‘The whole world’s watching really’: Parental and educator perspectives on managing children’s digital lives
‘The whole world’s watching really’: Parental and educator perspectives on managing children’s digital lives
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“全世界都在关注”：家长和教育者对管理儿童数字生活的看法
DOI：
10.1177/2043610619846351
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发表时间：
2019
影响因子：
--
通讯作者：
Shamus P. Smith
中科院分区：
文献类型：
--
作者：
R. Buchanan;E. Southgate;Shamus P. Smith
教师在教孩子们数字技能方面面临越来越大的压力，父母不得不管理孩子的在线存在以及他们的线下生活。围绕儿童数字足迹问题的大部分讨论都强调了儿童可能面临的潜在的当前和未来风险。虽然父母和教师被期望在网上教育和保护儿童，但人们对父母和教育工作者在澳大利亚的情况了解甚少，也不知道他们对成为儿童数字存在的监护人有何感受。本文的目的是双重的。首先，作者报告了最佳足迹前进项目，该项目采用焦点小组定性调查澳大利亚地区三所小学的家长和教师的数字足迹意识。其次，作者概述了一个道德框架，可用于指导那些教孩子如何管理他们的在线存在。家长和教师非常清楚数字足迹管理和儿童网络安全的问题，但对数字足迹的积极潜力或如何帮助儿童管理他们的数字生活却知之甚少。在报告这两个群体所经历的不确定性时，作者试图强调儿童参与数字文化的伦理复杂性，并提供一个框架来处理这些复杂性。
Teachers are under increased pressure to teach children digital skills, and parents are having to manage children’s online presence as well as their offline lives. Much of the discussion surrounding the issue of children’s digital footprints highlights the potential present and future risks that children could be exposed to. While parents and teachers are expected to educate and protect children online, little is known about what parents and educators know in the Australian context and how they feel about being the custodians of children’s digital presence. The purpose of this article is twofold. Firstly, the authors report on the Best Footprint Forward project, which employed focus groups to qualitatively investigate the digital-footprint awareness of parents and teachers from three primary schools in regional Australia. Secondly, the authors outline an ethical framework that can be used to provide guidance to those who teach children on how to manage their online presence. Parents and teachers were very aware of the issues surrounding digital-footprint management and cyber safety for children, but had little awareness of the positive potential of digital footprints or how to help children manage their digital lives. In reporting the uncertainty experienced by these two groups, the authors seek to highlight the ethical complexities of children’s participation in digital cultures and provide a framework for engaging with these complexities.
影响因子：
4.6
作者：
Sherman LE;Greenfield PM;Hernandez LM;Dapretto M
通讯作者：
Dapretto M