ICT and home-educating families: a qualitative multiple case study

Franky, Angélica Pineda; Laverde, Andrés Chiappe

doi:10.1590/s0104-40362018002601507

Cited by 9 publications

(5 citation statements)

References 17 publications

(12 reference statements)

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“…It can be confirmed that digital devices are quickly becoming the tools of culture at home (NAEYC 2012, p. 2). Thus, family habits (customs and culture) make a difference in the involvement of children with ICT (MARSH et al, 2005;MCPAKE et al, 2005;PINEDA, CHIAPPE, 2018). As has been seen in the present study, children learn by observing other members of the family (older siblings, parents, grandparents or any other adult) (BROOKER, 2002;TOMANOVIĆ, 2004).…”

Section: Discussionmentioning

confidence: 52%

Technology use habits of children under six years of age at home

Tena¹,

Gutiérrez²,

Cejudo³

2019

Ensaio: aval.pol.públ.Educ.

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Parents, teachers and researchers are wondering how the digital and technological world affects young children between 0 and 6 years of age at home. This study aims to show the use they make of it, the characteristics of this use, and the relationship that children establish with technologies, as well as to find out whether there are rules for this use and who sets them. A mixed quantitative-qualitative methodology, using the “questionnaire on the use of technology at home”, semi-structured interviews, and analyses of Early Childhood Education Assemblies (ECEA), generated very significant results. For instance, despite the quick incorporation of tablets or video game consoles, TV is still the favorite device of the youngest population, followed closely by mobile phones. The results indicate that these children spend an average of 92 minutes per day watching TV. In addition, 92% of them have a tablet and spend an average of 60 minutes per day using a computer or a tablet. It can be concluded that children start accessing and using ICT at the age of two.

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Section: Discussionmentioning

confidence: 52%

Technology use habits of children under six years of age at home

Tena¹,

Gutiérrez²,

Cejudo³

2019

Ensaio: aval.pol.públ.Educ.

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“…Parents are essential in supporting the teaching–learning process of their children and this is why digital communication with teachers must be constant and fluid (Franky & Chiappe, 2018 ). In this context, Romero et al ( 2021 ) offers a series of proposals aimed at families regarding the education of their children in relation to media and informational education, how to supervise and teach responsible use of the internet or create spaces for communication between families and minors on digital media.…”

Section: Related Workmentioning

confidence: 99%

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

et al. 2023

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Since the COVID-19 pandemic, the use of digital resources and virtual platforms is even more essential to continue the educational process, either in person or online, affecting all the members involved in the teaching–learning process of the students. Therefore, this study is aimed: (1) to know and compare the digital competence of the agents that are the main integrators of the educational community (parents, teachers, students) about the use of the computers, according to gender and educational stage (Pre-school, Primary and Secondary Education stages); and (2) to identify significant predictors that affect the acquisition of this competence. An ex-post-facto design was used with a sample of 786 participants from Andalusia (Spain). Research methods such as contrasts of means and multiple linear regression analysis were used. The results showed high average levels of basic digital competences for all the agents involved. A gender gap was found between mothers and fathers of students, with higher scores for the latter group. In addition, the use of videogames, the parents' academic background and the use of digital tablets or Google+ are the most significant predictors that affect the acquisition of this competence.

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“…La educomunicación, mediante su praxis a través de la radio, puede generar espacios dialógicos significativos entre las culturas, pudiendo ser un punto fértil y apropiado para la resolución de conflictos. En vínculo con los medios de comunicación y las TIC y sus mediaciones, ofrece formas de hacer efectiva y expansiva la expresión y voz de todos quienes se involucran en las dinámicas entre culturas (Franky & Chiappe, 2018).…”

Section: Educomunicación Con Interculturalidad Y Viceversaunclassified

Untitled

2021

uni

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During the COVID-19 pandemic, fake news proliferated along with the concern that they would affect behavior regarding the disease. With a semi-representative survey in Mexico (N = 1211), this study analyzes a mediational process to determine the impact of the use of traditional and social media on compliance with contagion prevention measures, through the perception of veracity of fake news about COVID-19. As anticipated, results indicate that believing fake news leads to less compliance of preventive measures. Likewise, the analysis indicates that, consistent with our hypothesis, using social media leads to more belief in fake news, but contrary to our expectations, consuming traditional media also leads to a greater belief in fake news. In particular, the study explored the mediating role of belief in fake news on the effect that using traditional and social media has on compliance with preventive measures. We found evidence for this indirect effect: use of traditional and social media is a predictor of believing fake news about COVID-19, which then results in lower compliance with measures. In contrast, the direct effect of using traditional and social media on compliance with measures has a positive direction. Thus, this work evinces that fake news can hinder the resolution of the health crisis, by discouraging compliance with preventive strategies.

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ICT and home-educating families: a qualitative multiple case study

Cited by 9 publications

References 17 publications

Technology use habits of children under six years of age at home

Technology use habits of children under six years of age at home

Which is the Digital Competence of Each Member of Educational Community to Use the Computer? Which Predictors Have a Greater Influence?

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