A discursive psychological examination of educators’ experiences of children with disabilities accessing the Internet: a role for digital resilience

Digital resilience in Chinese adolescents: a portrayal of the current condition, influencing factors, and improvement strategies

“…Moreover, Hammond et al. ( 34 ) concluded that in a risk society, the ability to identify risk means that the same risk is something that individuals can manage and prevent. Therefore, the digital resilience of individuals is possible when digital risks are identified and controlled.…”

“…If the absolute value of the correlation coefficient is between.40 and.69, it shows a moderate correlation. If the absolute value of the correlation coefficient is above.70 and 1, it demonstrates a high correlation (33). T-tests were utilized to explore disparities in the four factors of the Adolescent Digital Resilience Scale based on gender, family residence, and whether an individual is an only child.…”

Children’s, parents’ and educators’ understandings and experiences of digital resilience: A systematic review and meta-ethnography

“…In the second quotation, we argue that opportunities can be removed before learning may take place in ways which are influenced and/or constrained by available discourses (Hammond and Cooper, 2015;Hammond et al, 2023a). In considering learning how to navigate the Internet as an increasingly important developmental task, the need of moving debates forward from binary notions of risk or resilience when considering 'using connective technologies' (Hammond et al, 2024) is an important one. If there can be no digital resilience without online risk, and no risky online experiences without digital resilience (Sage et al, 2021;Sun et al, 2022;Vissenberg et al, 2022), the role of home, community and society in supporting digital resilience development by balancing opportunities for pre-teens to learn needs to reconsider.…”

“…Despite this, there are many educational programmes that are used daily and claim to improve digital resilience (Childnet, 2022;InternetMatters.org, 2022b;Parentzone, 2022). Remarkably, however, there is opacity as to what digital resilience may refer to and a lack of reliable instruments for measuring this concept (Hammond et al, 2024). As a result, there is a lack of rigorous evaluation of educational programmes that aim to improve children's digital resilience, which leads in turn to ad hoc practices in schools.…”