How Teachers Are Using Technology at Home and in Their Classrooms

A survey of Advanced Placement and National Writing Project teachers shows that digital tools are widely used in their classrooms and professional lives. Yet, many of these high school and middle school teachers worry about digital divides when it comes to their students' access to technology and those who teach low-income students face obstacles in bringing technology into their teaching

The Boston Girls Sports & Physical Activity Project: Final Report to the Barr Foundation

The main goal of the three-year Boston Girls' Sports & Physical Activity Project (BGSPAP) was to create an integrated and sustainable network of community-based programs that use sports and physical activity to favorably influence the physical, psychological, and social development of urban girls. The BGSPAP aimed to provide economically disadvantaged urban girls with opportunities to participate in sports and physical activity. The BGSPAP also aspired to upgrade sports and physical activity programming for girls in order to overcome gender biases built into the Boston schools and community programs. The number and quality of sports and exercise programs for Boston girls were not at par with those of Boston boys

Networked Workers

Presents survey results on Americans' use of the Internet, e-mail, and other information and communication technologies, at and outside work, and how their work and personal lives are affected. Analyzes data by demographics, profession, and company type

Latent segmentation of older adults in the use of social networks and e-banking services

Introduction. This study analyses heterogeneity in the online behaviour of elderly people. Previous research has centred on the socio-demographic segmentation of the elderly regarding their Internet use. Method. The novelty that this study adds is in determining this segmentation through variables that have been especially chosen for studies of the elderly and which are related to their utilitarian use of e-banking, compared to the more hedonic nature of using online social networks. Analysis. The sample was collected using 474 students over 55 years old enrolled in a class of experience in a University in the South of Europe (Spain). We use a latent class cluster model which is appropriate in situations of a posterior segmentation. Results. In dealing with such behaviour in situations of the elderly using these technologies, we have detected the presence of five groups or segments with highly differentiated use-related profiles concerning the variables analysed: venturesomeness, technology anxiety and selfconfidence in information and communication technologies use. Conclusion. We discover the existence of heterogeneity in the behaviour of the elderly regarding services available in Internet. The results support the idea proposed. The stereotype of the elderly cut off from technology is mistaken, as is shown by the different segments found

The participation of Maltese older people in the voluntary sector

This publication is concerned with the interface between volunteerism and later life, with a special focus on the role that older adults can play in ensuring a better future for present and future generations. One of every four Maltese citizens is aged 60 and over, a state of affairs that will impact greatly on how local public policy is planned, coordinated and implemented. The ageing of Malta’s population warrants that government and civil society alike ceases to perceive older adults as a homogenous category, characterised by frailty and dependency, and instead, look at the immense opportunities that arise if older cohorts are mobilised into a productive force. In addition to active participation in the labour market, another highly promising area of policy development in productive ageing is volunteering. Indeed, all societies are experienced by a significant increase of people’s life- and healthexpectancies, so that a large percentage of older citizens enjoy some fifteen to twenty years of active retirement.peer-reviewe

A conceptual study of the factors influencing e-inclusion

With the advancement of the Internet and supporting Information and Communication Technologies, e-inclusion has emerged as an effective means to create opportunities for all and to further individual autonomy and capability in terms of using online services offered by public agencies. The aim of this paper is to offer a critical discussion on the role of e-inclusion from the user perspective, which goes beyond the demographic factors when adopting e-government services. Further, this paper explains the fundamental differences between digital divide and e-inclusion and examines why research focus is now shifting towards studying e-inclusion rather that digital divide in Europe. Through a conceptual analysis the authors examine the relationship between social inclusion and e-inclusion and how they contributes towards promoting the use of ICT to overcome exclusion and improve economic performance, employment opportunities, quality of life, social participation and cohesion

Parents\u27 Perceptions and Awareness of Cyberbullying of Children and Adolescents

New communication technology, including Facebook, Twitter, cell phones, and instant messaging, has connected people in ways that were unknown. The benefits for people contacting each other at a moment\u27s notice are profound; however, these benefits bring new risks, such as, cyberbullying, which is a development from traditional bullying. Cyberbullying is the use of the internet to perpetrate deliberate, repeated, and hostile behavior by an individual or group that is intended to harm another person or others. Cyberbullying affects large numbers of children and adolescents, but its psychological impact is not clearly understood, apart from people hearing anecdotes on the suicides of cyberbullied youth. Furthermore, parental perceptions of cyberbullying, including its extent and impact, are largely unknown. The present study examined parents\u27 perceptions and awareness of cyberbullying (PPAC) of children and adolescents. An online PPAC survey included a Likert-type questionnaire and several open ended questions interspersed within the instrument that addressed research hypotheses and questions on cyberbullying of school and undergraduate students. The PPAC showed high internal consistency reliability. Significant findings included the following: participants believed that cyberbullying is a problem that needs to be addressed; that traditional bullying is more harmful than cyberbullying; that participants were more likely to have learned about cyberbullying from television than any other media; that they were familiar with social media, particularly Facebook and Twitter; and that school and law involvement was believed to be more helpful prevention than parental involvement. Participants\u27 comments richly expanded on their answers to the quantitative items. Using qualitative thematic analyses, many themes emerged, the most common being: fear is a major obstacle preventing youth from getting help; awareness needs to be raised about cyberbullying; and talking with other parents plays a major role in learning about cyberbullying. The discussion of the results and their implications provide an understanding of parental beliefs, attitudes, and needs with regards to cyberbullying and the preventative and intervention methods that could be used by them, schools, and the law. Importantly, parents indicated low self-efficacy beliefs, a helpless observer stance, or an attribution blame orientation toward other parents about the advent of cyberbullying. There is a discussion of educational programming for students and parents, policy-making actions, future directions in research, and limitations of the study

Youth and Digital Media: From Credibility to Information Quality

Building upon a process-and context-oriented information quality framework, this paper seeks to map and explore what we know about the ways in which young users of age 18 and under search for information online, how they evaluate information, and how their related practices of content creation, levels of new literacies, general digital media usage, and social patterns affect these activities. A review of selected literature at the intersection of digital media, youth, and information quality -- primarily works from library and information science, sociology, education, and selected ethnographic studies -- reveals patterns in youth's information-seeking behavior, but also highlights the importance of contextual and demographic factors both for search and evaluation. Looking at the phenomenon from an information-learning and educational perspective, the literature shows that youth develop competencies for personal goals that sometimes do not transfer to school, and are sometimes not appropriate for school. Thus far, educational initiatives to educate youth about search, evaluation, or creation have depended greatly on the local circumstances for their success or failure

A Content Analysis of Youth Internet Safety Programs: Are Effective Prevention Strategies Being Used?

ABSTRACT: Almost half of youth in the U.S. report receiving internet safety education (ISE) in their schools. Unfortunately, we know little about what educational messages make a difference in problems such as cyberbullying, sexting, or online predators. To consider directions for improving effectiveness, a content analysis was conducted on materials from four ISE programs. Results indicate that ISE programs are mostly not incorporating proven educational strategies. Common ISE messages have proliferated without a clear rationale for why they would be effective. It is recommended that program developers and other stakeholders reconsider ISE messages, improve educational strategies, and participate in evaluation. The field must also consider whether ISE messages would be better delivered through broader youth safety prevention programs versus stand-alone lessons

Young people's voices on cyber bullying: what can age comparisons tell us

This is a report of a youth-led research study, commissioned by the Diana Award. It illuminates contemporary experiences of and attitudes towards cyber bullying, with a particular focus on age comparisons between older and younger youth. This is the largest survey carried out on cyber bullying in England to date that has been steered by young people themselves. It consisted of: one large survey, two online surveys and four focus groups, carried out from September 2009 to July 2011. In total, it encompassed the views of 1,512 young people in England (consisting of 1490 pupils who completed the surveys and 22 who designed the research). It provides a a clearer understanding of the nature and prevalence of cyber bullying among young people and recommends effective ways to strengthen preventative action