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InetRisks: Difference between revisions
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==Results== | ==Results== | ||
===Mutual-Education=== | |||
*It seems that adults have developed a broaden knowledge about the internet opportunities in regards to personal pleasures (songs, newspapers, communication), social networks and virtual environments. | |||
*Adults became more knowledgeable about the Internet Risks and the ways to cope with difficult situations. | |||
*Adults have discovered that children have knowledge and skills they did not expect. | |||
*Adults have pointed out that children can teach them new things and skills. They have realized that they can effectively co-operate with children under fair terms. | |||
===Satisfaction=== | |||
Parents and children have spent time together playing and learning. | |||
*Parents were very pleased for having the opportunity to spend time with their children as they have learned new things and skills, | |||
*Parents have spent quality time with their children and they have learned new things about them. | |||
*Parents have discovered the “world” of their and they had fun. | |||
===Cautiousness=== | |||
Some adults have not learned anything new and some were cautious about the “virtual world”. | |||
===Conceptions and Positions=== | |||
The project team studied the change in attitudes of the adults regarding the activities of the children and the risks related before and after they had the experience of the mutual activities. | |||
*The conceptions and positions of the adults differentiate according to the type of the risk and the notion and maturity of the children in regards to coping with risks. | |||
*Adults seem to be informed about the most important internet risks. | |||
*In some cases, adults report the same risks in real life as in the internet life. | |||
*Even though some adults are familiar with terms like the “social networks” and the “environments of virtual reality”, they are not using them because they did not find the time to do so. | |||
Some adults are consciously not using some of the internet tools (Facebook, electronic shopping). | |||
*In some cases, adults have stated that real life risks are more important than the Internet Risks. | |||
===Conclusion=== | |||
These activities constitute an essential experiential training for the Internet Risks in where the children and adults can move gradually from the stage of ignorance and prohibition to the stage of knowledge and "positive use". This gradual transition depends not only on knowledge and skills but also on the positions and conceptions developed through the mutual activities in order to make children chose freely and intelligently. The cooperative experience on the Internet activities has provided the adults with an experiential conception of the possibilities and the risks. Every adult participant acknowledges the positive outcomes from using the internet as well as the possibilities that it offers to them and their children. At the same time, adults recognize the possibility of risks occurring if children are not trained well. Every adult cited that the best training received by children is through guidance and dialogue in order to make the children develop a critical thinking when using the internet. Some of them support the “exposure” in controlled situations. | |||
Several adults are still basing children education as in the means of the Internet Risks and Prohibition. However, the mutual internet activities were seen as the basis of guidance, the controlled “exposure” at risks and as a way to develop “critical thinking”. In this way, changes are possible in the conceptions and positions of the parents. Consequently, time devotion has benefits in such experiential activities. Adults and children can learn from each other in a constructive and pleasant manner and they can enjoy the time they spend together. | |||
==External Links== | ==External Links== | ||
