"Draw the Internet": A Visual Exploration of How Children Imagine an Everyday Technology

Autor/in	Botturi, Luca
Titel	"Draw the Internet": A Visual Exploration of How Children Imagine an Everyday Technology
Quelle	In: Journal of Media Literacy Education, 13 (2021) 3, S.35-48 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-8715
Schlagwörter	Internet; Children; Elementary School Students; Foreign Countries; Freehand Drawing; Knowledge Level; Accuracy; Technological Literacy; Use Studies; Handheld Devices; Computer Use; Computer Oriented Programs; Switzerland + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Ausland; Drawing; Zeichnen; Wissensbasis; Technisches Wissen; Benutzerschulung; Computerprogramm; Schweiz
Abstract	The internet is today a significant part of children's daily lives, and digital competences have been included as basic learning goals in many school systems worldwide. In order to develop sound and effective early-age internet education programs, information about how children use the internet should be integrated with insights in how they understand it. This study investigates 8-to-10-year-old children's understanding of the internet through the qualitative analysis of 51 drawings collected in three primary school classes in Switzerland. The results confirm that children's conceptions of the internet are rich but often inaccurate or uncomplete. The conceptions collected in this study partially differ from those that emerged in previous studies, possibly due to the diffusion of smartphones and tablets and to the commercialization of the internet. Also, each class presents a different balance of conception types, resulting in a sort of class understanding of the internet. (As Provided).
Anmerkungen	National Association for Media Literacy Education. 10 Laurel Hill Drive, Cherry Hill, NJ 08003. Tel: 888-775-2652; e-mail: editor@jmle.org; Web site: https://digitalcommons.uri.edu/jmle/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01