Networked Technologies as Sites and Means of Nonviolence: Interdisciplinary Perspectives

Hart, Laurel; Lamb, Pamela; Cader, Joshua

doi:10.3167/ghs.2017.100206

Cited by 2 publications

(1 citation statement)

References 13 publications

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“…Hart and Mitchell (2015) contend that while there is concern regarding the harmful effects of excessive mobile-phone use and the use of social networking sites to threaten others, technology might also help tackle the issue of sexual violence from an educational perspective. Hart et al (2017) highlighted the need to access and protect online communities and to establish new policies for them, and, in the same way, Ferrari et al (2018) argued that access to information and development of digital skills reduces the effect of social exclusion and generates more active participation in community life.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ perceptions of ICT issues in education: an approximation by gender and region in Mexico

Trapero¹,

Parra

González-Martínez

2021

OTH

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Purpose The aim of this study is to analyse teachers’ perceptions of information and communication technologies (ICT) and the effect they have on their students, comparing male and female teachers in rural and urban areas of Mexico. Design/methodology/approach This is a quantitative study with a validated questionnaire that records the perception of school teachers from a state in the northeast of Mexico. The questionnaire was designed by interviewing 20 teachers who have had problematic situations in the use of technology by students. The main problems that were perceived in their students were cyberbullying, cyberviolence, online pornography, excessive use of videogames and also lack of ability to use digital technology. Hypothesis testing was applied to identify differences between gender (female or male) and region (rural or urban), considering these problems and the efforts made by the school to address these issues. Findings Both the gender of the teaching staff and the region where the school is located are variables that are influencing the willingness to incorporate ICT issues that are affecting the well-being of students into the educational agenda. While teachers are the main actors in preparing their students on how to face these challenges, students in schools with mostly male teachers, or located in rural areas, will be in a situation of greater vulnerability to be victims of the problems that arise as part of ICT risks in a digital society Research limitations/implications This article only offers a first approach to ICT and teachers’ perceptions. It is necessary to broaden the scope of this type of research to include different educational contexts and to ask questions that reveal in greater detail how schools are dealing with ICT and its possible risks and the factors that have influenced the successes or failures they are having in these attempts. Practical implications This finding can help schools to promote programs focused to apply ICT for student flourishment and help them to deal with the risk that digital technology is generating in young students. Originality/value Although multiple research have been conducted to address teachers’ perception about diverse topics, there has been no specific research on the self-perception of teachers in dealing with technology and preparing students for the problems presented by ICT and its risks. This research contributes to the literature on the impact that teachers’ perceptions can have on the adoption of technology in education, and how this can be different by gender and region.

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Section: Introductionmentioning

confidence: 99%