Parents in the Process of Educational Impact in the Area of the Use of New Media by Children and Teenagers in the Family Environment

Tomczyk, Łukasz; Wąsiński, Arkadiusz

doi:10.15390/eb.2017.4674

Cited by 17 publications

(9 citation statements)

References 32 publications

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“…However, as revealed by our data, this factor is dominated by the factor of boredom which increases the general PIU score. A lack of alternative ways of spending free time is one of the situational factors which create problematic situations connected with using new media (Tomczyk & Wąsiński, 2017). Based on the data collected, we also noticed that another very important protective factor is the time spent on developing passions in the offline world not mediated by electronic media.…”

Section: Discussionmentioning

confidence: 84%

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Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People

2019

EDUC SCI-THEOR PRACT

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Problematic Internet use (PIU) is one of the most notable of all Internet threats. Young people are one of the groups at particular risk of PIU. PIU has become a research and educational priority due to its scale and the accompanying shifts in the media pedagogy paradigm. PIU is also the subject of many discussions and raises many methodological questions. The goal of the present study was to highlight the scale of PIU, and its accompanying protective factors related to interests, emotions and offline time spent on developing hobbies and passions. The study was conducted in 2016 in Poland, among 663 school students aged 17.93 (SD = 1.46), by means of triangulation of quantitative research methods. The scale of PIU was determined using a shortened version of Young's Internet Addiction test. Warning symptoms of PIU were found in 23.52% of the respondents ("yellow light"), whereas full PIU can be observed in 5.88% of the students (the results are independent of gender). Thus, the stereotypical view that PIU is common is not true. PIU is connected with negative emotions offline (mostly boredom and a lack of self-control) and too little time spent on developing passions and interests. PIU presents a challenge in terms of both research and prevention. Depending on the criteria adopted, the scale of young people at risk of PIU changes. PIU is connected with offline activities. Failure to provide effective media education (focused on strengthening self-control when using new media) and neglecting individual passions and interests intensify PIU. Further discussion of the key factors that would allow PIU to be more clearly determined is also necessary.

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Section: Discussionmentioning

confidence: 84%

“…Polish researchers emphasise that the number of young Internet users, who use new technologies in destructive ways, is on the increase. The phenomenon has been noticed not only by parents and teachers, but also by the youngest generations of e-service users (Mróz & Solecki, 2017;Tomczyk & Selmanagic-Lizde, 2018;Tomczyk & Wąsiński, 2017).…”

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confidence: 99%

Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People

2019

EDUC SCI-THEOR PRACT

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“…This statement becomes even more powerful when we think of the complexity of the educational problems teachers and parents face today, as compared to those of the analogue era (Bayraktar 2017). Not only must parents and teachers prevent the emergence of risk situations offline but they also need to have an up-to-date knowledge about new digital and hybrid threats (Tomczyk and Wąsiński 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Skills in the area of digital safety as a key component of digital literacy among teachers

Tomczyk

2019

Educ Inf Technol

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The goal of the research was to assess the level of Digital Literacy (DL) among teachers. The study was diagnostic in order to show DL in six selected key areas: the ergonomics of using ICT, assessing the credibility of information, secure online communication, maintaining anonymity in the digital world, safe logging-in, and intellectual property. DL was measured using a knowledge and competence test. The study was conducted in Poland in 2017/2018 among 701 primary school teachers (primary being the second stage of education). Based on the data collected, we have noticed the following: DL is a heterogeneous concept; the respondents possess the lowest level of knowledge in the area of intellectual property law and know the most about ergonomics; gender does not determine the level of knowledge and competencies in the group. Furthermore, the Dunning-Kruger effect is noticeable among the teachers, in the context of evaluation of DL related to digital safety. We also need to emphasise that for teachers, DL is one of the key protective factors in digital safety, viewed holistically, in schools. Thus, diagnosing and facilitating the development of DL has become one of the key challenges faced by schools today.

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“…At present, the number of available publications on the scale and mechanisms of electronic aggression and cyberbullying among the adolescents is rapidly growing. More and more often, the pedagogical research leverage the advantages of the longitudinal studies which reflect the changes taking place in the recent years (Tomczyk, 2017). Research into cyberbullying has a long tradition also in the area of preventive activities aimed at finding the effective methods of preventing or minimising the occurrence of undesired behaviours in the context of education (Ševčíková, Šmahel, 2009; Ševčíková et al, 2012).…”

Section: Discussionmentioning

confidence: 99%

“…However, they emphasise that the parents are still insufficiently involved in education of their children in the cyberspace. Lack of rules of using the Internet, poor knowledge about the services young people use in social media or insufficient engagement in the world of the young people leave the adolescents without the significant protective factor of parents' involvement in the education of their children (Wąsiński, Tomczyk, 2015;Tomczyk, Wąsiński, 2017). When led only by the teachers, such activities have insufficient impact.…”

Section: Discussionmentioning

confidence: 99%

Cyberbullying Prevention in the Opinion of Teachers

2019

Media Education (Mediaobrazovanie)

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The paper sets out to present the opinions of teachers regarding the implementation of cyberbullying prevention programmes for children and youth. Such perspective is to facilitate a better understanding of the role of the prevention of Internet-mediated risky behaviours in the school environment. The text was created using the interpretative paradigm of the qualitative pedagogical research. The study was conducted using focus group technique with over a dozen of teachers participating. The text was written as part of the project SELI-Smart Ecosystem for Learning and Inclusion, in the second half of 2019. The data collected showed that cyberbullying prevention is a complex phenomenon and requires active engagement not only from the teachers but also from the third parties, parents and students themselves. The teachers who took part in the focus group listed a range of protective factors related to the elimination of cyberbullying: increasing digital literacy, developing universal skills (communication, personal culture, respect to others, critical thinking), support from the police and related institutions, building family relationships, engaging in leisure activities. The teachers agree that rapidly developing technology outdates the knowledge of people involved in media education, making lifelong education necessary.

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Parents in the Process of Educational Impact in the Area of the Use of New Media by Children and Teenagers in the Family Environment

Cited by 17 publications

References 32 publications

Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People

Problematic Internet Use and Protective Factors Related to Family and Free Time Activities among Young People

Skills in the area of digital safety as a key component of digital literacy among teachers

Cyberbullying Prevention in the Opinion of Teachers

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