Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

Cortesi, Sandra; Hasse, Alexa; Lombana-Bermúdez, Andrés; Kim, Sonia; Gasser, Urs

doi:10.2139/ssrn.3557518

Cited by 51 publications

(39 citation statements)

References 79 publications

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“…In the current compulsion of distance education, one of the problems determining the quality of education includes digital competence of students, their parents, as well as teachers, necessary for participation in this form of education. Previous studies in this area have revealed that they are at a very differentiated level 18 , and ______________ in the current situation it is difficult to improve them. This is even more important because owing to the pandemic, it is not possible to choose the way of education, and thus to supplement or explain issues that the children did not understand online.…”

Section: Distance Education Of Students With Disabilitymentioning

confidence: 98%

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

Buchnat

Wojciechowska

2020

ikps

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The situation of the pandemic of SARS-CoV-2 virus that causes COVID-19 disease is a new and unknown situation for everyone, causing fear and uncertainty. It is also a situation that has led to numerous changes in the everyday life of many people, including students who had to adapt to the new reality of distance education from day to day. The paper concerns with the situation of online education of students with mild intellectual disability and autism spectrum disorder. It is an attempt to indicate the difficulties encountered by this group of students in the situation of distance learning from a perspective of both the student and the teacher. The paper also indicates the issues which should be considered in this education, the way of its adaptation to the possibilities of the discussed group of students, as well as elementswhich are really important in this education.

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Section: Distance Education Of Students With Disabilitymentioning

confidence: 98%

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

Buchnat

Wojciechowska

2020

ikps

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“…There has been an abundance of personal data processed and shared as a result of the COVID-19 pandemic, notably in educational settings. This situation has the capacity to lead to increased privacy risks for children (OECD, 2020 [5]).…”

Section: Box 4 the Effects Of Covid-19 On The Privacy Of Childrenmentioning

confidence: 99%

“…In the absence of clear regulation and protections, the mass recourse to E-learning platforms (often privately run platforms) may undermine children's privacy due to the collection, use, reuse and disclosure of personal data (Han, 2020 [52]). Online platforms that contain video conferencing services and are used more frequently for educational purposes may also conduct inappropriate personal data collection and can lead to privacy violations (OECD, 2020 [5]). Whilst it is often the case that these platforms are presented to children, parents, carers, and teachers as 'transformational', the merging of public education with for-profit platforms and business models raises serious concerns for the protection of children's privacy (Livingstone, Stoilova and Nandagiri, 2019[46]).…”

Section: Box 4 the Effects Of Covid-19 On The Privacy Of Childrenmentioning

confidence: 99%

“…for research), but can enable children's education, help them acquire knowledge and information, and are an essential part of a child's communication, recreation, and social connection. The COVID-19 pandemic has accelerated these trends as school closures and social distancing measures have increased children's reliance on digital technologies for education and socialisation (OECD, 2020 [5]).…”

Section: Introductionmentioning

confidence: 99%

“…Artificial Intelligence, Internet of Things, predictive analytics, biometrics), are a further example of emerging digital technologies, which may also have some risk components, such as profiling, that may negatively affect children. At the same time, there are widespread concerns about the possible negative effects of the digital environment on children's health and wellbeing, even though there is a lack of robust research to support these concerns (OECD, 2020 [5]). Taking all of this into account, it is crucial that children's comprehension of the digital environment, their digital skills, and capacity to provide full and informed consent are taken into account in designing services, policies and regulations (OECD, 2020 [9]).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Children in the digital environment

2021

OECD Digital Economy Papers

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Analysis of Social Media Use, Mental Health, and Gender Identity Among US Youths

Coyne,

Weinstein,

Sheppard

et al. 2023

JAMA Netw Open

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ImportanceMental health among children and adolescents is a critical public health issue, and transgender and gender nonbinary youths are at an even greater risk. Social media has been consistently associated with youth mental health, but little is known about how gender identity interacts with this association.ObjectiveTo use a risk and resilience approach to examine the association between social media use and mental health among transgender, gender nonbinary, and cisgender youths.Design, Setting, and ParticipantsThis cross-sectional study analyzed data collected from an online survey between May and August 2021. Participants included a random sample of US youths; eligibility requirements included being aged 10 to 17 years and residing in the US. Statistical analysis was performed from February to April 2022.Main Outcomes and MeasuresSocial media use (time, type of use, favorite site, social comparisons, mindfulness, taking intentional breaks, cleaning and curating feeds, problematic use, and media literacy programs at their school) and mental health (depression, emotional problems, conduct problems, and body image) as main outcomes.ResultsParticipants included 1231 youths aged 10 to 17 years from a national quota sample from the United States; 675 (54.8%) identified as cisgender female, 479 (38.9%) as cisgender male, and 77 (6.3%) as transgender, gender nonbinary, or other; 4 (0.3%) identified as American Indian or Alaska Native, 111 (9.0%) as Asian, 185 (15.0%) as Black, 186 (15.1%) as Hispanic or Latinx, 1 (0.1%) as Pacific Islander, 703 (57.1%) as White, and 41 (3.3%) as mixed and/or another race or ethnicity. Gender identity moderated both the strength and the direction of multiple associations between social media practices and mental health: active social media use (eg, emotional problems: B = 1.82; 95% CI, 0.16 to 3.49; P = .03), cleaning and/or curating social media feeds (eg, depression: B = −0.91; 95% CI, −1.98 to −0.09; P = .03), and taking intentional breaks (eg, depression: B = 1.03; 95% CI, 0.14 to 1.92; P = .02).Conclusions and RelevanceIn this cross-sectional study of gender identity, social media, and mental health, gender identity was associated with youths’ experiences of social media in ways that may have distinct implications for mental health. These results suggest that research about social media effects on youths should attend to gender identity; directing children and adolescents to spend less time on social media may backfire for those transgender and gender nonbinary youths who are intentional about creating safe spaces on social media that may not exist in their offline world.

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Youth and Digital Citizenship+ (Plus): Understanding Skills for a Digital World

Cited by 51 publications

References 79 publications

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

Online education of students with mild intellectual disability and autism spectrum disorder during the COVID-19 pandemic

Children in the digital environment

Analysis of Social Media Use, Mental Health, and Gender Identity Among US Youths

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