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In this approach, the increase in the popularity of the Internet among users whose personality and identity are under development is extremely interesting. Of course, a global web based on information technologies is not the first medium that acts as an intermediary in socialising processes, but because of the interactivity and rapid popularisation of this tool, and thus its supplementing and supplanting previous forms writing, radio, television , it deserves the greatest attention in contemporary intellectual reflections.
The conclusions contained in the study entitled Changes in dispositional empathy in American college students over time: a meta-analysis Kornath et al. According to this interpretation, online relationships, unlike those formed in the physical world, are superficial and thus prevent the harmonious development of personality towards empathic behaviours. However, in the following years this hypothesis met with criticism.
Particularly noteworthy is the publication entitled Virtual empathy: positive and negative impacts of going online upon empathy in young adults Carrier et al. According to them, Internet users do show empathic behaviour — both in the real world and online. Areas in which empathic attitudes are clearly weaker are specific forms of activity such as computer games. In other words, the impact of modern communication technologies on attitudes is not radically different from the impact of earlier media: television, radio or magazines.
This is of great importance from the point of view of education and upbringing sciences because, on the one hand, there is a danger of squandering socio-educational achievements implemented in the family and school. Therefore, the following questions arise: q Is it possible to be empathic towards the entirety of the online community?
In the face of such dilemmas, appropriate socialisation and educational methods and techniques should be developed which could replace or supplement the functioning of these processes in augmented reality. As can be seen from the above cursory analysis, the problem itself is an interesting one and should be met with further empirical exploration.
Questions arising here, regarding the limits of empathy and its psycho-social conditions, still need to be answered. A separate issue raised by researchers, educators and parents in relation to the increasing availability and popularity of digital technologies among children are problems connected to aggressive behaviour. From the outset, attention was drawn to the impact of violent computer games on gamers, focussing on content which views physical violence as entertainment. Some researchers have also tried to explain this phenomenon as the psycho-physical consequences of staying in front of the screen for a long time and focussing attention in a way which due to evolutionary conditions is not natural for humans Ko et al.
Modern research confirms these assumptions. Longitudinal meta-studies Anderson et al. According to the authors of these analyses, the impact is undeniable and doubts exist only in the area of the interpretation of this phenomenon.
In , the American Psychology Association published a research result-based appeal to parents, guardians, educators and institutions, calling for their.
In recent years, along with the development of Artificial Intelligence algorithms, there appeared the increased possibility for web filters to hide dangerous content. Still, these mechanisms are not perfect. Children and young people constantly, usually accidentally, find themselves accessing websites with extremely violent or demoralising content.
These are often illegal and harmful materials, for example recordings of executions, child pornography or clips showing animal abuse. This term became famous in , when Alek Minassian, a twenty-five-year-old resident of Toronto, Canada, committed a terrorist attack using a van, killing ten people Even in the case of a small number of people with radical views, thanks to networking modern information technologies can make them convinced of the universality of a given worldview or attitude.
The Internet is also a tool that can affect the radicalisation of people with disturbed socialisation parameters, ones who are lonely or struggling with life, or facing emotional or psychological problems. From the point of view of psychological and pedagogical theories, socialisation mechanisms measurably impact the formation of aggressive behaviours as well as the type of aggression.
The boundary parameters of the social roles played, filled with identity content, determine the defined and socially accepted framework of human behaviour.
Interpersonal aggression outside this framework is a significant social problem and the resocialisation process is largely oriented towards its elimination. The most common and capacious definition of aggression is that it is a behaviour aimed at inflicting suffering on another person who is motivated to avoid this suffering Barron, Biological concepts of human behaviour seek sources of aggression in dynamic forces inherent in human nature.
These theories treat aggressive behaviour and the associated experience of anger as a symptom of the innate fight instinct. This view was shared, among others, by William McDougall Aronson et al. It is a source of feelings of anger, which, in turn, are the impulse that causes the appearance of differences in aggressive behaviours.
Anger arising on the basis of this instinct is, according to William McDougall, a positive phenomenon from a biological point of view, as it stimulates the individual to acquire the resources necessary to meet their needs, inclines them to defend themselves against attacks and allows them to maintain their current state of possession. Anger can be triggered by many different stimuli associated with experienced failures, which thus become impulses that cause aggressive behaviour.
Sigmund Freud based the theory of aggression on psychoanalytical assumptions. Conflicts arising between these components are the reason behind the frustration that stimulates aggression directed against people or objects.
In the final phase of his scientific activity, Freud focussed mainly on the life. He regarded the contradiction between them as a source of aggressive behaviour. Representatives of the psychoanalytical approach to aggression among them Alfred Adler also assumed the existence of an innate, genetically-conditioned aggression instinct, which occurs independently and — apart from the sexual instinct — is the main driving force of human activity. Susceptibility to aggression potentially lies within the body, while frustration can only create conditions conducive to its liberation and manifestation to the outside world.
A slightly different opinion regarding aggression is presented by those supporters of psychoanalysis who reject the existence of the innate aggression instinct and claim that in humans innate social instincts are dominant. According to this outlook, aggression is released when social instincts are inhibited or for some reason cannot be satisfied. The physiological theory of aggression assigns special importance to both the hypothalamus and the cerebral cortex.
These two parts of the brain are antagonistic. The stimulating effect of the processes occurring in the hypothalamus plays an important role in the formation of anger and the accompanying aggressive behaviour, while cortical inhibition processes can neutralise the state of arousal thus generated.
The stimulation of the sympathetic system and corresponding internal organs is of secondary nature and is the result of the operation of nerve impulses originating in the peripheral nervous system, which do not arise spontaneously, but are a consequence of specific external stimuli on the body.
Behavioural studies of aggression concern behaviours that can be included in the stimulus—reaction framework. Aggressive reactions that are rewarded become reinforced, which results in the creation of appropriate habits concerning this type of behaviour, and if they are punished, they are inhibited and cease. Acquisition of new life experiences leads to a gradual differentiation of stimuli, in effect of which only strictly defined not similar kinds of rewards and punishments have a reinforcing or inhibiting influence on aggressive behaviour.
Behaviourists have also proven the relationship between aggressive behaviour and certain environmental conditions. It was found that the aggressive behaviour of group members and the anonymity of certain individuals acting in the group stimulate the occurrence of this type of behaviour. An individual shows aggression. Social factors for example, positive behaviour models and widespread disapproval of violence in the environment can both stimulate aggression and counteract it.
Behaviourists also confirmed the existence of innate factors that can affect the intensity and frequency of aggressive reactions. The phenomenon of aggression seemingly has many common features in the real world and in virtual reality. However, the dominant behavioural perspective here is not always suitable for the Internet realm.
While aggression and aggressiveness in the understanding of behavioural concepts often have an adaptive and defensive meaning in real everyday life, in augmented reality such meanings cannot be found. However, as in the case of empathy, the problem of aggression in the process of socialisation on the Internet requires more thorough analysis and in-depth empirical research.
Traditional definitions of the conditions and symptoms of this phenomenon occurring in the real world cannot be applied to the Internet environment without reflection, which is unfortunately often the case. A significant number of individuals writing about the problem of online aggression use traditional methods of understanding this phenomenon and try to adapt such concepts to augmented reality.
This is not a fully justified procedure. The influence of the Internet on the phenomena of aggression and empathy is inherently connected with the subject of human self-presentation behaviour. Social media, which can be described as virtual platforms based on behavioural reward for successful acts of self-presentation Davidow, — the number of friends and likes, the range and reach of published content — exploit the human desire for social acceptance for business purposes, i.
From an economic point of view, it is in the interest of portal owners that users spend as much time as possible creating digital content for the purpose of self-presentation. The basic factor related to self-presentation are the goals set by the directions of emerging needs.
On the other hand, the ways of reaching the assumed goals are conditioned by the properties of socialisation experiences. Achievement of goals is carried out thanks to the scripts and plans of individuals mediated by technical capabilities provided by the communication platform for example, an application or service. The relation between an assumed goal and a script or plan connected with it is defined as an aspiration Baumeister, Interpersonal contacts require the maintenance and presentation of a relatively consistent identity.
Social interactions, including those involving young people, require them to behave in accordance with assumed social roles. Young people create scripts that are closely related to their concept of identity, which is why they are not always capable or indeed able to play the roles required of them in a socially acceptable manner.
By presenting themselves to others, both in the real world and on the Internet, people show parameters of their own identity, creating their public image. People who are poorly socialised, possessing limited language code, generally leave a bad impression on others. In some cases this impression increases social distance and the feeling of discomfort and interpersonal isolation.
It is hard for them to understand that this situation is influenced by the manner in which they present themselves. In principle, self-presentation behaviour reveals true information about a person. Typically, in real-world social situations, examples of creating false public images are encountered relatively rarely.
Undoubtedly, however, this. Self-presentation is the purposeful action of an individual aimed at creating their desired image in a social environment Szmajke, It is, therefore, a specific form of exerting social influence, and even — as some authors emphasise — a way of manipulating other people.
Erving Goffman noted that a prerequisite for the existence of social interaction is that people build public dimensions of their identity. Thus, social identity parameters enable interpersonal contacts and form the framework of created life roles. Only the internal and external factors and mechanisms triggering the structural framework of identity parameters of both categories of people are radically different.
It can be hypothetically assumed that young people undertake self-presentation in the Internet space for various reasons, such as: q protecting themselves contacts at the level of subcultural environment or increasing their self-esteem contacts with people who matter to them and come from outside the subcultural environment ; q forming what are from their point of view valuable, interpersonal relationships that meet their psychological needs; q exerting a manipulative influence on others, confirming their supposed social significance this is due to a reduced level of self-esteem ; q creating and maintaining their own identity or certain features Leary, Kowalski ; Goffman, ; Szmajke, For the purpose of this article, this category is particularly important.
For many people falling into it, it will usually manifest as negative. At the same time, such people are unable to do anything about it, because the self-presentation of their identity occurs automatically, in accordance with learned socialisation models. It can be assumed that the form and content of the roles played by young people are the result of social situations in which they participate and of the ways and forms of their self-presentation.
When analysing the phenomenon of creating identity parameters on the web, we should include this issue in the categories of self-presentation norms. They can be prescriptive, i. Socialisation processes play an important role in shaping both the ability to identify the social circumstances of the functioning of self-presentation norms and the attitude towards them. It can be assumed that people who adhere to self-presentation norms have undergone a proper socialisation process, so ultimately the image they create and its perception by others is in line with their intentions.
However, if poorly socialised individuals have problems identifying this category of norms, their image is created contrary to their intentions.
Self-presentation norms, i. The most important of these include the culture dominating in a given type of environment, civilisation and social conditions, binding legal regulations, religious and worldview influences, and current political ideology. These are categories that belong to traditional spheres of pedagogical interest. The shaping and visualisation of identity parameters results to a large extent from these limitations and conditions.
Therefore, this process is actualised by means of contextual actions, taking into account cultural and social conditions and consequences resulting from them.
Stigmatisation is one of the main psychosocial factors hindering or even impeding the proper functioning of many people in their. An opportunity to reverse this phenomenon is the initiation of de-stigmatisation processes — possible in the world of the Internet, which enables users to maintain their anonymity. Socialisation on the web can occur in a similar fashion to socialisation in the natural family environment, yet it can have significantly different effects due to the change in the technological and cultural environment.
The main difference here are temporal as well as biological and physical factors — in the Internet space it is impossible to satisfy first-order human needs, which has a huge impact on our emotions and sense of security. Interpersonal contacts within the family are practically not limited by time constrains, while in the Internet space there are objective boundaries independent of us as individuals. This thesis is confirmed by known examples of individuals isolating themselves from interpersonal relations in their natural environment e.
Observation of such individuals indicates that the minimisation of real contacts with people closest to them results in emotional and psychophysical problems, yet it does not have a negative impact on intellectual development. Perhaps this is a civilisational model, leading to alienation of the coming generations from real interpersonal contacts in favour of those that are virtualised and stripped of any categories of emotions which have so far been recognisable. Online socialisation — an opportunity or the curse of our times?
It can be said that the current pedagogical understanding of social Home. It is difficult to determine unequivocally whether the humanist and interpretive paradigms used by the pedagogical academic community of the 21st century are adequate for perceiving and interpreting the complex reality of the Internet, which contains a purely technical aspect and should, therefore, be subject to structuralist or functionalist interpretations.
Therefore, we are dealing with a completely new phenomenon of social perception, i. Socialisation is shifting from the sphere of well-worn intellectual and environmental models to an area still not sufficiently described, which is the subject of disputes and discussions.
It is worth remembering that it is only recently that the media, such as magazines, radio, television and the Internet, have become mass media on a global scale. It was only the still ongoing information revolution that has made technology take on a different meaning in our life and play a dominant role in it.
The Internet is, therefore, not only a manifestation of a highly personalised technology. Above all, it is a tool used to discover new dimensions of human existence, with all this process entails.
Its use as a new technical solution that facilitates our obtaining information and communicating with others is just another step in the civilisational development of humanity. Perhaps, however, it is something more. Maybe, as Ray Kurzweil , a futurologist and chief development expert at Google, claims, it is a way of realising the eternal dream of humankind — securing immortality.
From the point of view of social sciences and pedagogy, however, many questions about the web remain unanswered. Only in a dozen or several dozen years, when the generations raised on the web determine our economic, technological, cultural and political processes, will it be possible to make a reliable assessment of the effects of the information revolution begun in the 20th century. The aim of the article is to present the complexity of the issues of threats related to the presence of children and young people in cyberspace.
The authors attempt to systematize the problem, as well as identify the most dangerous phenomena. They also describe and classify the latest threats, stressing that as a result of the dynamic development of the internet, their catalogue is constantly growing, and thus requires regular updates.
An important role in the process of monitoring threats, counteracting them and mitigating the effects should be played by media education, whose importance, although growing in education systems around the world, remains a trivial matter in Polish education.
Keywords: cyber dangers child in the internet cyberbullying hacking sexting patostreaming media education. Michael Schulte-Markwort. Introduction It is hard to believe that the Internet — a medium which has triggered the largest cultural change of a total nature since the invention of printing, encompassing social, economic, political and personal phenomena — has only recently settled into its early adulthood, while its actual revolutionary phase referred to as Web 2.
Social media, which have only been around for 13 or 14 years, have more than 3 billion active users. What is more, new technologies are not losing their developmental impetus. According to a law formulated in by Gordon Moore, device computing power continues to double about every two years cf. Sienkiewicz, , p. It is imminently approaching the limit of physical possibility as the question arises: how could we build a transistor smaller than an atom?
All this comes with an exponential growth of means of communication and entertainment, as well as tools for learning and working, available on the Internet, which is still such a new, yet extremely variable space of human activity.
The digital world offers its users amazing opportunities for self-development, knowledge-sharing, networking and engaging in all sorts of entertainment, but, at the same time, it is a territory studded with traps and threats of an increasingly complex character. An attempt to map out a new territory. Threats posed by the cyberworld can be twofold: relating to the history of the digital medium and to its specific character. When cyberspace was created as Web 1.
It was also obvious from the very beginning that there was the issue of data confidentiality breaches. The second type of threat, which came about when Web 1. Web 2. The shift from a division into publishers and recipients towards a model in which everyone can create content has resulted in profound changes both in the structure of the Internet and in the attitudes of its users — who are now active creators of digital materials and commentators, or even judges, of virtual life, which is also increasingly intertwined with real life.
Those users have different communication, cultural and social competences, different skills, goals and needs, and, finally, they are of different ages. A huge percentage are children — a group which is particularly vulnerable to digital threats. Today it is probably lower as there is a growing generation of children who have been exposed to touchscreens i. Significantly, most of the surveyed lower and upper secondary school students said that no one had taught them how to use the Internet and that they had acquired digital competences independently This not only exposes them as relatively easy victims to online crime and social threats, but also makes them more likely to become the perpetrators, often unaware of the dramatic and very real consequences of their actions in the virtual world.
The list of dangers to which young Internet users are exposed is extensive and difficult to exhaust because of the extraordinary dynamics of web evolution. Researches dealing with this issue regularly attempt to systematise it, yet usually end up with a list that comes with a reservation that it must continue to be updated because of the emergence of new types of threats.
Exposure to inappropriate content: q cyberpornography; q Internet prostitution including sexting which leads to material benefits ; q content that promotes an unhealthy lifestyle. Dangerous activities: cyberbullying, sexting, suicides inspired by and under pressure from the Internet including suicides broadcast live online, suicides as a result of humiliation or harassment suffered online, suicide manuals and online suicide pacts.
Dangerous encounters: q child grooming; q online paedophilia; 4. Dangers of a sexual nature sexting, cybersex. In everyday life or in the mass media, originators have a specific identity. We know, or we can learn, much about them, because they are identified by a particular worldview and the socio-professional role they play. This identity is shaped by body language, gestures, timbre and pace of speech, and behaviour in direct, indirect, audiovisual and, to a lesser extent, audio contact.
On the other hand, online presence, and information created on the Internet, make it possible to carry out an analysis which provides much more complete and precise knowledge about the creator, who is also the recipient of information and comments left by others. Undoubtedly, however, this replacement of direct by mediated contact — which is so frequent and common — has its social, personal and educational consequences.
Contemporary generations, unlike their predecessors, grow up surrounded by many media. Such an environment leaves deep and lasting traces in the mind of a child, because media are not only transmitters of information, but they also trigger emotions, shaping the sphere of imagination, and create dreams and desires, muddling up. Issues related to manipulation, propaganda, lobbying or lying arise, and new definitions of reality, the process and the result of cognition, truth and wisdom, are created Postman, , pp.
These, in turn, require a diagnosis, but also preventive and therapeutic measures. The new layer of culture created with electronic media changes and expands our senses and the reality we perceive.
It affects the human mind, psyche and attitude towards the world Kerckhove, Social networking sites have made it possible for anyone with web access to publish materials. These are traces of human thought and creativity, but also evidence of naivety, aggression and criminal behaviour. Although IT networks connect institutions and people, disparities between countries which invest in ICT infrastructure and those which cannot afford it are becoming more apparent.
Power over information systems is associated with the monopolisation of culture and political influence. On the one hand, cultural homogenisation processes are in full swing, but on the other, great efforts are undertaken to record the sound of languages and specific features of ethnic cultures.
It is difficult to determine at present whether the 21st century will be dominated by the fatalistic paradigm of the annihilation of global cultural and linguistic diversity, its hybridisation and the extinction of languages, linguistic groups and many local cultures, or whether digital tools of information and communication technologies will prove their usefulness in maintaining the authentic pluralism and originality of languages and cultures Mayor, , pp.
The web can also be a weapon of war. It is worth noting that the free global flow of images and words facilitates criminal activity.
Criminal groups are supranational and ruthlessly use differences in the laws of various countries to their advantage. The lack of universal media education has very undesirable effects and this applies to all user spheres: personal, social, cultural, political. For years, academics and educators alike have been unsuccessfully calling for its incorporation into teacher training and school curricula.
Just as it is necessary to develop an appropriate legislative framework for safe navigation of the Internet, Polish education at the turn of the 21st century needs universal information and media training.
Today — more than ever — this is essential. Media regulations in Poland encompass a unified system for classifying television programmes and the European system for assessing computer games known as PEGI Pan European Game Information. The latter is undoubtedly one of the best video game content rating systems, but not the only one.
Can, however, existing tools for protecting children against the negative consequences of computer games and web access be treated as sufficient and ultimate solutions?
It has to be emphasised here that no classification alone is capable of increasing knowledge and awareness. There are many works available dealing with the dangerous effects of cyberspace and media use. Given the level of recorded threats and flagged social needs, coordination of efforts is required to ensure that children are safe in cyberspace.
It is necessary to take comprehensive social action in the field of universal media education and preventive education programmes. Legislative action in this respect is also imperative. The need to create a national strategy in this area is becoming increasingly apparent, especially in the context of the bold and impressive initiative.
Figure 1. Anyone building a system would like it to be compact, finite and coherent. Figure 1 does not represent such a full system. It is a systematoid at best, as many phenomena related to the development of information and communication technologies have not yet been studied, described or explained. Let us begin with pointing out certain personal threats. Some of them are associated with the physical development of children and adolescents and concern the skeletal, nervous, cardiovascular and metabolic systems.
The following seem particularly dangerous: q underdevelopment of the musculoskeletal system; q postural defects, including scoliosis and abolition of lordosis in the cervical spine, carpal tunnel syndrome, shoulder and neck disorders, as well as degenerative changes; q decrease in physical fitness and a general weakness of the body; q obesity, bowel disease; q eye defects, conjunctival disorders, keratitis; q allergies; q consequences of the harmful effects of the electrostatic and electromagnetic field especially frequencies from 10 to kHz 2.
However, issues of child and youth safety in the space created by web-connected computers — which combined features of several media, were increasingly poly-sensory and interactive, and thus attractive to users — were not identified or were downplayed at the time. Neither was it comprehended that the Internet would soon become not just a place of creativity, but also an economic, ideological and political battlefield.
A space where dreams could come true and human organs could be trafficked. A global economic market and a place of baseness. While physical space has been legally codified for centuries, cyberspace, under the false pretext of unlimited freedom, has become open to criminal activity and to controlling people and entire communities. In particular, reports of inhibited bone growth, accelerated spread of leukemia and other forms of cancer, and abnormal prenatal development require further analysis and evidence as lack of awareness and false beliefs can generate undesirable social reactions in this area.
Another group of threats which requires analysis and serious reflection is associated with human intellectual development. Many personal threats are also related to the emotional development of children and young people: q seeing friendship, love, care or responsibility through the distorting prism of, for example, video games the same applies to the relationship between good and evil in the simplified world of a player , emotional immaturity; q development of inappropriate emotions regarding love and sex, treating virtual relationships as real; q creation of negative ways of expressing emotions, escalation of uncontrolled emotions on the web; q priming towards content, behaviours and attitudes which are undesirable, as well as cognitive and emotional desensitisation; q Internet addiction disorder Internet addiction syndrome , altered states of consciousness, which are reminiscent of alcohol.
Furthermore, personal threats can be associated with moral development and include, in particular, a disturbed hierarchy of values and their relativisation, as well as disregard for ethical principles they do not apply in some video games.
The diagnoses made at the time have, unfortunately, been proven to be correct. The developmental dangers mentioned above are undoubtedly closely associated with a large group of socially dangerous impacts, such as: q digital illiteracy and social exclusion — these issues usually affect poor, disadvantaged or unemployed people, deprived of access to the web, mobile devices or smartphones, as well as numerous groups of people with disabilities and people without IT, technological and media competences.
Threats of this kind are faced, in particular, by inhabitants of villages and small towns where schools operate without broadband Internet, proper infrastructure and Wi-Fi access — i. Adolescence is a particularly critical period in this respect. Susceptibility to risky behaviour is caused by psychobiological and evolutionary factors Romer, ; Steingerg, On the one hand, information and communication technologies fascinate teenagers and satisfy some of their major emotional and communication needs, which are important during adolescence Dolev-Cohen, Barak, ; Valkenburg, Peter, , yet, on the other hand, they provide an outlet for manifestations of many risky behaviours.
The Internet facilitates participation in situations which increase the likelihood of such negative consequences as emotional stress, victimisation or deterioration of social, school or academic life Valcke, De Wever, Van Keer, Schellens, The most frequently reported problem related to online behaviour has been cyberbullying Livingstone, Smith ; Young, de Abreu, In recent years, increasingly more attention has been paid to the tendency to use the Internet to contact strangers, social groups or institutions, unions and organisations Valcke et al.
Loss of control over. Internet consumption, as well as excessive cognitive engagement with using it — even despite negative consequences — are becoming increasingly widespread Caplan, Individuals and entire enterprises base their activities on those professions or rely on persons who perform them. Research conducted by the University of Oxford and many other academic centres, as cited by Alux.
In spite of existing problems, further activities undertaken in the realms of academia and education should be based on appropriate decisions regarding both current fields of education and further training and retraining of persons employed in these professions. There is an urgent need for serious reflection in the field of social sciences and engagement in intentional and wise educational action, otherwise we risk political, economic and social crises and, above all, human tragedies; q uncontrolled personal data trading and unethical use of data — the advancement of information and communication technologies is ahead of both awareness of the consequences it entails and legislative regulation.
The huge amounts of data, obtained as a result of media digitisation, software development and widespread connectivity, have not only a high volume and velocity, but also a high variety and veracity. Their analysis makes it possible to carry. After centuries, it has also become the guiding. This principle is of great importance for those educators and teachers who enter the sphere of computers, mobile telephony and the Internet, trying to understand the fate of children and young people in the electronic cave of the world of digital media.
Furthermore, because of the speed of communication and the multitude of channels operating in parallel, it deprives the content consumer of the time required for reflection and action. Another significant factor is the jumble of the real and the virtual, which produces an inconsistent, discontinuous vision of the world, resulting in ethical and ideological chaos and personality disorders.
Yet another important issue is the pursuit of fun at all costs, focussing on temporary gain and adopting a consumer lifestyle, which generates the risk of information overload and disruption of the sense of identity and understanding of reality. And finally — content published on the Internet contradicts many educational goals, and also causes a multitude of negative consequences, such as replacing natural interpersonal relationships with interactions with computer game or television series characters and media idols.
We should, above all, remember that the Convention on the Rights of the Child was ratified in Poland in with reservations and interpretative declarations the United Nations General Assembly adopted the Convention in November While the provisions of this document should never be disregarded, one must be aware of the necessary and constant legal additions resulting from the development of information and communication technologies, as well as from civil and criminal offences.
It is not just new types of risky behaviour or criminal acts that are of significance here. Even traditional crime conquers new territories and gains incomparable impact in cyberspace. Excessive consumerism and widely observed social disintegration reduce the quality of life and undermines the material foundations. Many years ago, Bogdan Suchodolski accurately predicted that the future would take place in the sphere of broadly understood culture.
Indeed, the revival of traditional European culture and ideas of tolerance and humanism must go hand in hand with care for the harmonious development of children and youth. The symbolic values of freedom, equality and brotherhood will be a dead letter without a new pedagogical leaning and education focussed, on the one hand, on the sovereignty of an individual and, on the other, on the reconstruction of the human community.
Although virtual reality tries to imitate the real world, it remains different from it. Similarly, education using digital media is also different from previous systems. That is why information and media education pose a challenge for Polish politics and the Polish system of education at the beginning of the 21st century. Therefore, educators, teachers and parents, politicians, lawyers, psychologists and doctors, scholars and practitioners should together make every effort to ensure that this education is not defective and meaningless.
The problem of modern training and education systems does not only relate to the sphere of human intellect and ability, but also to that of values. In pursuit of the eternal dream of exceeding our own biological, temporal and territorial limits, we have constructed an electronic cave. It is now time to learn how to live in it to the fullest extent possible and how to provide intellectual sustenance, movement and fresh air to our children.
It is striking that the previously cited classifications, although relatively new, already require an update. The catalogue of problems, many of which relate to the Internet activity of young users, is expanding at an alarming rate. However, science is unable to keep up with the pace of changes taking place in the media. This often makes scientists feel helpless in the face of media reality and leaves young network users defenceless against emerging threats.
Meanwhile, people increasingly consolidate the real and the virtual and, as a result, need support in the process of shaping their digital competences, both in order to avoid threats and in order to be able to optimally use the opportunities and capabilities — whether cognitive, creative or social — that cyberspace offers. The responsibility faced by social sciences, including pedagogy, is, therefore, enormous and requires perseverance to make unceasing attempts to view this new reality, no matter how short-lived the effect of such an analysis may be and how soon it will need revising.
The three basic areas of threats related to online activity — contact with inappropriate content, undertaking dangerous social activities and electronic crime against security systems — require continuous monitoring, diagnosis and provision of solutions to counteract negative phenomena, as well as developing therapeutic strategies for the victims of situations which could not have been prevented.
To fully understand problems related to the safety of children and young people online, it is necessary to adopt a technical perspective and recognise the great importance of protective and pre-emptive actions. To ensure technical security, the following is required at a minimum: q protection of domains and blocking of offending sites based on a blacklist; q scanning and checking a website in order to block any harmful content; q online analysis of uploaded and shared content in terms of user safety.
Constant fight against existing and ever newer types of viruses and attacks continues. Technological development generates further threats. Digital media can be used to benefit the user, but it can also be used against the user. For example, there is a growing number of devices which communicate with one another, commonly referred to as the. Around two and a half million smart refrigerators, industrial machines and car parking systems were infected.
This is just one example of the battle for user safety on the technical field. Global threats and incidents are accompanied by attacks on particular countries, institutions or individuals, as well as random malicious attacks.
Technical threats are such a broad issue that they cannot be exhaustively analysed in this article. It should be pointed out, however, that nowadays not only the above-mentioned Internet of Things is being developed, but also the domain of speech and language recognition, augmented reality, and, last but not least, Artificial Intelligence and robotics.
Both the number of risks and the range of methods and means for detecting and combating them are growing. A war is waged — often brutal and ruthless — for the security of the web and the safety of its users. Complexity of the issue — the example of cyberbullying One of the key problems related to risky behaviours engaged in by Internet users is cyberbullying.
This seemingly concise definition covers a wide range of different manifestations of electronic aggression. On the one hand, the long list of different forms of cyberbullying makes us aware of how complex and multidimensional a phenomenon we are dealing with. On the other, it proves that intensive work on education-based prevention of this type of behaviour is indispensable, especially among children and young people, i.
Research carried out in recent years shows that the scale of the problem is very large. According to the Nastolatki 3. Similar findings were presented in the report of the Supreme Audit Office on preventing and counteracting cyberbullying among children and adolescents: Meanwhile, according to the report of the Supreme Audit Office, efforts undertaken against cyberbullying in Poland are not coordinated, which is not conducive to their proper targeting and dimensioning, and so reduces their effectiveness.
Schools do not receive sufficient expert and technical support in this regard from state authorities, governing bodies or school boards, so, instead, they focus their actions on responding to reported acts of cyberbullying ibid.
New types of activity, new problems In spite of certain deficiencies in the policy on diagnosing and preventing cyberbullying, it is still one of the best-studied threats associated with online activity. Unfortunately, most dangerous phenomena in the digital world remain little explored.
Young people involved in sexting, in the absence of sufficient sex and media education, often do not realise the scale of the consequences they are risking — and these are not only moral, but also social, which are usually perceived by them as more severe. Once uploaded onto the Internet, materials never completely disappear, especially in times of instant content sharing through social media. People who have been victims of aggression, ridicule, blackmail or embarrassment as a result of leaked intimate content will be forced to deal with the consequences for years to come.
Social ostracism, long-lasting feeling of shame, destroyed career opportunities or difficulties with having a settled private life are just a few of the possible effects of this dangerous phenomenon. Another threat arising from the need for self-presentation and social acceptance, as well as the need to compete and participate in activities undertaken by the group, is the phenomenon of taking on dangerous Internet challenges. It should be emphasised, however, that many of them are intended to send a positive message, are used to promote pro-social attitudes or support charitable goals for example,.
However, there are also those challenges that can pose a real threat to the health and life of those who undertake them. From time to time, the media are swept with sensational reports about suicide challenges, such as the Blue Whale Challenge or the Momo Challenge, and although these are usually classic examples of attempts to cause moral panic, the reports themselves may become an incentive for young Internet users who are searching for their identity or cannot cope with their emotions.
Streaming socially pathological content is also becoming an increasingly dangerous phenomenon. It involves live online presentation of anti-social, shocking behaviours, such as insulting random people, being violent towards others one of the streamers became famous for beating his mother with a chair , drinking sprees or urging minors to undress in front of a webcam.
Comments posted on streaming services mainly YouTube reveal the worrying fact that a large group of socially pathological content viewers and active commentators are children. Creators of such streams are guided by the desire to earn money fans make payments to their favourites , shock or cross socially acceptable limits. Children, who are unable to foresee the consequences of certain actions, cannot properly assess the situation and watch such streams only to learn some of the worst models of social behaviour and, in effect, acquire anti-social attitudes, which they may even perceive as attractive.
And even if the actions of the creators of socially pathological content are ridiculed, their channels accustom audiences to improper social behaviour, which results in consent to petty crime, as well as in the perception of aggression as fun and stupidity as an attractive feature that can generate financial gain.
This new cultural model is a significant threat to the socially respected set of attitudes and values as well as to the accepted axiomatic system. Counteracting threats in cyberspace can follow two main tracks. One, which is extremely difficult to implement due to the cross-border nature of the Internet, involves legal codification of dangerous behaviour and use of punishment. The inability to regulate behaviours which produce consequences in the territory of one country but are initiated in another prevents the effective penalisation of pathological behaviour on the Internet Kulesza, , p.
In addition, due to the libertarian ideas that have accompanied the Internet since its inception, all activities related to interfering with content posted online trigger a reaction in the form of social protests against Internet control ACTA, PIPA or SOPA. It is a force that should not, and must not, be wasted. Education is a much more effective and durable tool for social change than legal sanctions, and this is what the energy and intellectual resources of young people should be funnelled towards.
Smart and mature media education, which prepares young people to consume and co-create content, is the only possible path to counteract the threats of the digital world, and, at the same time, to release its creative, self-developmental and social potential. However, for it to be effective, teachers need to be equipped with tools for diagnostic, preventive and even partially therapeutic activities e. It is, therefore, important to emphasise proper positioning of media competences in teacher training curricula.
It is also essential to provide children with an alternative to digital reality — offline spheres of activity, such as sports or scouting, as well as involvement in the cultural or social life of their community.
However, those efforts will not produce the desired results without parental involvement. Treating smartphones, tablets or computers as technological successors of the nanny or time-occupiers is not conducive to children learning how to use the media wisely and creatively.
The presence and involvement of a parent as the. The online world, increasingly amalgamated with the real one, has become the second home of modern humans.
It is a space of globalisation, but also social atomisation, an area open to political, social and cultural manipulation, as well as a military and economic battlefield.
Furthermore, it is a space for searching, performing and evaluating work, and for scientists — a territory of scientific research and a source of research methods, means and tools. Among this multitude of functions and tasks there is also room for important pedagogical ideas, which, in fact, have from the very beginning guided the creation of the Internet, but which are fully feasible only today.
The web is, after all, an emanation of utopian philosophical ideas postulating the need to synthesise human knowledge and make it available to all. Today they provide an impulse to develop the noble idea of open science and education. Open educational resources OER , i. This is the first time since the invention of printing that the world has gained a tool with a similarly great potential for equalising educational — and life — opportunities and eliminating social inequalities.
In order to take advantage of this potential, while steering clear of the threats it poses, one needs appropriate competences, which cannot be acquired without prior media education. Virtual world as a place where young people establish and maintain relationships Anna Andrzejewska. The space of human functioning undergoes constant changes, which are a natural process. Recent years have been the dynamic development of the digital space. The virtual word is not only a place of human activity in many areas, but also a place for establishing and maintaining relationships by young people.
It is a meeting place for strangers who interact with each other, from very incidental ones, sometimes to those close and even intimate ones. The following issues were discussed in the publication: 1. Conditions for creating relationships during adolescence.
Communication in the virtual world as a factor determining the relationships of young people. However, on the other hand, it imposes great limitations. Great imagination is needed to be able to live and breathe only words and images [ The virtual word is appealing, quite separate from reality, it is fascinating and seducing with its extraordinariness, which is why it attracts many people. The TV set, which for decades dominated many homes, has been replaced by a computer connected to the Internet.
Generation Y is the first cohort to have grown up in this cyberspace. Generation Y is one of the largest demographic groups. They attach great importance to friendship and establishing deep non-institutional relationships — when it comes to social relations, they Home. They consider themselves individualists and emphasise their distinctness from other people.
In principle, they avoid entering into relationships with their wider surroundings — they do not get involved in active citizenship or community life and shun authorities and politics. These people already play key roles in culture, business, society, economics and politics, and will continue playing them in the future. This generation is heavily dependent on information and communication technologies. The way in which they make friends, lead their social lives and buy things is conditioned by the time in which they grew up.
The prevalence of technology presented them with significant challenges relating to an excess of information bombarding them from all directions. It is difficult to maintain a balance between the two worlds: the real and the virtual. It is a fact that Generation Y members are excellent at coping with those aspects. Today people no longer directly experience reality, everything reaches them through the media.
More and more activities are shifting to the virtual world. They create their own, closed world in cyberspace, limited to the closest living space containing their kitchen, bed and computer. It allows users to hide what they do not want to show in social networks vices, complexes, problems and makes it easier to present and emphasise virtues and strengths.
Those who. We are in cyberspace when we read electronic correspondence or when we use the web to book aeroplane tickets. It is in cyberspace that we can talk, exchange opinions and create an imaginary being. It is indisputable that communication requires less and less time, thus the majority of everyday life processes are organised around the web.
Although Generation Y representatives are active and do many things for other people, they can also act for selfish reasons. They function like a computer — immediately. They are accustomed to quick responses: having entered a specific phrase into a web browser they want an immediate result and they expect the same in real life.
That is why Generation Y members quickly get bored and expect to be rewarded as soon as they obtain a result. They feel an enormous need for speed, and they want to live their life to the full.
Freedom is a notion Generation Y members consider important and identify with. They understand it as being free to do anything and being free to do nothing.
They want to have a choice in every aspect of their functioning. They decide whether they are active during the daytime or at night, they live in a dream world, yet at the same time they want to be effective. Modern technology makes it possible to break the mould. Young people strive to be free in their choice of work, way. Generation Y is marked by an older age of maturity up to about Representatives of this generation extend their period of study and postpone marriage.
The way in which they were brought up is one of the reasons for this. The role of the Internet is fundamental for the realization of the autonomy and so- cial inclusion of people with disabilities. The use of the Internet by the person with a dis- ability directly interferes with access to education, work, fun and social relationships. Access to the internet facilitates the realization of some fundamental rights and may in- crease the participation of persons with disabilities as an active element in the construc- tion and implementation of public policies.
However in the Brazilian reality, most of the Internet sites have accessibility barriers that hinder or impede the access of the disabled to the digital universe, limiting access to education, leisure, work, information and social interaction Costa Filho, The Digital Accessibility Seal proposes to certify sites and electronic portals that meet nationally and internationally established accessibility criteria.
The Innovation Center for Brazilian Education presents an overview of the pro- duction of Brazilian research on the subject of education for people with disabilities. According to Isotani et al. The main focus of the studies were: management of education and techniques related to ways to manage and manage the educational pro- cess; evaluation of tool, method, process among others. Regarding special education, the knowledge area with the highest incidence of stud- ies is Portuguese 19 studies.
The major challenge was the lack of studies on the development of tools and methods that benefit the least-enlightened pub- lic - speech deficiency, autism, and ADHD Attention deficit hyperactivity disorder - and focus on assisting teachers in the teaching of people with disabilities Isotani et al. In the educational context recent perspectives consider the use of ICTs in the class- room and at the same time offer a methodological transformation in teaching is through hybrid education.
In this proposal, instructional design is an indispensable tool for the implementation of hybrid education, or even to better scale the transposition of tradi- tional classroom teaching to the hybrid configuration. Nevertheless, Instructional Design is not a theme commonly addressed by Brazilian researchers, as shown by Barbosa et al. The basic proposal of the UDL suggests the access and guarantee of learning to all students in the school context, from offering multiple and varied ways of organizing and making available scientific knowledge.
The use of technology in education makes the student more independent and autonomous in tasks Alnahdi, , lowering methodological barriers and allowing the same curriculum to be applied to all students, but with per- sonalized goals, methods, assessments and materials.
By lowering these barriers, UDL allows students to develop superior mental processes and metacognition as it fosters in- teraction between instruments external objects and signs internal objects so that they can learn to learn, which is one of the great goals of education Plestch, In this perspective, the use of ICTs is recommended for teacher - student mediation and digital resources to facilitate understanding of the concept, offering support to the student in order to compensate for what is not fully functional.
In a study carried out in a private school in Brazil, with a blind student enrolled in the ninth year of Elementary School II, the author aimed to investigate the quality of the inclusive work offered to the student in question Oliva, He concluded that of the three teachers who were part of the research, two totally disregarded the needs of the student and gave their classes without making any adjustments in the methodol- ogy, such as reading what was written on the board, so that the student could register through the ruler and puncture in the notebook.
In addition, certain practices used in- fantilized the student and did not favor the learning of academic concepts. The author also noted that the school possessed some accessibility features that were not even used by teachers. ICT in Education fostering Inclusion — The Brazilian context 43 Distance learning has undergone great changes, accompanying advances in com- munication and information technologies. In Brazil, researchers have investigated meth- ods to evaluate the benefits of e-learning from a variety of perspectives.
A study carried out through an online program offered to students from public and private institutions in various regions of Brazil that aimed to understand the process of student satisfaction in the virtual learning system Machado-Silva et al.
For the authors, many of the benefits of distance learning programs are related to student satisfaction and the intensity with which they make use of the learning system Machado-Silva et al.
With the awareness of the antecedent indicators of these variables, education executives can plan investments that meet the most significant de- mands and use the information to deal with one of the biggest problems in distance edu- cation: the evasion rate.
Future research should study this matter lengthways. In another study conducted at a public institute of education technology, Oliveira et al. The solution of the study aims to reduce abandonment rates, adopting different learning methodologies, re-designing the learn- ing environment and using tools to support this new methodology.
According to the hy- pothesis, the new learning environment adopting a student-centered approach will give students a voice and give them an active role in their own learning process. A study on hybrid teaching at the Clayton Christensen Institute in shows that Connectivity and infrastructure appear next, with The most used hardware, according to the study, were cellphones and smartphones, with The study also proposes five recommendations aimed at the Brazilian schools to increase the effectiveness of hybrid education: to make sure that the data produced in online learning based on the computer lab or at home are integrated into the classroom; designing learning models with infrastructure constraints in mind; provide professional development with a focus on teaching, not just technology; ensure that the right metrics provide useful information for learning outcomes, and harness nonessential areas or dis- ciplines to experiment with new technologies or hybrid teaching models.
Education for educators of disadvantaged groups There are few researchers with production in the area within the Brazilian reality. A systematic literature review by Amiel and Oliveira on technology-related teach- er education results in the recognition that there is a diversity of technologies and me- dia used in teacher education use of computers, mobile devices, educational software, social networks, among others.
The study points to three experiences in which training took place without the focal use of new media through discussion groups and reporting on teaching practices, for example. The study identified classroom, online and hybrid training. The proposals identified were incorporation of assistive technology for physi- cal education teachers, training of foreign language teachers in ICTs, experiences for mathematics teachers; training for kindergarten teachers, free software training.
Among the adopted media, we identified uses of laptops, programming languages, educational software, mobile devices, social networks, Internet publishing tools. There was greater coverage in training offered to public education networks by government programs and also in training directed to specific audiences. Regarding the knowledge generated by the investigated studies, the authors emphasize that: The most recurring problems for conducting training are the lack of preparation of the teacher to use technology, poor school infrastructure, lack of time and support.
There is a tendency for teachers to replicate traditional methodologies in classroom practices. The authors emphasize the importance of using Virtual Learning Environments VLEs not only as repositories of materials, but consider it necessary to invest in build- ing bonds and social capital among users of the virtual environment. It is necessary to consider the knowledge of teaching and its context of action and to make joint decisions in the design, planning and execution of training activities.
They recognize the need to encourage collaborative production, autonomy and authorship in the online envi- ronment. To conclude, the authors point out that: Most studies deal with specific experiences linked to programs and do not offer permanent support to teachers after the end of activities and it is difficult to systematize data and generate cohesive knowledge due to lack of information.
Another study conducted by Ferro, Reis and Anjos , from the perspective of educational inclusion aimed to analyze teaching practice in the inclusive proposal from the process of teacher education. The difficulty in deciding what to privilege in the acquisition of new knowledge and the limited num- ber of professionals who start from theoretical bases for the development of grounded practice.
In conclusion, the study reinforces that the teacher builds his practice based on an idealistic perspective, taking an individual path. The Center for Innovation in Brazilian Education launched in an initiative for educators themselves to understand where they are and how they can improve their skills.
Available on a specialized digital platform that facilitates the search for educational technologies, the tool called Digital Teacher Skills Self-Assessment can be used free of charge for any public school teacher.
The diagnosis is generated from a questionnaire that includes three areas: Pedagogical, Digital Citizenship and Professional Development. In the pedagogical area, skills such as practice, customization, evaluation, curation and cre- ation are evaluated. Digital Citizenship focuses on responsible use, critical use, safe use and inclusion. In professional development, the tool focuses on self-development, self- assessment, sharing and communication.
Challenges and the use of technological innovation Global Sharing Pedagogy and Digital Storytelling ICTs can favor new methodological practices in education.
With the collaborative tools support one can promote experiences that will enrich the process of teaching and learning of school contents. In this context, it is necessary to create pedagogical strategies capable of mobilizing teachers and students in different times and spaces, in a collabora- tive perspective Silva and Castro Filho, These tools support groups of students to exchange information and make decisions together.
In this way, it encourages students to share their opinions, resolve conflicts during decision making leading to col- laborative learning Ishikawa et al. Ishikawa et al. Using CSCL, students worked on communication exchange of ideas , coordination planning and monitoring of activities , collaboration negotiation between peers and perception exchanges of information regarding activi- ties, tasks, time, feedbacks. Silva and Castro Filho describe the accomplishment of a collaborative project with students of the 8th year of Elementary School II in a public school.
The experiment highlights a collaborative work carried out by the students with activities that integrated the Portuguese Language, English Language, Mathematics and Science disciplines, using the Socrates collaborative environment, developed by Brazil- ian researchers and already known by the teachers of the school where the experiment was applied.
The activity to be worked on was the planning and execution of the Science Fiction Project: Myth or Reality? In Brazil there are few reports in the literature about the use of Digital Storytell- ing in Education, that is, the art of storytelling with a range of multimedia resources. But there is an effort to train teachers to use digital technologies allied to teaching and learning processes. Multimedia resources such as videos, audios, images, animations enable a differentiated and motivating way for students to learn Silva et al.
The authors present a methodology to bring digital technologies closer to the school con- text, through the continuous training of the teacher to use the technological resources Retrieved from the school. The goal is to include Digital Storytelling in teacher educa- tion as support in the construction of knowledge.
It is believed that this technology, when employed in the classroom in a project format, can collaborate in the dissemina- tion of contents and the development of skills and abilities, such as: problem solving, au- tonomy, communication, collaboration, creativity and innovation.
The approach com- bines Digital Storytelling and Flipped Classroom. Digital Storytelling produc- tions are composed of four stages: planning, pre-production, production and post-pro- duction. After the training in the tool, the teacher chooses a theme and elaborates its history going through the four stages of production. From this production, the teacher is instructed to make it Retrieved from a space re- served in the Marialina repository sites.
Marialina is an environment developed to bring together a range of Educational Resources, categorized by courses and levels of education, to support and improve learning.
Joining the Flipped Classroom approach, the teacher guides his students to search the Digital Storytelling produced and stored in the repository before class. During the class, the teacher clari- fies the doubts, induces questions about the content, carries out fixing exercises, taking the time to launch challenges and develop projects with the students, in order to deepen and consolidate knowledge. After class, the teacher evaluates the process and decides, or not, to add new topics to the theme video.
When the article by Silva et al. Marques and Cordenonsi report an experience with the History course in High School, where new educational technologies were used as an alternative teaching. The teacher provided an introduc- tory text and from it, the students created their productions that instigated the others to know the historical context occurred in the early twentieth century.
The production of the game with interactive stories confirmed the protagonism of the students that during the development of the game was forming a warm debate on the various social problems that are evident in contemporary Brazil. Even though they were simple language soft- ware, initially some students had difficulties to appropriate the basic knowledge for the use of these softwares, and in some cases, few knew how to use the technological tools besides social networks, since the school still cannot afford the access and permanence to the use of ICT in teaching practice.
After the experiment, the authors concluded that there are some difficulties for the effective use of the technologies in the curricula, one of them concerns some teachers graduated in specific degrees.
Work in an interdiscipli- nary and technology requires that the teacher knows more than one area or has a strong integration with the teachers of the other disciplines. Research has shown signs that the pursuit of such integration in many cases is not the wish of teachers. With the idea that Storytelling is a way to convey events using words, images and sounds, often by improvisation, Santiago et al. Mogre- Storytelling was proposed as a supplementary tool in order to allow young students that regularly visit this museum to demonstrate their knowledge acquired after the visit.
In order to assess the functionalities and educational potential of the developed application, the students created a text with a thematic story so that they could build up afterwards a 3D story using Mogre-Storytelling. The creation of this text aimed at developing their creative and collaborative writing skills.
Most of the users needed initial instructions before the first utilization, in particular, concerning the localization of the available functionalities, mouse control and keyboard for environment navigation and visualization.
In general, the students considered the application as entertaining. The inclusion of global sharing pedagogy and Digital Storytelling in Brazilian schools needs to overcome some challenges. On the one hand, most public schools cannot pro- vide access to and use of ICTs due to a lack of infrastructure. On the other hand, there is a lack of specialized training in the use of ICTs for teachers who are often unaware of the technological resources available to complement their classes.
The proposal of Silva et al. But this is an initial and small work if compared with Brazilian context. Although the use of ICTs brings people from different places, it is necessary to know how to use the tools properly, to select the information contained in the network. This is still a challenge for most Brazilian teachers. Even though training in the use of ICTs has taken place and resources are avail- able, teachers feel insecure in integrating ICTs into their lesson plans as a pedagogical resource.
Even with the resistance of ICTs by most teachers, the reality of many schools has changed significantly through the inclusion of ICTs Costa, National recommendation to SELI Project In Brazil, the issue of access to Information and Communication Technology ICT faces many different realities depending on the purchasing power of families there are public and private schools , the geographic region of Brazil in which the school is in- serted, the difference between schools of large cities, small cities or countryside.
ICT in Education fostering Inclusion — The Brazilian context 49 While private schools and those located in the richest regions of the country have access to a fairly large number of ICTs and trained teachers, public schools generally have fewer resources coming from federal, state or municipal governments. This reflects the lack of technological digital resources computer labs, internet access, technological devices for use in schools and the lack of training of these teachers in the use of ICTs.
Another question concerns the number of weekly classes these teachers teach to supplement low wages. A teacher can often teach classes in three different shifts in three different schools. Of course, these teachers do not have the time to pursue professional development courses, nor to prepare digital educational materials.
Although there are technological resources, teachers are often not prepared either to use digital learning objects or to construct their own learning objects, in addition to resisting the use of ICTs.
This is due to the fact that during undergraduate, either in Pedagogy or Graduation Courses that prepare teachers of Childhood Education and El- ementary School, the students have little or no contact with courses that approach the technology issue. In addition, many teachers have been working in the area for over 10 or 15 years, during which time the greatest technological transformations in education have taken place, and there are few available mechanisms for instructing on new technologies.
However, these spaces are used to teach computer programs, which many students already know. Ideally, knowledge about the use of these resources will serve as support for traditional subjects within the classroom.
For this to be done, it is essential that these resources be Retrieved from the classroom throughout the class period and not only for temporary use Instituto Net Claro Embratel, As if these problems were no longer serious and important enough, it is necessary and fundamental that digital inclusion and accessibility be contemplated in the Brazil- ian context.
This law aims to ensure quality education for the disabled, placing them safe from all forms of violence, neglect and discrimination. Thus, people with disabilities are inserted in schools together with typical people and should receive special care so that they can have access and assured rights in relation to learning.
The content of the portal includes suggestions of classes according to the curriculum of each subject and re- sources such as videos, photos, maps, audio and texts. In it, the teacher can prepare the lesson, inform about the training courses offered in cities and states and in the federal area and on the specific laws Brasil, a. Objects are accessible either in isolation or in collections Brasil, d. The environment allows free sharing of knowledge and promotes access to artistic, literary and scientific works in videos, photos and texts that are already in the public domain, according to Federal Law No.
For changes to take place in this context, some action is needed. First, there is a need to improve the structural conditions of schools, with good quality internet connections, and full support of IT professionals.
In addition, the number of computers and their distribution must be considered so that they are present in the routine of students and teachers and not in computer labs with restricted and eventual access. Another fundamental point is the training of teachers, in order to offer training in the use of ICTs, thus reducing resistance. Thus, it is essential to update the courses of Higher Education Pedagogy and Graduation Courses , so that the TICs become part of the academic curriculum of these courses.
And as it is a constantly changing subject, it is also important to invest in continuing teacher education, that is, to offer digital courses and tools for career educators to teach them about innovations and how to use them to compose materials education. ICT in Education fostering Inclusion — The Brazilian context 51 Thus, it is very important to invest in national and international research projects ei- ther for the training of teachers or for the provision of appropriate platforms and tools for the creation of digital material digital learning objects by teachers.
In addition, it should be thought that these trainings, platforms and tools should address accessibility issues. However, it seems that Brazil has a lack of authoring tools and platforms that make it possible for teachers to construct accessible didactic material, since no research in this field was found in the national scenario. In this way, SELI can address the gaps contained in the Brazilian context of Inclusive Education and the production of digital educational material.
SELI has as one of the as- sumptions the availability of an authoring tool so that teachers can, with some ease, use to create their accessible digital materials and make them available to their students. Fur- thermore, SELI will help to improve the digital literacy among the teachers so that they can complement pedagogical content with ICTs in an appropriate and accessible way.
Teachers should focus on pedagogical methodologies for the use of ICT. SELI will also support teachers in the production of instructional materials with accessibility. References Alnahdi, G. Amiel, T. Rede IEB, out, Barbosa, A. Basniak, M. Programa Banda Larga nas Escolas. Brasil Brasil b. Pro- jeto um computador por aluno UCA. Brasil c. Brasil a.
TV Escola. Brasilino, A. BR Survey on the use of information and communication technologies in brazilian schools: ICT in education Costa Filho, W. Marco Civil da Internet. Costa, L. Quanta, v. V11, n1 Christensen Institute. IBGE IBGE a. IBGE, Instituto Net Claro Embratel Ishikawa, E. Isotani, S. Lopes, C. Machado-Silva, F. Filenga, D. July Volume: 15 Number: 3 Article Marques, M. Niemi, H. Global is Becoming Everywhere. Niemi H. SensePublishers, Rotterdam.
Norte, D. Revista ensino superior. Oliva, Diana Villas. Psicologia USP. Oliveira, G. Significant changes in the en- vironment and in teaching methodology of an-e-learning discipline to avoid dropouts in a course at the federal institute. Pepper, R. Pletsch, M. Santiago, A. Game-On, , Lincoln. Proceedings of Game On Scatolim, R. InFor, Inov. Silva, D. Silva, H. Silva, M. Suggested citation: Botana, L. Digital inclu- sion in Cuba. The educational sector is revolutionized with the appearance of new technologies for learning.
Pedagogy is being improved as new ways of teaching and learning appear with the use of digital resources. Digital inclusion of all groups and sectors that for one reason or another have limitations for ac- cess to ICT, is among the main objectives of Cuban society.
Educational experiences that have been obtained are addressed, as well as pedagogical and technological challenges that still need to be resolved in order to reduce the digital divide in Cuba. As part of the update of the Cuban economic model, the government has established that this objective is an urgent need to achieve development. Converting ICT into productive forces is a guiding idea present in all legal documents of the central agencies of the State. For this reason, the country is making enormous efforts to develop its technological infrastructure, invest in the development of human capital, expand the range of services and utilities that technologies can provide in society and begin a gradual deployment in the Cuban software industry.
Despite having well defined and implemented policies and having obtained signifi- cant achievements in computerization, Cuba has not yet been able to advance at the de- sired pace in access to the Internet, motivated by the unfair economic blockade policy to which it has been subjected by the government of The United States. This fact has had a great impact on the fact that this service still has a high cost for the country and the population in general.
However, since the late s, many institutions such as universities, companies and organizations have already accessed this service via satellite at no cost to their workers, but it is not until that a gradual expansion process began, associated to the connec- tion via an underwater cable with Venezuela and the investments that the State began to make in infrastructure and digital services.
This made it possible to start browsing rooms in ,joining more than exist- ing Youth Computer Clubs. It also allowed to advance a Wi-Fi zone development pro- gram throughout the country and to considerably expand mobile telephony and start a process of development towards digital television.
According to data published in the television program Mesa Redonda broadcast in De- cember , the country currently has 1. Challenges and experiences 57 connect to the Internet, covering all municipalities. It has been conceived in correspondence with the set of policies and actions as part of the updating of the Economic and Social Model in the country.
This plan is made up of thirty non-state enti- ties and forms of management embracing a better level of resources and the potential to contribute in a more decisive way to the development of computerization in the country. Currently, Cuba is moving towards the establishment and development of Electron- ic Government, with the aim of increasing its effectiveness and efficiency in its manage- ment and also achieving greater accessibility for citizens in the use of ICT.
In general terms, it can be said that the level of Cuban information literacy, despite the limitations with access to the Internet, for the reasons explained above, is generally high.
Cuba has paid special attention to the development of scientific potential in com- puter sciences, as revealed by the figures of graduates of the University of Computer Science UCI , of the polytechnics of Computer Science and people who have achieved self-learning by having computers as a working tool.
We must also highlight the impact of the Youth Computer and Electronics Club, which emerged in It consists of a network of technology centers, with facilities present in all the municipalities of the country, playing a decisive role in the socio-cul- tural life of the community. They offer various services and courses of preparation in the computer sphere to the Cuban family and have graduated more than 40, people in 30 years, which is why they constitute a referential entity in the digital literacy process of the Cuban society.
There are still pieces of knowledge and skills that have been associated with the rapid development of ICT and the access of the population to the Internet; that is the case of online applications or operating systems for mobile telephony, which the population quickly begins to familiarize with. Cuba is a country recognized for its high development of scientific capital. In the area of Education, it is recognized for having a consolidated policy and the prestige of profes- sionals in this sector, is taken as a reference in many parts of the world; hence, our country extends its borders to collaborate in the educational sphere for the claim of different nations.
For many years, ICT has been a priority at all educational levels, and it can be said that the computerization of educational institutions has had a stable development. How- ever, ICT in education has also suffered the impact of the policy of economic blockade to Cuba and access to the Internet has been introduced and generalized for a short time. Be- tween primary and secondary education, there were centers and centers in pre-university education ONE, Challenges and experiences 59 connectivity of the schools to the Internet, which is the technological disposition of the Telecommunications Company of Cuba S.
The Cuban state works to ensure technologies and connectivity from schools to avoid inequalities in the development of the teaching-learning process mediated by ICT, since all students and teachers do not have Internet connection from their own electron- ic devices, because of their cost for the Cuban family. These obstacles are part of the road that is being traveled to raise the quality of the educational system, which is one of the foundations of social work in the country.
There are already more than 1, schools of the different types of education that have access to the Internet Salazar, The use of ICT has been considered as a guideline in the new curricular changes of the different educational systems, therefore, it is a mandatory requirement in the teach- ing-learning process of all disciplines.
Since the s, an internal, stable and growing consumption of educational soft- ware has been developed in Cuba, since the creation of the first Educational Software Studies Centers by the Ministry of Education, in different pedagogical universities. For more than 15 years, these centers have developed the most important collections of edu- cational software in the country, corresponding to each of the educational levels.
Such study centers worked collaboratively in the production of educational software collections and the Ministry of Education was responsible for distributing the tasks that corresponded to each center during the elaboration of the different collections. Classified as a hyper learning environment, these software packages have had, over the years, a very favorable impact on ICT learning in Cuban education due to its mul- timedia, interactive nature, adaptability and attention to individual differences, orienta- tion towards acquisition of knowledge, the development of skills and the formation of values.
Researchers from different countries, in the field of pedagogy, have shown interest in its conception. Among its modules there is the one that is aimed at the didactic games, exercises, updated with topics, library, registration or trace of the student, methodologi- cal guidelines for use directed to the teacher.
With the development of software producing institutions and companies and the potential of human capital, many computer applications for learning have been added to existing software collections at different levels of education. It is recognized as an interactive, systemic, dynamic communication channel that is committed to the curricu- lum of the Cuban school.
The universities, on the other hand, were the educational institutions prioritized when establishing connections to the Internet. Currently there is a policy of improve- ment in infrastructure and connection speed. This is justified by reasons such as a slow population growth with a ten- dency to decrease the economically active population that prefers to combine study and work, the greater connection between universities and employing units and the needs of digital natives.
In the un- dergraduate program, there is a strong tendency to use these platforms as support for face-to-face teaching. It can be said that the country has just begun a new era in the production and com- mercialization of open and online digital content for national consumption and abroad, that is why the presence of MOOCs as a modality of Distance Education is just starting.
As part of the insertion in these new modalities, several platforms have already been cre- ated for this purpose. However, there are lim- iting factors that influence, despite the established policies of social inclusion. Digital inclusion in Cuba. Challenges and experiences 61 Digital inclusion of the disabled, then, has a basis of social inclusion. Complete so- cial equality is endorsed in the current Constitution of the Republic of Cuba. One of the priorities of the Cuban social policy is the attention to people with disabilities.
This action plan is a compendium of strategies, proposals and programs, constantly updated, whose main objective is to develop actions for both social inclusion and the improvement of the quality of life of these people. It conceives actions and services for the equalization of opportunities, integration, active participation in social life and the development of personal autonomy and independence as much as possible. This plan stimulates not only the development of scientific research, but the training of human resources linked to working with disabilities.
The National Plan of Action for Children, Adolescents and their Families, approved by the Cuban State for the period , is based on the principles of the best interests of children: equality, non-discrimination, rights guarantee and participation. One of its main objectives is to guarantee the promotion, prevention and quality of care for children and adolescents with disabilities. According to Cuban studies carried out, the most frequent disabilities are the intellectual and physical-motor disabilities, followed by the multiple and autistic, visual and auditory spectrum disorders.
Disability is classified according to the criteria of the International Classification of the Functioning of Disability and Health CIF in addition to medical criteria. There is also a National Disability Statistical Information System that promotes knowledge and application of the CIF, which constitutes a technical instrument for research, the defi- nition of social, clinical, epidemiological, educational policies, as well as in the field of statistics.
These people have universal and free access to different support services, included in the field of health and education. They are guaranteed, for example, devices such as hearing aids, orthopedic prostheses, wheelchairs, canes, cochlear implants, among others.
In addition, these people can participate in the Intellectual Disa- bility Care Program that offers community and institutional care throughout the country. They also participate in the social programs, where the main objective is the integration to the Cuban society with equal rights and duties, conditions and opportunities, accessibility to the physical, social, eco- nomic and cultural environment, health, education, information and communications, so that these people can fully enjoy all rights and fundamental freedom principles.
Cuba has ratified the Convention on the Rights of the Child that reaffirms the pro- tection of children with disabilities, as does the Convention on the Rights of People with Disabilities. In order to promote the social inclusion of children with special education- al needs, associated or not with disabilities, a universal National Education System has been designed, free and accessible to all Cubans, and counts, among the different types of education, with Special Teaching aimed at this segment of the population, which guaran- tees the exercise of the right to education and increases access opportunities.
The principle of universality that characterizes Cuban education makes it possible for educational centers to create conditions that favor inclusive processes in regular contexts and provide these students with reasonable adjustments in accordance with their needs and possibilities, all of which together between special education and the different educa- tional levels of the Ministry of Education for the care of students with disabilities. Speciali- zation courses are also developed for teachers of regular institutions, numerous supporting texts are produced, and even students without disabilities are trained in the knowledge of sign language, the Braille System, and other topics related to Guidance and Mobility.
Special school provide special teaching aids, specialized preparation and psycho- pedagogical guidance to students who receive educational attention in regular schools of the various levels. The Ministry of Education MINED also has educational centers for the education of the deaf and teachers trained in the Cuban Sign Language, these centers are integrated into general education, upper secondary education, technical schools and Professionals, including Art and Plastic Arts Instructors Schools.
In Cuba, special schools are not compulsory. They have a transitory character and are aimed at the formation of skills that allow learners to succeed in their insertion in regular schools.
In them, the basic curriculum of general education is applied, with some curricular adaptations, fundamentally in those that need more intense supports.
Both in these special and regular schools the use of ICT is part of the curriculum, so there is equipment to achieve the insertion of children and young people into ICT. Some special schools already have an internet connection.
Children with disabilities are cared for since early childhood in general programs designed for these ages, ensuring coverage of Challenges and experiences 63 children who are not in educational institutions permanently.
In this way, 5, children with disabilities are treated in the country. The total of students with disabilities attended today in regular institutions amounts to 11, Even those students who require more intensive support are served not only in our network of special schools, but through other channels and modalities of attention such as: regular schools, ambulatory care and, eventually, in hospital classrooms, but in all of these cases, the intention is to pursue the qualification and development of functional and social-work skills that allow children to perform fully in adulthood and prepare the family for accompaniment in this process.
The most aggravating cases are attended in Psychopedagogical Centers, attached to the Ministry of Public Health. Therefore, the preparation of disabled children in the use of ICT is done in special or regular schools with equal access to other children.
In the case of disabled adults, they can access ICT through the Youth Computer Club, named after the service centers for the Cuban family in terms of technology or in those cases inserted into different work activities. It is worth noting that the work horizon opens with hopeful possibilities, since more than 20, people with disabilities are employed in formal jobs or in special workshops and many others do paid work at home, while those who cannot afford support for them- selves are given financial aid and the corresponding health coverage.
Approximately 1, people with disabilities access some type of employment every year and some of them find opportunities to access technologies in these jobs. It is essential to train skills that facilitate their preparation for the changes in techno- logical development that are constantly generated in the country, hence the teaching of computers from preschool and the use of new technologies play a fundamental role not only in rehabilitation, but in professional training.
Higher education in Cuba is also inclusive and every Cuban young man who meets the requirements to enter higher education, can enroll, receive adjustments in their training processes, if required, have technological means for their studies, be trained with quality as a professional and have assured a decent job, according to their qualifi- cation. Today there are university students with disabilities distributed in universi- ties throughout the country accessing ICT and the Internet from these institutions, with equal rights.
Karell, B. At the end of , 47 low-level telephone booths were in- stalled. At present, there are more than special workshops with blind and visually impaired workers in Cuba. Access to culture is promoted through the distribution of literary works written in the Braille system and audiobooks, and computer labs are Retrieved from all municipali- ties to reproduce documents, do working time with computers and receive courses of computer operators.
The elderly constitutes another group that has been taken care of socially, which guarantees them access to certain conventional audiovisual or computer media. It is im- portant to explain that one of the prioritized programs in the country is the attention given to the elderly due to the degree of aging that the Cuban population has.
These statistics place Cuba as the oldest country in Latin America. ACN, As part of the actions developed for the elderly, the country has developed several programs, among which are the Homes of the Elderly, which already amounts to , which are day-time institutions with a living conditions regime for the elderly without relatives who can take care of them during the day. They sleep in their homes, though. Another development program is the so-called Nursing Homes of internal regime and Cuba has of these institutions with a capacity for 11, people.
There are also 11 asylums sponsored by religious orders that also receive a state budget and supplies in medicine and food, for its normal functioning.
Together with these programs, the Homes for the Elderly were born at the end of the 80s with the purpose of dedicating several hours of the day to the realization of physical exercise in parks of towns.
These groups also organize cultural and recreational activities for the enjoyment of their members. Challenges and experiences 65 in Homes for the Elderly reveal that elderly people are influenced by Information and Communication Technologies, first through radio and television programs.
Another group of older adults in better economic, physical and mental conditions have mobile phones and state that they use them as a means of obtaining information, entertainment and communication with family and friends.
Cuban television has a variety of programs and spots where the issue of population aging is addressed. Also a series and novels that address the conflicts of the elderly is broadcasted. The emergence of more than Youth Computer and Electronics Clubs in each territory of the country, has been an opportunity for the elderly, women housewives and family in general to access new technologies.
The rural area in Cuba has had greater limitation in access to networks; however, many audiovisual media are used as a complement to the curriculum.
Some children and young people in rural areas are gradually acquiring mobile devices depending on the possibilities of families, since the cost is still high. In the past year, the Youth Computer and Electronics Club began to carry out digital literacy actions in certain rural areas, fo- cused on the management of mobile devices, with highly satisfactory results. ICT in inclusion. Significant experiences in Cuba In Cuba, significant experiences of digital inclusion have been obtained.
One of the most important achievements in the country is the creation of the Youth Club of Computing and Electronics JCCE that constitutes a network of technological centers founded in September with the aim of socializing technologies and computerizing the whole society.
Today they reach the figure of in the country. More and more people attend these centers every year: children, young people, the elderly, housewives, self-employed workers, students, the disabled and the general pub- lic. In the same way, some successful experiences have taken place with the population of rural areas. Today all the facilities have specialized workers that are around 5, In ad- dition to basic, specialized and postgraduate training, there are courses for children, oth- ers for the disabled and seniors.
Training in topics related to information technology, communications and electron- ics is a fundamental pillar of the work carried out by these facilities. The courses of topics related to the ICT that are offered generally have a duration between 20 and hours with their consequent certification. The possibilities of managing information and knowledge are articulated in the Youth Club in different ways, the Information Centers with a wide range of services, the Digital Libraries, the Software Banks, the spaces for reflection and exchange, among many other modalities.
Similarly, these centers develop social activity in the community, as is the case of computer contests, historical, festivals of recreational, cultural, didactic, service; the digi- tal sports championships, videogame tournaments, the clubs, gatherings, among others. The collaborative encyclopedia ECURED, installed in all the educational centers of the country and visible on the Internet, is one of the products produced by Joven Club, that have had greater acceptance in the country and in the Cuban family.
The Cuban encyclo- pedia provides universal knowledge to most Cubans. It is notable for its breadth of content about Cuba, its history, culture, personalities and scientific results. According to its general director, Ecured has more than active collaborators and more than 39 thousand regis- tered and it receives visits from different Latin American countries such as Mexico, Ecua- dor, Guatemala, Colombia, Chile, Venezuela and others.
It is a Cuban cultural project launched in December , considered as a non-traditional television channel. This product allows each user to create their own programming within the materi- als provided for the entertainment of all ages. The objective of its creation is to be able to provide the Cuban public with national and international material, so that this new rec- reation alternative is available to all.
Therefore, this variety of contents is disclosed weekly for the different tastes and interests of the user.
Its distribution is made under the principle of reaching each home and that the Cuban family can consume it at the time they prefer. Among the experiences obtained, is the pilot test conducted in a rural area of San- tiago de Cuba, specifically in the town of Caney, the purpose was for the population to learn to use technological devices such as cell phones, tablets and computers.
In a week, 48, people were able to read and write, including , children, elderly people, 88 disabled people and 19 young people from prisons. The project is becoming widespread in other rural areas of the country.
Another of the experiences for digital inclusion, is the annual INFOCLUB event developed by these institutions where presentations are presented with work experiences with the most complex groups to access ICT, such as the elderly, women from rural areas, disabled, family and community.
On the other hand, Cuba shows numerous specific experiences with the digital in- clusion of the disabled. It is necessary to highlight the active participation of people with disabilities in the dissemination and awareness of their rights using audiovisual media. In the different associations of the disabled in the country there are volunteer corre- spondents who are in connection to the different media, directed by the Cuban Institute of Radio and Television ICRT. Likewise, the Closed Caption system for subtitling pro- grams remains stable in all national television channels.
Another initiative has been the call for competitions that bring together people with disabilities of all ages and public institutions related to the rights of these people. Audio- visual works have been developed to reflect the way of life of people with disabilities and their individual development in the different spheres of social life. The Ministry of Culture has worked to ensure the inclusion of amateur talent of this population group in the cultural programming of the territories.
With this purpose, the work of art instructors has been strengthened to stimulate the design, execution and sys- tematic evaluation of socio-cultural actions and projects aimed at people with disabili- ties, especially children and adolescents.
It consists of the incorporation of the Audio-Description system to 98 Cuban titles. It has fostered so- cialization and cooperation with people with visual disabilities and their families. There are subsidiaries of this project in rural areas of the country. The Doves Project, whose work focuses on the promotion and integration of people suffering from social exclusion, has made audiovisuals related to people with disabilities.
For example, Thanks to life, My body on the road, Way between my dreams, Different times These works address the desires, aspirations, life stories and personal growth achieved by people with disabilities in different areas. Similarly, the National Council of Plastic Arts conducts workshops and other pro- jects in coordination with plastic artists in several provinces, to which they incorporate people with disabilities.
Thus, the Imagining United project is developed with the partici- pation of autistic children and Down syndromes, the project The Yeti groups students with autism, schizophrenia and physical-motor disabilities, among others. The Cuban Radio designed a Communication Plan for the timely treatment of the topic, appropriate to the profile and style of each station, for both the traditional plat- form and the Internet.
Comprehensive and technical training courses have been given to personnel who directly assist people with disabilities in public transport terminals and stations aimed at assimilating new technologies. In , the airport traffic courses incorporated the participation of the ANCI. The proposal of the instruction program linked to persons with disabilities of the Air Transport Facilitation Course was approved, and it began to be taught by the Aeronautical Training Center.
Due to the relevance of the results, it is necessary to refer to the Cuban experience in the use of ICT with schoolchildren who are blind or who have mental disabilities. In this sense, important results have been obtained in Cuba by teachers of Higher Education. This research went through the development, application and evaluation of a psy- chopedagogical program that is structured in five areas.
In order to design this pro- gram, he carried out an initial theoretical study, which allowed to systematize the main conceptions about the efficient insertion of computer science in the education of blind schoolchildren. Challenges and experiences 69 This researcher found a relationship of dependence between the expertise achieved by blind schoolchildren of computer tools and the development of particular skills, to these skills he called basic computer skills.
The methodology created by this researcher is structured in five basic areas and was implemented through a postgraduate course. Area I: Teaching staff preparation: This area is distinguished by the fact that it be- gins with a diagnosis of the competences that teachers present to promote computer learning for blind schoolchildren. In this regard, a survey, an interview and the content analysis of official documents such as: programs and methodological guidelines were carried out.
Area II: Diagnostic battery: The diagnostic battery offers a set of tasks that allow the teacher to characterize the level of development of those sensory systems that are con- served in children and that with high incidence are used in the management of comput- ers ear and tact , the spatial orientation and the manual dynamic coordination, as well as the motivations they have towards the learning and use of the computer science by the blind schoolchildren who attend the first grade.
Area III: Didactic Recommendations: Under this area, a group of recommenda- tions are offered aimed at guiding the teachers to carry out precise actions allowing blind schoolchildren to be able to appropriate the basic computer skills needed to operate computers efficiently, transferring what has been learned to solve academic problems and problems of daily life.
Area V: Evaluation of the psychopedagogical program: The evaluation of the psy- chopedagogical program was conceived through the application of a set of instru- ments, among which we can point out: a pedagogical test, a questionnaire to teachers and direct observation of different types of activities curricular, extracurricular, and extra scholar.
However, according to data published in the television network La Mesa Redonda, broadcast in December , this digital divide is dramatically reduced in the last three years, following an investment process by ETECSA Empresa de Telecomunicaciones SA and the achievement of the Program of Computerization of Cuba foreseen up to the year Challenges and technological innovation in Cuban education Cuba has a recognized prestige in the world in the field of Pedagogy and Didactics.
Although in Cuba online learning still has a long way to go, teachers have a deep interest in knowing many learning techniques that have emerged associated with the develop- ment of the internet. Such is the case of digital stories, the inverted classroom, or work with open educational resources.
One of these techniques that have been used in Cuba is the storytelling. The oral tradition and the art of storytelling is as old as the human being itself Temporelli, In short, numerous authors in Cuba and in the world characterize the oral nar- rative from different angles, but with coincidences in several aspects. Oral narration is a precursor of the new trend in the information and communication society, or digital storytelling. Searching in Google Scholar, there are no references found of Cuban authors who have worked digital storytelling, although there is a long tradition in terms of oral narra- tion and their work in preschool and primary education.
On the other hand, this content is part of the curricula for the training of teachers. Infographics is an approach to digital narration.
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