claims, verify rumours and question the legitimacy and appeal of extremist beliefs;
-help learners develop the resilience to resist extremist narratives and acquire the social-emotional skills they need to overcome their doubts and engage constructively in society without having to resort to violence;
-foster critically informed citizens able to constructively engage in peaceful collective action.
THE RESOURCES
"MIL for me" is an online training resource on media and information literacy containing a module for teachers and school-librarians, another module for students, lesson plans and suggested methods for working with Media and Information Literacy (MIL) in schools.
"Trust me" was depeloved to address the emerging area of online extremism and propaganda, this practical resource aims to provoke discussion among pupils so as to challenge them to think critically about what they see on websites and social media as well as the communication they have with others online.

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Often we consider hate speech just like radicalisation, but it's a mistake because online radicalisation is a complex process whereby individuals, through their online interactions and exposure to various types of internet content, come to view violence as a legitimate method of solving social and political conflicts. Some of those violently radicalised via the internet may go on to commit acts of terrorism.

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Module 5: Hate Speech and Radicalisation

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Module 5: Hate Speech and Radicalisation

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"All forms of expression which spread, incite, promote or justify racial hatred, xenophobia, anti-Semitism or other forms of hatred based on intolerance, including: intolerance expressed by aggressive nationalism and ethnocentrism, discrimination and hostility against minorities, migrants and people of immigrant origin” - Council of Europe.
Hate speech through social media is rapidly increasing and has the potential to reach a much larger audience than extremist print media were able to reach.

A few week ego, i discovered a case of online hate speech involving two parents, that were criticizing a their son's friend lying about his economical position. I was not in possibility to do something, but i thought about the importance to give a right example of behaviour to our children and pupils.

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Sexting is a word which describes the sending of personal sexual content, most commonly nude or nearly nude images. According to Danah Boyd, teen sexting is a very rational act with very irrational consequences.
Sextortion involves individuals being persuaded to share sexual content, often believing that they are in a relationship (albeit online) with the other person. Once images or videos have been shared, they are asked either to pay a certain amount of money in order to prevent the images being shared publicly, or they are asked to send more content, often more extreme. Unfortunately some young people have committed suicide.

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8 Things You and Your Teen Need to Know About Sexting

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As we can understand, young people build their identity throught what others think of them, and their behaviour is influenced by false images spreaded on web and by common opinion. Online reputation is as much important as the real one, so young people have to pay attention to what they share of their life and thought in the present, cause it could have consequences in real life even many years later. Not only, as Justine Sacco discovered in first person, even a careless comment online could destroy a life.
As regards this aspect, Danah Boyd has talked about Net Effect referring to the series of changes in our lives linked to the internet use. She considered six key area: disinhibition, persistence and searchability, replicability, scalability, invisible audience, blurring of public and private.

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Module 4: Online relationships and sexting

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Module 4: Online relationships and sexting

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The fourth module is very interesting and deals with: what are the pressures facing young people in this digital age, the phenomenon of sexting and the reasons why young people engage in this risky practice, the net effect and the online reputation and the issue of sextortion. Finally, it provides a series of resources to educate pupils and parents.

A Common Sense Media research brief on Children, Teens, Media and Body Image demonstrated that children and young people are very worried about their online image, comparing themselves to unrealistic expectations of what they should look like. Moreover, a research called The power of image shown that:

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A solution could be to create a peer support scheme in our schools in order to:
- encourage young people for the contribution to their communities;

- empower young people to achieve their full potential;
- engage young people in social action to make a difference in the lives of others, through The Diana Award Anti-bullying, Training and Mentoring Programmes (www.antibullyingpro.com/the-diana-award#sthash.q7ZZPe0l.dpuf)

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As for section about a 'participatory culture' i'm not convinced that a partecipated culture is the best we can expect from Internet use. We have to admit that collectivity is not always the right subjet to buit new knowledge.. However, this is what actually happens and it means (in my opinion) we have to increase the attention in researching of good sources against the bad ones. Not only. It would be a good thing if teachers promote a sense of responsability in each young student, so that he takes the initiave to stop spreading wrong news.

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In primary school, i perceive a shortage of empathy considered as the ability to understand sensations and emotions of other people and the consequences of his action. So it's very important to start early teaching social and emotional learning skills throught curricular projects.

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This module talks about Cyberbullying, both the point of view of a cyberbully and of a cyberbullied. In any case it's important not to leave protagonists alone and face the issue asking help to parentes, teachers etc.
Cyber-) bullying is any behavior that repeatedly makes someone feel upset, uncomfortable and/or unsafe. This is usually deliberate, and can take forms such as verbal, indirect and physical.  Cyberbullying is the intent to offend, threaten, block or harass others by using technical devices such as the internet and mobile phones. The perpetrator - also called "bully" - is seeking a victim who cannot defend himself against the attacks. Therefore, there is an imbalance between the offender and the victim, which is exploited by the perpetrator, while the victim is socially isolated. Cyberbullying takes place on the Internet (e.g. in social networks, video portals, etc.) and via smartphones (e.g. by instant messaging applications like WhatsApp). Often, the bully is anonymous, so the victim does not know from whom exactly the attacks are coming. Cyberbullying among children and adolescents, however, is often associated with the personal “offline” environment, such as the school, the residential district, the village or the ethnic community. Hence, the victims are therefore usually suspicious about who is behind the threats.

Moreover, cyberbullying is often accompanied by bullying in the offline world – in some cases bullying starts online and continues offline in school, or vice versa. Therefore, in most cases, bullying and cyberbullying cannot be seen as separate issues.

I've never encounterd cyberbullies or cyberbullied..but in my classrooms i've often seen 'little' cases of behavoiurs aimed to make someone fell upset... i't not easy to find the right way to intervene without stigmatizing wrong behaviours...

ENABLE (European Network Against Bullying in Learning and Leisure Environments) is a very important project to tackle bullying in a holistic way, helping young people exercise their fundamental rights in the home, school, class and community.

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The ENABLE Approach- empowering parents to raise resilient children (by European Schoolnet)

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As regards 'Data privacy', we have to consider that if we'ra not paying for the product, we are the product. This means that, while using free online apps or programs, we give a very big quantity of private information without thinking about commercial interests that are beyond. Our digital identity is so different from what we believe, and users of these date are several and often unknown. From a survey included in 2.3 section, we discover that the most part of young people lie about its age ignoring how many problems this pattern can cause.
The Finnish Safer Internet Centre produced a Digital Gold Miners referring to a list of four interesting activities to propose to the classrooms with the aim to increasing awareness on risk hidden in releasing  personal information irresponsably. The activities are:
a) What, who and how – three questions about big data

Practical idea: First, make your own list detailing what you use the internet for. Examine the list and think about all the ways the devices, websites and applications you use gather information about you. Examine the answers in a group and think about what kind of information may have been collected from each group member.

b) Mountain of information into a digital gold mine – how is data utilised?

Practical idea: Form groups of four, for example. One pair of the group uses a search engine to find texts and news stories with the search words “big data benefits”, while the other pair uses the words “big data threats”. Examine the texts for about half an hour and make notes about the threats and benefits you find. After that, return to the groups, compare your results and discuss which seem more significant, the threats or the benefits.

c) Dangerous waters – is privacy under threat?

Practical idea: Are you familiar with the terms of use of the social media service you most frequently use? Examine the terms of use of various services together. Did you find any surprises? Do you find the terms clear or difficult to understand?

d) Controlling your own data

Practical idea: Search for information online both with the incognito mode and the default settings. Does the search yield similar results from Google, for example? Does YouTube recommend the same videos with both settings? Examine the results in a group or in pairs.

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The first section of this module invites to create a lesson plan to train students to one or more of the digital literacy and citizenship topics through cross-curricular categories proposed.
This is my idea.
Relationships communication & Cyberbulling
Age of pupils: 8 - 11
Lesson title: Choose your words.
I'd like to set a game. Children receive some cards to match divided into two groups. On a group, there're several sentences simulating a virtual interactions: some are kind, other assertive or aggressive; on the other group there're the name of emotions just like happyness, serenity, sadness or offense.. So they have to reflect about emotional consequences of their words and answers.

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With my pupils of primary school i could use this fake news.
http://www.ilfattoquotidiano.it/2017/01/23/migranti-lultima-bufala-diventa-virale-sul-web-patente-gratis/3335946/
Unfortunately, i deeply believe that even adults haven't tools for a critical consuming of internet information, so i hope to help society through children. So, i'd propose an analysis of this fake news based on the five C's:
Context - Credibility - Construction - Corroboration - Compare.

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This very interesting video explains how to evaluate the reliability of a news or a piece of information through 'The five C's of critical consuming: Context, Credibility, Construction, Corroboration and Compare.

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Helping Students Identify Fake News with the Five C's of Critical Consuming

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This module deals with Media Literacy, that is the understanding of the ways people communicate trought digital media. Training students to study 'media' such as any other kind of text, means to bring them able to discriminate true news to false ones, identifying the reason of each content present on media.

"We observe that young people are facing a dilemma. Although they assume that social networks are not trustworthy, they are their main resources for information. Young people are aware of this contradiction, but they don't know how to deal with it."  Bernhard Jungwirth, coordinator at Saferinternet.it

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I really liked Frank Baker's practical recommandations about how to identify fake news!  For example, i didn't know the existence of a reverse image search engine such as TinEye! So i agree with his idea to tape it on computer and tv!

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Finally, the first module underlines that the increasing of awareness about Online Safety depends on a sort of PIES composed by 4 key areas that involve the whole school community in a complex process that includes several elements.
Let's see my school situation.

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Searching for resources to sensitize children and colleagues to Online Safety, i found this short movie i consider very interesting! It could be the start point to open a sincere dialogue with our pupils which could allow to share advices, reflections and warnings.

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Garante per la protezione dei dati personali

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Social network: quando ti connetti, connetti anche la testa!

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And this is the ranking of greatest challenges facing all teachers when they're online.

1) To develop awareness of need to share experiences and ideas about risks but also about huge opportunities connected with the (proper) use | 73 |
2) Trying to implement a whole school and whole staff approach! | 72 |
3) Educating Parents on the risks associated with online behaviour | 70 |
4) To develop awareness of need to share experiences and ideas about risks but also about huge opportunities connected with the (proper) use | 62 |
5) Failing to properly operate Internet features to help myself and students using computers in a proper way. | 61 |
6) Lack of resources for teaching online safety effectively | 60 |
7a) Things move very quickly - there is too much to keep up with | 57 |
7b) I want to use social networks with students to share course content and information but I want to separate private and professional contents | 57 |
8a) Lack of access to suitable training | 56 |
8b) Lack of understanding of what young people are doing online | 56 |

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According to a survey made among the participants in this course, this is the ranking of principal challenges faced by children and young people at school when they go online...

1) Self image exposure to everybody in the Internet | 73 |
2) Pressure to behave in a certain way or to look a certain way | 70 |
3) Believing everything on the internet | 67 |
4) Inappropriate content | 66 |
5a) Inappropriate use of social media | 65 |
5b) Cyberbulling | 65 |
6) Excessive use / Online addiction | 64 |
7a) Learn to have a responsible and respectful approach | 61 |
7b) Abuse of privacy | 61 |
7c) Unknown connections, sexting, abnormal photographic presentations | 61 |

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MODULE 1: An introduction to Online Safety.

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MODULE 1: An introduction to Online Safety.

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This module deals with the challenges faced by young people and their teachers when they're online. Then, it provides resources to help teacher to support their students in online activities and, at the last, gives information about Safer Internet Day (SID) . I was surprised reading the fact that only 19% of pupils would refer to a teacher their own internet problems. It confirmed my conviction about all the work we have to do yet to establish an authentical interaction with our children to give them tools usefull in real and virtual life... I like to remember a phrase taken by Module 1: "Learning to survive in a world dominated  by the internet shoud be as important for children as reading and writing" BBC NEWS

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http://learningdesigner.org/index.php?backtrace=%2Fbrowser.php%3Furi%3D%2F

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http://www.europeanschoolnetacademy.eu/web/online-safety-course

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https://www.facebook.com/groups/onlinesafetymooc/

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PENSA COSI' - Arisa

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My school is located in South Italy, in a quiet rural area with an economy based on agriculture and breeding. We have about 350 pupils and they are 5-11 years old pupils. The age of my colleagues is, in average, enough young.
We have many laboratory classrooms and digital whiteboard in almost every classrooms.

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Hello everybody! My name is Annamaria and i'm a 32 years old support teacher of a primary school. I live and work in South Italy.
Talking with young pupils i've often noted their naivety about risks hidden  in interactions face to face and in virtual ones. Sometimes even parents ignore or underestimate these dangers and so it's very important teachers' role in increasing awareness about online safety. That's why i decided to attend this course, in order to discover more tools to use in my teaching contest.