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Identidad en un mundo digitalizado: La Piel que habito

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Identidad en un mundo digitalizado: La Piel que habito

  1. 1. Identidad en un mundo digitalizado: La Piel que habito Linda Castañeda Grupo de Investigación de Tecnología Educativa Universidad de Murcia Image: '5" Ren (阿人)' http://www.flickr.com/photos/39466964@N00/4400473902
  2. 2. Image: 'Unmasked!' http://www.flickr.com/photos/83346641@N00/9004372146 Found on flickrcc.net NO Presencial Vs. Digital
  3. 3. http://farm5.static.flickr.com/4027/4470486685_a33aefc354_o.jpg By KatB Photography♥
  4. 4. http://farm5.static.flickr.com/4027/4470486685_a33aefc354_o.jpg By KatB Photography♥ UNA identidad múltiple, compleja, dinámica, autocontrolada
  5. 5. Identidad digital
  6. 6. Identidad digital
  7. 7. Identidad digital
  8. 8. Los jóvenes son más… narcisistas les da igual la privacidad materialistas anti – sociales especialmente conocedores de las TIC "nativos digitales"
  9. 9. No.
  10. 10. http://farm3.static.flickr.com/2578/3823946365_057f11401b_b.jpg by durydrama
  11. 11. ¿Qué les hace tan diferentes?
  12. 12. Tecnología
  13. 13. VI Ola del Observatorio de Redes Sociales 2014 Adultos >18 - <60
  14. 14. 28% 9-12 81% 13-16 2012 Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012)
  15. 15. Adolescentes en red 2012 13-17 años https://www.commonsensemedia.org/research/social-media-social-life-how-teens-view-their-digital-lives
  16. 16. Adolescentes en red 2012 13-17 años https://www.commonsensemedia.org/research/social-media-social-life-how-teens-view-their-digital-lives
  17. 17. Adolescentes en red 2012 13-17 años https://www.commonsensemedia.org/research/social-media-social-life-how-teens-view-their-digital-lives
  18. 18. Adolescentes en red 2015 13-17 años https://www.commonsensemedia.org/children-teens-body-image-media-infographic 41% “Usamos las redes para parecer más guays” La presión de parecer buenos y guays, pero el espacio para relacionarse
  19. 19. Image: 'Paperback - Zombie Survival Guide' http://www.flickr.com/photos/92050474@N06/8428928392 No hay manual
  20. 20. Nativos enredados Image: '195/365 Tangled ( 2)' http://www.flickr.com/photos/64636777@N03/7097323177
  21. 21. No unívoco Polifacético Complejo Variante Multidimensional Identidad
  22. 22. ¿Anónimo? Image: 'Trying to Be Anonymous' http://www.flickr.com/photos/93986768@N00/2586780820
  23. 23. FacebookwantsaNewfacecourtesybyRitodhi
  24. 24. Parte Personal Parte Social A ParteSocialB Castañeda, L. & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julio agosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  25. 25. Parte Personal ¿Qué enseño sobre mí mismo? Qué es lo que la persona hace de forma visible en Internet Castañeda, L. & Camacho, M. (2012)
  26. 26. ¿Qué cuentan los adolescentes en los Social Media? Pew Research Internet 2012
  27. 27. ¿Qué cuentan los adolescentes en los Social Media? Pew Research Internet 2012
  28. 28. ¿Qué cuentan los adolescentes en los Social Media? 2012 Pew Research Internet
  29. 29. Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012). Uso de las opciones de privacidad
  30. 30. datos
  31. 31. Parte Personal ¿Qué enseño sobre mí mismo? Qué es lo que la persona hace de forma visible en Internet Castañeda, L. & Camacho, M. (2012)
  32. 32. Parte Social A ¿Quién me influencia? Quién configura la red social de la persona en Internet o su red personal de aprendizaje Castañeda, L. & Camacho, M. (2012)
  33. 33. Image:'crowdinmyhead' http://www.flickr.com/photos/38318393@N07/3830799636
  34. 34. Image: 'untitled' http://www.flickr.com/photos/7146814@N05/4989809571
  35. 35. “Dime con quién andas…”
  36. 36. 20100920-NodeXL-Twitter-#oow10 - in and out degree above 10 From: www.connectedaction.net
  37. 37. Castañeda, L. y Adell, J. (eds.). (2013). Entornos personales de aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil. www.um.es/ple/libro
  38. 38. Parte Social A ¿Quién me influencia? Quién configura la red social de la persona en Internet o su red personal de aprendizaje Castañeda, L. & Camacho, M. (2012)
  39. 39. ParteSocialB ¿Quién se ve influenciado por mi? Quién incluye a esta persona como parte de su red social o de aprendizaje Castañeda, L. & Camacho, M. (2012)
  40. 40. Visto o recibido mensajes sexuales en Internet 15 el porcentaje de los que nos molestó 27 clic en botón de reportar abuso 19 Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012).
  41. 41. De las identidades digitales múltiples y separadas, o de por qué me borré del Facebook http://www.lindacastaneda.com/mushware/
  42. 42. Parte Personal Castañeda, L. & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julio agosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf Parte Social A ParteSocialB Identidad en la red
  43. 43. What we do with our technologies is a symptom of culture Bonnie Stewart @bonstewart
  44. 44. Ejercer la ciudadanía en todos los ámbitos de la sociedad INCLUIDO el espacio en red Picture Under License Creative Commons By Tricky In http://www.flickr.com/photos/sovietuk/141381675/
  45. 45. Conciencia de la transparencia de los entornos http://farm4.static.flickr.com/3444/3206916188_86ddc94f79_b.jpg by Daquella Manera
  46. 46. Conciencia del impacto de las acciones en TODOS los entornos http://farm1.static.flickr.com/33/93019227_f87bd5e496_z.jpg?zz=1 by .War
  47. 47. ¿Soluciones tecnológicas para problemas educativos? No hay bálsamo de fierabrás
  48. 48. "Digital" typewriter by lux05
  49. 49. “the child/media relationship is an entry point into the wide and multifaceted world of children and their rights - to education, freedom of expression, play, identity, health, dignity and self-respect, protection - and that in every aspect of child rights, in every element of the life of a child, the relationship between children and the media plays a role” UNESCO n.d. "La relación niño/medios [TIC] es un punto de entrada al amplio y multifacético mundo de los niños y sus derechos - a la educación, la libertad de expresión, al juego, a la identidad, a la salud, a la dignidad y el respeto, a la protección – y en cada aspecto de los derechos de los niños y en todos los elementos de la vida de un niño, la relación entre los niños y los medios, juega un papel “. Unesco s/f the Oslo Challenge, 20 de noviembre de 1999
  50. 50. Derecho
  51. 51. Foto puerta Puerta de acceso a derechos Image: 'Hole in the Wall - Santa Fe+-+2014' http://www.flickr.com/photos/35034363822@N01/13635173353
  52. 52. Image: 'Huzzah' http://www.flickr.com/photos/15923063@N00/6123612647 Todos hacen…
  53. 53. Crean Mandan mensajes Participan Juegan Hacen deberes Ven TV y vídeos
  54. 54. 20130215_115209 by Picturemein2013
  55. 55. "his" computer by Paul Mayne Contexto Comunicación Personalidad Autoconocimiento
  56. 56. “Vivimos en un mundo donde incluso un niño de 12 años puede crear su propia clase para aprender aquello que más le apasiona” Will Richardson, 2010
  57. 57. http://farm3.static.flickr.com/2347/2354615165_93986a3375_o.jpg by Sukanto El “riesgo” de que no les pase nada
  58. 58. "Lemme outta here!” by Squiggle from https://www.flickr.com/photos/32099449@N00/2402729740 “safety initiatives to reduce risk tend also reduce opportunities” De Haan & Livingstone, 2009
  59. 59. Racional - Emocional Image: '28/366' http://www.flickr.com/photos/52384282@N03/6780326085
  60. 60. Image: 'Watching TV Together' http://www.flickr.com/photos/36908075@N03/4939546349 Image: 'Boy With PSP' http://www.flickr.com/photos/50231560@N00/184843086
  61. 61. ¿Soluciones tecnológicas para problemas educativos? No hay bálsamo de fierabrás
  62. 62. Algunos “básicos” ¿Qué sabemos de lo que hemos aprendido?
  63. 63. Las redes Sociales convierten a los jóvenes en potenciales acosadores
  64. 64. Las redes Sociales convierten a los jóvenes en potenciales acosadores Las redes Sociales sólo “aumentan” las condiciones del contexto
  65. 65. No hables con extraños
  66. 66. No hables con extraños Reconocer el peligro
  67. 67. Son PEORES en Internet
  68. 68. Son PEORES en Internet
  69. 69. Lo mejor es NO publicar
  70. 70. Lo mejor es NO publicar APRENDER A
  71. 71. Lo mejor es poner límites y restricciones efectivas
  72. 72. Lo mejor es poner límites y restricciones efectivas
  73. 73. Hábitos y comportamientos saludables en torno a la propia identidad http://farm2.static.flickr.com/1272/1131688192_89359e8d8d_o.jpg by Gran Velas Resort
  74. 74. Parte Personal Parte Social A ParteSocialB Castañeda, L. & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julio agosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf Consciencia de la Identidad
  75. 75. Image: 'Behind that Locked Door' By innoxouss http://www.flickr.com/photos/46922409@N00/2824204305 El aprendizaje está ahí fuera…
  76. 76. “EMOTIONWARE el 5º elemento” @fgpaez http://farm6.static.flickr.com/5180/5451586507_3bcf9e4d18_b.jpg By Le monde à Desirée
  77. 77. No hay manual o pasos para seguir
  78. 78. Image: 'Lili Ballet Class' http://www.flickr.com/photos/54449436@N00/6040931990 Pero debemos bailar
  79. 79. Linda Castañeda lindacq@um.es Grupo de Investigación de Tecnología Educativa Universidad de Murcia <http://www.lindacastaneda.com> Twitter, Flickr, youtube, slideshare: lindacq Image: '5" Ren (阿人)' http://www.flickr.com/photos/39466964@N00/4400473902

Editor's Notes

  • Presentación “13 Things to Know About Teens and Technology” hecha por Lee Rainie, Director, Pew Internet Project July 23, 2014 en Chicago.
  • Presentación “13 Things to Know About Teens and Technology” hecha por Lee Rainie, Director, Pew Internet Project July 23, 2014 en Chicago.
  • 87% tiene y usa, 10% lo cerró o no lo usa
  • 87% whattsap
  • 41% twitter 26% tiene perfil pero o no lo usa o lo cerró
  • Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012). Towards a better internet for children: findings and recommendations from EU Kids Online to inform the CEO coalition. http://eprints.lse.ac.uk/44213/
  • No he venido a hablar de peligros… imagino que ya otros os advertirán de ellos… no vengo a hablar de leyes, ni de estadísticas (al menos no mucho), ni de peligros, yo vengo a hablar de jóvenes…
  • CUIDADO Los nativos NO nacieron sabiendo interpretar, pensar con, crear los multimedia que pueden usar
    HOY mi intención es hablaros de personas, de identidad y de educación
  • En un momento difícil en el que se afianzas las propias creencias sobre uno mismo, en el que se definen muchos rasgos de la propia personalidad del adulto. Aunque no se trata de rehacer a la persona…
  • Es mejor no estar? Es posible?
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • http://www.pewinternet.org/2013/05/21/what-teens-share-on-social-media/
  • http://www.pewinternet.org/2013/05/21/what-teens-share-on-social-media/
  • http://www.pewinternet.org/2013/05/21/what-teens-share-on-social-media/
  • Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012). Towards a better internet for children: findings and recommendations from EU Kids Online to inform the CEO coalition. http://eprints.lse.ac.uk/44213/
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • No se trata sólo de tu y lo que tu enseñas… sino que si eres un ser social, la forma en que tu sociedad cercana se configura influye en tu Identidad
  • Castañeda, L. y Adell, J. (eds.). (2013). Entornos personales de aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.

    www.um.es/ple/libro
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Livingstone, S., Ólafsson, K., O'Neill, B. & Donoso, V. (2012). Towards a better internet for children: findings and recommendations from EU Kids Online to inform the CEO coalition. http://eprints.lse.ac.uk/44213/
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf
  • Saca provecho!!
  • Idea de diapositiva tomada de la presentación “13 Things to Know About Teens and Technology” hecha por Lee Rainie, Director, Pew Internet Project July 23, 2014 en Chicago.
  • http://www.unicef.org/magic/briefing/oslo.html
  • WS en Julio y Agosto de 2014
    Niños de entre 6 y 18 años de 17 países (8 idiomas) : Argentina | Australia | Brazil | Colombia | Egypt | France | Ghana | Italy | Kenya | Malaysia | Nigeria | Philippines | Thailand | Trinidad and Tobago | Turkey | United States of America
    Se hicieron talleres en los que se pedía que hicieran su ‘technology use timeline” con el que pudieran reflexionar sobre sus derechos, los retos y las oportunidades que les daba lo digital en términos de creación

    “when children don’t have access to the latest technologies, they develop innovative workarounds and use the available technologies with high degrees of inventiveness and eficacy. This confirms that ultimately, digital media and ICTs are only as powerful as the ideas, ideals and e³orts that drive them”

    In contrast to anecdotal beliefs, children articulated accountability and understanding of the consequences of what they did online, not seeing themselves as vulnerable victims but as sharing the responsibility for making the internet a safe place for themselves and their peers. It is therefore important to support digital literacy initiatives that encourage and empower children to take further responsibility for their online safety.

    http://www.youngandwellcrc.org.au/wp-content/uploads/2014/09/Childrens-Rights-in-the-Digital-Age_Report_FINAL.pdf
  • 1 - Right of access Children around the world increasingly think of access to digital media as a fundamental right. For children in the developing world, and for some in the developed world, access is still the biggest issue they face in relation to using digital media to enact their rights.
  • Third, Amanda, et al., ‘Children’s Rights in the Digital Age: A Download from Children Around the World’, Young and Well Cooperative Research Centre, Melbourne, 2014. pp 34 http://www.youngandwellcrc.org.au/wp-content/uploads/2014/09/Childrens-Rights-in-the-Digital-Age_Report_FINAL.pdf
    Similarly, regardless of the country they live in, the language they speak, and their diferent socio-economic backgrounds, when children engage with digital media, they tend to participate in remarkably similar activities.
  • 03 Literacy is fundamental Literacy, the tri-fold literacy of today’s very user-driven digital media environment – digital, media and social literacy – is fundamental to children’s capacity to use digital media competently and exercise their rights in and with digital media. Literacy provides the technical and higher order evaluative skills required to access, understand, produce and participate in digital media.
  • Aprendemos de otros que no son necesariamente nuestros profesores ni tienen credenciales para serlo, sólo son otros que comparten nuestras pasiones.
    04 Risk narrative predominant While children noted that digital media facilitates their communicative, educational and informational needs, many children found it dificult to articulate the ways that digital media enhanced their lives and their rights in more specific and precise terms. By contrast, children generally found it much more straightforward to enunciate the risks and challenges associated with their digital media practices, quite possibly because their schooling in online practice has been dominated by the risk narrative.

  • Balancing risk with opportunity Children’s safety in connected media is vital, but it needs to be understood in the context of the spectrum of their digital rights, for example, in balance with children’s rights of provision and participation in the Convention on the Rights of the Child. Agency is as crucial to positive, e³ective use of digital media as safety is. Without the agency needed to participate and exercise rights, children can neither take advantage of the opportunities digital media a³ord nor develop resiliency when facing risks. They must be encouraged to think critically and develop their own language, views, strategies, associations and interests as users of connected digital media.
  • Livingstone, S & O’Neil, B 2014, ‘Children’s Rights Online: Challenges, Dilemmas and Emerging Directions’, in van der Hof, S, van den Berg, B & Schermer B (eds) Minding Minors Wandering the Web: Regulating Online Child Safety, Information Technology and Law Series 24, DOI: 10.1007/978-94- 6265-005-3_2, Livingstone, S & Smith, P 2014, ‘Annual Research Review: Children and Young People in the Digital Age: The Nature and Prevalence of Risks, Harmful E³ects, and Risk and Protective Factors, for Mobile and Internet Usage’. Journal of Child Psychology and Psychiatry: Annual Research Review.
  • http://www.youngandwellcrc.org.au/wp-content/uploads/2014/03/Guide_Using_Technologies_Safely_and_Effectively_Young_and_Well_CRC_Mar2013.pdf

    Campbell, AJ & Robards, F 2013, Using technologies safely and effectively to promote young people’s wellbeing: A Better Practice Guide for Services. NSW Centre for the Advancement of Adolescent Health, Westmead and the Young and Well CRC, Abbotsford.
  • Idea de diapositiva tomada de la presentación “13 Things to Know About Teens and Technology” hecha por Lee Rainie, Director, Pew Internet Project July 23, 2014 en Chicago.

  • The reality is that kids who engage in this behavior typically have something else going on that compels them to act out. They might be in crisis -- at home, at school, or otherwise socially. They may also be bullying in person, or they may have an underdeveloped sense of empathy. Awareness of a cyberbully's circumstances -- though not excusing the behavior -- can help parents and educators recognize the warning signs and potentially intervene before it goes too far

  • The reality is that kids who engage in this behavior typically have something else going on that compels them to act out. They might be in crisis -- at home, at school, or otherwise socially. They may also be bullying in person, or they may have an underdeveloped sense of empathy. Awareness of a cyberbully's circumstances -- though not excusing the behavior -- can help parents and educators recognize the warning signs and potentially intervene before it goes too far
  • In today's world, where kids as young as 8 are interacting with people online, they need to know the boundary between appropriate and inappropriate conversation. So go beyond "stranger danger" and teach them what kind of questions are not OK (for example, not OK: "Are you a boy or a girl?"; "Where do you live?"; "What are you wearing?"; "Do you want to have a private conversation?"). Also, teach kids to not go looking for thrills online. Risky online relationships more frequently evolve in chat rooms when teens willingly seek out or engage in sexual conversation.
  • In today's world, where kids as young as 8 are interacting with people online, they need to know the boundary between appropriate and inappropriate conversation. So go beyond "stranger danger" and teach them what kind of questions are not OK (for example, not OK: "Are you a boy or a girl?"; "Where do you live?"; "What are you wearing?"; "Do you want to have a private conversation?"). Also, teach kids to not go looking for thrills online. Risky online relationships more frequently evolve in chat rooms when teens willingly seek out or engage in sexual conversation.
  • Myth: Kids act worse online.

    Truth: Most kids say that their peers are nice to each other online.
    Newsflash: Most kids want to have fun, hang out, and socialize normally online -- and in fact, according to the Pew Research Internet Project, that's what the majority is doing. Check out these comforting stats:
    65 percent of social media-using teens say they personally have had an experience on a social-networking site that made them feel good about themselves.
    58 percent say they felt closer to another person because of an experience on a social-networking site.
    80 percent of teens who've witnessed mean and cruel behavior on a social-networking site have come to the defense of a targeted friend.
    And how about the kids who've fought cyberbullying and used the Internet for a social cause? More and more, kids are harnessing the power of the online world -- and busting up a few myths along the way.
  • Myth: Kids act worse online.

    Truth: Most kids say that their peers are nice to each other online.
    Newsflash: Most kids want to have fun, hang out, and socialize normally online -- and in fact, according to the Pew Research Internet Project, that's what the majority is doing. Check out these comforting stats:
    65 percent of social media-using teens say they personally have had an experience on a social-networking site that made them feel good about themselves.
    58 percent say they felt closer to another person because of an experience on a social-networking site.
    80 percent of teens who've witnessed mean and cruel behavior on a social-networking site have come to the defense of a targeted friend.
    And how about the kids who've fought cyberbullying and used the Internet for a social cause? More and more, kids are harnessing the power of the online world -- and busting up a few myths along the way.
  • There are two kinds of parents: those who love posting pics of their kids and those who think it's asking for trouble. Although it's true that posting anything online invites some risks, there are ways to limit them if you're smart about how you do it.

    Use privacy settings. Make sure your privacy settings are set so only the closest people in your network can view your posts.
    Limit your audience. Only share posts with close family and friends. Or use photo-sharing sites such as Picasa and Flickr that require a log-in to see pics.
    Don't rush your kids into social media. Obey the rules about keeping kids under 13 off social media. Once your kids have an online profile, they can be tagged in photos, which magnifies their online presence. If you're going to upload photos of them, don't identify them and don't tag them -- that way the photo can't be traced back to them.
  • There are two kinds of parents: those who love posting pics of their kids and those who think it's asking for trouble. Although it's true that posting anything online invites some risks, there are ways to limit them if you're smart about how you do it.

    Use privacy settings. Make sure your privacy settings are set so only the closest people in your network can view your posts.
    Limit your audience. Only share posts with close family and friends. Or use photo-sharing sites such as Picasa and Flickr that require a log-in to see pics.
    Don't rush your kids into social media. Obey the rules about keeping kids under 13 off social media. Once your kids have an online profile, they can be tagged in photos, which magnifies their online presence. If you're going to upload photos of them, don't identify them and don't tag them -- that way the photo can't be traced back to them.
  • Myth: Parental controls are the best way to monitor my kids’ online activities.

    Truth: Focusing on only one Internet safety method lulls you into a false sense of security.
    To keep your kids safe online -- and to raise them to be responsible, respectful digital citizens -- it takes more than installing parental controls. For starters, parental controls can be defeated by determined kids. They also often catch too much in their filters, rendering any Internet search useless, and they set up a "parent vs. kid" dynamic that could backfire.

    By all means, use parental controls to help prevent exposure to age-inappropriate material and to manage time limits. But don't think they get you off the hook. Continue to discuss responsible, respectful online behavior, set rules and consequences for misbehavior, and train your kid to manage his or her own usage.
  • Myth: Parental controls are the best way to monitor my kids’ online activities.

    Truth: Focusing on only one Internet safety method lulls you into a false sense of security.
    To keep your kids safe online -- and to raise them to be responsible, respectful digital citizens -- it takes more than installing parental controls. For starters, parental controls can be defeated by determined kids. They also often catch too much in their filters, rendering any Internet search useless, and they set up a "parent vs. kid" dynamic that could backfire.

    By all means, use parental controls to help prevent exposure to age-inappropriate material and to manage time limits. But don't think they get you off the hook. Continue to discuss responsible, respectful online behavior, set rules and consequences for misbehavior, and train your kid to manage his or her own usage.
  • Myth: Parental controls are the best way to monitor my kids’ online activities.

    Truth: Focusing on only one Internet safety method lulls you into a false sense of security.
    To keep your kids safe online -- and to raise them to be responsible, respectful digital citizens -- it takes more than installing parental controls. For starters, parental controls can be defeated by determined kids. They also often catch too much in their filters, rendering any Internet search useless, and they set up a "parent vs. kid" dynamic that could backfire.

    By all means, use parental controls to help prevent exposure to age-inappropriate material and to manage time limits. But don't think they get you off the hook. Continue to discuss responsible, respectful online behavior, set rules and consequences for misbehavior, and train your kid to manage his or her own usage.
  • Castañeda, L; & Camacho, M. (2012) “Desvelando nuestra identidad digital”. El profesional de la información, julioagosto, v. 21, n. 4 l, pp. 354-360. Disponible en abierto en http://eprints.rclis.org/bitstream/10760/17350/1/2012EPI.pdf

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