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PDF - Digital citizenship education from a parent's perspective (2022)

Droits de l'homme, citoyenneté démocratique et interculturalisme
Format : PDF Epub
978-92-871-9084-0
Type de document :
Livre
Format :
PDF
Langue :
Anglais
Dimensions :
3.77 MB
Nombre de pages :
148
Janice Richardson, Veronica Samara
15,00 € / 30.00 $US
A majority of parents today are grappling with issues such as privacy, digital footprints and bullying. Where do they turn to find reliable information? When should they intervene in their children’s online activities? What is their role in ensuring that their children master the values, attitudes, skills and knowledge they need to actively, effectively engage with society?

In 2020, the Council of Europe conducted a survey to better understand the views of parents on digital citizenship education and the concerns they have about their children’s use of digital technology. More than 21 000 parents in 47 countries responded to the survey, which was followed up by interviews in 2020 and 2021.

Digital citizenship education from a parent’s perspective maps the needs and reflections of parents as they strive to ensure the well-being of their children and help them become competent digital citizens, who are empowered by digital technology rather than shaped by it. Conducted in the midst of school closures during the Covid-19 pandemic, the study documents parents’ experience when they stepped up as primary educators, often with little or no guidance from schools and inadequate digital equipment to cover their children’s needs. It aims to foster debate between parents, educators, researchers and policy makers on the meaning and challenges of digital citizenship education for children growing up in today’s digital age.
EXECUTIVE SUMMARY 
PART I – SURVEY FINDINGS 
CHAPTER 1 – INTRODUCTION 
1.1. Background 
1.2. The survey 
1.3. Survey launch – another impact of Covid-19 
1.4. The profile of respondents 
CHAPTER 2 – THE COVID-19 CRISIS – MANAGING CHILDREN’S EDUCATION 
2.1. Recommendations – what the findings tell us 
2.2. Learning online in the time of Covid 
2.3 Distance learning offered by schools 
2.4. Distance learning – what parents tell us 
CHAPTER 3 – BUILDING DIGITAL CITIZENSHIP COMPETENCES THROUGH ONLINE ACTIVITIES 
3.1. Recommendations – what the findings tell us 
3.2. Children’s online activities and parental concerns 
3.3. Creativity and play – what are the trends? 
CHAPTER 4 – PARENTAL GUIDANCE FOR YOUNG DIGITAL CITIZENS 
4.1. Recommendations – what the findings tell us 
4.2. Rules families apply about children’s online activities 
4.3. Privacy, a key parental concern 
4.4. Content, an Achilles’ heel in awareness raising? 
4.5. How often do children talk with parents about their activities online? 
CHAPTER 5 – ACTIONS TO IMPROVE CHILDREN’S DIGITAL COMPETENCES 
5.1. Recommendations – what the findings tell us 
5.2. Guiding young digital citizens – parental strategies 
5.3. Privacy, personal information and online reputation 
5.4. Behaviour and social interactions on- and offline 
CHAPTER 6 – EMPOWERING PARENTS IS KEY TO CHILDREN’S WELL-BEING 
6.1. Recommendations – what the findings tell us 
6.2. Forging meaning from digital jargon 
6.3. What parents wish to have to support their children online 
6.4. Topics of most concern, from a parent’s perspective 
CHAPTER 7 – DIGITAL CITIZENSHIP EDUCATION – THE ROAD AHEAD 
7.1. Recommendations – what the findings tell us 
7.2. What are digital citizenship competences, and why do we need them? 
7.3. Where does the responsibility lie? 
7.4. Parents’ choice of topics and formats for more information 
PART II – INTERVIEW FINDINGS 
ACKNOWLEDGEMENTS 
CHAPTER 8 – INTRODUCTION – CONTEXT AND DEMOGRAPHICS 
8.1. A European-wide consultation adapted to national settings 
8.2. Getting to know the interviewees 
8.3. The importance of digital technology in parents’ and children’s lives 
CHAPTER 9 – LEARNING IN THE TIME OF COVID 
9.1. What parents tell us – recommendations 
9.2. Positive experiences versus unmet needs, an ongoing dilemma 
9.3. Positive effects on children’s learning and social well-being 
9.4. Negative effects of the Covid-19 pandemic 
CHAPTER 10 – LOOKING TO THE FUTURE 
10.1. What parents tell us – recommendations 
10.2. The remote schooling experience – from parents’ emotions to concrete suggestions
10.3. Improving remote learning – a shared responsibility 
10.4. Solutions to shape remote schooling to the needs of young digital citizens 
CHAPTER 11 – CHILDREN AND DIGITAL TECHNOLOGY – A POTENTIALLY CREATIVE TANDEM 
11.1. Lessons learned and recommendations 
11.2. What online activities are children spending their time on? 
11.3. Monitoring children’s online activities – generally an age-related process 
11.4. To monitor or not to monitor, that is the question 
CHAPTER 12 – DIGITAL CITIZENSHIP – THE PARENTS’ PERSPECTIVE 
12.1. A brief overview and recommendations 
12.2. Describing a digital citizen 
12.3. What parents suggest their children learn to be responsible digital citizens 
12.4. Where and how should digital citizenship education take place? 
CHAPTER 13 – IT TAKES A COMMUNITY TO RAISE A DIGITAL CITIZEN 
13.1. Working together to educate young digital citizens 
13.2. Advice and guidance that parents offer each other 
13.3. Troubleshooting – mutual support to solve common digital issues 
13.4. Further ideas to nurture innovation 
CHAPTER 14 – FACING THE CYBER CHALLENGE – THE ROLE OF THE COUNCIL OF EUROPE 
14.1. Recommendations from parents to help enhance digital citizenship skills 
14.2. Finding support online 
14.3. How can the Council of Europe support parents of young digital citizens? 
APPENDICES 
APPENDIX I – BRIEF DESCRIPTION OF THE DIGITAL CITIZENSHIP DOMAINS 
Being online 
Well-being online 
Rights online 
APPENDIX II – FULL SURVEY QUESTIONNAIRE AND SCORING PROFILES 
Digital citizenship education survey 
APPENDIX III – SUMMARY RESPONSES FOR ALL 47 COUNTRIES 
APPENDIX IV – COMPARISON ACROSS RESPONDENTS’ AGE GROUPS 
APPENDIX V – COMPARISON ACROSS CHILDREN’S AGE GROUPS 
APPENDIX VI – INTERVIEW RECORDING SHEET