Technology plays an important role in cyberbullying. According to Hinduja and Patchin, “The primary means through which it can occur include the Internet-enabled personal computer and cellular phone,” (Hiduja and Patchin, 131). The internet is one off the biggest components to cyberbullying, because it is available on computers and cellphones. Social media sites, including Facebook, Twitter, LinkedIn, Instagram and many more are big sites that many teens use to bully. Social media is available on multiple different devices, including cellphones. While cellphones are good ways of communicating, it is often easy to say things that you would not say to someone’s face.
This is another example of how cellphones are used to cyberbully. Nowadays, it is hard to find a teenage whose face is not glued to their phone. Cellphones have a way of giving some teens a sense of false confidence. When they are cyberbullying a peer, it is not a direct conversation. They can say what they want and hide behind a screen. Hiduja and Patchin make a great point when stating, “Cyberbullying is the unfortunate by-product of the union of adolescent aggression and electronic com.
.ore of the blame on them Hart, 32). This can be linked back our current study because of the video we had participants watch prior to taking the survey. Each video had a specific purpose, which was to frame the surveyor to feel a specific way. We would then analyze their information to see if the video made any difference. We had an episodic and thematic video, along with multiple questions regarding who was at fault, government and parent intervention and how school environment can affect cyberbullying.
Data would support Hypothesis 2, which is, Compared to people exposed to news with an episodic frame, those watching news with a thematic frame will be more likely to agree that schools should play an active role in preventing teen cyberbullying. This is true because studies show that a thematic frame makes people rely more on government intervention (Hart, 32).