3 results on '"Valente, Riccardo"'
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2. Safe and inclusive educational apps: Digital protection from an ethical and critical perspective
- Author
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Crescenzi Lanna, Lucrezia, Valente, Riccardo, and Suárez Gómez, Rafael
- Subjects
integración ,apps ,análisis de contenido ,Análisis de contenido ,Educación inclusiva ,lcsh:Education (General) ,seguridad ,lcsh:Communication. Mass media ,educación inclusiva ,Inclusive education ,nuevas tecnologías ,Protección de menores ,dispositivo móvil ,Niños ,Children ,competencia digital ,protección a la infancia ,Digital competence ,Internet ,Tecnología educativa ,Protection of minors ,protección de menores ,Apps ,ciberseguridad ,destrezas básicas ,tecnología de la educación ,lcsh:P87-96 ,Ciberseguridad ,Educational technology ,aplicación informática ,Cybersafety ,tecnología educativa ,Competencia digita ,Safety ,lcsh:L ,lcsh:L7-991 ,Content analysis ,niños ,lcsh:Education - Abstract
El uso mediado de la tecnología fomenta el aprendizaje desde la infancia y representa un potencial recurso para la educación inclusiva. Al mismo tiempo, la creciente exposición a contenidos digitales interactivos, a menudo conectados a la red, conlleva una serie de riesgos para los niños. A las estrategias actualmente empleadas para protegerlos, que se limitan a reducir su exposición a contenidos perjudiciales, parece subyacer una definición de protección inadecuada. Esta investigación propone que se amplíe esta definición. A través de una observación sistemática de 200 apps para menores de ocho años en el ámbito catalán y un análisis de componentes principales, se propone una definición multidimensional de protección que no se limita a detallar los riesgos potenciales, sino que también considera aspectos relacionados con el potencial educativo e inclusivo de los recursos digitales. Se sugieren cinco factores a considerar para seleccionar estos recursos y contribuir a la competencia digital de docentes y alumnos. El primer factor concierne al uso de mecanismos de protección y la existencia de interferencias externas; el segundo factor indica la presencia de herramientas de adaptación; la exposición a estereotipos corresponde al tercer factor y los últimos dos consideran los conocimientos previos requeridos y el componente verbal de las apps. Finalmente se discute el alcance de la definición propuesta y sus limitaciones para guiar análisis futuros The mediated use of technology fosters learning from early childhood and is a potential resource for inclusive education. Nevertheless, the huge range of options and exposure to interactive digital content, which is often online, also implies a series of risks. The definition of protection underlying the current strategies to protect children is inadequate as it only extends to reducing children’s exposure to harmful content. This study proposes the expansion of this definition. Through systematic observation of 200 apps within the Catalan sphere for children under 8 years of age and principal component analysis, the results support a multidimensional conceptualisation of protection which, instead of being restricted to the potential risks, also considers aspects related to the educational and inclusive potential of digital resources. Five factors are suggested in order to select these resources and contribute to the digital competence of teachers and students. The first factor concerns the use of protection mechanisms and the existence of external interference, the second factor indicates the presence of adaptation tools; the exposure to stereotypes corresponds to the third factor and the last two consider the previous knowledge required and the verbal component of the apps. Finally, the scope of the suggested definition and its limitations as a guide for future analysis will be discussed
- Published
- 2019
3. Feeling unsafe as a source of psychological distress in early adolescence.
- Author
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Valente, Riccardo and Crescenzi-Lanna, Lucrezia
- Subjects
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SAFETY , *STRUCTURAL equation modeling , *SIBLINGS , *AFFINITY groups , *VIOLENCE , *DOMESTIC violence , *RISK assessment , *SEX distribution , *SOCIOECONOMIC factors , *VIOLENCE & psychology , *PSYCHOLOGICAL distress , *BULLYING , *CHILDREN - Abstract
Symptoms of psychological distress at an early age have proved to undermine adolescents' academic achievements, as well as their personal and social well-being. The literature acknowledges a wide range of risk factors that cause psychological distress, while at the same time emphasizing the role of social support as a protective factor. On the other hand, feelings of unsafety as a possible source of psychological distress have been so far largely overlooked in the literature. The present study explores the consequences of a specific stressor (feeling unsafe) and asks whether social support can act as a moderator in the association between subjective unsafety and psychological distress. A multi-group structural equation model was run with a sample of 2876 young adolescents aged 10–12 enrolled in educational centers in the city of Barcelona, Spain. The results show that direct exposure to sibling violence at home and bullying at school are significant predictors of psychological distress, regardless of biological sex. The hypothesis of a negative correlation of subjective perceptions of unsafety on psychological distress is also supported, although neighborhood-based risk factors emerge as a greater source of distress for females than for males. The involvement of supportive adults is associated with lower levels of perceptions of unsafety and distress in both groups, but girls seem capable of drawing more effectively on alternative sources of support, specifically their peers, to enhance their safety at school and in the neighborhood. Overall, gender differences in our model overlap with socio-environmental inequalities (low income, exposure to violence and conflictual public spaces), thus suggesting that an intervention into the root causes of these inequalities could contribute to lowering psychological distress in early adolescence. • In early adolescence, feeling unsafe correlates with psychological distress. • Exposure to violence is a significant predictor of feeling unsafe and distressed. • Supportive peers help girls downsize the influence of unsafety in the neighborhood. • Male adolescents report greater reliance on adult support than females. • Results point to intersectionality of gender and neighborhood inequalities. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
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