'The Whole World's Watching Really': Parental and Educator Perspectives on Managing Children's Digital Lives

Autor/inn/en	Buchanan, Rachel; Southgate, Erica; Smith, Shamus P.
Titel	'The Whole World's Watching Really': Parental and Educator Perspectives on Managing Children's Digital Lives
Quelle	In: Global Studies of Childhood, 9 (2019) 2, S.167-180 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2043-6106
DOI	10.1177/2043610619846351
Schlagwörter	Parent Attitudes; Teacher Attitudes; Technological Literacy; Foreign Countries; Elementary Schools; Ethics; Elementary School Students; Computer Security; Safety; Parent Role; Computer Use; Australia + Suchen Sie Ihr Suchwort? Elternverhalten; Lehrerverhalten; Technisches Wissen; Ausland; Elementary school; Grundschule; Volksschule; Ethik; Computervirus; Computersicherheit; Sicherheit; Parental role; Elternrolle; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01