References


 * Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender. Child Psychiatry and Human Development, 41(4), 387-97. doi: [] **


 * Beycioglu, K. (2013). Chapter 4-Computer Teachers' Attitudes toward Ethical Use of Computers in. In Ethical technology use, policy, and reactions in educational settings (p.46-48). Hershey, Pennsylvania: Information Science Reference. **


 * Boss, S. (2013). Focus on Collaboration to Kick Off New School Year. Retrieved January 6, 2016, from [] **

=== **Cabiness, C., Donovan, L., & Green, T. D. (2013). Integrating wikis in the support and practice of historical analysis skills. TechTrends, 57(6), 38-48. ** ===


 * Christian Elledge, L., Williford, A., Boulton, A. J., Depaolis, K. J., Little, T. D., & Salmivalli, C. (2013). Individual and contextual predictors of cyberbullying: The influence of children's provictim attitudes and teachers' ability to intervene. Journal of Youth and Adolescence, 42(5), 698-710. doi: [] **


 * Connectsafely.org (2013). Tips to help stop cyberbullying. Retrieved from, __ @http://www.connectsafely.org/tips-to-help-stop-cyberbullying/  __ **


 * Cowie, H. (2013). Cyberbullying and its impact on young people’s emotional health and well-being. Retrieved from, @http://pb.rcpsych.org/content/37/5/167 **
 * Educate About Bullying. (2015, December 15). Retrieved from, [] **


 * Davis, V. (2014). A guidebook for social media in the classroom. Retrieved January 9, 2016 from [] **


 * Educate About Bullying. (2015, December 15). Retrieved December 28, 2015, from [] **


 * Education World (2012). Bullying and cyberbullying: six things teachers can do. Retrieved from, @http://www.educationworld.com/a_curr/what-schools-can-do-to-stop-bullying.shtml **


 * Heritin, L. (2013). For Teachers, Wired Classrooms Pose New Management Concerns. Education Week, 1-1. Retrieved 2016, from [] **

==== **Januszewski, A., & Molenda, M. (Eds.). (2008). Educational technology: A definition with commentary. New York, NY: Routledge (Heather) ** ====


 * Katz, A. (2012). Cyberbullying and e-safety: what educators and other professionals need to know. Philadelphia, Penn: Jessica Kingsley Publishing. **


 * Krutka, D., & Milton, M. K. (2013). The enlightenment meets twitter: Using social media in the social studies classroom. Ohio Social Studies Review, 50(2), 22-29. **


 * Leicht, G. & Goble, D. (2014). Should teachers be using social media in the classroom? Retrieved from [] **


 * <span style="font-family: 'Comic Sans MS',cursive;">McLeod, S. & Lehmann, C. (Eds.) (2012). What school leaders need to know about digital technologies and social media. San Francisco, CA: Jossey-Bass. **


 * <span style="font-family: 'Comic Sans MS',cursive;">National Crime Prevention Council (2012). Stop cyberbullying before it starts. Retrieved from, @http://www.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf **


 * <span style="font-family: 'Comic Sans MS',cursive;">Nobullying.com (2015). Modern day cyber bullying awareness, consequences and prevention. Retrieved from, @http://nobullying.com/modern-day-cyberbullying-awareness-consequences-and-prevention/ **


 * <span style="font-family: 'Comic Sans MS',cursive;">Notar, C., Padgett, S., and Roden, J. (2013). Cyberbullying: resources for intervention and prevention. Retrieved from, @http://files.eric.ed.gov/fulltext/EJ1053892.pdf **


 * <span style="font-family: 'Comic Sans MS',cursive;">Smith, L. (2014). Cyberbullying hurting more kids, especiall middle schools, officials say. Retrieved January 9, 2016 from [] **


 * <span style="font-family: 'Comic Sans MS',cursive;">Wolfer, R., Schultze-Krumbholz, A., Zagorscak, P., Jakel, A., Gobel, K., & Scheithauer, H. (2013). Prevention 2.0: Targeting cyberbulling @ school. Prevention Science, 15(6), 879-887. Doi: 10.1007/s11121-013-0438-y **


 * <span style="font-family: 'Comic Sans MS',cursive;">Wenzel, A., & Carano, K.T. (2015). Research summary: Social media for middle level classrooms. Retrieved from, [|http://www.amle.org/TabId/270/artmid/888/articleid/553/Social-Media-for-Middle-Level-] [|Classrooms.aspx] **

<span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Annotated References** <span style="display: block; font-family: 'Comic Sans MS',cursive; text-align: center;">**Books** <span style="font-family: 'Comic Sans MS',cursive;">(Joanne: Book Reference) <span style="font-family: 'Comic Sans MS',cursive;">In our capstone project, consideration is given to the ethical use of technology in a middle school setting. The teacher attitude towards ethics is important. Students should be taught, the proper protocol when communicating in cyberspace. Students should be taught why it is important to respect friend and classmate right to privacy and confidentially. In Beyciogu’s book on “In Ethical technology use, policy, and reaction in educational settings”, his study explores the elementary school computer teacher’s attitudes and awareness regarding computer utilization in the classrooms” (Beycioglu, 2013, p.46). “A total of 141 questionnaires completed by 60 female and 81 males computer teachers were asked to fill out a questionnaire” on the ethical use of the computers (Beycioglu, 2013, p.46). “The results indicated that the opinions of the male and female teachers were significantly different” (Beycioglu, 2013, p.46). With the increase of use of computers in high and middle schools, the cyber philosophical debate about ethical and moral must be considered before the utilization of any cyber-media improve academic performance. In planning instructional materials using social media, and pictures, emphasis must also be on “teaching the children the importance of respect for others rights to privacy and confidentially”. Pupils must be taught, that what they said, if appropriate ethics is not used, the communications and pictures they share with their friends and peers can be seen as cyberbullying.
 * <span style="font-family: 'Comic Sans MS',cursive;">Beycioglu, K. (2013). Chapter 4-Computer Teachers' Attitudes toward Ethical Use of Computers in. In Ethical technology use, policy, and reactions in educational settings (p.46-48). Hershey, Pennsylvania: Information Science Reference. **

(Heather: Book Reference) <span style="font-family: 'Comic Sans MS',cursive;">This book offers the tools to deal with cyberbullying and improve e-safety education. It covers different forms of cyberbullying and its impacts, who is vulnerable, how it can be prevented and how to respond. It incorporates young people's views, using survey responses of 8,000 young people, and supports their involvement in e-safety education. This book would be a great resource for our project because we are trying to teach our students appropriate ways to deal with cyberbullying. This book provides teachers with tools and resources that can be used to prevent cyberbullying and ways that students can respond to cyberbullying. This book also provides the views young people have about cyberbullying.
 * <span style="font-family: 'Comic Sans MS',cursive;">Katz, A. (2012). Cyberbullying and e-safety: what educators and other professionals need to know. Philadelphia, Penn: Jessica Kingsley Publishing. **

(Randy: Book Reference) <span style="font-family: 'Comic Sans MS',cursive;">This book is a comprehensive resource of online tools and digital resources, including blogs, wikis, podcasts, virtual schools, social media, and more. Chapters are authored by educators recognized for their expertise in the field of educational technology. Two chapters, in particular, are significant. The first is a chapter on Twitter, authored by Alec Couros and Kevin Jarrett. Couros and Jarrett give a thorough yet concise overview of Twitter, including considerations for schools and teachers, steps to getting started, and ways to utilize it in the classroom. For instance, they explain why teachers and students may choose to make their Twitter accounts either private or public, depending upon the purpose (McLeod & Lehman, 2012, p. 148). Stephanie Sandifer and Vicki Davis co-authored a chapter on wikis. They explain the basics of creating and editing wiki pages, including considerations such as problems that may arise from simultaneous editing of a single page (p. 14). The further detail numerous classroom and administrative applications of wikis (p. 16). This book is a fantastic resource for our group’s project. It provides quick references on the technology resources our participants will be utilizing. Additionally, it does a good job of giving teachers and students the pitfalls to be avoided as they collaborate. Another useful bit of information the book provides is a guide to influencing administrative policies with regards to the use of Web 2.0 tools and social media (McLeod & Lehman, 2012, p. 19). This is something very significant to consider as participating teams select resources.
 * <span style="font-family: 'Comic Sans MS',cursive;">McLeod, S. & Lehmann, C. (Eds.) (2012). What school leaders need to know about digital technologies and social media. San Francisco, CA: Jossey-Bass. **

**<span style="font-family: 'Comic Sans MS',cursive;">Research Articles **

<span style="font-family: 'Comic Sans MS',cursive;">(Randy: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">The authors of this study researched the relationship between levels of cognitive and effective empathy on the cyberbullying behaviors of boys and girls. The study utilized a survey of 396 12-18 year-old boys and girls in Singapore (Ang & Goh, 2010, p. 387). Affective empathy was defined as “the ability to experience and share the emotions of others,” and cognitive empathy as “the ability to understand the emotions of others.” (p. 388). The authors discovered that students with low affective empathy scores demonstrated greater frequency of cyberbullying behaviors (p. 393). Boys with high cognitive empathy score were less likely to act as cyberbullies than those with low cognitive empathy, which cognitive empathy had little effect on girls’ cyberbullying behaviors (p. 393). This research has implications for our project in multiple ways. First, teachers and students should understand the importance of empathy in reducing cyberbullying. As they plan their projects, they should include activities and discussions that build empathy. Secondly, there seems to be a difference in the way boys and girls demonstrate empathy. Boys need practice with cognitive empathy strategies, while girls need to reinforce affective empathy (Ang & Goh, 2010, p. 395). As students and teachers plan their projects, they need to include lessons that will build these types of empathies. There are numerous websites and resources that focus on such activities, such as [|www.empathyed.org].
 * <span style="font-family: 'Comic Sans MS',cursive;">Ang, R. P., & Goh, D. H. (2010). Cyberbullying among adolescents: The role of affective and cognitive empathy, and gender. Child Psychiatry and Human Development, 41(4), 387-97. doi: [] **

(Joanne: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">Without good management protocols and technology organization structures, for the use of social media as a communication sharing experience tool; middle school teachers will find that any project they create using social media, will not help their students improve their academic performance (Cabiness, Donovan & Green, 2013). Managing, organizing, designing and testing the technology lessons before implementing a project is essential to improving students’ academics performance. The best thing about our group project, after we analyze the results and the academic benefits to the students, this information and finding can be share with other middle school teachers. We will be able to help other understand that there specific standards, necessary for utilizing and managing the use of a technical media that middle school students utilizes on a daily bases.
 * <span style="font-family: 'Comic Sans MS',cursive;">Cabiness, C., Donovan, L., & Green, T. D. (2013). Integrating wikis in the support and practice of historical analysis skills. TechTrends, 57(6), 38-48. **

(Randy: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">This was a large study of an antibullying program in Finland, KiVa. The study included over 16,000 students in 3rd to 5th and 7th to 8th grades (Elledge, Williford, Boulton, Depaolis, Little, &Salmivalli, 2013, p. 698). The study utilized pre- and post-tests of participants and measured the relationship between provictim attitudes and bullying behaviors and the effects of teachers’ abilities to help prevent bullying on the same behaviors (p. 698). Researchers highlighted differences between traditional, physical or emotional bullying and cyberbullying. Cyberbullying victims, for instance, often have to view the aggressive posts repeatedly, and students who do not physically bully other students may become cyberbullying perpetrators because they don’t fear consequences (p. 699). The study found, interestingly, that female students were more likely to engage in or be victimized by cyberbullying (p. 703). It also found that provictim attitudes reduced the frequency of cyberbullying (p. 703). Interestingly, it was also discovered that cyberbullying actually increased in classrooms where students felt teachers to be more capable of intervening in bullying behaviors (p. 704). There is potential for this study to impact our project because students participating in the program might need to focus less on what the teacher can do, and more on how their own attitudes affect cyberbullying behaviors. They should develop strategies to encourage students to empathize with other students and take proactive actions when cyberbullying occurs. The positive effects of the program on student behaviors overall provides support for participation in our own project.
 * <span style="font-family: 'Comic Sans MS',cursive;">Christian Elledge, L., Williford, A., Boulton, A. J., Depaolis, K. J., Little, T. D., & Salmivalli, C. (2013). Individual and contextual predictors of cyberbullying: The influence of children's provictim attitudes and teachers' ability to intervene. Journal of Youth and Adolescence, 42(5), 698-710. doi: [] **

(Heather: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article examines the effectiveness of common responses to cyberbullying. The article discusses what cyberbullying is and its different forms. The article discusses the impact that cyberbullying can have on one’s emotional health and well-being. The article also provide technology solutions that can be taken to prevent cyberbullying. This article would be a good resource for our project because it reviews the forms that cyber bullying comes in and how it can affect the victim. The article also provides solutions to prevent cyber bullying through technology.
 * <span style="font-family: 'Comic Sans MS',cursive;">Cowie, H. (2013). Cyberbullying and its impact on young people’s emotional health and well-being. Retrieved from, @http://pb.rcpsych.org/content/37/5/167 **

(Joanne: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">“Many of the successful online sites that survived the dot-com bubble in the early days of the 21st century went beyond providing a product to be consumed, and instead afforded users platforms for collaboration, O’Reilly, 2012 as cited in Krutka & Milton, 2013. p. 2.)”. The teacher became to integrate, manage and organize Websites such as Wikipedia, Facebook, and eventually Twitter, invaluable instructional tools in an effect to improve their student performance. “These Web 2.0 and social media sites induced a paradigm shift in a media environment that were useful in generation better communication skills, reading, spelling and writing skills amongst many high school and middle school students. These students were able to collaborate with other students because they participated in larger conversations. “These new digital spaces can allow students to mingle readily around shared interests without regard for geographic limitations” (Krutka &. Milton, 2013. p 22).
 * <span style="font-family: 'Comic Sans MS',cursive;">Krutka, D., & Milton, M. K. (2013). The enlightenment meets twitter: Using social media in the social studies classroom. Ohio Social Studies Review, 50(2), 22-29. **

(Heather: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article focuses on the issue of cyberbullying and its effect on youth in today’s culture. The article states that 43% of teens have been victims of cyberbullying this past year, and 81% of people participate in cyberbullying because they find it humorous. The article lists several ways in which cyberbullying can occur and gives examples of non-destructive ways that teens can respond to cyberbullying. This article could be used in our project to discuss how cyberbullying can affect the victim. The article also provides ways that cyber bullying occurs and how one can respond to such types of bullying. The students could use this article as a reference when they create their own ways that cyberbullying can be stopped.
 * <span style="font-family: 'Comic Sans MS',cursive;">National Crime Prevention Council (2012). Stop cyberbullying before it starts. Retrieved from, @http://www.ncpc.org/resources/files/pdf/bullying/cyberbullying.pdf **

(Heather: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article discusses the types of cyberbullying and that it can happen anywhere. The article provides resources that are available today to reduce cyberbullying. The article reviews roles in cyber bullying, school climate, prevention/intervention programs, and laws/resources available. This article can be used with the students as a resource and in discussion to help students when creating ways to stop cyberbullying and to also make them aware of the consequences that the bully would face if they choose to cyber bully another person.
 * <span style="font-family: 'Comic Sans MS',cursive;">Notar, C., Padgett, S., and Roden, J. (2013). Cyberbullying: resources for intervention and prevention. Retrieved from, @http://files.eric.ed.gov/fulltext/EJ1053892.pdf **

(Joanne: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">Middle-level educators continuously seek practices to enhance learning and increase achievement of middle-level students. Thus, many teachers are integrating technology with instruction especially since young adolescents are frequent computer users and find technology very engaging (Simpson & Clem, 2008 as cited in Wenzel & Carano, 2015, p.1). Ethics must be taught in middle school if we plan to utilize social media as a teaching tool. “Downes and Bishop (2010), in their four-year study on technology integration in middle-level education, found that teachers and students felt that technology is an essential learning component because it assists with engagement, makes education relevant to students' lives, and serves as an inspiring force” (as cited in Wenzel & Carano, 2013 p. 1). One type of technology teachers are adopting is the use of social media. Social media is a central part of our project. We will be using this web-based technology platforms to provide middle school students space for creating online communities students with have similar interests. Our group project will allow students to “communicate share, co-create, discuss, and modify user-generated content” (Kietzmann & Hermkens, 2011; Lamphere, 2012 as cited in Wenzel & Carano, p. 1).
 * <span style="font-family: 'Comic Sans MS',cursive;">Wenzel, A., & Carano, K.T. (2015). Research summary: Social media for middle level classrooms. Retrieved [date] from [] **

(Randy: Current Research Reference) <span style="font-family: 'Comic Sans MS',cursive;">This study evaluated the effectiveness of a program, Media Heroes, that was designed to reduce cyberbullying among students. Researchers evaluated the effects of the program on 593 students in 35 7th to 10th grade classes over the course of 9 months (Wolfer, Schultze-Krumbholz, Zagorscak, Jakel, Gobel & Scheithauer, 2013, p. 879). Research groups included a control group, a group receiving an abbreviated version of the program, and a group participating in the full program. Students were given a pre- and post-program test. Researchers concluded that students in the control group demonstrated increased instances of cyberbullying over the 9 months, students in the abbreviated program maintained behavior levels, and students in the full program showed reduced cyberbullying behaviors (p. 884). This research has potential applications for our project because it demonstrates that strategies can be effectively employed to reduce negative online behaviors. This might demonstrate to teachers the value of participation. The program emphasized empathy, or “perspective taking” as a key component and demonstrated the effectiveness of empathy building strategies. Classes participating in our project can research effective ways to build perspective taking and incorporate these into their collaborations.
 * <span style="font-family: 'Comic Sans MS',cursive;">Wolfer, R., Schultze-Krumbholz, A., Zagorscak, P., Jakel, A., Gobel, K., & Scheithauer, H. (2013). Prevention 2.0: Targeting cyberbulling @ school. Prevention Science, 15(6), 879-887. Doi: 10.1007/s11121-013-0438-y **

**<span style="font-family: 'Comic Sans MS',cursive;">General Articles ** <span style="font-family: 'Comic Sans MS',cursive;">(Joanne: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">Organizing and managing the technology and social media programs, is an important aspect of our project. This capstone project is important because some middle school teachers assume that students arrive at school knowing how to be productive team members. “In some classroom some teachers emphasize cooperation, sharing, and fairness” (Boss, 2013, p.1). This middle school collaboration project will encourage students to learn ethical standards when utilizing electronic media, such as understanding for other students’ privacy, confidentially, and cultural diversity. Our capstone is designed to teach how to use a social media technology and the importance of recognizing the “other viewpoints, negotiate differences with peers, making critical decisions, set shared goals, and work toward them”. (Boss, 2013, p.1).
 * <span style="font-family: 'Comic Sans MS',cursive;">Boss, S. (2013). Focus on Collaboration to Kick Off New School Year. Retrieved January 6, 2016, from [] **

(Heather: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article discusses various ways that kids and teens can help put an end to cyberbullying. The article also gives guidance to parents and young people on ways to handle cyberbullying. The article provides a link to show the steps in saving evidence of bullying from their computer and/or phone. The article provides additional information for parents that advises parents on ways to help their child deal with and stop cyberbullying. This article would be beneficial in our project because it can be used to help students create ways to stop bullying. The students could also use the article to show others how to save bullying evidence. The students could also build upon the advice that the article shares on ways that parents can help their child if they are a victim to cyberbullying.
 * <span style="font-family: 'Comic Sans MS',cursive;">Connectsafely.org (2013). Tips to help stop cyberbullying. Retrieved from, @http://www.connectsafely.org/tips-to-help-stop-cyberbullying/ **

(Randy: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">In this article, Vicki Davis begins by asking rhetorical questions about the risks that are possible in a variety of communication types, including letter writing, email, and social media. She acknowledges instances where mistakes made by teachers using social media have had consequences. She goes on to identify alternative tools that simulate social media (e.g. Fakebook) or create a protected environment for its use (e.g. Edmodo). She then highlights 12 strategies, such as sharing class activities, creating topic-based social media accounts, or posting student writing online for a global audience. She includes numerous powerful, specific examples. The primary benefit of this article is its inclusion of specific classroom examples. These can be used to help alleviate fears and demonstrate the potential impact on teaching and learning. Additionally, the article could be used in our project as a tool to make teachers aware of the risks of misuse and encourage a discussion of strategies to avoid pitfalls.
 * <span style="font-family: 'Comic Sans MS',cursive;">Davis, V. (2014). A guidebook for social media in the classroom. Retrieved January 9, 2016 from [] **

(Joanne: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">“School must now establish rules about appropriate use of computers, cell phones, and other technology. For example, be clear about what sites they can visit and what they are permitted to do when they’re online. Show them how to be safe online” (Educate About Bullying, 2015, p.1). Ethic must be taught in middle school, if we plan to utilize social media as a teaching tool. Middle school teachers and counselors, will have to teach students how use social media as a global connection to with other students within their own circles and around the world. Student are going need to understand and learn how to be smart about what they post or say. Tell them not to share anything that could hurt or embarrass themselves or others. Once something is posted (Educate About Bullying, 2015), Middle school and high school teachers will have to teach technology ethics and why they need to” think about who they want to see their information and pictures they post online” (Educate About Bullying, 2015. p.1), Lessons, also will have to teach about protecting the rights and privacy of others. Another ethical consideration that arises when using social medial as a teaching tool, why protecting their password is important.
 * <span style="font-family: 'Comic Sans MS',cursive;">Educate About Bullying. (2015, December 15). Retrieved December 28, 2015, from [] **

(Heather: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article discusses six ways that teachers can reduce future incidences of bullying. According to the article, to decrease bullying teachers can have open discussions about bullying, teach cooperation, develop a plan, take immediate action, confront the problem, and involve parents. The article also provides various ways that the teacher can integrate these six methods into their classroom and with students. This article would be a good resource for project because it provides teachers ways to implement strategies that would not only reduce bullying in the future, but also be a model to show how students how to reduce bullying themselves. The students would be able to use the examples in this article as strategies that they could build upon in creating their own ways to decrease bullying.
 * <span style="font-family: 'Comic Sans MS',cursive;">Education World (2012). Bullying and cyberbullying: six things teachers can do. Retrieved from, @http://www.educationworld.com/a_curr/what-schools-can-do-to-stop-bullying.shtml **

(Joanne: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">“Management means planning, coordination, organizing, and supervising resources, information, and the delivery systems in the context of managing instructional design” (Januszewski, & Molenda. 2008. p. 175). Management is a central issue when integrating technology into any middle school classroom. In a growing number of middle schools, technology devices such iPads and laptops are being utilized on daily bases. They are now becoming a central part of class discussions and instructional devices. When making the digital leap, one of the greatest hurdles can be figuring out how to manage the tech-infused classroom (Heritin, 2013).”How do you keep kids, who suddenly have the Internet at their fingertips, on task?” (Heritin, 2013, p.1). Successful managing of any educational technology or devices in a middle school classroom, involves the must planning, coordinating, organizing and supervise technical resources (Januszewski, & Molenda, 2008). When the proper management tools are utilized, the learner benefits, and in most cases, this will translate into higher academic achievement when using technology.
 * <span style="font-family: 'Comic Sans MS',cursive;">Heritin, L. (2013). For Teachers, Wired Classrooms Pose New Management Concerns. Education Week, 1-1. Retrieved 2016, from [] **

(Randy: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">The authors of this article take opposite sides of the title question. The pro side primarily takes the stance that by engaging students in social media, teachers can help teach responsible and proper use habits. He proposes that students have been given the controls to a powerful set of tools with little guidance as to how it should be used. The con side questions the value of the sharing culture that exists in social media and proposes that students don’t actually want to connect with their teachers or administrators in an environment designed for socializing, not for education. This article is a useful jumping off point for debating whether or not the teachers being trained in our project support the use of social media for school purposes. It would likely evoke thoughtful discourse and reveal reasons teachers are hesitant, reasons that likely go well beyond the points made against its use in the article. This type of discussion can have positive impacts in terms of addressing concerns and securing buy-in on the part of participating teachers.
 * <span style="font-family: 'Comic Sans MS',cursive;">Leicht, G. & Goble, D. (2014). Should teachers be using social media in the classroom? Retrieved from [] **

(Heather: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">This article defines cyberbullying, identifies consequences related to cyberbullying, statistics on the amount of young people that have experienced or participated in cyberbullying, ways to prevent cyberbullying, and information on how it can affect the victim. This article also tells the true stories of two teens who were victims of cyberbullying. This article could be very beneficial to our project. Our students are discussing what cyberbullying is and how it can be stopped. This article could be a great resource in helping them understand what cyberbullying is, the consequences for the initiator, and also the results of how cyberbullying can affect the victim.
 * <span style="font-family: 'Comic Sans MS',cursive;">Nobullying.com (2015). Modern day cyber bullying awareness, consequences and prevention. Retrieved from, @http://nobullying.com/modern-day-cyberbullying-awareness-consequences-and-prevention/ **

(Randy: General Article Reference) <span style="font-family: 'Comic Sans MS',cursive;">The author of this article defines cyberbullying as “bullying that uses cell phones or the Internet to send or post harassing and reputation-damaging information,” (Smith, 2014) She shares examples, such as Facebook pages or Twitter accounts set up to bash schools, teachers, administrator, and students. There is also a discussion of its effects, including depression, suicide, and problems created in the learning environment. Smith also discusses the limitations on schools to respond to cyberbullying that occurs outside of the school setting and the unsettled questions of school discipline with regards to free speech issues in the courts. She also discusses strategies parents and students can take, such as monitoring social media use and ensuring open dialogue. In terms of our group project, this article does a good job of framing the overall problem for teachers and students. Its addressing of ways that schools, parents, and students can deal with the issue is far from all-inclusive, but should serve as a good starting point for collaboratively planning strategies during the project. It could be used to discuss with students how free they feel sharing what happens online with adults and addressing reasons for hesitancy to communicate problems with parents or teachers.
 * <span style="font-family: 'Comic Sans MS',cursive;">Smith, L. (2014). Cyberbullying hurting more kids, especiall middle schools, officials say. Retrieved January 9, 2016 from [] **

**<span style="font-family: 'Comic Sans MS',cursive;">Group Members Best Resources ** <span style="font-family: 'Comic Sans MS',cursive;">Heather’s Best Resources: When researching decisions that I make regarding educational technology, I primarily use the Google search engine. I use the ERIC database to find scholarly articles that are based on my research topic. I also use EBSCOhost to find resources that relate to educational technology. The books in this program are also a great source for information on educational technology.

Randy's Best Resources: One of my favorite resources for materials, references, and strategies related to our topic is the website [|www.commonsensemedia.org]. This site is a treasure trove of materials for teaching digital citizenship, including strategies for reducing cyberbullying. There are videos, teaching guides, handouts, articles, and eBooks. Another excellent resource is the education non-profit Edutopia. The George Lucas Foundation founded Edutopia. It is a go-to for anything related to educational reform and educational technology. It features blog posts, articles, videos, and more resources, many of which directly relate to our project.

Joanne' Best Resources: When researching for articles and research materials on educational technology, I use Google search engine for articles on education. I also use sites like Education Week. I find Education Week usually keep updated articles and materials about what is happen in education. I use ERIC databases and the Walden Research Center which have a lot of Research Resources you can explore when looking for articles or current research papers.