Parental Perspectives on Internet Technology Use by Emirati Children - Research Proposal Example

Parental Perspectives on Internet Technology Use by Children Emirati children Student’s Name: Institution: Executive Summary The research is aimed at examining the parental perspectives on internet technology by Emirati children. The research is aimed to looking at the parental views regarding how parents in sampled Emirate homes observe their children use technology. The research is conducted with an intent of discovering how UAE is pacing up in terms of technology. The region of UAE has been hailed by many as a hub of technology in the Islamic world. So, by studying Internet adoption and use beginning with children aged 0-10 years, the researcher was sure about getting the entire picture and spectrum of parents and adults perception to the Internet and technology devices as well. Interviewing and providing questionnaires to the targeted children (from age 0 to 10) would never have prudentially yielded the expected results. Thus, the researcher chose to interview and provide questionnaires to fill by the sampled parents to these children. Being adults, the answers and responses these parents shall give will be a true reflection and will mirror what the research intended to study. Table of contents Executive Summary 2 1.0 Introduction 4 1.1 Background Information & Research Problem 4 1.2 Research Questions 4 1.3 Research Objectives 5 1.4 Research Sample 6 1.5 Research Methods 7 2.0 Literature Review 8 2.1 Introduction 8 2.2 Internet, Education, and Development 9 2.3 Internet & Technology’s Impact on development 10 3.0 Methodology 11 3.1 Children’s Activities 11 3.2 Information/Entertainment Media in the Home 11 3.3 Computers and the Internet 12 3.4 Data Collection 12 3.5 Consent, Access & Ethical Considerations 13 4.0 Conclusion 13 References 15 1.0 Introduction 1.1 Background Information & Research Problem Technology plays a substantial role in all aspects of Emirati children today. Children have a wider exposure to the Internet through computers, laptops, tablets, and even smartphones. The presence of technology for children has several benefits; it allows the children to see and obtain academic incentives in dynamic ways which involve using learning application and game apps. This will potentially develop the child’s learning skills and improve their intellectual and social abilities. Therefore technology will have a greater preparation for the children’s future. On the other hand, parents’ concerns perceive technology to have a negative influence on their children’s behaviors. The exposure of all these negative aspects such as cyber-bullying and violence can have a negative impact on their children. The biggest concern parents will face is that their children might ultimately become Internet addicts. Children’s reliance on technology has triggered a larger domination of memory loss, mood disorders, and autism in some cases. Finally, parents must take the right actions to combat these issues by setting time limits that will help minimize these risks. 1.2 Research Questions In this research we seek to answer the following questions: How do Emirati children, aged 0-10 years, access the Internet? Do parents monitor the usage of Internet technology among their children in the Emirati? What negative effects on Emirate children aged 0-10 years does Internet usage bring? The methods if obtaining information from parent entails the interviewing and survey to gather appropriate and accurate information. First, we will start to do surveys for up to 15 parents. Then, we are going to have interviews with another 12 parents with specific questions in details about how they think and feel toward the usage of the Internet by their children. Existing instruments designed for measuring computer and Internet-related devices are known to be lengthy and mostly based on pathological point of view. The core objective of carrying out this proposal is primarily to develop a tool for perceived problems related to internet usage among the Emirati children, and to study the association between the usage of these Internet devices and the perceived problems. 1.3 Research Objectives The survey will be done in selected schools in the United Arab Emirates. The overall target of the study was to investigate social relations and well-being of these school children. The major objective of the research were: to make necessary recommendations regarding how Emirati children’s perceptions pose a role in informing policy to technology and education; to explore what technology means to Emirati children, teachers, and parents; to study whether are any substantial social and geographic differences in Emirati children’s usage of technology; to study the degree to which technology features in children’s day to day lives; to identify the principle patterns of Internet and technology usage by Emirati children within the age group shown in the study; and To identify the various kinds of technology present in the day to day lives of children in Emirati. 1.4 Research Sample The research was facilitated by both survey and focus groups with 15 parents questioned and 12 parents surveyed differently, regarding the Emirati children aged 0-10 years in primary schools from across Emirati. The kind of sample adopted was purposive in nature and not rationally representative. In one of the adopted survey samples, 15 parents with their children (representing 45 percent) were classified under the younger age group (of 0-5 years) and the remainder- 12 parents together with their children- were classified under the age group (aged 6-10). The representation of stud participants was made in consideration to the research, and certain aspects of gender differentiation had to be examined. Study Participants were selected from different primary schools in various schools across UAE. The sample acquired was designed to reflect gender, urban, and socio-economic disparities, and the channels of attaining this was to ensure that there is a balance of different school types. Close to 41% of the respondents were families drawn from a city setting whereas the remainder were families drawn from rural setups. The selection of schools was done to mirror national population trends. 1.5 Research Methods The research had to combine both qualitative and quantitative methods. The researcher administered a questionnaire in collecting baseline information as a means of accessing and using information technology to Emirati children. The adoption of open questions enabled the participants to freely express their priorities and interests. The key questions were thus directed to focus on the following: Do Emirati children use the Internet, and for what purposes? If Emirati children play computer games, the place of their gaming, and the people they play? What type of technology devices and Internet do Emirati children access in their homes, and where exactly is it situated? Regarding the general family background —how does an older sibling influence the potential of particular technologies being available in the home setup? To make the survey more meaningful, a wider definition of “technology” had to be used in play and leisure contents to ICT. The questionnaire used by the researcher thus included reference to technologies such as games devices, mobile phones, computers, musical instruments, television, cameras, and tape recorders. The researcher is permitted focus groups to be held with Emirati children from older age group (aged 6-10) as a means of engaging them with their perspectives of play and technology. Discussions, mainly led by the moderator, with young children in classes of 6 in each of the Emirati schools covered certain topics about technology and the Internet. Though the research centered much on children’s Internet perceptions by giving them a voice, parents and teachers were alongside interviewed to catch their perspectives as well. Parents were allotted the chance to respond, and those willing were allowed to air their responses by telephone or in person. Some of the general questions asked at this level of research entailed the following: What is a parent/teacher’s own experience of using technology? What role is played by technology in the lives of children and their education? What kind of sources of information is available to teachers/parents to use for technology-based devices? The survey data was later coded and analyzed, bearing in mind the key variables of school types, location, gender, and age. The leading qualitative data drawn from all the responses of open questions as well as focus groups had to be coded. Later, the content analysis was taken. Provided the presence of focus groups, more emphasis was given on technology in terms of response analysis and classification. 2.0 Literature Review 2.1 Introduction The increasing usage of technology at all levels has fueled exploration into its direct and indirect application in child development and education and its continued development benefits. Having recognized that child learning should be an active process and most children learn actively by “doing” instead of merely being “told”, IT and education experts have noted with concern that the Internet can undeniably pose a potential contribution of interactive technologies to children’s education (Attewell, Suazo-Garcia & Battle, 2003). It is a commonplace observation that children use Internet and technology to make intellectually-rich and multifaceted constructions; thus, a wide array of programs have been to be developed and availed to these children. This is meant to provoke their thinking and trigger their imagination pertaining to improvement of numeracy, literacy, and the general problem-solving skills. 2.2 Internet, Education, and Development Buckingham & Scanlon (2002) affirm that the current technological and advanced world wherein children are growing up is advantageous to their own development. This is because “era of digital media on its part is creating a conducive environment where such childhood activities are dramatically changing and bound to quicken child development” (Hennessy & Heary, 2005). The development of children revolves around the evolving of motor skills, personality, reasoning, intelligence, cognition, social skills, and language skills. All these happen at a fast growing pace, sometimes involves the realization of adolescence, the direct creation of values, a sense of self, and autonomy. All these facets can never be actualized if not in the interactive world where technology and the Internet are at the periphery. Buckingham & Scanlon (2002) argue that many behavioral features of children are actively being displayed in these children’s digital and online experiences. Nevertheless, such interactions require careful analysis and harness to fully realize their benefits. The many attributes of spontaneity, creativity, and the potential for learning have received a strong endorsement from various groups. Technology is still being hailed as a vehicle that offers new opportunities for children regarding both tools and content. It offers fair opportunities that are bound to facilitate Emirati children developing newer ways of thinking, communicating, and playing (Valentine, Holloway & Bingham, 2002). 2.3 Internet & Technology’s Impact on development Attewell, Suazo-Garcia & Battle (2003) challenge too simplistic an avenue of exploring the actual impact of technology on children’s general development. Researchers have always been somewhat limited when it comes exploring the impact of technology on school-going children. That is, their view has always been on the “negative side” and not to the holistic growth and development cultured by technology. Never should we say nor assume that what technology does to our children is all about “planting the evils we do not want in children” rather than the rapid learning, socialization, and capacity to reason like adults by using technology. Hennessy & Heary (2005) sees the need for this trend to change. Therefore, Hennessy & Heary (2005) suggests that it is a high time the society, especially the UAE community embraced the use of technology and Internet and believed that they come to sweep and revolutionize the thinking and wholesome development of Emirati children. Just like in any venture, there are potentials and key challenges to be learned and considered. The concepts of time and space have been subjected to and altered by technology. The research by Haugland (2002) posits that the focus on speed brought by the developing IT technologies tends to create a hurried society whereby children are taking time to play and socialize. What most thinkers and writers are worried of, as informed by Hennessy & Heary (2005), is that, “if we are not careful, technology may replace the time for curricula, physical learning, playing and learning household activities in case the society shall continue allowing technology to take center-stage in the lives of children”. Though this statement could be true, it must be remembered that the entire world is fast growing technologically and a society that fails to embrace technology is automatically left behind. 3.0 Methodology One of the major questions asked in this research revolves around exploring how technology impacts on Emirati children. Thus, the research sought to investigate the kind of technology which children assess on a day to day basis, and how inescapable technology is perceived to be the hub of education. 3.1 Children’s Activities Technology-based playing (including PC and console games) were cited by approximately a third of the children as a favorite activity. When it comes to the issues of playing, technology and watching TV becomes the most dominant activity. 3.2 Information/Entertainment Media in the Home Having asked parents to indicate the kind of information and entertainment media they have access to while in their homes, children responded well. Delving on the concept of screen-based entertaining media, it became apparently clear that PC and games console have a huge role in children’s curricula activities. 3.3 Computers and the Internet Close to 75% of all parents interviewed about their children mentioned the presence of a computer in their home. Even though the survey failed to establish the reason for having the PC in the home, parents consented that many of their children used such a computer to satisfy their curiosity for IT and learning needs. Parents to these children were also further questioned whether they made extensive use of the Internet (contrary to the usual norm of having it their home). Close to half of all parents surveyed and interviewed (49.45%) agreed that they did. There was a small margin difference in terms of using the Internet between rural and urban families and their children. 3.4 Data Collection The fieldwork process was done in the months of November and December (2015) where children can easily be found. The process of collecting data entailed working with the targeted parents of the children (0-5years) first and helping them and assisting them to complete the intended questionnaires. Later, the researcher proceeded to work with the parents of the older groups (aged 6-10), who to file out the questionnaires on their own. At a final phase, the researcher carried out a survey with the focus groups, who discuss their issues regarding their favorite Internet devices and use. The participant parents spoke about their children’s daily use of the Internet, cell phones, listening to music, etc. The majority of the parents of these children were eager in their responses and also in sharing their children’s individual opinions. 3.5 Consent, Access & Ethical Considerations The permission to carry out the survey to these children and the research was sought from the school heads and parents at sampled homes. First, information packs had to distributed to the targeted schools and this included a letter that explains the background information of the research, and left a space for parental consent. Teachers teaching in the participating schools were involved in making the selection of all the participating children with whom direct parental consent was sought. The participant parents at home were given a chance to consent their willingness to take part in the survey. 4.0 Conclusion The outcomes and findings on how Emirati children use their time with technology is a direct suggestion that these children love to spend their fun on technology, as opposed to other physical means. Having heard and source genuine responses from their parents who cannot lie, it is evident that these children take technology very seriously, irrespective of their toddler ages. Secondly, technology is seen to be available and present in the average Emirati home. Though issues of supervision were reported to be insignificant in most homes, parents and teachers administer some form of supervision to these children as a means of ensuring that there was a balance between school work and other ‘activities.' References Attewell, P., Suazo-Garcia, B. and Battle, J. (2003) ‘Computers and young children: Social benefit or social problem?’ Social Forces, Vol. 82, No. 1, pp. 277-96. Buckingham, D. and Scanlon, M. (2002). Education, Entertainment and Learning in the Home. Milton Keynes: Open University Press. Haugland, C. (2000) ‘Early childhood classrooms in the 21st century: Using computers to maximise learning’, Young Children, Vol. 55, No. 1, pp. 12-18. Hennessy, E. and Heary, C. (2005) ‘Exploring Children’s Views through Focus Groups’, in Researching children’s experience: Approaches and Methods, S. Hogan (eds.). London: Sage Publications. Valentine, G., Holloway, S. and Bingham, N. (2002) ‘The digital generation? Children, ICT and the everyday nature of social exclusion’, Antipode, Vol. 34, No. 2, pp. 296-315. Read More