The conditions under which digital technology becomes a learning tool
Digital technology can be a learning tool provided that the following conditions are met:
- A child is MENTALLY active while using the technology.
Interactive devices, such as tablets, stimulate activity more than traditional media, e.g. television or a printed book. Yet, it is very important to observe what type of activity is performed in every particular situation! By clicking or dragging and dropping the icons on the screen of a mobile device, the child activates his/her finger, but not necessarily the brain! Learning occurs only when a child is mentally engaged, when the activities performed on digital devices stimulate thoughts, link new information to previously acquired knowledge, enable the child to compare, spot similarities and differences, etc. (Zosh et al., 2016).
- A child is DIRECTED TO THE TASK and there are NO DISTURBING FACTORS in the digital environment.
What can interfere with learning in a digital environment? First of all, too much information (text, images, audio and video content) that a child cannot handle, the way information is presented, different audio and visual signals, hyperlinks (that can confuse and disorient the child), but also various advertising materials that ‘pop up’ on the screen during online activities. The very nature of digital media is such that they contain disturbing factors; however, when it comes to children’s content, these should be reduced to the minimum.
- Digital content is MEANINGFUL for the child.
When using digital devices, all activities performed by a child, as well as the content the child comes across, should be linked to his/her everyday activities, experience, interests and developmental needs.
- Digital technology encourages SOCIAL INTERACTION.
Although the creators of digital tools do their best to make the tools simpler, more intuitive and more customized for use at an early age, one should keep in mind the numerous studies showing that social interaction supports and facilitates learning.
- Digital technology enables the child to DO A RESEARCH MANAGED BY AN ADULT.
While learning in a digital environment, a child should have the freedom to explore, discover the world he/she is surrounded by, identify his/her own interests and ways of learning, as well as the freedom to play. The role of adults is not to offer a ready-made solution to the child, but to leave room for his/her independent search. Research results show that learning is most effective when the child’s exploring activities are guided by experienced partners, i.e. when children are involved in mutual activities with adults.
The ways adults can mediate in the child’s safe and constructive use of the Internet
Selecting the right digital content and web tools
- Choose high-quality digital content (video games, cartoons, applications, websites and web tools) designed for children (e.g. YouTube Kids, Kiddle – search engine for children, Google profile for children under 13 years of age, etc).
- Before you (or your child) download an application or a game, make sure that it is appropriate for the child’s age (pay attention to the age limit that is usually clearly indicated), read other users’ ratings and comments.
- Test the applications, have insight into digital contents before the child begins to use them, check what exactly they are about (unfortunately, sometimes even the Internet content intended for children might contain some inappropriateness).
- Choose educational content designed to promote children’s intellectual, social, emotional and language development (play, logic, imagination, creativity), but also their physical development (motorics, movement coordination).
- As shown by neuroscience studies, two-way communication with the child (when an adult asks questions and the child responds and vice versa) plays a key role in early language development. Passive use of technology does not support children’s linguistic development.
- Encourage children to use web tools to create content online (alone or in collaboration with others) rather than be passive recipients of the information found on the Internet.
2. Quality communication and participation in children’s activities on the Internet
- Talk to children about what they like or dislike about using the Internet and digital tools, and why.
- Be involved in all online activities of your child. When it comes to children of younger (preschool) age, it is NOT recommended for them to use digital devices independently (after watching a cartoon, turn off the device and discuss with the child the content you watched, check if the child understood it well, ask questions that stimulate thinking and creativity).
- Talk to children about the risks associated with using the Internet and the specific steps that need to be taken.
- Allow the child to make a mistake, use mistakes as opportunities for learning instead of punishing.
- Encourage children to ask you for help in any situation when they feel insecure, frightened or upset.
3. Applying technical protection measures
- Use technical protection measures, especially when it comes to preschool and lower-primary school children: parental controls, spam blocking software, safe search filters, strong passwords… (see links under Technical protection measures ).
- Technical protection measures reduce the chance of a child being exposed to inappropriate content or doing something undesirable (e.g. spending money while playing a video game). However, keep in mind that these measures cannot provide absolute protection; therefore, they should be combined with other forms of parental support for safe use of the Internet!
- Be aware of the fact that excessive parental control and protection, even when it refers to the use of digital devices, negatively affects children’s development, since it prevents children from building their own self-control capacities and growing into people responsible for their own behaviour. It is therefore important to develop children’s awareness of potential risks and provide them with such support that they manage their time and online activities on their own.
4. Proper use of digital devices and the Internet
- Make family agreements (plans) on the use of digital devices and make sure that both children and parents stick to them (e.g. mobile devices are not used during meals, a day without the Internet).
- Establish clear rules and expectations regarding the use of digital devices and the Internet: how long, in what activities, when and at what time (e.g. no digital devices one hour before bedtime).
- When defining rules, show respect for the child’s individuality (personal characteristics and needs), define the rules together – this increases the child’s readiness to obey them since he/she participated in their adoption.
- Before establishing rules, ask yourself whether you are ready to apply them consistently, be realistic.
- Do not give children digital devices in order to get some free time for your own activities.
- Do not use digital devices and the Internet as reward and/or punishment (if you do your homework, you’ll be allowed to play the game).
- Avoid using digital devices as the only way to calm your child (e.g. at the doctor’s, while travelling, etc.).
- Plan and practise family activities that do not involve use of digital technology (e.g. play with children games you used to play at their age).
- Associate the Internet experience with the real life experience of children (e.g. use video games to teach children to be persistent, to confront challenges, learn from their own mistakes, accept defeat…).
- Use the Internet together with children to explore and learn, solve practical problems (e.g. finding information about the places you want to visit, shopping), not just for fun.
- When it comes to the use of digital devices and the Internet, be a positive model of behaviour – children learn much more from observing adults’ behaviour than from direct instruction (telling them what is good and what is not).
Teach your children to:
– report to their parents or some other adult whom they trust whenever they encounter unpleasant content online or are threatened or abused by someone on the Internet;
– treat children and adults they meet online with respect to the rules of good behaviour.
Family rules
This checklist serves to help you think and agree with family members (all people living together) on how and when to use the media and digital technology in your family. It will help you set clear boundaries, talk about using digital technology, define and agree upon the rules with children and other people involved in using screen devices.
The agreed rules apply to all family members living together – children, grandparents … and you!
WHERE AND WHEN WE DON’T USE SCREEN DEVICES Parents show clear expectations and set boundaries | Fill in with  or  |
| Bedroom | |
| Kitchen or dining room | |
SITUATIONS IN WHICH WE DON’T USE SCREEN DEVICES Parents show clear expectations and set boundaries | |
| When travelling by car, unless it is a very long trip | |
| During family gatherings and other situations where family members are together, e.g. various celebrations, on the way to kindergarten or school | |
| During meals | |
| One hour before bedtime | |
| When a child is in a stroller or a baby walker | |
| When crossing the street | |
| When doing homework or another school task | |
| At school (both children and adults) | |
ENTERTAINMENT AND TIME SPENT TOGETHER Set boundaries and show clear expectations | |
| DO NOT play video games if this is contrary to family rules, either at home or at someone else’s place. | |
| DO NOT download apps, movies, games without permission of your parents, or before asking whether this is appropriate for your age. | |
| DO NOT visit websites without prior approval. | |
| Use apps or games in which you can create something. | |
| Limit watching movies with rapidly changing images or applications with lots of bells and whistles. | |
| Use video chat with relatives and friends. | |
| Use learning apps. | |
| Choose applications that are creative, educational, promote health and care for others (advise the child about the categories he/she can choose the applications from). | |
| Watch age-appropriate shows which can teach you something. | |
| Play games, watch shows and other content together with adults and talk about them. | |
THE ONLINE–OFFLINE BALANCE If a child is younger, make agreement to reduce the time spent online so that together you can: | |
| Look for books, go to the library. | |
| Play outside. | |
| Play disguise and spy games. | |
| Play with friends. | |
| Play with blocks and puzzles. | |
| Spend time together. | |
| Something else that the child finds fun and interesting. | |
| If a child is older, try to reduce the time spent online so that a child can be occupied with: | |
| Reading. | |
| Socializing with friends. | |
| Hobbies. | |
| Playing outside. | |
| Playing various board games with friends or with you (e.g. Ludo, Monopoly). | |
| Creativity – making objects of the child’s choice and interest. | |
| Playing team sports or joining the folk dance group. | |
| Something else, depending on the child’s interests. | |
DECENT BEHAVIOUR Set boundaries and show clear expectations | |
| While talking to someone or during a meal, we put off the smartphone. We don’t look at the phone or send messages | |
| If we need to answer the phone, we say “Excuse me” to the person/people we are with before we use the phone. | |
| We don’t put our phones on the table during a meal. | |
INTERNET CITIZENS Teach the child to protect self and others from rude and violent behaviour on the Internet | |
| Always tell parents or some other adult of trust whenever you receive messages or photos that make you feel uneasy. | |
| Never forward someone’s message or photo without the consent of that person. | |
| When online, behave decently and don’t hurt anyone intentionally. | |
| Tell parents or some other adult if you or some of your friends receive messages or photos over the Internet sent with intention to maltreat, humiliate, threaten, or otherwise behave in a bad manner. | |
SAFE BEHAVIOUR Set boundaries and show clear expectations | |
| DO NOT share personal information over the Internet. | |
| DO NOT share your photos online. | |
| DO NOT accept friendship requests, don’t chat or play online games without your parents’ permission. | |
| Together with the child, review the privacy settings on all sites the child uses. | |
| Do not use the phone in traffic; teach the child to be careful when crossing the street and not to use the phone then. | |
Downloaded and adapted from:
https://www.healthychildren.org/English/media/Pages/default.aspx#home
Consider together with children…
Be interested in and discuss the following issues in the presence of children or directly with them:
- What are personal data and how do we keep them private when using the Internet?
- What kind of photos (ours and others’) do we post, why is it important? When and how can photos and videos be uploaded online? By whom?
- Do those who use email:
– have strong passwords, e.g. capital letters, symbols, 10 characters, etc.?
– have usernames that do not reveal our full names?
– need a family email address?
– should we open links sent by unknown people?
- What do we keep in mind when downloading files, games or applications?
- What kind of web pages are good to use, what should be avoided and why?
- Do we use voice control or search and when?
- Why is a particular online game or app good (discuss users’ comments and ratings)?
- Do we communicate or play online games with people we don’t know?
- Online friends – can we trust them?
- How does a good friend behave online?
- Who will we talk to if we feel uncomfortable due to something we’ve seen or heard on the Internet, a smartphone, or a gaming device?
- What should be done if someone receives a disturbing or violent message?
Children who need additional support – possibilities provided by digital technology
Digital technology can significantly improve the quality of life of children who need additional support in education and upbringing.
The phrase children who need additional support refers to two groups of children: children with developmental disorders and gifted children (who also require a special approach due to their above-average abilities).
A group of children with disabilities is very heterogeneous and can include children with severe multiple disorders, as well as children with learning disabilities, physical disorders, children who need communication support (due to visual and hearing impairments).
Numerous digital tools that facilitate education of children with learning and developmental disabilities are available online and can be downloaded free of charge. They are known as digital assistive technology.
In addition, there are numerous applications and websites designed to provide personalized support (in line with the age and type of problem) to children with the following difficulties:
- Difficulties in reading, writing, understanding (dyslexia, dysgraphia)
- Difficulties in mathematics (dyscalculia)
- Difficulties in speech development
- Lack of social skills
- Lack of skills in organization, planning, self-control
- Problems with attention, hyperactivity (ADHD)
- Problems in motor development
- Disorders from the spectrum of autism
For those who want to learn more – links:
Early child development – what we should know
Development standards and teaching children at an early age in Serbia
Kaleidoscope: basics of diversified preschool education programs
Digital technology to support special educational needs
Assistive Technology Catalogue
Assistive technology at school
Instructions for designing teaching materials in accordance with the principle of universal design
The rights of the child in the digital age
Do the rights of the child apply in the digital world? The rights of the child prescribed by the Convention on the Rights of the Child equally apply to the digital environment.
The Convention on the Rights of the Child – the most important international document protecting the rights of the child, binding for all signatory countries, including Serbia – was adopted in 1989, at a time when the Internet was still in its early stages of development.
Instead of asking whether the rights of the child apply in the digital world, another question has been launched: How do we ensure full respect for the rights of the child in the digital world?
The Internet has created numerous ways to threaten the rights of the child. Despite the fact that it offers more and more content for children, we should be aware that this content is not always appropriate for them.
Risks and violations of child rights on the Internet
Risk
Child Right
Exposure to digital violence (insults, threats, blackmail)
Art. 19 The right of the child to be protected from all forms of violence, abuse and neglect
Hate speech, stereotypes, prejudices…
Art. 2 The right of the child to be protected from discrimination
Exposure to inappropriate content (pornography, gambling…)
Art. 34 The right of the child to be protected from sexual exploitation, prostitution and pornography
Art. 35 The right of the child to be protected from trafficking and abduction
Misuse of personal information and identity
Art. 16 The right of the child to protection of privacy, dignity, honour, reputation and personal integrity
The responsibility of the state and adults in child rights implementation in the digital world
- Ensuring adequate protection and support for children to enjoy their rights in the digital world.
- Responsibility of the education system to provide children with the opportunity to adopt skills and knowledge, within regular education, to help them safely use the Internet and digital devices and put their positive aspects in the function of learning and development.
- Cooperation with parents.
In the Final Concluding Observations (Concluding Observations on Combined Second and Third Periodic Reports of the Republic of Serbia), the Committee on the Rights of the Child expressed concern about:
- Widespread cases of violence against children on the Internet; accordingly, the Committee ordered the Republic of Serbia to strengthen national programmes for addressing the problem of violence in schools with the support of the Ministry of Education, Science and Technological Development, in order to establish standards, counselling and expert inspection on violence in schools, as well as to provide training, including parents, on the risks of violence on the Internet.
- One of the main challenges in the digital environment is to ensure the right of the child to have adequate and safe access to digital devices and the Internet, information and quality child-friendly content.
- It is particularly important to respect, protect and ensure the right of the child to privacy and personal data protection, in terms of using digital devices and the Internet.
- The right of the child to be protected against Internet risks – exposure to inappropriate content, commercial exploitation, child abuse for advertising and marketing purposes, sexual exploitation, paedophilia, trafficking and other types of risk – is set as an imperative of the digital age.
It often happens that even parents themselves, who care most about the well-being of their children, unintentionally expose children to a number of risks by their behaviour, e.g. by sharing photos of children on the Internet (so-called sharenting), thus violating the child’s right to privacy.
Therefore, the responsibility of adults – parents, educators, teachers, producers of Internet child content, Internet policy creators, and decision-makers – is to provide children with adequate protection and support to freely enjoy their rights in the digital world.
