Orig. title: Barn och barndom i Nätskugga
Engl. transl.: Children and childhood in the shadow of the internet
Keywords
Digital participation
rural areas
compulsory school
childhood
medias
Publication details
| Year: | 2015 |
| Issued: | 2015 |
| Language: | English |
| Volume: | 35 |
| Issue: | 1 |
| Start Page: | 37 |
| End Page: | 50 |
| Editors: | |
| Authors: | Olin-Scheller C.; Roos C. |
| Type: | Journal article |
| Journal: | Nordic Studies in Education |
| Publisher: | Nordic Open Access Scholarly Publishing – NOASP – a division of Cappelen Damm Akademisk |
| Place: | Oslo, Norway |
| Topics: | Access, inequalities and vulnerabilities |
| Sample: | 31 pupils and 3 teachers from preschool class to grade 6 in 1 school in a rural area in Sweden. |
| Implications For Parents About: | Other |
| Other Parent Implication: | Children's digital participation in rural areas |
| Implications For Educators About: | Other; Digital citizenship |
| Implications For Policy Makers About: | Other |
| Other PolicyMaker Implication: | Children's possibilities for digital and thereby social and societal participation in rural areas |
Abstract
The article examines the conditions for digital participation in and outside of school for children and young living in rural areas. The relatively uniform image of young people as "digital natives" is called into question. The data gathering tooko place in one school (preschool class to 6th grade) located in rural Sweden. The majority of the students and teachers there assigned the digital tools and the internet in the periphery of their everyday school life, and the interactions were found to take place mostly via offline, not using digital tools. A risk was identified that the absence of digital tools could have negative consequences for how the studied children would be able to develop their digital participation, their possibilities to learning and education, and - by extension - their ability to participate in societal development.
Outcome
The majority of the students and teachers there assigned the digital tools and the internet in the periphery of their everyday school life, and the interactions were found to take place mostly via offline, not using digital tools. A risk was identified that the absence of digital tools could have negative consequences for how the studied children would be able to develop their digital participation, their possibilities to learning and education, and - by extension - their ability to participate in societal development. (Authors, in Abstract; trans. by coder)