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@sweetassocialmedia
The News Media meets âNew Mediaâ: Rights, Responsibilities and Regulation in the digital age
Law Commission Review Submission by Sweet As Social Media
This submission for the Law Commission review has been primarily compiled by Jess Maher and James Williamson on behalf of Sweet As Social Media (www.sweetassocialmedia.com). Input from users and individuals online has been sought in the process of compiling this submission which has been facilitated by the various ânew mediaâ freely available online.
Part 1: Â Who are the news media & how should they be regulated?
1. As a society, do we still depend on the news media to provide a reliable and authoritative source of news and information about what is going on in our country? (chapter 4: What distinguishes ânews mediaâ- and why it matters)
The introduction of social media and Web 2.0 has drastically changed the way that many of us access and find news online, with many of us finding news stories through links or sharing of networks online. While the route of access may have changed, we still depend on news media being reliable and authoritative source of information about what is going on in our country.
Despite the influence of shifts in how and where we find access to such information, many still hold expectations of reliability for that provided by news media. Such considerations and expectations are important as for decades prior as goes for generations today, news media has a large part to play in creating the collective consciousness of the general public and as such has strong influence over the accepted norms and standards of our culture. Â
Conventional news media is often seen as a source of different kinds of news than ânew mediaâ such as blogs, forum posts, Wikipedia, Facebook, Twitter etc. The ânew mediaâ sources will often provide âbreaking newsâ that has not made the mainstream media yet, but might turn out to be rumor or exaggeration. Readers will then turn to the websites of conventional news media sources to look for reliable confirmation of whether such rumors are true.
Often a story will be written on a conventional media source but not attract very much attention, until a link to the story is posted on social media forums and widely shared. This can be used by conventional media to advertise their stories - but sometimes conventional media has reprinted and given validity to unsubstantiated rumours on social media sites which have later turned out to be false, causing much embarrassment. Another issue is that this rapid distribution of news can exacerbate the tendency for small local issues to be represented as if they are global, world-wide problems that everyone needs to be concerned about. This can sometimes cause issues that might otherwise have stayed small and local, to be replicated worldwide.
Another key role for ânew mediaâ sources is in covering topics that are perceived to be controversial, or that the mainstream media is avoiding covering for some reason. This is perhaps more important in other countries where the mainstream media is less free and more subject to censorship, but is still often relevant to New Zealand. However this can also have negative repercussions, as social media can widely spread links to sites that the mainstream media would avoid promoting for good reasons - extremist hate speech, or fraudulent scams for example. There are cases where ânews mediaâ have had to cover certain issues highlighted by users of ânew mediaâ which may have not always been addressed; a recent example being the  âKONY 2012â video from the humanitarian organisation, Invisible Children - which has been denied coverage by mainstream media mainly because of serious concerns over their financial transparency and the uses to which their charitable funds have been applied.
2. Currently our law gives the ânews mediaâ special privileges and exemptions in recognition of the important role it plays in a democracy. Is it still in the public interest to treat the news media as a special class of publisher, afforded special legal privileges? (chapter 3: The news mediaâs special legal status)
The news media should retain its special legal privileges, as certain aspects like the right to protect confidential sources are very important for retaining transparency in government and business. We foresee the greater issue of defining when publishers of ânew mediaâ can also expect to take advantage of these privileges and when it cannot.
3. Few of the Acts which give the news media special legal status actually define what is meant by ânews media.â Do you agree with the following definition we have proposed? (chapter 4 at para 4.102)
a significant proportion of their publishing activities must involve the generation and / or aggregation of news, information and opinion of current value, for the;
purpose of dissemination to a public audience;
publication must be regular;
the publisher must be accountable to a code of ethics and a complaints process.
This definition looks good, the only point that might be problematic is the requirement that âpublication be regularâ - blogs for instance are often published on an irregular basis and may cease publication with no reason given by the author. It might be contemplated that someone could write a one-off expose on a controversial news topic that is clearly aimed at a public audience, cites confidential sources that might need protection, and is of such a nature that it should be accountable to regulatory authorities. Such a publication should properly be able to be included under the definition of ânews mediaâ, despite no other publications from the same author before or since.
One key aspect is likely to be the nature of the medium used - a dedicated blog page, even if only infrequently added to, is much more in the nature of a âpublicationâ than a post on a chat forum, or on Facebook or Twitter. But at some point, it might be expected that a person posting news content every day on a social media forum would be considered to be a ânews mediaâ publisher. At this point the purpose of the publication becomes critical - but assessing the true intentions of anonymous posters on online forums is notoriously challenging.
4. Because the news media depends on public trust, and can exercise considerable power in society, it has traditionally been held accountable to higher ethical standards than other types of publishers. In the web environment, with its facility for public participation, instant feedback and moderation, is it still necessary to hold the news media accountable to some external regulator? (chapter 6: Regulation of the news media at 6.41).
The traditional news media should certainly continue to be held to a high ethical standard in terms of what and how they report. Indeed in the age of ânew mediaâ where the traditional media sources may frequently be relied upon to confirm the validity of news received from alternative sources, it is perhaps even more important that the content provided by traditional media sources be accurate and truthful.
The more important question is to what extent external regulators should be able to moderate content posted on the Internet by ânew mediaâ publishers like blogs, forums, social media sites etc, and how this can be balanced with the fundamental freedom of speech issues. There have certainly been several topics where a widely held view has been expressed in ânew mediaâ sources, that the traditional news media has been perceived to deliberately avoid reporting on these issues in order to try and sweep the story under the carpet.
One example is the Occupy series of anti-capitalist protests around the world, which was perceived to be receiving very little media coverage for many months, but eventually received detailed coverage after the protests had spread worldwide. Another example is various pieces of controversial legislation passed recently or currently being discussed (the best recent examples would be the domestic Natural Health Products Bill, and international treaties such as ACTA) where the topic has been discussed extensively on blogs and sites such as Facebook and Twitter, yet there has been very little coverage in traditional news media sources.
In situations such as this, where there has been very little coverage in traditional media sources, there would seem to be more of a need for scrutiny by the regulator of the ânew mediaâ sources, as people may not be able to conveniently fact check against an authoritative source.
Several incidents have occurred where reporting of false news on social media sites can quickly spread rumours that may have significant consequences - for instance in 2010 when a Qantas plane had engine trouble, it was reported on Twitter that it had crashed, which caused a major drop in Qantas share prices, which did not recover until the rumour was discredited by conventional media sources early the next day. What role an external regulator should have in discouraging the spreading of harmful or malicious rumours online might be a difficult question however, as would the issue of determining appropriate remedies against the initiator.
5. If you think it is in the public interest for the news media to continue to be subject to some form of external accountability, what is the most appropriate form of regulation? (chapter 6). Is there still a case for treating broadcasters differently from other publishers, continuing to make all broadcasters subject to Government imposed regulation, as is the case at present?
The convergence of different mediums and increasing overlap in the mediums used by news media to deliver information to the public, are increasingly using various forms of multimedia. Broadcasters deliver content in all sorts of formats as well as video, and ânew mediaâ producers increasingly create content that would once have been the exclusive domain of traditional broadcasters - high quality professionally produced documentaries on important current issues are frequently published on free sites like YouTube to maximise the viewing audience, and are only screened on traditional television much later if at all. So with this blurring of the boundaries in the digital age, there is perhaps more of a case for a comprehensive regulatory body covering all relevant news sources.
i. If you think that media convergence means there is no longer a strong case for treating newspaper publishers and broadcasters differently, then what is the most appropriate form of regulation for the news media? â State regulation, with standards and sanctions set out in legislation? â Some form of independent regulation such as we propose where neither the government nor the news industry controls the regulator? â If you support the independent model we propose, should membership be entirely voluntary or compulsory for some publishers?
Regulation of the media definitely has to be done by an independent body, that is separated and not susceptible to undue influence from either government or the overseas corporate owners of âbig mediaâ organisations. While this independent body probably would require statute to establish it and to define its role, it must be unbiased and transparent, so that it cannot be used inappropriately as a censorship or surveillance tool. Membership should be compulsory for some publishers - presumably those that meet the definition discussed in question 3. The regulator must above all be flexible and able to assess individual cases on their merits - a rigid and inflexible system here could easily cause more harm than good.
New media means new ways for people to make innocent mistakes - the rapper 50 Cent recently posted on Twitter about a new company he had invested in, encouraging his thousands of Twitter followers to do the same - which of course breaks insider trading laws. But it should be obvious that he should not be held accountable under these circumstances in the same way as a crooked businessman engaged in âordinaryâ insider trading - the point is more how new media can open the path to problems that users may be entirely unaware of, and the regulator needs to be able to assess these factors before assuming guilt.
6. Traditionally, the standards to which the news media have been held accountable have dealt with the following matters: (chapter 4 at 4.30)
Accuracy;
Fairness and balance â ensuring for example that news is not deliberately distorted through the omission of important facts or view-points;
Respect for individualsâ rights to privacy;
A commitment to public interest rather than self-interested publishing;
Transparency; ensuring conflicts of interest are declared;
Good taste and decency; ensuring the general public is not offended by the gratuitous publication of offensive content.
Do you think these standards are still important?
The traditional standards that news media have been held accountable are still relevant and appropriate in a Web 2.0 context. The introduction of ânew mediaâ has enabled an interactive relationship between the public and news media, which we have not seen in the past to anywhere near the same extent. News Media traditionally were a one-way distributor of information, making the standards to which they are accountable more straight forward. Now interactions and representations of news media organisations using ânew mediaâ should see the extension of these standards more broadly to other non-traditional publishers.
7. Do the Internet and the facility for others to comment and participate in the news process change any of these standards? (chapter 6 at 6.41)
The media has always been interactive to some extent, but the barrier of writing a âletter to the editorâ and not seeing it in print for weeks afterwards, is much higher than merely posting in the opinion box on the web page under the news story.
This means that a much larger proportion of people are prepared to comment - and see the results instantaneously, reinforcing further participation. One issue that can arise with such an increased degree of public participation is however that fairness and balance can sometimes become skewed, when a very large number of people support a particular viewpoint - anyone who tries to voice the opposing side may be effectively shouted down and ignored. This is where conventional media publishers might perhaps be held to have some responsibility to ensure that both sides are adequately represented.
âGood taste and decencyâ is also a much more amorphous concept to define in todayâs globalised world - what would be considered indecent might be quite different in China, or Qatar, or even the USA, than from what is acceptable in New Zealand. It is important that the standards of taste and decency that New Zealanders are expected to abide by, are New Zealand standards, and not for instance standards pushed by conservative Christain lobbyists in the USA.
8. Should all news media be accountable to the same standards irrespective of the medium in which they publish? Or is there a distinction to be made between content which is broadcast to mass audiences simultaneously and content which is accessed by individuals on demand? (chapter 6 at 6.92)
The convergence of different mediums and increasing overlap across platforms makes this distinction increasingly meaningless. The boundaries between traditional âbroadcastâ media and that accessed âon demandâ are intertwined and overlapping. There might be some circumstances under which content accessed on demand might be less heavily regulated than freely accessible content, footage of news stories that might be offensive or disturbing to some people for instance could perhaps be allowed on private age-restricted feeds, but be considered inappropriate for public broadcast where children would be likely to see it. However the scope of such content would likely be limited and should be the exception rather than the rule.
9. Is there a case for extending the news mediaâs legal privileges to non-traditional publishers, such as bloggers, who wish to undertake news reporting and commentary on public affairs? (chapter 4 at 4.80)
There are foreseeable instances where the legal privileges may be extended to non-traditional publishers such as the blogs like that of David Farrar or Cameron Slater in New Zealand political debate online. Clearly in an age where any consumer of content on the Internet can also be a content creator, it would not be appropriate to extend these special privileges to everyone who posts content online. At the same time however there needs to be a mechanism for ordinary people to take advantage of these privileges when because of their activity online, they are acting in a role that is functionally equivalent to that of the traditional news media.
10. If so, is it reasonable to expect those non-traditional publishers wishing to access these legal privileges reserved for the news media to be also be accountable to standards and an external body? (chapter 4)
If privileges are afforded to a publisher, regardless of which format the publication takes form in, then so too should the publisher be accountable to standards and any body of regulation.
Part 2: Speech harms: The adequacy of the current legal sanctions and remedies
11. How serious a problem do you think speech abuses are on the Internet? eg cyber-bullying and harassment, harms to reputation or invasions of privacy. (chapter 7)
The problem of speech abuses online is one of a very serious nature, with greater scale, sophistication and severity as a potential result. There have already been numerous incidents in New Zealand of youth suicides following incidents of cyber-bullying alone. The ability to be anonymous has the potential to fuel antisocial behaviours and the âdistance from ones subjectâ online has the tendency to see more people being unrestrained and at times, more hurtful or malicious. Harms can be instantaneous and detrimental and are often accompanied with concern and mental anguish. The scale, sophistication and severity of speech harms online can be significant. The permanence and multitude of platforms to host data online makes unwanted or malicious content difficult to eradicate while also being quickly shared and spread.
There is particular concern about the potential damages and danger of speech harms and abuses online when it comes to youth in our community. Significant aspects of teenagers lives are today located in the digital world and there is a need for greater awareness about the importance of oneâs âdigital footprintâ and the risks of over sharing online. The replicablity of data means even if content can be removed online, there is nothing to stop other users saving or re-posting with ease. There is increasing integration of the Internet in our daily lives yet at the same time the âonline worldâ still for the most part operates outsides the parameters of the law. For many victims of speech abuses online, they report an absence of well known process or authoritative body that leaves them helpless and distressed.
There have also been a rise in the number and frequency of speech harm cases online in recent years, with  cases of defamation increasing seen as a significant issue (http://www.guardian.co.uk/media/2011/aug/26/defamation-cases-twitter-blogs).
12. How effective are the non-legislative remedies that operate within online communities, including the systems of online reporting employed by social media sites such as Facebook? (chapter 7 at 7.144)
There is an apparent lack of awareness and/or utilization amongst users of the automated systems for dealing with offensive or harmful content on online communities. Those who have made use of those reporting systems made available to them, report finding the process slow, many frustrated by a lack of response or remedy from these sites. In many instances, a number of reports have been made by numerous users and still continue to go unresolved. For the most part, users find these systems of online reporting both slow and ineffective, others appreciate the potential and benefits afforded by a collective voice.
While some sites like Facebook are cooperative with law enforcement agencies, there is still the unresolved concern that many of these speech abuses encountered online may not fulfill the criteria considered to be unlawful - but can still be very damaging to the victim, with no effective legal remedy available.
13. Do you think the law is currently able to deal adequately with these sorts of damaging speech when it occurs on the Internet? (chapter 7.60) There is currently limited access to legal remedies reasonably available to most individual users which in effect limits the adequacy of such laws. Harmful speech online can take many forms other than those that can be covered by existing law, which is largely limited to slander or offensive speech of quite a specific nature, or hate speech targeting certain defined groups. The rapidly evolving multimedia nature of online communications also offers many new forms of harassment and abuse that may not be easy to anticipate in law beforehand. 14. Do you support the idea of an alternative tribunal able to provide speedy and efficient remedies for those who have been harmed by a criminal offense on line? (chapter 8 at 8.43)
Yes, the proposal of an Communications Tribunal to deal with criminal offenses online is both logical and reasonable. The enhanced public access to justice, speed and efficiency in design and benefit of subject matter expertise are obvious advantages. The implementation of a single, well publicized and accessible body of complaint is required to build confidence in victims of speech harms. It is hoped that user regulation and some form of âcrowd sourcingâ be encouraged in implementation to ensure efficiency and effectiveness.
15. Do you have any other comments on the proposals in this Issues Paper, or on its contents?
Commercial implications and potential liabilities of speech harms or abuses online is an important consideration which is not addressed in this paper.
http://i.stuff.co.nz/business/industries/6500398/Fake-Facebook-shares-offered-to-Kiwis
Law Commission Review: News Media meets "New Media"
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Nice summary of the potential pitfalls of posting personal information online, and how parents can stay aware of what their kids are up to on the internet.
Online Courses on Udemy
How to set boundaries in a digital world: Parenting Kids on Social Media
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Netsafe's Christmas Advent Calander Online Tips
Netsafe developed a Christmas Advent Calander, revealing cyber security and safety tips, as they refer to it, 'Yuletide wisdom' in regards to keeping safe online this silly season.
We have provided a list of these tips using subject headings and added links to assistance to decipher and locate the relevant information from their numbered links featured on the festive image.
The site can be found at http://xmas.netsafe.org.nz/
1- Browser updating and security
2- Online scams and safe online purchasing (The ORB) - http://www.theorb.org.nz/
3- "autogoogling" - the art of self searching
4- Password safety and security tips
5- Wifi security and wireless networking settings
6- Security tips for OSX and iOS systems
7- Advice on mobile malware risks
8- Back Ups and restoring lost data
9- Secret security questions on Facebook
10- Spyware and risky email forwards
11- Online booking accommodation advice
12- Video Games; limits, classification, parental controls tip
13- Operating Systems overviews
14- Location services and operating systems
15- Scamwatch website
16- Cyber criminals and Scamwatch
19- Rootkit Malware Attacks and warning about computer "doctors"
20- Copyright Laws-downloading tracks on specific IP addresses highlighted
21- Business Use of IT- 'The What's It' policy support - http://www.thewhatsit.org.nz/
22- Parents getting up to date, check out the http://www.inmyday.org.nz
23- The importance of checking out & tips on deleting accounts
24- Sign off
See the variety of Netsafe's sites, advice and extensive information at http://www.Netsafe.org.nz
School in cyberspace - NZ Herald
The way education is delivered is becoming increasingly technology-driven as students - and teachers - head to the web. But does learning via a computer achieve the same results? Chris Barton reports
It's an iNightmare. When cutting-edge teachers talk shop there is a stream of jargon: podcast, wiki, QR code, Scratch, Kodu, Photosynth, SkyDrive, Kinect, iPad, iPhone, iCloud...
Then there are awkward words like pedagogy and "gamification", plus collaboration, personalised learning, self-regulated assessment and knowledge building - collectively termed "21st century skills". Skills, it seems, most students aren't much getting at school.
Technology and pedagogy. The instinct is to flee. But then one of the teachers says something startling. "I want my children to be found by strangers on the net," proclaims Will Richardson - American parent, educator, speaker, author and blogger.
He reassures Microsoft's Partners in Learning Forum in Washington that of course children must first know how to discern good and bad strangers. His point is that our children are indeed increasingly being taught by strangers. In a globally networked world, education is not contained by the confines of the school or the classroom.
http://www.nzherald.co.nz/technology/news/article.cfm?c_id=5&objectid=10768802
Information Overload
In the âdigital ageâ, we have come to altar the ways in which we âconsumeâ media. Years gone by has seen mass media sources as our primary tool to access information. While radio and TV have been major players in the media game plan, the invention of the printing press in 1440 started the distribution of written material to the masses. In today's digital world written & printed material now have a large contribution to creating a âcollective consciousâ in society.
The introduction of âonline informationâ and the impact of sites like Facebook to create a collective consciousness have been game changing for traditional sources of media. Now days the verb âto googleâ something has become an accepted phrase (with the word added to the Oxford Dictionary in 2006). But online sources of information whilst more accessible, are not always reliable.
In today's world, libraries are âold schoolâ and iPads offer the power of a web search in a handbag! But our brains ability to âhandleâ all the increased access and sources of information can make the process difficult for many users. For âDigital Nativesâ the generation who have always had an internet equipped world, searching and managing large amounts of data comes almost more naturally.
For older generations, tools such as using Boleen Search Terms will provide better techniques are utilising search engines such as Google. Having a âlog out timeâ for the whole family is one technique that users have tried to limit and ensure online/offline balance. Having instant and permanent information, photos and locations are now in hands reach for many youth using their cellphones- it can be harder than ever for parents to monitor excessive use or content being generated of a distasteful manner.
âGetting information off the internet is like taking a drink from a fire hydrantâ
- Mitchell Kapor
Bullying Awareness Week November 13th - 19th, 2011 - #BAW2011
This year, the annual Bullying Awareness Week will celebrate its ninth year of raising awareness about the seriousness of bullying through education and awareness. The theme is "Stand Up! (to bullying). Bullying.org is proud to have started this grassroots initiative, but the success of the week rests entirely with you, our wonderful, passionate, partners. Thank you so much for sharing our vision and for making a difference for others!
The Official Hashtag is:#BAW2011Â
Some Bullying Awareness Week 2011 Tweets:  Click here to watch this video to find out why the CBC's Rick Mercer thinks that Bullying Awareness Week is so important. #BAW2011 The City of Calgary formally recognizes Bullying Awareness Week. Thank you Mayor Naheed Nenshi! #BAW2011 Ontario Government recognizes National #Bullying Awareness Week, Nov. 13-19. http://t.co/sziizQwV #BAW2011 Town of Drayton Valley, Alberta officially recognizes National #Bullying Awareness Week, Nov. 13-19. http://t.co/9rfUwoHY #BAW2011 lberta Government recognizes the annual National #Bullying Awareness Week, Nov. 13-19. http://t.co/wUOiXrL7 #BAW2011 Government of Alberta Recognizes Bullying Awareness Week in the Alberta Legislature http://bit.ly/s4rEIl Winnipeg's #1 radio personailty @AceBurpeeShow is petitioning the Government of Manitoba to recognize National Bullying Awareness Week http://t.co/V5hO5Unj #BAW2011 Coppell City, Texas Council to Proclaim #Bullying Awareness Week http://t.co/5BdLkJHL #BAW2011 Flint Michigan also has activities planned for #Bullying Awareness Week http://t.co/bXjFIHso #BAW2011  The City of North Bay, Ontario officially proclaims #Bullying Awareness Week 2011 http://t.co/z9m2DTUz and http://t.co/UtJpKxhB #BAW2011 Halton Catholic Board to Participate in #Bullying Awareness Week http://t.co/FWLI17Fw #BAW2011 Calhoun Middle-High School in Mt. Zion, West Virginia has joined #Bullying Awareness Week 2011 http://t.co/kFNAzngV #BAW2011 he #RCMP is now promoting #Bullying Awareness Week 2011 http://t.co/6qGHdMR2 #BAW2011 Amazing student-led campaigns in Ontario schools. #BAW2011 #onpoli MT @LocalToronto: Students' campaign of acceptance http://t.co/lYnNkY97 The Town of The Pas, Manitoba officially proclaims #Bullying Awareness Week http://bit.ly/tV669W The City of Toronto's original proclamation in support of Bullying Awareness Week http://bit.ly/uofclg The Town of Cochrane, Alberta's proclamation as a "Community Striving to be Bully-Free" http://bit.ly/vKC9VW Edson, Alberta proclaims itself a "Community Striving to Be Bully-Free" http://bit.ly/uVs8I4 Kamloops, British Columbia proclaims and recognizes Bullying Awareness Week http://bit.ly/s8xSNZ The City of Kingston, Ontario formally recognizes Bullying Awareness Week http://bit.ly/sKlTw5 RT @lissa77: English translation of the Montreal proclamation for National #Bullying Awareness Week http://bit.ly/sFQe6U #BAW2011 Original French version of the City of Montreal proclamation for National #Bullying Awareness Week http://t.co/epVHc2i1 #BAW2011
Warning on screen time for youngsters - stuff.co.nz
Warning on screen time for youngsters
MARIKA HILL
Last updated 05:00 30/10/2011 DAVID HALLETT/Fairfax NZ iPAD-MAD: Three-year-old Oliver Clarke of Christchurch uses an iPad with his mother Jordana.
Parents increasingly rely on tablet computers, such as iPads, to educate and entertain children but experts warn an overload could stunt a baby's brain development.
The American Academy of Pediatrics (AAP) this month recommended children under two have minimal, or no, exposure to screens.
Children's Commissioner Dr Russell Wills said he backed these recommendations for New Zealand parents.
"We've always suspected screen time for little children wasn't beneficial, but this evidence clearly demonstrates that's true. Children under two don't understand what's on screen and don't benefit."
He said purchasing education videos and iPad applications for children aged under two was pointless.
The long-term effects of tablet-use among older children are not known. Wills said if use is kept to a minimum and content age-appropriate, it probably would not harm older children.
NetSafe executive director Martin Cocker advised against the increasing trend among parents to use tablets as a babysitter.
"They're so much fun, kids will get hooked on them."
Parents should limit tablet time, avoid giving them to preschoolers, and take appropriate security steps as children can run up huge internet bills, he said.
Some parents are adhering to advice.
Jordana Clarke allows her son Oliver, three, to use the family iPad but banned her son Thomas, 22 months, from the gadget.
The Christchurch mum said she limited Oliver to a maximum one hour of screen-time per day, including television and iPad.
She preferred Oliver to play iPad games over watching television.
"The iPad is actually engaging his brain more. Rather than sitting and absorbing what is on television, he's having to think and solve the problems," she said.
"It's brilliant because you can put it on airplane mode so they can't get on the internet. There's matching games, jigsaw puzzles, applications for practising letters and numbers and shape games."
Oliver spends more time reading, playing and at playgroup to ensure a balanced brain development, she said.
Learning applications on iPads have been praised by teachers, but one Auckland school has caused controversy by making the costly tablet compulsory. Orewa College has asked parents to purchase iPad or similar tablet device for Year 9 students.
This comes as children are exposed to more media than ever before, with an American report revealing children spend twice as much time staring at a screen than reading.
More than half of American children aged five to eight have used smartphones, tablets and similar gadgets, Common Sense Media revealed.
The internet is also flooded with games designed for children and babies. Brainwave Trust executive director Sue Wright said there was a lack of research on the long-term effects of the increasing obsession with screens.
"We've got quite a lot of evidence about television, but when it comes to iPads, iPhones and social media, there is just snippets of data coming through."
Previous research of television exposure showed children aged under four can have their development hindered by time in front of television. Research revealed childhood TV-watching increased the risk of attention disorders, poor social skills and obesity in teenage and adult years.
"The brain simply doesn't fire, it doesn't respond [to screens]. What the brain really needs in its early years is lots of firing off to build its connections and the ability to learn new information," Wright said.
TOP 10 APPS FOR YOUNGSTERS
1. Toy Story 3 Read-Along 2. Kid Art For iPad 3. Ace Writer â Alphabet Series 4. Smurfs' Village 5. Kids Song Machine HD 6. Lego Creationary 7. Sound Touch 8. Dress Up With Angelina Ballerina 9. Talking Carl 10. Tozzle â Toddler's Favourite Puzzle
Sourced from Techradar.com
- Sunday Star Times
Top Ten Tips for Parents from Websafety NZ
Our top 10 tips for parents are:
1.   Be Realistic.  Telling your children they are not going to join a social networking site doesnât help. They will anyway, and youngsters are signing up to sites as early as 5 years old. Sit with your children and understand where they like going to on the internet, then steer them in a positive direction.Â
2.   Know Where To Look. Use your favourite search engine to find positive sites to keep your kids entertained. A simple search such as âchildrenâs social networkingâ will return many examples of great sites to keep them busy.Â
3.   Adult Sites are for Adults. Social networking sites such as Facebook are intended for adults, even though the minimum age guide is 13. These sites often contain inappropriate photos, conversations and often collect data to be sold onto advertisers. Exposing young children to these behaviours is unacceptable.Â
4.   The Sooner the Better. Get your kids involved at an early age on âkid-friendlyâ sites that teach them about internet safety in a positive way. New Zealand has two great sites for this, one being Hectorâs World and the other is MiniMonos .Â
5.   Set Time Limits. Draw up a contract or agree on how much time is spent online. Children love boundaries and need to know what they are. Time limits can easily be set using parental software too. Ensure your children still have a healthy dose of outside play as well.Â
6.   Discuss. Discuss with your children about the dangers found on the internet. Explain to them the internet is like a new town, with lots of great streets and avenues. But, like every town there are some alleys and lanes that they want to keep away from.Â
7.   Protect Your Childâs Identity. Speak to your children educating them the importance of protecting their identity online. Let them know they should not divulge information such as their full name, birth date, school, phone number and physical address to anyone they donât know in person. Go through privacy settings with them online, and empower them by asking them to explain them to you. Tell them to speak to mum, dad or a trusted adult about anything or anyone that makes them feel uncomfortable online.Â
8.   Activate Safety Features. Turn on âsafe searchâ within the popular search engines, to ensure young ones donât stumble across objectionable material accidentally. Many good parental software products will do this automatically.Â
9.   No Bullying. Make sure your children donât engage in bullying behaviour. Explain to them the affects that bullying has on the victim, and teach them empathy.Â
10.Have Fun with Your Kids. There is much creativity, exploring and education to be had online. Sit with your children and go through some of the positive experiences together.Â
For more help, see www.websafety.co.nz/residential.php
If you are a victim of bullying and would like to take part in a groundbreaking documentary for MTV please go to http://www.facebook.com/bulliedMTV
BBC headlines
24 September 2011 Last updated at 15:35 GMT
Arrests in Nigeria after gang-rape posted on internet
By Jonah Fisher BBC News, Lagos Continue reading the main story
Nigeria - Troubled Giant
Mapping the divides
Anxiety over poll fallout
Jos: Neighbours are enemies
Maiduguri: City of fear
The Nigerian police have arrested two people in connection with the gang-rape of a woman posted on the internet.
Bala Hassan, the commissioner for police in Abia State, said the two men were detained after cyber activists posted pictures and names online.
The video has shocked Nigeria both for the brutal nature of the rape and the initial failure to investigate.
There had appeared little chance of the five men who taped themselves sexually assaulting a woman being caught.
Despite the video of the rape being widely watched online, officials in Abia State had declared their short investigations over as the victim had not come forward.
What followed was a sustained campaign on social networks to force the police back into action and to uncover clues from the video that might identify the culprits.
On Thursday the Nigerian national assembly called on the police to re-open their investigation.
Three days later, based purely on names and photos posted online, they have made two arrests.
The rape victim also appears to have been located.
A women's rights group has said they are now in touch with her and are trying to get her out of Abia State to where she can receive counselling and medical attention.
This high-profile case has highlighted what campaigners say is the Nigerian police's refusal to take rape seriously as a crime.
Social Media in Schools
It is very encouraging to hear that schools are taking a more progressive approach than simply blocking social media, and instead using it to engage and encourage students to take an interest in learning. Social media platforms are such an integrated part of many people's lives now days, that it seems an obvious move to use these platforms to engage students, but many people remain unfamiliar with the technology and reluctant to use it in this way. One thing it is important for teachers to remember is that social media goes way beyond the most well known platforms like Facebook and Twitter, and while these may be the easiest to engage students on, they are primarily social platforms and the inherent lack of control may make them less suited for educational purposes. There are a large number of social media and online collaborative learning tools developed especially for use by teachers and students that may be very useful. Sites like Ning.com allow teachers to set up their own social network for the classroom or school which can be more tightly controlled and educationally focused, and allow students to collaborate on web-based projects. Some other good educational resources we have used are Prezi, a cloud-based presentation software which is a more modern alternative to traditional slide shows, and the Khan Academy (www.khanacademy.org) which has a huge amount of educational videos and interactive exercises, available free of charge and designed for use in schools. But there are far more resources than this available, and the easiest way for teachers to find them, may in many cases be to simply ask the students themselves which ones they are familiar with.
TelstraClear keeps more kids safe online
Young children are more at risk online every day, and cybersafety is a worry for parents and schools. That can change, thanks to SuperClubsPLUS, a TelstraClear initiative. The telco brought the internationally-successful safe social learning network to New Zealand, and the number of schools participating is growing by 50% a month. âUp to 35% of kids have been bullied or harassed online by the time theyâre 15,â says Allan Freeth, TelstraClear chief executive. âAlmost one in seven 8-17 year-olds have come across potentially harmful or inappropriate material in the past six months, and up to 80% of children don't use private settings on their social network profiles. âSuperClubsPLUS is safe because it's monitored by trained mediators. As well as promoting safety and responsibility to kids between six and 12, SuperClubsPLUS is a great learning tool. It helps them gain confidence and develop skills in understanding and using technology.â Operating for a number of years in the UK and Australia, TelstraClear is supporting and funding SuperClubs PLUS in New Zealand. This support includes covering the membership costs for schools, children and families â making the service totally free for them for 12 months. âThere are more than 142 schools already signed up, with 17,000 kids enjoying all the fun and benefits of social networking while being protected, and prepared against the potential risks. All children using SuperClubsPLUS are validated through a school, and trained mediators watch whatâs happening. Kids can learn to be smart and responsible online, helping to protect them when they venture forth over the Internet,â says Allan Freeth. Schools and parents can register at www.telstraclear.co.nz/sub-sites/superclubsplus/ The SuperClubsPLUS community provides young children with an environment where they meet friends and create their own personalised content, web pages and clubs. They connect with other children in forums, win awards and badges and participate in challenges and competitions. Most importantly, they do all these things knowing that they are safe with support from highly trained mediators. Our own research and that of others around the world clearly indicates the need to work with young children to positively help them develop strong and resilient behaviours online at an early age, well before they have an opportunity to form unsafe habits. Â