Breathe
By Claudia Fabiola Ortega Barba* By Claudia Fabiola Ortega Barba* By Claudia Fabiola Ortega Barba
According to John Perry Barlow (1996) in a paper he wrote entitled Declaration of the Independence of Cyberspace, cyberspace is made up of transactions and relationships that are understood as a still wave in the web of communications. The world is everywhere. A world has been created where everyone can enter and; therefore, it is necessary to be attentive to the opportunities and risks of this world without assuming radical positions such as those shown by Eco (1965) about the apocalyptic and the integrated.
Specifically in Mexico, media consumption and the use of mobile devices continues to be exponential, it is enough to review some numbers such as those shown by the National Survey of Audiovisual Content Consumption 2023, of the Federal Telecommunications Institute (IFT).
Already since the mid-twentieth century McLuhan (1969) envisioned the impact of technological media on social dynamics. Digital technologies, and specifically the applications available in different devices, have transformed the way in which people communicate, build knowledge and access information.
With access to smartphones connected to the Internet, there is contact with an unlimited number of content and interactions; therefore, it requires a critical and ethical user who has the skills to manage in digital ecosystems. That is, the citizen of an always connected digital world must be prepared for the information flows and interactions that are generated in this: educated digital citizens have the ability to navigate safely and effectively in the virtual world, being responsible and competent in relation to the management and use of information.
However, these literacies also involve the ethical use of: media, information, technology and the interactions mediated by it. It is both a content area and a way of life; it is not only about the acquisition of technical skills, but also includes the development of referential frameworks for coexistence in society.
Thus, in addition to the educational task that parents have to fulfill, there is also the need to guide the participation of children towards digital citizenship, since the incorporation of ICTs at home is part of everyday life.
Parents identify different challenges they have faced in relation to mobile technologies and how they have been present in the family dynamics. A first challenge has been the decision regarding the appropriate age to give their children a mobile device such as a cell phone, tablet or laptop. Likewise, they are concerned about the dangers to which their children are prone by technology, these can be classified into content, contact and behavioral risks; in the first, access to harmful information stands out (Ortega-Barba et al., 2015); in the second, the relationship with strangers, violence, extortion and hacking, while in the third, the content of what they share (care of the digital footprint) and family isolation appear.
Although some parents consider that technologies allow socialization in remote positions, it is a challenge to promote such socialization in contiguity. Based on experience, parents highlight as other challenges those that arise from themselves and not from their children, such as setting an example and naivety. Thus, some parents recognize addictive behaviors in their relationship with mobile devices.
The experience shows a multidimensional and dynamic reality, covering different spheres of daily life and showing the concerns of parents about this reality, where devices are presented as means that, depending on their use, can be dangerous and at the same time beneficial.
In relation to security, parents show the device as a double-edged sword, one of the reasons why they decide to give a mobile device to their children is to be calm, as it allows them to be communicated; however, it also opens the door to strangers.
In terms of risks versus advantages, the former refer mainly to the consumption of sexual or violent materials, risky communication and the compulsive use of devices versus prerogatives such as ease of access to information and options for the multiplicity of tasks. In addition to the above, parents not only show their concern for the problematic situation raised, but also present actions which they have carried out to address these challenges such as training on the subject, which is aligned with what is proposed by Yayan, Düken, Dag and Ulutas, (2019) on a necessary media training that enhances emotional and attitudinal aspects in people. This is of vital importance, since certain problems in the family occur due to the characteristics of the children's age, especially teenagers whose emotions and attitudes are being formed.
It is for this reason that parents must have knowledge, on the one hand, about technology and, on the other hand, about the characteristics of the evolutionary stage that their children are living in order to favor the understanding of certain behaviors of teenagers and this facilitates communication and healthy family relationships, leading to the acceptance by parents of the different ways of interacting that the younger generations have, and that sometimes create conflicts in coexistence.
On this subject, various actions proposed by studies such as that of Torrecillas-Lacave, Vázquez-Barrio, Suárez and Fernández-Martínez (2020), on the control of content and time, stand out. Also, other actions aimed at training are added, such as the explanation of risks, awareness of use and education in values.
Finally, some recommendations are: For example, lengthen the age in the use of devices connected to the Internet, as studies show that the average age of Internet use has dropped from nine years old to six years old (Gamito, Aristizabal, Vizcarra and León, 2020; Garmendia, Jiménez, Casado and Mascheroni, 2016), establish schedules to check social media so they do not interfere with other important activities, explain to young people about the digital footprint and the consequences of not taking care of it, take the initiative, hold talks with children about media consumption and the interactions they perform, reach a consensus within the family on a time structure that allows working, studying, relating among peers, relaxing and continuing to maintain a good family climate and establish ethical values within the digital world, all this to seek family welfare.
References
Barlow, J. (1996). Declaration of independence of cyberspace.
Eco, U. (1965). Apocalyptic and integrated. Lumen.
McLuhan, M. (1967). The medium is the message. An inventory of effects. Paidós.
Ortega-Barba, C. et al. (2015). Ethical dilemmas around the uses of Information and Communication Technologies (ICT): cyberbullying and other dangers, Education and Technology, 3(8), 89-99.
Yayan, E., Dag, Y., Düken, M., & Ulutas, A. (2018). Investigation of relationship between Smartphoneaddiction and internet addiction in working children in industry. International Journal of Human Sciences, 16(1), 143-154.
*Claudia Fabiola Ortega Barba is a research professor at the School of Pedagogy of Universidad Panamericana and Director of Research at Universidad Panamericana.
The opinions expressed are the responsibility of the authors and are absolutely independent of the position and editorial line of the company. Opinion 51.
Comments ()