关键词

儿童、教育技术、应用程序、安全、全纳教育、内容分析、未成年保护、网络安全、数码能力

摘要

技术媒介的使用促进了儿童早期的学习，并且是全纳教育的潜在资源之一。与此同时，经常处于在线状态的线上互动式数码内容的日益增多，对孩子们来说也意味着一系列风险。当前保护儿童战略所依据的对保护的定义是不充分的，因为这个定义仅限于减少儿童对有害物质的接触。这项研究提出了这个定义的扩展。通过对加泰罗尼亚地区200个针对8岁以下儿童的app应用程序的系统观察和主成分分析，我们提出了一个多维的关于保护的概念，这个概念不仅针对潜在风险，还考虑了与教育和包容性相关的方面数码资源的潜力。为了选择这些资源并增进教师和学生的数码能力，我们提出了五个因素。第一个因素涉及保护机制的使用和外部干扰的存在，第二个因素指出适应工具的出现。第三个因素表明刻板印象的存在，最后两个因素涉及了所要求的预先知识以及应用程序的语言成分。最后，我们在讨论后提出了新的定义并指出其局限性，为将来的分析作参考。

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技术信息

收到: 25-02-2019

修订: 02-04-2019

公认: 10-05-2019

OnlineFirst: 15-07-2019

发布日期: 01-10-2019

文章修改时间: 36 天 | 期刊编号的平均时间修订 61: 43 天

文章接受时间: 74 天 | 期刊编号的平均接受时间 61: 79 天

预印本编辑时间: 173 天 | 期刊编号的平均编辑时间预印 61: 178 天

文章编辑时间: 218 天 | 期刊编号的平均编辑时间 61: 223 天

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Crescenzi-Lanna, L., Valente, R., & Suárez-Gómez, R. (2019). Safe and inclusive educational apps: Digital protection from an ethical and critical perspective. [Aplicaciones educativas seguras e inclusivas: La protección digital desde una perspectiva ética y crítica]. Comunicar, 61, 93-102. https://doi.org/10.3916/C61-2019-08

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