Internet education
The Internet education is a branch of media education and addresses the educational action in the Internet , particularly the Web 2.0 .
Tasks of internet education
Internet education deals with concepts and procedures for safe, healthy, qualified and responsible use of the Internet, as well as pedagogical and didactic activity on the Internet. These include:
- The development of media skills and the safe use of information on the Internet
- Personal, school and professional use of Internet offers (e.g. research in databases , confidentiality of information, scientific work on the Internet, etc.)
- Dealing with data and security on the Internet and its dangers, as the threat to privacy , lack of privacy , cyber bullying , youth-endangering and illegal content and online fraud and cybercrime
- Legal aspects of internet law , media law and general law (e.g. dealing with copyright law )
- social behavior in internet forums , chats , social networks , instant messaging services and other communities
- Dangers of addiction and potential for dependence (see also Internet addiction )
- Dealing with critical content such as violence , discrimination , agitation or sexuality
- imparting information technology skills (e.g. how websites, software and networks work)
- E-learning and blended learning (e.g. using wikis, multimedia , knowledge management systems , web colleges , massive open online courses , virtual classrooms and virtual universities , m-learning , collaboration scripts and various learning platforms )
- Online didactics (e.g. teaching through web videos , teaching through the use of wikis , etc.)
Challenges in acting in Web 2.0
Since everyone can actively participate in Web 2.0, it is used more and more as a play and development space as well as for everyday life as well as professionally and at school, and user-generated content is always playing an important role, people have to deal with three deal with central levels of action and development tasks. These are:
- Identity management : This point relates to a person's self-portrayal on the Internet and how they describe experiences or experiences, for example. Examples are the presentation in web videos or the design of profile pages . For this a self-analysis is necessary. People should become aware of their own experiences, desires and ideas and know about their own self-image and self-expression .
- Relationship management: Attention is paid to maintaining existing or developing new relationships. This can be done, for example, by chatting, commenting, linking or by explicit messages and confirmations. In order to master this task successfully, social conflict is required. This requires the active formation and maintenance of friendships, contacts and relationships.
- Information management: People must be able to sensibly filter, select and categorize information in order to be able to evaluate it sensibly. This includes, for example, research with an online dictionary such as Wikipedia or the tagging and rating of photos or videos. A dispute is required to accomplish this task. This consists of the formation and maintenance of representations and presentations as well as the organization and reflection of knowledge and experience.
Problem
Parents and teachers and educators often lack the knowledge and experience to properly educate and inform adolescents about what to do on the Internet. Often the children and adolescents know better about the offers and possibilities than their parents and lecturers. This is due, among other things, to the age differences and values between the digital natives and the older generations. Some legal guardians therefore prefer to use protective mechanisms such as child and youth protection software or the prohibition of individual objects and offers or the restriction of the use of these due to a lack of control and knowledge of their content and functionality instead of teaching about them. In this day and age, however, it is increasingly important for children and young people to deal with this medium in terms of personal, school and professional development, and a ban would limit these experiences. For example, special contracts for children and young people can be printed out and discussed with the children to deal with legal uncertainty among parents and legal guardians.
literature
- Christine Feil: Internet for children: Help for parents, educators and teachers . Springer-Verlag, 2013, ISBN 978-3-322-80870-7
- Christine Feil: Learning with the Internet: Observations and surveys in primary school . Springer-Verlag, 2009, ISBN 978-3-531-15555-5
- Christine Feil, Regina Decker, Christoph Gieger: How do children discover the Internet ?: Observations in children aged 5 to 12 . Springer-Verlag, 2004, ISBN 978-3-531-90143-5
- André Czauderna: Learning as a social practice on the Internet: Objectively hermeneutic reconstructions from a forum on the video game Pokémon . Springer-Verlag, 2014, ISBN 978-3-658-04661-3
Individual evidence
- ↑ a b Jan-Hinrik Schmidt, Ingrid Paus-Hasebrink, Uwe Hasebrink: Growing up with the Social Web On the role of Web 2.0 offers in the everyday life of adolescents and young adults. In: LfM Volume 62 Media Research Series.Retrieved December 8, 2017 .
- ↑ Copyright: Model contract for parents against filesharing of children - Golem.de . ( golem.de [accessed December 8, 2017]).