Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test

Abstract

Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.     

New Literacies for New Learners: The Need for Digital Technologies in Primary Classrooms

Abstract

All students must start learning new literacies skills early if they are to gain the skills they will need as adults. Integrating these skills into classroom instruction at a young age is especially important for economically disadvantaged students. Moreover, the interactive nature of the Internet and other digital tools may hold special learning opportunities for young children. New literacies instruction not only is necessary and appropriate for young children; it will define their future.     

Countering violent and hate‐related materials on the Internet: Strategies for classrooms and communities

Abstract

School violence is of increasing concern to educators worldwide in the wake of tragedies such as the one in Littleton, Colorado. This article explores how hate group web sites, violent computer games, and related Internet activities are delivering material to young people with hostile and violent content. The Internet is also serving as a new vehicle for expression among students, sometimes conveying their messages of despair and hopelessness. The article discusses ways that teacher educators can equip future teachers to deal with these issues. It also examines what some schools and communities are currently doing to confront these issues and proposes ways to integrate Internet considerations into anti‐violence and mental health programs.     

Exposure of children to sexual content on the Internet in Croatia

ObjectiveTo determine the prevalence of children and youth exposure to sexual content and inappropriate sexual questions on the Internet; and to identify emotional and behavioral reactions of children after such exposures.MethodsSample of the study included 2,880 of children and youth aged 10–16 who identified themselves as Internet users. Participants were questioned using Questionnaire on Child Experiences in Internet Use.ResultsResults show that 27% of children were exposed to messages of sexual content, mostly containing images of human nudity and sexual activity. Study also shows that children have experienced inappropriate sexual questions on the Internet. Exposure to questions of intimate nature increased with their age with certain differences in exposure and disturbing emotional reactions related to gender and age.ConclusionResults obtained by this study show that about a quarter of children are at risk for exposure to sexual content on the Internet.Practical implicationsResearch results can be used as a starting point for further research in order to throw more light on children and youth exposure to sexual content on the Internet. Furthermore, results can be used in developing prevention strategies for high-risk behavior of children and youth using the Internet and in working with children, parents and teachers.     

What Influences the Quality of Research: Findings from an Editorial Management Database

Abstract

This paper details the use of the Internet by educators and parents of students with disabilities, software tools that make the Internet accessible to students with special needs, and the state of Web-based instruction for these students. Issues are discussed that relate to current research with students with various disabilities as well as the scarcity of research with special education students using the Internet.     

Associations between blocking,monitoring, and filtering software on the home computer and youth-reported unwanted exposure to sexual material online

ObjectiveTo examine the relationship between the use of preventive software on the home computer and unwanted exposure to sexual material online.MethodsThe Youth Internet Safety Survey-2 was a national, RDD telephone survey conducted in March–June 2005. Eight hundred households (one caregiver and one child between the ages of 10 and 17 years) with home Internet access answered questions pertaining to Internet prevention activities in the household and adolescent behaviors and exposures online.ResultsUnwanted exposure to sexual material occurred in 32% of youth in homes with pop-up/spam blockers and 25% of youth in homes with filtering, blocking, or monitoring software on the home computer, compared to 43% of households without preventive software installed on the home computer. Among otherwise similar youth, pop-up/spam blockers installed on the home computer were significantly associated with 59% lower odds of reporting unwanted exposure to sexual material on the home computer; and filtering, blocking, or monitoring software was significantly associated with 65% lower odds. When data were stratified by youth sex, associations between preventive software and unwanted exposure were similar for boys and girls. When stratified by age, preventive software was associated with significantly reduced risk of unwanted exposure for 10–12-year olds and 13–15-year olds, but not for 16–17-year olds.ConclusionAlthough these correlational analyses are far from providing conclusive evidence that preventive software protects children from unwanted exposure to sexual material online, findings suggest that caregivers of boys and girls 15 years of age and younger who want to reduce the likelihood of unwanted exposure to sexual material on the home computer should consider including preventive software—especially filtering, blocking, or monitoring software—in their Internet safety plan.Practice implicationsPractitioners should partner with caregivers in developing an Internet safety plan, including proactive caregiver-youth discussions about expected Internet behavior appropriate for their household.     

Thinking through new literacies for primary and early years

Abstract

Most language instructors use resources found on the Internet to supplement their courses (Adolph and LeBlanc, 1997). This article shows how a teacher can make use of templates to create their own Internet pages.     

The Wheels of the Bus: Children designing in an early years classroom

Many claims have been made for the value of design in the school curriculum. This case study, of young children's designs in an early years design, make and appraise (DMA) classroom, examined several issues related to these claims, including the connection between designing and making, the purpose of drawing for young children, children's understandings about the design process, types of images used by young children and children's attitudes to designing. The role of the teacher in the children's understanding of the design / drawing process was explored. The study revealed that design for young children is a complex topic requiring a range of sophisticated teaching and learning strategies.     

Instructional Technology and Distance Learning Through the Internet

Abstracts

English: The article maps the possibilities open to teaching institutions in distance learning through the Internet. It considers the ways in which the Internet allows us to evaluate the efforts and strategies that should be chosen in order to implement distance learning through the Internet according to the organization's teaching goals and the type of distance teaching it chooses. The basic terms of synchronic and asynchronic learning, non‐interactive learning, scope and learning‐time circles are defined and they create a system of axes upon which one can place distance learning in an organization or a course that consists of various aspects of distance learning.     

Language Acquisition Assisted by the Internet

Abstract

The authors focus on exploiting new methods of language acquisition with the help of the possibilities offered by the Internet. As a new option for computer‐assisted language learning, the Internet is considered to be a source for individual learning and problem oriented teaching in many other areas. Expanding knowledge in parallel in informatics and the English language is an asset. In addition to pointing out starting off sites for ESL teachers and introducing some interesting examples, some criteria of constructing language teaching WWW pages of our own are also listed.     

Teaching on the internet: Lessons learned from a substantive criminal law class

Universities across the United States offer classes taught entirely over the Internet. Teaching with this medium, however, is still relatively new so faculty and administrators need to understand the salient issues that attend to course offerings in a “virtual classroom.” This paper discusses the benefits and challenges that arose when a Substantive Criminal Law course was developed and taught on the Internet in the Fall of 1997. Pedagogical and technical issues that arose during the development and implementation of the course are addressed. Policy recommendations are also suggested.     

An examination of the values and perceptions of parents and teachers in relation to parental involvement in school policy formation

Abstract

In the last decade access initiatives have been designed to facilitate greater access and participation for people from marginalised groups who have traditionally been excluded from higher education. In common with international trends, young people with disabilities in Ireland have been included in this process. However, people with disabilities remain under‐represented in higher education. This study explored the quality of access to higher education for young people with disabilities through existing access routes. Both the young people and the professionals (career guidance teachers) agreed that access routes lack transparency. There was a dearth of professional knowledge about the options available to young people with disabilities leaving school. This lack of professional knowledge combined with the opaqueness of access routes forced the young people to rely on parental support and/or disability agencies for information and guidance. It can be concluded that goodwill and compassion are no substitute for an informed system that ensures equitable access for young people with disabilities to higher education.     

Sexuality Education across the Lifecycle in the New Millennium

Everyone has the right to sexuality education. In the past, mainly in Western countries, this has been provided by parents and some schools, usually as formal programmes. However, many people receive sexuality education informally from other sources, such as peers, television, magazines and books. The technological age upon us now in the new millennium provides yet another source for everyone. The Internet has a growing number of sites specifically for sexuality education for all ages. Here, a selection of relevant sites are identified and presented for their developmental appropriateness. For the first time in history, sexuality education will be potentially accessible by everyone over the Internet, which is technology-derived, personal, instantaneous, on demand, accessible any time and any place, not controlled by social or educational structures, inexpensive and individualised. The opportunities this promotes are almost limitless for enhanced personal understanding and improved interpersonal relationships of all kinds for everyone on the globe.     

Outdoor activity among older adults: Exploring the role of informational Internet use

ABSTRACT

The Internet has the potential to enable older adults to live a socially active and self-determined life. An important facet of active aging is participation in outdoor activity. Previous research has shown that older Internet users participated more frequently in outdoor activities. However, understanding of how Internet use can influence the behavior of going outdoors is still limited. To bridge this gap, the goal of this study was to examine whether informational Internet use specific to opportunities and offerings in the city facilitates participation in outdoor activity. Primary survey data from individuals aged 65+ living in a medium-sized city in Europe (N = 1,117) was analyzed. The results show that Internet as an information source predicted community activity for participants living in urban neighborhoods but not in a rural neighborhood. Further, informational Internet use predicted cultural activity for residents living in all three neighborhoods. The results thus emphasize the positive effect of informational Internet use on behavior through providing older adults with useful information about opportunities and offerings available in their neighborhood. Taken together, the findings provide a rationale for the development of digital neighborhood platforms and interventions targeted at older adults’ digital skills.     

Chris Dede's response

Abstract

The Division of Criminal Justice at the Florida Gulf Coast University (FGCU) offers an entire criminal justice degree program via distance learning, principally through computer‐based Internet courses. During the Spring 1998 semester, an Internet tutorial was provided during the first week of classes to students in all Internet courses in the program. Its purpose was to familiarize students with basic computer skills and Internet usage. This article focuses on the use of the Internet tutorial in Web‐based courses, including an explanation of the tutorial, a discussion of its benefits for students and faculty, and implications for future computer‐based Internet courses.     

The Effects of Concurrent Classroom and Home Instructional Video-Game Use on Student Achievement

ABSTRACT

This study focused on whether Internet use improves skills for practical use of information, which is termed information literacy in Japan. Data from Japanese elementary school children (n = 702) were analyzed in a two-wave panel study in order to estimate the causal relationship between Internet use and information literacy. Structural equation modeling was the specific technique applied in a cross-lagged effect model. Results of the analysis indicated that greater use of the Internet led to higher information literacy in the whole-scale measure of practical use of information, as well as in the subskill areas of collecting, judging, and expressing information.     

Child welfare characteristics in a sample of youth involved in commercial sex: An exploratory study

BackgroundHomeless, runaway, and youth exiting foster care are vulnerable to sexual exploitation, but little research has parsed the societal, community, and individual factors that contribute to their risk.Objectives(1) To estimate child welfare characteristics in a sample of homeless young people who engaged in commercial sex (CS); and (2) To compare young people who were sex trafficked (ST) to those who engaged in some other form of CS.Participants and settingThis study includes 98 homeless young people in Philadelphia, PA, Phoenix, AZ, and Washington, DC, who were interviewed for a larger study of ST and endorsed engagement in CS.MethodsWe used a non-probability, purposive, maximum variation sampling procedure. Interviews were recorded and responses were simultaneously noted on a standardized interview form. Data were analyzed through means, frequencies, and bivariate tests of association.ResultsAverage age of the full sample of 98 homeless young people was 20.9 years; 48% were female and 50% were Black/African American. Forty-six percent of the full sample was sex trafficked. The full sample and the victims of ST differed significantly in three child welfare characteristics, with the ST group more likely to have been maltreated as children, more likely to have had family involvement with the child welfare system (CWS), and more likely to report higher rates of living someplace other than with their biological parents as children.ConclusionsST victims differ from those who engaged in other forms of CS in histories of maltreatment, involvement with the CWS, and exposure to residential instability while growing up.     

Internet Learning Connections Between Second-Graders and University Teacher Education Electronic Mentors

SUMMARY

The dynamic nature of technology integration requires making many more connections than simply an electronic connection. This case study documents other necessary links in establishing Internet learning connections between second-graders and university teacher education students. Connections also include: collaborating with university and public school colleagues, seeking funding to implement innovative online projects, integrating content learning and literacy development with technology skills, and utilizing non-traditional teaching strategies such as electronic mentoring and e-mail exchanges to encourage young children to make the reading/writing connection. Project CONNECT represents the first attempt for primary grade online learning in the Louisville City School System, Louisville, Ohio, and the first venture for cyberfield placement for teacher education students at Youngstown State University, Youngstown, Ohio.     

‘Fitting in’ and ‘standing out’: the peer group and young people’s development of reader identity

Abstract

The benefits of reading for pleasure and positive reader identities have been well established in previous research. However, much discussion regarding young people’s reading is underpinned by a discourse of deficit, placing emphasis on what young people should be reading. In an attempt to move away from this discourse, this article considers reading in the context of young people’s broader social and cultural worlds, exploring the role of the peer group in young people’s development of a reader identity. The article argues that the reading practices young people engage in are part of their broader social and cultural participation and, consequently, part of a broader project of identity formation. By highlighting the complexity of young people’s development of a reader identity and the meaning ascribed to specific reading practices, the findings challenge deficit models of young people’s reading lives, which underpin attempts to redistribute cultural capital through educational and cultural policy.     

‘Snitches get stitches’: School-specific barriers to victim disclosure and peer reporting of sexual harm committed by young people in school contexts

BackgroundSchool based, peer-to-peer sexual harm is under-researched despite its prevalence and adverse effects on young people across the globe. Understanding barriers to victim disclosure and peer reporting might help towards the prevention and protection of young people.ObjectiveThis study explores dual perspectives of young people and educational staff about school-specific environmental barriers to 1) young people’s disclosure of sexual harm experienced, and 2) young people’s reporting of sexual harm on behalf of others.Participants and setting: Participants include 59 young people aged 13–21 and 58 educational staff, drawn from seven schools across four local authorities in England whom formed part of a wider study on harmful sexual behavior and safety in schools.MethodsFocus groups were carried out with young people and education staff. The sessions were thematically analysed and focused on barriers to disclosure within the school context.ResultsPeer groups set powerful ‘rules’ that influence the ability and willingness of young people to report sexual harm. Some school responses for addressing sexual harm are sub-optimal and sexual harm is not adequately prioritised. Some schools appear to struggle to manage more subtle forms of sexual harm compared with more recognized forms of violence and abuse. A significant proportion of sexual harm is so prevalent that it is ‘normalised’, and therefore under-reported. This resigned acceptance to sexual harm consequently shapes young people’s disclosures.ConclusionsSchool systems of responding to sexual harm require strengthening to increase feelings of safety and empowerment of young people.