Primary education in Vietnam and pupil online engagement

Procedia - Social and Behavioral Sciences, 2013

2007

Mediterranean Journal of Social Sciences, 2013

Technologies are among the most powerful social force of our world. Internet represent a social and cultural resource that can influence the teenagers life, both in their personal development and as society members too. In recent years, Internet have assumed an important place in teenagers live. Teenagers choose to live in virtual world and losing contact with real world. This paper presents a review of the research on the impact of internet use on the social development of adolescents. Social development study of how adolescence become members of social world. This involves many aspects. The data presented that use of internet by teenagers in this period of life has advanced,internet is not an organization or social network that adolescents' belong to, it has become an integral part of young people's lives. The evidence suggests spending long hours on the internet, neglects of others activities, social isolation, spending less time with family. The paper concludes with recommendations for future study in order to better understand the growing impact of internet on our youth. A smarter and more productive approach is to focus our efforts on protecting and empowering youth so they can use technology positively and safely, and in ways that will promote their well being.

2014

Children nowadays has unlimited access to the Internet that possibly will harm them, thus parents’ roles in mitigating their children online risks is crucial. Previous studies show a positive parent-child attachment may reduce the risks. A survey was conducted and a total of 387 participants aged 9 to 16 have been recruited to completed a 14-item questionnaire form. The instrument consists of three sub-scales, namely trust, communication and alienation. Results showed that almost 80% of children in this study trust their parents, feel their parents’ concern (75%), and depend on their parents (74%). Malaysian children are actually very in need to be safe during online due the facts that they knew regarding the Internet effects. They also show a willingness to do the right things by letting their parents involve into their online live activities. © 2014 The Authors. Published by Elsevier Ltd. Peer-review under responsibility of School of Multimedia Technology & Communication, Universi...

International Journal of Engineering Research and Technology (IJERT), 2020

https://www.ijert.org/parental-concern-towards-internet-use-by-their-teenage-children-in-nepal https://www.ijert.org/research/parental-concern-towards-internet-use-by-their-teenage-children-in-nepal-IJERTV9IS120215.pdf Traditionally education was centered on sources such as schools, teachers and print media. Different is the case now. Internet has emerged as the huge source of knowledge and information which has become prominent among new generation. A small-scaled study was conducted among ten parents of different districts of Nepal to examine the parental concern to the rocketing use of new media technology, especially the Internet, brought up a digital generation, which both excites and worries the parents. The results indicate that parents' worries and concerns vary, in certain aspects, according to age and gender of the child and parents' own Internet literacy. Positive attitudes parents had were with educational and informational usage, a window opening to the whole world where as negative were related to health issues, social isolation and addiction but completely unknown about Cyber Law. Hence, this study suggests the parents to consider the legal issues of internet use increasing computer and internet literacy.

E-learning, 2004

The research project, UK Children Go Online (UKCGO), is conducting a rigorous investigation of 9-19 year-olds' use of the Internet, comparing girls and boys of different ages, backgrounds, etc., in order to ask how the Internet may be transforming, or may itself be shaped by, family life, peer networks and school. It combines qualitative interviews and observations with a major national survey of 9-19 year-olds (n = 1511) and their parents (n = 906). This article focuses on two of the key opportunities the Internet affords to children and young people: first, education, informal learning and literacy and, second, communication and participation. While education and learning represent the 'approved' uses of the Internet, which is often the reason for which parents and governments invest in domestic Internet access, children and young people themselves are far more excited by the Internet as a communication medium. However, not all the opportunities available to children and young people are being taken up equally. Hence the article concludes by charting the emergence of a new divide, signalling emerging inequalities in the quality of Internet use, with children and young people being divided into those for whom the Internet is an increasingly rich, diverse, engaging and stimulating resource of growing importance in their lives, and those for whom it remains a narrow, unengaging if occasionally useful resource of rather less significance.

Shodhganga, 2019

Informed by the difference of children’s Internet use in formal and informal contexts, this study aims to move away from studying children’s more predictable Internet use in school settings to learning how children use the Internet at home, and what factors impact their online behavior in such contexts. Students from grade 3 to 6 from a school in a medium-sized city in China participated in the study. The data reveal that children use the Internet for both entertainment and learning purposes and these two factors are correlated. However, factors influencing Internet use for the two purposes are to some extent different. The study suggests that there is a need to zoom in and analyze children’s Internet use in informal contexts, rather than assume that learning at home is just an extension of learning at school. Policy makers and educators may use information about how children use the Internet at home to improve pedagogy to bridge the gap between school and home.