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Cristina Ponte & Daniel Cardoso FCSH/Universidade Nova de Lisboa EU Kids Online Portugal

Generational gaps in internet use in Portugal at home and at school: implications for media literacy. Cristina Ponte & Daniel Cardoso FCSH/Universidade Nova de Lisboa EU Kids Online Portugal IAMCR – Stockholm 2008. A glance at the gap (2006). Adults (30-55 years): Years of Schooling.

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Cristina Ponte & Daniel Cardoso FCSH/Universidade Nova de Lisboa EU Kids Online Portugal

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  1. Generational gaps in internet usein Portugal at home and at school: implications for media literacy Cristina Ponte & Daniel CardosoFCSH/Universidade Nova de Lisboa EU Kids Online Portugal IAMCR – Stockholm 2008

  2. A glance at the gap (2006) Adults (30-55 years): Years of Schooling Internet users • Aged 15+ : 36% of the population • Aged 16-24: 83% of the population Whypeopledon’t use it • Absenceofutility/necessity • Highcostoftheequipmentandaccess • Absenceoftechnologicalskills • Linguisticproblems Source: European Social Survey Round 3 (2006)

  3. Mind the gaps at school (2006) Educational policies • “Connect Portugal”, a government program to multiply the number of computers at school; all schools have broadband connections • Teachers’ training program, to make their students interact with technology • ICT Curriculum (Internet, E-mail, and Office tools), starting at the age of 13 or 14, considered a part of the learning process and a tool for use in curricular areas • Media Education on Risk Awareness • Absence of media education as a content • 360 teachers are being trained on a voluntary basis on a Security on the Internet Program (15% of all schools are involved)

  4. On line activities experienced by children (9-14 years resident in the Lisbon area) Visiting sites for hobbies Visiting humorist sites Visite pornographic sites Publish photos or information Create sites or blogs Parents Download software Children Download music Buy online On-line games Search information Do homework Send and receive e-mail Talk on MSN Participate in Chats 0 20 40 60 80 100 Mind the gaps at home (2007, Lisbon area) • Parentsmostly digital included • 70% ofthechildren use internet athome • 35% ofthechildren use itatschool, butrarelyso • Halfthechildrenplacethemselves as theexpertsathome • 43% ofthechildrensaidthey’dlearn to use the internet bythemselves (peersandpersonalexperiencelead) Source: ERC/ISCTE; Ponte e Malho (2008)

  5. From digital inclusion to digital integration • Whatis digital integration? • The way the users interact on a personal and social level with information technologies and with the new media, how they use them to alter their vision of the world, their life. • It is related to the human/technology level of interaction and how the first element reacts with the second one. • It is based on a bottom-up and reticular pattern of information-spreading. • How children are considered • With agency capabilities • Able to learn and recognize the most positive and negative uses of technology. • The ones who deal with the new media all the time, many times proactively and productively, creating and distributing new contents. • They’re considered to be able to take chances and risks consciously and to take full advantage of the opportunities given to them

  6. To integrate – Media Education • Howitcouldwork • It’s an ongoing media education program for young trainers oriented to how children live their online lives • The curriculum is identical to all ages, since the differentiation is based on real-life usages by the children • It will join the technical and social elements, rather than separating both sides of the coin • The trainers are of a not so different age than the children, and so they can relate to the youngsters' experience, and be seen as possible peer • The training given to children should take a hands-on approach • The training should be held in informal spaces (libraries, youth centers) • Children should be framed as partners and peers, not as students or passive recipients • We aim to make youngsters aware of both risks and opportunities, and how to face them

  7. Parents and children: spreading information and integration • Therelationshipbetweenyoungstersandtheirparents • Intrinsic possibility of them being able to train their own parents and educators, thus accomplishing in the most efficient way the conveying of their own mindset • A coming together of both paradigms: face-to-face communication and on-line relationships as parts of a whole

  8. Thank you Cristina Ponte & Daniel Cardoso www.eukidsonline.net http://www.fcsh.unl.pt/eukidsonline/

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