The influence of social environment on internet connectedness of adolescents                 in Seoul, Singapore and Taipei

Jung, Joo Young; Kim, Yong Chan; Lin, Wan Ying; Cheong, Pauline Hope

doi:10.1177/1461444805049145

Cited by 53 publications

(38 citation statements)

References 53 publications

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“…Por su parte, el nivel socioeconómico de las familias de los alumnos es otra variable que las investigaciones sobre competencia digital encuentran relevante (Zhong et al, 2011;Claro et al, 2012), ya sea destacando su vertiente más puramente económica (Román y Murillo, 2013), ya sea enfatizando su enfoque cultural (Hatlevik y Christophersen, 2013). Sin embargo, algunos artículos advierten acerca de que la influencia del entorno socioeconómico del alumno es, si cabe, moderada (Van Braak y Kavadias, 2005) o nula (Jung et al, 2005). Asimismo, algunos análisis muestran cómo el hecho de pertenecer a una minoría étnica disminuye la competencia digital de los estudiantes (Kuhlmeier y Hemker, 2007) o cómo los jóvenes que en casa hablan un idioma diferente al de la escuela tienen menores habilidades tecnológicas (Hatlevik y Christophersen, 2013).…”

Section: Factores Que Explican La Competencia Digital De Los Estudianunclassified

Análisis de las diferencias en la competencia digital de los alumnos españoles

Fernández-Mellizo

Manzano²

2018

PapRevSoc

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Section: Factores Que Explican La Competencia Digital De Los Estudianunclassified

Análisis de las diferencias en la competencia digital de los alumnos españoles

Fernández-Mellizo

Manzano²

2018

PapRevSoc

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“…Nesse sentido, Hundley e Shyles (2010) sugerem que as mídias digitais oferecem funções sociais aos jovens, como a interação e a manutenção do contato com os amigos, enquanto Jung et al (2005) apontam que os adolescentes que têm mais amigos usuários de Internet também passam mais tempo online. De fato, os amigos e colegas são algumas das principais fontes na aprendizagem de competências sobre como usar a Internet e outras tecnologias (Tufte e Rasmussen, 2010).…”

Section: Motivações E Atividades Dos Adolescentes Com Mídias Sociaisunclassified

Mídias sociais e adolescentes: uma análise das consequências ambivalentes e das estratégias de consumo

Barcelos¹,

Rossi²

2014

BASE

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RESUMOOs jovens de hoje vêm adotando entusiasticamente as mídias sociais em função da conectividade e das facilidades para gerenciamento de relacionamentos com os amigos. Entretanto, o desenvolvimento de ações de marketing direcionadas a esse público tem sido prejudicado muitas vezes pela compreensão limitada de como eles realmente adotam e diferenciam mídias sociais e de quais são as consequências sobre suas vidas. Essa limitação decorre em parte de uma carência na literatura de relatos dos próprios adolescentes sobre suas práticas e de uma perspectiva frequentemente paternalística sobre os impactos do uso das mídias (Cook, 2008;Mason et al., 2011). A fim de suprir essa carência, este trabalho assume que as mídias sociais portam paradoxos de tecnologia (Mick e Fournier, 1998) e, por isso, os jovens desenvolvem estratégias comportamentais para lidar com as consequências ambivalentes do seu uso e, ao mesmo tempo, obter os benefícios desejados. A partir da análise de grupos focais e entrevistas em profundidade com 50 adolescentes, propõe-se um modelo conceitual de dualidades positivas e negativas do uso das mídias sociais para os jovens, que são balanceadas por quatro comportamentos de seleção e diferenciação de mídias. Por meio desses comportamentos, os adolescentes obtêm os benefícios desejados com as mídias ao mesmo tempo em que restringem o esforço necessário no uso delas. Por fim, são discutidas as implicações de marketing dessas estratégias comportamentais, defendendo-se a sua contribuição para o planejamento de ações de marketing de relacionamento e de comunicação das empresas direcionadas aos jovens nas mídias sociais.Palavras-chave: adolescentes, marketing, mídias sociais. ABSTRACTToday's young people continue to embrace social media as a means of achieving connectedness and managing relationships with their friends. However, the development of marketing initiatives aimed at this demographic group has often been hindered by a limited understanding of how young people actually differentiate between the media they use and of the effects which social media have on their lives. This limitation is due in part to a lack in the existing literature of accounts from adolescents themselves about their habits, and to a frequently paternalistic view of the impact of social media (Cook, 2008;Mason et al., 2011). The present paper aims to make up for this shortcoming, proceeding from the assumption that social media present a number of technological paradoxes (Mick and Fournier, 1998), and that as a result young people develop behavioral strategies both to deal with the ambivalent consequences of their

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“…Several researchers already engaged in empirical work on this topic in different parts of the world Thinyane, 2010), have expressed interest in developing internationally comparative data by the use of locally modified, but standardized, quantitative survey instruments. Documenting an international picture is vital in this debate, as Jung et al (2005) point out:…”

Section: From a Scholarly Point Of View What Is Needed But Is Not Avmentioning

confidence: 99%

“…In several Asian countries, up to 96% of youth (12-17 years old) were Internet users in 2007, having had an average of six years of computer experience (Jung et al, 2005;Li & Ranieri, 2010;Lin, Cheong, Kim, & Jung, 2010).…”

Section: ) Even In 2003 a Seminal Report Conducted By The Online Comentioning

confidence: 99%

“…While others have acknowledged the increasingly fast pace of technological changes and their influence on younger generations, these changes have ideally been viewed within a much broader social and cultural context (Jung, Kim, Lin, & Cheong, 2005;Livingstone & Drotner, 2008;Mertens & d'Haenens, 2010;Selwyn, 2009), to avoid what Jung et al (2005) refer to as the risk of isolating the Internet from other activities that adolescents do in their everyday lives. Rather than a simple focus on what teenagers do on the Internet, there is a need to "consider how these relate to other aspects of their lives, such as their relationships with family, school and friends" (Jung et al, 2005, p. 67).…”

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Technology, education and Arab youth in the 21st century: A study of the UAE

Martin¹

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This thesis is an exploration of the engagement of young Emirati tertiary students (aged 18-25) with digital technologies in the United Arab Emirates (UAE). International research in recent years has documented the access to, and use of, digital technologies by young people in many parts of the world, largely in response to claims made at the turn of the century about posited characteristics of young people today, referred to in the debate as digital natives. In reaction, governments and educational institutions in many parts of the world have considered or accepted the need for a rethink of their educational systems, with an emphasis on increased integration of technology into teaching and learning, in an apparent endeavor to remain relevant to students of today, and the society of the future.The documentation of the impact of technology on the young Arab population of the UAE, however, is an important contribution to this debate, where most research to date has been conducted in more developed countries. This research also considers the historical, socio-economic, linguistic and cultural context of the UAE within which technological changes have occurred, as well as the impact of digital technologies which in turn have continued to influence social and cultural change. Consideration of the inter-relationship between technology and the environment in which it has impacted has enabled a challenging of the determinist arguments put forward in the wider digital natives debate.This research used a mixed-method approach involving multiple tertiary educational institutions in the UAE, and included students from a wide variety of geographical locations and academic disciplines within the country. Mixed methods research was eminently suited to this exploration, to enable both internationally comparable data on Emirati youth as a result of use of an adapted survey instrument (N=587), and insight into possible local implications and influences of cultural, educational and language factors by also using semi-structured interviews (N=15). This is the first extensive, multi-institutional research project to address this topic in a region which includes a very high population of young people, who are increasingly wired and educated, at a time of remarkable change and challenges in the Middle East.The primary aim in this research project was to determine the extent to which Emirati higher education students were engaged with digital technologies, including the Internet, and whether this level of engagement was similar to patterns internationally. Six major findings emerged from the data.ii Firstly, data confirmed that most Emirati tertiary students have almost comprehensive access to broadband Internet, both from home and their place of study, using mobile technologies such as tablets or mobile phones, as well as laptops or desktops. Educational improvements in the UAE have been pivotal as an impetus for technological changes, with digital technologies now ubiquitous within tertiary education institutions, as well as ...

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The influence of social environment on internet connectedness of adolescents in Seoul, Singapore and Taipei

Cited by 53 publications

References 53 publications

Análisis de las diferencias en la competencia digital de los alumnos españoles

Análisis de las diferencias en la competencia digital de los alumnos españoles

Mídias sociais e adolescentes: uma análise das consequências ambivalentes e das estratégias de consumo

Technology, education and Arab youth in the 21st century: A study of the UAE

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