Children and young people’s narratives and perceptions of ICT in education in selected European countries complemented by perspectives of teachers and further relevant stakeholders in the educational context

"To answer the overall question on how children and young people regard their education in terms of preparing them for future life in the digital age, a set of eight sub-questions is used in the DigiGen research on ICT in education, covering different areas: 1. How is ICT used in different settings before and after transition into a new formal educational phase, and which children and young people, taking into account socioeconomic characteristics and cultural backgrounds, profit from which kind of setting? 2. How do children and young people at different ages rate and assess the value of their education in terms of preparing them for future life in the digital age, and are there any differences in the way that children and young people from different backgrounds assess their education and the extent to which the latter influences their perspectives? 3. What do children and young people in different transition phases consider as threats (risks) in terms of their own ICT use, and how can schools address these? 4. What do children and young people consider the main potential of ICT use in different transition phases, and do their schools contribute to this? 5. How do children and young people evaluate their teachers’ and schools’ views and their capacity and readiness to support the younger generation in preparing them adequately for the digital age? 6. What are the long-term effects of the availability of digital media, specifically including the Internet, on cognitive skills? 7. How do other school actors, e.g. relevant stakeholders, evaluate and rate school education and its capacity to prepare young people for the digital age at relevant phases and transitions? 8. To what extent do the relevant actors take into account differences in children and young people’s backgrounds and characteristics?" (p.9)