Abstract:

A meaningful digitally safe home environment enables children to effectively control the risks of the internet, alongside capitalising on the benefits it provides. Post COVID-19 is a strategic and natural time of change for how online safety is supported in families, with an overwhelming message by the Australian E-Safety Youth Advisory council being that the views of children are important. If we are to meaningfully guide children in their online safety, understanding their experiences and perspectives will enable the insights parents/grandparents need to genuinely guide them in e-safe decisions. This project therefore focuses on guiding the digital safety of children aged 10-13 years, who are transitioning to independent internet use, with this presentation focusing on the results from collecting data from the children about their use of technology at home.

Some digital literacy knowledge/skills students need to ensure their digital safety and wellbeing are obvious, however it cannot be assumed that this is the complete picture anymore (Davey, Elliott & Bora, 2019). It is expected that reliance and emphasis on digital education will continue long into the future. This new digital state of play (current and future) necessitates that we take a closer look at the gaps in our policies and the ground reality. Until this is done, we do not know how to build an up-to-date and relevant digital safety culture that addresses the varying digital safety needs and capabilities of all students, and sets directions for future quality digital safety education initiatives (Walsh and Pink, 2021).

Quantitative data from five hundred families with children 10-13 years was gathered during 2023 to provide up-to-date evidence of the online experiences and decision-making of this age group, across all aspects of their home internet use. Additionally, thirty two diverse families aged 10-13 years, participated in interviews in the family home, with children and parents/grandparents interviewed separately to enable clearer insight into their experiences. For this paper, results will report on the responses specifically from the children, with responses from the parents and grandparents shared in other work.

Results showed that young people have a narrow view of what e-safety is, and by extension, of how technology should be used. They expressed overall a fear of the risks they may encounter online, particularly as they move into adolescence. Specifically, they felt safer in their online use at school compared to home. This related to more structure with online safety at school and a confidence in this structure, compared to a more flexible, informal and changing structure in the home environment. Results also showed where gaps had emerged in e-safety and how these were directly linked to gaps in digital literacy skill for children and their parents. Our conclusion is that there is an urgent need for greater digital literacy to enhance the safety of young people in the future.

References:
[1] Davey, B., Elliott, K., & Bora, M. (2019). Negotiating Pedagogical Challenges in the Shift from Face-to-Face to Fully Online Learning: A Case Study of Collaborative Design Solutions by Learning Designers and Subject Matter Experts. Journal of University Teaching and Learning Practice, 16(1), 3.
[2] Walsh, K., & Pink, E. (2021). Best practice framework for online safety education (Stage 2): Expert review and stakeholder consultation report. eSafety Commissioner, Australia.

Keywords:

Digital safety, digital habits, digital literacy, digital wellbeing, 21st century skills, education, students.