Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil

Cabello-Hutt, Tania; Cabello, Patricio; Claro, Magdalena

doi:10.1177/1461444817724168

Cited by 64 publications

(62 citation statements)

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“…We similarly deepen understanding of connectivity. Previous studies have pointed to connectivity's advantages, such as the independent information seeking that students may undertake online (Zheng et al, 2016;Zucker and Light, 2009), and disadvantages, such as the distracting or risky activities that students engage in with Internet-connected computers (e.g., Cabello-Hunt et al, 2018;Tripp, 2011;Wainer et al, 2008). We find three other strong impacts of connectivity, namely, that connectivity enables or constrains teachers' access to digital resources (i.e., online educational content), teachers' practices for assigning activities that entail or do not entail Internet use, and students' resources for completing assigned activities with or without Internet.…”

Section: Discussionmentioning

confidence: 99%

Translating national discourse into teaching and learning outcomes: Portability and connectivity in developing countries’ ICT in education (ICT4E) initiatives

Stratton

Bailey

Leonardi

2019

New Media & Society

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We analyze information and communication technology in education initiatives in two South American countries: Bolivia and Uruguay. Utilizing qualitative data collection and analysis methods, we construct a comparative case study to trace the path of how national discourses—in response to the idea of globalization and initiatives promoting computers in education—were translated into policy goals, strategic implementation plans, and teaching and learning practices and outcomes. We document the role of the selected information and communication technology’s materiality in terms of portability and connectivity along this translation path. Our findings point to the importance of considering national discourse, often overlooked in information and communication technology in education studies, when examining initiative success and failure, and of conceptualizing materiality as more than merely the infrastructural foundation upon which information and communication technology in education initiatives are built. Understanding the role that materiality plays in interaction with national discourse may be especially important in guiding successful information and communication technology in education initiatives in developing countries, where financial resources are limited.

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Section: Discussionmentioning

confidence: 99%

Translating national discourse into teaching and learning outcomes: Portability and connectivity in developing countries’ ICT in education (ICT4E) initiatives

Stratton

Bailey

Leonardi

2019

New Media & Society

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“…The dimension that contains the items mostly about software regulation is considered sensible not to be discussed in researches of parental mediation strategies in television usage. One of the studies regarding parental mediation strategies in internet usage was conducted in Brazil and three dimensions that are "active mediation", "co-using" and "restrictive mediation" were determined (Cabello-Hutt, Cabello & Claro, 2017). The data obtained from eight European countries revealed the dimensions of "active mediation for Internet usage", "child-initiated support", "active mediation of Internet safety", "technical controls", "parental monitoring" and "parental restriction" (Livingstone et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Making use of some technologies to restrict particular channels, programs and websites are among the methods for restriction. Monitoring is defined as to monitor the Internet activities of adolescents afterwards (Cabello-Hutt, Cabello & Claro, 2017). The Internet example is parents` habits to check the children`s ``history`` of Internet usage.…”

Section: Introductionmentioning

confidence: 99%

“…The level and kind of mediation strategies in Internet usage applied by parents may vary regarding some features such as parents` communication with their children (Valkenburg, Piotrowski, Hermanns & de Leeuw, 2013), time (Fikkers, Piotrowsk & Valkenburg, 2017), consistency between parents (Mares, Stephenson, Martins & Nathanson, 2018), parents` education level (Clark, 2011;Nikken & Schols, 2015;Pasquier, Simões & Kredens, 2012;Shin & Huh, 2011), self-sufficiency perception of parents for Internet usage (Glatz, Crowe & Buchanan, 2018;Festl & Langmeyer, 2018), being a family of single parent or regular parents (Barkin, Richardson, Klinepeter, Finch & Krcmar, 2006), parental behaviors and the characteristics of the child (Padilla-Walker, Coyne & Fraser, 2012). Functional usage of parental mediation prevents Internet addiction and exposing to cyberbullying (Chang, Chiu, Miao, Chen, Lee, Chiang & Pan, 2015), and attempting the risky behaviors in the Internet (Sin & Kang, 2016) and it also decreases the time spent on the Internet (Cabello-Hutt, Cabello & Claro, 2017;Gomez Harris, Barreiro, Isorna & Rial, 2017;Shin & Kang, 2016). Besides, active mediation increases meeting with the opportunities that the Internet provides and restrictive mediation decreases meeting the risks (Livingstone, Ólafsson, Helsper, Lupiáñez-Villanueva, Veltri & Folkvord, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Validity and Reliability Study of Parental Mediation for Internet Usage Scale Adolescent and Parent Forms in the Turkish Sample

Ergin

Kapçı

2019

Eğitimde Ve Psikolojide Ölçme Ve Değerlendirme Dergisi

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Parental mediation includes parents' attitudes and behaviors about their child's media using. Early parental mediation researches have been conducted on television. Nowadays, parental mediation researches concentrate on the Internet. The main purpose of this study is to develop assessment forms that evaluate parental mediation strategies in respect of Internet Usage. In this study, a scale has been developed including parent and adolescent forms, as the strategies used by parents could be examined based on both parents and their children's self-report. A representative sample consisting of a total of 728 parents participated in the parent form study in Mamak, Ankara (mother n=456; father n=272). A total of 718 adolescents (female n=371; male n=345) aged 11-14 years old studying 6.-8. grades in a secondary school in Mamak participated in the adolescent form study. Exploratory factor analysis (EFA) and conformity factor analysis (CFA) were applied for the purpose of testing construct validity of the forms. EFA indicated that a two-factor model had enough fit for parent form and a three-factor model was suggested for adolescent form. Factors of parent form were named as "control/ restriction" and "active mediation", factors of adolescent form were named as "control/ restriction", "active mediation" and "monitoring". These factors have explained 63.7% and 61.7% variance on parent and adolescent scales, respectively. The results of CFA have revealed appropriateness of the factor structure

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“…Next, in cluster 2, research on students' use of iPad applications to obtain scientific knowledge and ask inquiries when they visited a science museum (Marty et al, 2013). Cluster 3 had a study on Brazilian students' online use and their home background (Cabello-hutt, Cabello, & Claro, 2017). On the one hand, many of the authors found in cluster 4 worked together for Taiwanese primary school students' ICT literacy improvement and learning-assistance tool (Huang et al, 2010).…”

Section: Research Papermentioning

confidence: 99%

A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

Park

Kim²,

Park

2020

Journal of Data and Information Science

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PurposeDigital literacy and related fields have received interests from scholars and practitioners for more than 20 years; nonetheless, academic communities need to systematically review how the fields have developed. This study aims to investigate the research trends of digital literacy and related concepts since the year of 2000, especially in education.Design/methodology/approachThe current study analyzes keywords, co-authorship, and cited publications in digital literacy through the scientometric method. The journal articles have been retrieved from the WoS (Web of Science) using four keywords: “Digital literacy,” “ICT literacy,” “information literacy,” and “media literacy.” Further, keywords, publications, and co-authorship are examined and further classified into clusters for more in-depth investigation.FindingsDigital literacy is a multidisciplinary field that widely embraces literacy, ICT, the Internet, computer skill proficiency, science, nursing, health, and language education. The participants, or study subjects, in digital literacy research range from primary students to professionals, and the co-authorship clusters are distinctive by countries in America and Europe.Research limitationsThis paper analyzes one fixed chunk of a dataset obtained by searching for all four keywords at once. Further studies will retrieve the data from diverse disciplines and will trace the change of the leading research themes by time spans.Practical implicationsTo shed light on the findings, using customized digital literacy curriculums and technology is critical for learners at different ages to nurture digital literacy according to their learning aims. They need to cultivate their understanding of the social impact of exploiting technology and computational thinking. To increase the originality of digital literacy-related studies, researchers from different countries and cultures may collaborate to investigate a broader range of digital literacy environments.Originality/valueThe present study reviews research trends in digital literacy and related areas by performing a scientometric study to analyze multidimensional aspects in the fields, including keywords, journal titles, co-authorship, and cited publications.

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Online opportunities and risks for children and adolescents: The role of digital skills, age, gender and parental mediation in Brazil

Cited by 64 publications

References 50 publications

Translating national discourse into teaching and learning outcomes: Portability and connectivity in developing countries’ ICT in education (ICT4E) initiatives

Translating national discourse into teaching and learning outcomes: Portability and connectivity in developing countries’ ICT in education (ICT4E) initiatives

Validity and Reliability Study of Parental Mediation for Internet Usage Scale Adolescent and Parent Forms in the Turkish Sample

A Scientometric Study of Digital Literacy, ICT Literacy, Information Literacy, and Media Literacy

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