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Module B Comments

# Comment 1 Reflecting on Module B post; Wayne and the Brain, from:

http://sirtimothy.wordpress.com/tag/education-foundations/

Distraction and tiredness do interrupt student engagement. Perhaps identifying what is distracting the student and why they are tried may help in solving the problem. It is an excellent point that students can be distracted although they seem engaged and quiet and particularly causing any problems in class. Therefore teacher should not only force the quietness and making the class look like they are engaging however, making sure each student is actively learning and being interested regardless of how this take place in terms of engagement.

The factors that are distracting the students are indeed various. However, I believe the focus should be not on figuring out these factors which can be thousands, but tracking down to the core strategical factors that engages students in learning regardless of how bad of a day they are having.

Wayne's subject focused approach may seem irrelevant to the students however, It is also equally important that these information are taught especially in secondary education. It is unanswered question that to what extent is it the teacher's responsibility to engage the student in subjects?, considering the fact that some students engage and do their best to learn in spite of the teachers ability to engage, whether they just want to achieve high grades or actually are interested. No doubt, It is beneficial for a teacher like Wayne to know such brain stimulation teaching techniques as mentioned group-works, use of humour and personality. These tips can be extremely effective especially addressing each name by their name and interacting from there.

# Comment 2  Reflecting on Alyssa's Module B post; Jane, from:

http://arcoursey.tumblr.com/tagged/Ed%20Foundations

Students not having proper breakfast definitely does have its consequences, unfortunately these consequences are most often dumped on the classroom teachers. As mentioned, it has impact on brain functioning especially during the lesson before morning tea/lunch, I'm concerned perhaps Jane is suffering from these side-effects in which nothing to do with Jane's teaching ability. It also makes me wonder whether may of other problematic factors exist in the classroom such as behavioral and classroom engagement factors are all to do with these sneakily linked human physiology than anything to do with the teachers. Subsequently, teachers like Jane sacrifices her own self-esteem as a teacher being disappointed at herself as if she had failed something. I feel for Jane if any experienced teacher would have come alongside to inform her of these physiological factors as Alyssa highlighted.

Although a breakfast program sounds like a great approach, I disagree that this responsibility of feeding the student breakfast so they can perform better at school is not on teachers alone. Therefore I would recommend having a teacher-parent program to raise the awareness of the crucial need for breakfast at home. If it is an option to have the government financial support, the school may consider providing the student breakfast however, I firmly believe school is for student education. My another concern is school cannot meet all the need of a student and it is important to anchor with community and social workers and psychologist to assist in the areas that are outside of curriculum learning.

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Module D Motivation and engagement

Pondering about Jane's scenario popped a lot of questions and thoughts into my mind. First question is why would a elite student struggle to engage her class which happen to be a small country classroom. I started to link to the problems to the social factors in which Jane's own background being a second child of a well-off family in a nice suburb. I'm concerned whether Jane likes it or not, her pedagogy, to some extent, will be styled based on her own background. This, I believe is a main issue in Jane's teaching career in a "disadvantaged" school in terms of motivating students and engaging them in a classroom, it is vital to understand the social factors of the students especially during the early stages of the teaching career. This brings to one of the nine provocations "To what extent is teaching an intellectual pursuit?" The Paradigm is that Jane is a elite student with high GPA and great reports, however Jane is experiencing a great distress working as teacher even with her academic success. Jane is struggling to engage her class, since her academic work during training course was outstanding it is likely that her struggles are because of Jane's lack of teaching experience indicating that successful teaching has a lot to do with experience than the course work.

It is interesting that Butler-Kisber (2007) states "engagement depends, not only on propitious settings, approaches and products but also on a hunger for self-protection, self-worth and self-improvement". It makes me wonder whether it is relevant to Jane's scenario. Liking back to Jane having all the right requirement to engage student in the classroom, but perhaps the "disadvantaged" student in her classroom are needing not setting, approaches and product but needing a satisfaction of their self-protection ,self-worth and self-improvement. Observing the parents being openly hostile to the school indicates the poor family environment, lack of family education.

It makes me wonder if Jane grew up in the same environment as the kids from her classroom, would have helped her in terms of finding the right and fitting engagement strategy for this particular class. Perhaps her pedagogy although prepared with much effort, was ineffective because of these social factors; academic motivation and success which likely to come from parents and family members, and peer groups and social networks.

Having this difference can influence what works for the city kids doesnt work for country kids, my next area of focus is one of the Nine provocations "How will I control my students?" I believe this varies depending on where you are teaching and whom, what types of kids, am I going to be teaching? However, as Clandinin (2007) argues, relating to the life stories of each child and developing a engaging strategies from there, I believe is most effective in a general context. This is effective because like puzzle, it fits each child's different requirements for engagement. Finally, providing the sense of competency to a child is essential in classroom engagement. Carver (1997) defines competence as "learning skills, acquiring knowledge, and attaining the ability to apply what is learned". I believe competency motivates students whether it is at school or at home. Subsequently, the students are engaged at what is being taught, however not necessarily to the teacher. Teachers, having this knowledge, must develop their own pedagogy and style of teaching which not only fits students but themsleves.  

References

Butler-Kisber. (2007).Student engagement in 21st century. LEARNing Landscapes. Vol 1;No.1. pp16

Carver, R. L. (1997).Theoretical underpinnings of service learning. Theory into Practice, 36(3),143-149.

Clandinin, D. J. (2007). Handbook of narrative inquiry: Mapping a methodology. Thousand Oaks, CA: Sage.

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Social Networking on Mobile phones

Numerous issues were raised from the use of social networking and the young people. Today's technology is so advanced now that it allows students whether they are at home, outside or classroom can access social networking websites such as Facebook via their mobile phones. The main issues of social networking were discussed in my previous entries, this entry discusses the matter in which the issues also exist in mobile social networking, some additional aspects include mobile phone allows instant kinds of communications (McLoughlin, 2009).The main concern regarding social networking website being accessible on mobile phone is that it is violating traditional face-to-face socialization patterns and the teens prefer the private, unsupervised individualized peer-to-peer and group interaction (Nichol, 2007). 

This issue is argued to be far more serious than it is said. It is argued that this phenomenon is increasing new criminal act of cyberbullying, along with online aggression, electronic violence and abuse (McLoughlin, 2009). The implications and the consequences of such are not so different from physical form of assault and abuse. Eliminating these issue is one of the most discussed agenda of educators, parents and schools (Sharif, 2008).

The future focus for the matter should concentrate on redirecting the area of interest to face-to-face social interaction then cyber-communication. As as matter of fact, technology is designed to contribute additionally good things to one's social life, not to take over the good things about human socialism that already exist.

References

McLoughlin, C. (2009). Texting, sexting and social networking among Australian youth and the need for cyber safety education. Australian Catholic University, Canberra

Nicol, A. (2007). "i h8 u": The influence of normative beliefs and hostile response selection in predicting adolescents' mobile phone bullying. Unpublished honours thesis, University of Canberra.

Shariff, S., 2008. Cyberbullying: Issues and solutions for the school, the classroom and the home. New York: Routledge.

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Social networking; Challenges for teachers

Teachers most often are not the outsider of the Social networking websites such as Facebook and Myspace. Teachers enjoy these websites as a valuable educational tool and an integral part of private social life (Russo, 2010). However, Russo(2010) argues the privacy and professional risks against the teachers are quite high. This blog explores some are the risks and cautious remarks for the teachers have in mind when using social networking websites.

If a teacher posts inappropriate information including comments and picture on their personal Facebook website, they potentially facing the risk of professional l misconduct and possible dismissal (Russo, 2010). After several 'ugly' Facebook related situation, Australia is promoting a change under the teacher registration, to ban becoming  'friends' with students on their site. This proposal was streamed to prevent inappropriate online interaction with students including teachers sharing private photos with students (Anthony Deceglie, 2009).

An debate between teachers and the committee is based on the idea that MySpeace or Facebook comments are not intended for public view, however (Russo, 2010) believe that social networking sites are very much public domains, in spite of the tools to restrict access and protect privacy. Not only that, but another risk is the content sharing. The photos and images can be accessed and distributed without consent of the person concerned (Ibid). Recently, it has been reported there is no guarantee of disappearance of the information from the net, even after the removal or deletion of the information especially the photos.  

To conclude, it is crucial that teachers think over and be mindful of these professional risks. Having in mind before posting any material on the Internet can be stickily a pain to remove permanently.  

References

Anthony Deceglie, ‘Pupils off limits’, The Sunday Times (Perth), 22 November 2009, 6.

Russo, Cc et al. (2010). Teachers and Social Networking Sites: Think before you post. The journal of Law and social Justice, Vol 5 Art 5 pp1-15

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Risks ; Social Networking Sites

Like many other activities that teenagers are involved in, social networking website use comes with its own risks. I examined these risks and implementations to both students and the teachers. These include 1.Privacy, Disclosure and Confidentiality, 2.Intellectual property, risk and social networking.

1.Privacy, Disclosure and Confidentiality

There are two set of risks involved with privacy issue. First is the risk associated with students' privacy that is revealed by the student intentionally for instance profile information. personal profile itself is not a trembling block however, if the third party misuse one's personal information then becomes an issue. Similarly the second set of risks involves a student posting personal information of other students (Zwart et al, 2011). It is reported that social networking sites users aged 18 to 24 years were less aware of their privacy rights than older users indicating that among young people there is a lower levels of awareness of legal rights (Office of the Privacy Commissioner, Australia. 2007). Conclusively, a student's own personal information give rise to non-legal risks, contrast to the posting others' personal information including pictures and videos give rise to legal liability (Zwart et al, 2011).   

2.Intellectual property, risk and social networking.

Palfrey & Gasser (2008) believes the young people are not only just passive users of the social networking sites such as Facebook, Myspace etc, but are actively engage ICT to define, identify and establish their culture. The education that should be completed prior to jumping into the social networking world, which involves legal applications etc is overlooked by both the students and the teachers/parents. over 95% of middle school Australian students use social networking sites and over 30% of these students are reported to believe these social networking website did not held any risks (Nauert, 2011). On the other hand over 80% of the parents were aware of the risks such as cyber-bullying, stalking or grooming, identity theft and disclosure (ibid).

When the young people uses popular images and videos of their culture such as High School Musical to decorate their profiles of social networking websites, these images can amounts to a breach of copyrights (Zwart, 2011). The issue and the problem to be solved is that most young users of SNS are not aware of intellectual property rights (IPRs) or the complexity of the copyright law.  

Conclusion/Future Research Direction Suggestions

Above risks of privacy, breach of confidence, disclosure, intellectual property rights, copyright infringement and other legal risks which are likely to be encountered through social networking sites should be part of a fully integrated school curricula. In turn, healthier and more enjoyable social media world for young ones.

References

Nauert, R. (2011). Many teens naive about social networking risks. Psych central. available from

http://psychcentral.com/news/2011/03/23/many-teens-naive-about-risks-of-social-networking/24592.html

Office of the Privacy Commissioner, Australia. 2007. 2007 Research into Community Attitudes Towards Privacy in Australia, 26 September 2007, at http://www.privcy.gov.au/aboutprivacy/attitudes#16

Zwart, M. et al. (2011). Teenagers, Legal Risks and Social Networking Sites. Monash University. Victoria

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ICT use at schools

To study a little more relevant aspect of the topic social networking, I have investigated the online network use in Australian Schools. To expend, I have investigated the relevance and effective of Australian public schools which have banned social network excess to students. On the other hand, if these bans are not effective, what opportunities and benefits would come about in eliminating these bans?

Currently, most public schools in Australia use a government filtering system which prevents students from using web-based emait popular social networking sites including MySpace, Reba, Tagged and Facebaok, content sharing networking sites like Flickr and YouTube and popular blogging sites such as LiveJournal and Blagger (Notley, 2008). Notley (2008) states this policy was established to best satisfy 'duty of care in online space' that is expected by the parents. However, ACMA (Australian Communications and Media Authority) reports 96% of parents believe that their children benefit from their internet use (ACMA, 2007). The debate lies on how will the school teach the students the right ways to access and use internet and social networking websites if the ICT is banned? Another debate argues against the government's assumption that all students have an internet access at home, there is no need for the school to teach to how to use ICT.

The possible benefits of eliminating the ICT bans include cultural, creative and educational, self-expression and social development and health opportunities gained by young people's use of online networks (Notely, 2008). However, a firm research on the risks young people experience online challenges the measure of online benefits (ibid). The point is that it is complicated.

To conclude, extra research and brains are desperately need to outweigh the risks thus young people can use ICT at schools for educational benefits.

References

ACMA 2007, Media and communications in Australian families 2007: Report of the Media and Society Research Project, Australian Communications and Media Authority, Commonwealth of Australia, Melbourne.

Notley, T. (2008). Online network use in Schools. Youth Studies Australia, Vol 7;No. 3; pp20-30

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Teenage girls using social media

The topic examined is the teenage girls using media how it affects them and the other way around, how the girls are affecting where the social media heading. The main issues are the negative impact of social media on the teenage girls including their self-esteem, self-worth and self identity (Tsoulis-Reay, 2009).

The main offenders according to Tsoulis-Reay (2009), are photoshopped images, sexually explicit music videos and celebrity role models. These artificial representations of women spread through social media like a toxic virus, blind and set the young girls a false competitors for their beauty. Consequently, the self-esteem, self- worth and self identity of the girls are violated. It is intimidating, even to adults in which who is going to bring up about their self-esteem back? 

Tsoulis-Reay (2009) in a research puts it "This notion of moral panic is problematic. Not only does it represent teenage girls as passive and easily manipulated consumers of media, it fails to adequately interrogate their productive engagements with media as producers"

Being victims of this "notion" can be defined in several ways. First, to compete with such rubbish artificial images, girls create and spend more and more time on online identity such as MSN, MySpace, Facebook etc. Secondly, It infatuates the girls to live in a false world where the main massage is to escape the reality. Thirdly, It creates a generation of girls satisfied about whom they created online then how they were created by a Maker. In other words, how they are so beautiful in the eyes if their parents.

To conclude, more supportive network for teen girls should be established in using social media in terms of educating, protecting and preventing such great technology to a problematic media disaster.

      References and Citations

Tsoulis-Reay, Alexa. (2009) OMG I'm Online ... Again! MySpace, MSN and the Everyday Mediation of Girls [online]. Screen Education, No. 53, 2009: 48-55. Availability: <http://search.informit.com.au/documentSummary;dn=771305565790559;res=IELHSS> ISSN: 1449-857X

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How do teens feel about cyberbullying?

    If you were to say something mean at school, teachers would probably pick up on the body language of that student, and then it could be found out. If it’s over the computer people find it more secretive, even though there’s more evidence that it happened.

Schmidt,E (2010)

Teens feel easier to cyberbully than traditional bully. They think the impacts and the consequences are the same. Teens feel less guilt to harass and bully other over the internet due to anonymity and that they do not have to bully and say mean things to the victim in person (Schmidt, 2010).

Based on my research, none of the teens' response regarding cyberbullying, have mentioned the impact of the consequences of the cyberbullying. Few have mentioned the support workers coming into the school to talk about the manner, also, some teachers after being informed, tried to stop cyberbullying. No teen mentioned what they can do, or has done something about it.

The teachers and care givers can do their best to stop bullying, by "educating" the students. However, if the students aren't doing anything about it, the issue will persist and over time increase. As I was reading the article, I felt almost as if the teens were saying " yes, it is happening, this is how it happens, and I think we do it because...." but none of the teens are saying "Yeah,, it is happening at my school, but I'm trying not to do it".

References

Schmidt, E. (2010). Monash teens talk about cyber-bullying. Available from

http://waverley-leader.whereilive.com.au/news/story/monash-teens-talk-about-cyber-bullying/

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Video available from: http://www.youtube.com/watch?v=fNumIY9D7uY&feature=player_embedded

Implications of cyberbullying on mental health and development of healthy mental health.

The video demonstrates.. what psychological impacts cyberbullying has on the victims. The cyberbully victims are mentally impacted in turn shows on their actions and interaction with other kids. The more severe fact is this experience in which something like 85% of kids go though in their teen years, may have consenquences in which persist into the adulthood(Robinson, 2008). In other words, 85% of kids are impacted mentally by cyberbullying when their brain is still developing in turn resulting in mental development problems which may persist into the adulthood. So what me, as a teacher can do "SOMETHING" about this? In this video, the parents do not further investigate why the kid is acting differently or not himself, by sitting the kid down and asking and just talking. I wonder if there was a teacher in this video, in which teachers talk to the kid and try to investigate what is going on. I firmly believe that a right-minded teacher would made a significant difference in the story shown in this video. I believe the students need this from me. Not just as a educator, a profession called a teacher comes into the class, however an extra or different people from the parents, a person/factor in a student's life whom cares and believes for the best of him/her. Having the courage to ask this kid from the video, "Hey, I've noticed something's bothering you lately, I'm your teacher and here to help you".

After all, one of the nine provocations is to ponder about and identify what will students need from me.

Mishna(2010) argues adults have responsibility to teach the kids the difference between positive form of technology use and negative and abusive form which includes cyberbullying. This home education should be beyond just recognizing the issue (ibid). 

References

Mishna, F. et al. (2010). Cyber bullying behaviours among middle and high school, students. American journal of orthopsychiatry, vol 80;no. 3 p362-374.

Robinson, D. (2008). Cyberbullying is a real problem in Australia. Australian Women Online. http://www.australianwomenonline.com/cyber-bullying-is-a-real-problem-in-australia/

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What do you do when you are cyberbullied?

So basically, the world is changing. The bullying is no longer physical which is often seen and caught by the educators, but now is virtual and on the internet. Cyberbullying is often not caught due to its anonymity and lack of involvement of adults/educators to the cyberworld of the school students (Ang & Goh, 2010). 

Well, it is not really an option to block the students' internet use, I mean, what about all the benefits that come with the technology, there are countless pros. I think the most important assignment for the teachers and the parents is how to reduce or minimize the cons of internet use such as cyberbullying.

One possible solution is to emphasize communication with kids. The below flowchart suggests what the bullied kid may go about towards the solution however, in order to best help that this process actually takes place, initiative communication from a caregiver or a educator is crucial.

image available from http://au.reachout.com/find/articles/cyberbullying

References:

Ang, R. & Goh, D. (2010). Cyberbullying among adolescents: the role of affective and cognitive empathy, and gender. Child psychiatry human development, Vol 41;p387-397

http://au.reachout.com/find/articles/cyberbullying

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Ed Foundation Module A Comments

Comment 1

Link to Rhys K's Blog http://scholarsdenwenlin.wordpress.com/

Student do not share same passion for learning. At least not in the same level as the teachers wanting to teach and accomplish their job as a teacher. In fact, it is almost a common knowledge that kids go to school because they have to or they want get a qualification to do want they want. They do not have passion for learning. Wayne obviously do not realize this "reality" of students therefore struggling to cope and handle the situation in a rightful way. 

Provocation 4 states "Am I ready to teach?" which to expand is questioning pre-service teachers, "Do I know this generation well-enough to do the teaching job at its best?" "What some challenges that teachers face today? Where and why are these problem arising and how do teachers overcome those?" "What do I know about the kids at school in this generation? What's reality and and why?"

Churchill et al (2011) says students today view the world differently and have accepted technology in a very significant way that it is changing even the neuro-architecture of their mind. Wayne finds some students not engaging to what he has to say in class rather are engaged in their phone and its activities like a magnet. Had Wayne understood this technological revolution when he stepped out of the training ground? because if he didn't I firmly argue that he should as a part of being ready to teach.

References

Churchill, R., et al. (2011). Teaching: Making a difference. John Wiley & Sons. Milton.

Comment 2

http://mrtsmall.wordpress.com/

Although the point the writer is trying to make is that the graduate teachers need more support, understanding and training to broaden their capacity in teaching before they are placed in school especially rural schools, I believe the actual training and development of a teacher starts from the day they start teaching in a classroom. The trainings and teacher education courses make you a excellent pre-service teacher but not a trusted skilled teacher. It is only through the process in which Jane is going through, that eventually equips a pre-service teacher to a proficient teacher.

Provocation 8 questions " To what extent is teaching an intellectual pursuit?"

To broaden this provocation, the other essential idea is how much of an intellectual training do the pre-service teachers need? In other words, if Jane had completed a subject at uni regarding rural schools, would she not go through the same struggles?

Yes, Philosophies and theories by real genius people help.. but isn't teaching an interactive profession? from human to human? 

I believe Jane will become a great teacher later on her life through experience, trial and error, learning by mistakes, constant evaluation, training and courses, listening to feedbacks, learning by example, reflections, adaptation to the changes, etc.

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What are some impacts of cyberbullying?

Impact of cyberbullying and cybersafety

Since when? the school counselor came across a word cyberbullying? it is well-known to education professionals that bullying has some serious impacts such as low self esteem, depression, anger, school failure including low attendance and low learning achievement, violence and even suicide (Common Sense Media, 2010). 

The impact on cyberbullying is different from traditional bullying due to anonymity, availability and accessibility, the fact that the internet is global and once the information is out on the net, it is often impossible to undo (Common Sense Media, 2010).

Willard (2007) identifies that cyberbully victims hides the incidents in which to avoid restrictions of internet use from the parents. In other words, cyberbullying not exposed parents and teachers as much as traditional bullying. Traditional bullying itself has countless consequences more mentally and physically for girls. It is difficult to picture how kids are bullied online and face all the consequences but choose not to inform adults because they don't want to be restricted to go online. Thus I believe the impact of cyberbullying is worse than traditional bullying.

Ybarra et al (2007) reports some serious consequences of cyberbullying, such as increased alcohol use and other drugs, increased rate of receiving school detention and suspension, increased experience of emotional stress than those who are not harassed.

References

Common Sense Media, 2010. Cyberbullying - damage in a digital age. A common sense media white paper. available from www.commonsense.org

http://www.evernote.com/shard/s18/res/9b1f1db7-1938-46ce-9144-8b4a00f16160/CSM_Cyberbullying_White_Paper_07.27.10.pdf?search=good+teacher

Willard N. Educator’s Guide to Cyberbullying and Cyberthreats. Eugene, OR: Center for Safe and Responsible Internet Use, April 2007. http://new.csriu.org/cyberbully/docs/cbcteducator.pdf

Ybarra M, Diener-West M, Leaf PJ. Examining the overlap in internet harassment and school bullying: implications for school intervention. J Adolesc Health 2007;41(6 Suppl 1):S42-S50.

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Ed Foundation Module A

Wayne

Engaging all students in the classroom is no doubt challenging. Different teachers have different ways to go about and strategies to solve the problem. The important truth is that the classroom is gathered by individuals from difference backgrounds, cultures, family environment and the students are different in many other aspects as a human. The role as a teacher is not to force all students to engage to the teacher but rather to learning, having in mind that this learning can take place differently depending on the student. I see that Wayne’s classroom is divided into two groups in which one group is focused on achieving high marks and the other not engaging at all. However, the one thing that these two groups of students have in common is that they do not want to learn the subject, find the subject interesting or enjoy learning new things etc.

One of the nine provocations questions whether teacher’s role is to teach subjects or students. I boldly wish to conclude that without teaching the students, teaching subjects is extremely challenging if not impossible. It is slippery to fall into Wayne’s classroom situation if the teacher’s focus is on teaching subjects than the students. Students are people and they are not sitting in the classroom receiving information about a particular subject like robots. Is it reasonable to conclude that if any student is not engaging to the teacher the problem is not the students but the teacher? Teachers are responsible to learn this crucial technique to be able to engage the ones whom are difficult compared to others.

I know from my own experience that some teachers taught their subject better than other. In fact, I had a privileged to meet a great teacher who turned my conception of complicated chemistry to fun and doable chemistry. A year later, I competently finished that subject and gained a completely different way of thinking about chemistry. I felt capable of doing chemistry and enjoying chemistry whereas when i walked into the classroom I didn’t want to be there at all.

Perhaps Wayne can learn a bit from my former chemistry teacher, focusing on the student walking out the classroom with a different perception to the subject if not changed to loving the subject. Perhaps Wayne can replace his focus from his position as a teacher to students desperately seeking something they can do well so someone can be proud of them.

If you love the teacher, it is undeniable that you are likely to be more engaged in the subject. Elliot (2010) investigated the factors of students’ favourite subjects. It is reported that when the students are able to relate to the teacher well in a subject, it is likely that that subject is the favourite (Elliot, 2010). It is also important to contain a well-established curriculum and contents of the subjects but actually the influential factor is not on the curriculum because it is what goes on in the teachers’ head.

References

Elliot, K. & Kathy Paige. (2010). Middle year students talks: science sux or science rocks!. Teaching Science, Vol 56;1. pp13-16 http://search.informit.com.au/fullText;dn=182333;res=AEIPT

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stressed kids... cyberbully other kids?

Distressed Teens are cyberbullying? or cyber lifestyle causes stress to teens?

Juvonen and Gross's (2008) investigation states incidents of cyberbullying increases in parallel to distressed teens. In other words, the more the teens are stressed they're more likely to cyber-bully other children. It also questions whether which factor come first in the relationship.

It is an interesting topic to ponder that today's scientists believe almost everything's that's "bad" is linked with stress. Juvonen and Gross (2008) assumes that due to the amount of stress that today's teens have to cope with, it is causing the bad behaviors to teens such as cyber-bullying.  

Bullying itself has existed a long time before... the cyberworld came around. it is a question whether the cyberworld had enhanced such evil act or do we assume and accept that bullying in some form will always exist? Why do kids bully one another? Do emotionally stressed kids bully other kids? Is the bullying experience causing the emotional stress to the teens?

The answer is simply, Yes. More the world gets technologically advanced, the less the physical or old fashioned type of bullying such as taking a skateboard, and more the cyberbullying. So, Yes, kids cyberbully one another. Or Is there a school without this issue? All facts been said, the magnitude is at how do the teachers and carers go about it to reduce and prevent bullying than ignoring it by not doing anything.

References

Juvonen, J & Gross, E. (2008). Extending the school grounds? bullying experiences in cyberspaces. the journal of school health. Vol 78;no 9. Sep 2008, p496