The Popularity of the Internet among Children in the United Arab Emirates - Term Paper Example

Digital literacy in the among children in the UAE Name: Institution: Digital literacy in the among children in the UAE Introduction The internet is one of the most popular and most important source of information and platform of socialization among different individual in the world. In Emirates, the popularity of the internet is associated with different machinery that is easily accessible and has connectivity to internet services (Duerager, 2010). These include computers, tablets, and smartphones among other gadgets. Furthermore, the availability of highly affordable internet services in the world today has also made it easier for different individuals to access and use it for different roles such as communication, socializing and the execution of different responsibilities. In the United Arab Emirates the popularity of the internet among children can be associated with the desire among parents to provide internet services to their children. This has been linked to the desire among parents to ensure that their children are at the same level and if possible to ensure that they are at higher levels in terms of their ability to communicate virtually and effectively operate the machines to reap the benefits associated with internet services, The main objective of this report is to investigate digital literacy. This will be through an exploration on the perceptive of parents in relation to their level of involvement in educating their children on the risks involved. The paper will also investigate the level of involvement by parents in the use of digital media. The investigation will be conducted through personal interviews. Research methodology In terms of research design the study will use a descriptive approach in which information will be obtained on the current status of the subject under investigation in relation to the research variable. This process is useful in the identification of variables and the hypothetical construction of assumptions to test theories in a study. Descriptive approach to the study will therefore be important in obtaining information on the prevailing conditions of the subject under study (Kumar, 2011). The target population for this study will be parents in the UAE whose children own computers, tablets and smartphones. To ensure that the sample population is representative of the target population, this paper will employ the systematic sampling approach. This will involve obtain the total of the target population and dividing the sample size in ways that will enable different elements that are integral to the study to be acquired from the population (Kothari, 2005). The study will use interviewer led questionnaires as data collection instruments. Personal interview that are the methodology through which the study will collect data can be successful when administered through interviewer led questionnaires because it will provide a structure that can be used in guiding the interaction between the interviewer and the respondent. The respondent will structure the questionnaires in ways that will enable easy understanding. The data collected was analyzed through the use of descriptive statictics such as means and percentages. For easy presentation the study used graphs, pic charts and table. Analysis and interpretation From the data collected parents agree that they have an essential role to play in ensuring that their children obtain the skills needed to adequately operate devices such as computers, mobile phones and tablets. This is because they are responsible for the purchase of these devices and therefore they have to regulate the way they are used in terms of contents and areas of accessibility. When asked questions concerning their levels of literacy in using smart phones, computers and tablets, there were mixed results suggesting that variation in the ability of the said presents to adequately use these devices in acceding the internet and in execution of other responsibilities. About 80% of those interviewed were confident that they could use all the three devices adequately in accessing the internet and for other purposes. About 30% of those interviewed could comfortably use 2 devices in accessing internet services and for other purposes. About 16% of those interviewed could comfortably use one of the devices in accessing internet services and in executing different responsibilities. 14% of those interviewed did not have any awareness on how to use computers, smartphones and tablets in accessing the internet and in using digital media for different porpoises. About 60% of the parents who were interviewed conformed that their children had access to computers smartphones and mobile phones and that they could adequately operate this machinery. 20% of those interviewed affirmed that their children could access and operate at most two of the technological devices. About 5% of those interviewed affirmed that their children could easily operate at most one of the technological devoices in terms of internet use and for the execution of other functions. About 5% of those interviewed were not aware of the ability of their children to adequately operate these technological devices and they were also unaware of whether their children have had access to these devices. Concerning the role of parents in providing their children with some level of awareness on internet literacy, the study revealed that about 90% of those interviewed often create time to provide their children with information regarding different elements of internet literacy. These include the essence of security measures, which would minimize the possibility that most children will be exposed to the threat of hacking and cyber bullying that has become popular especially in social media. The role of the parents in ensuring high standards in terms of the ability of the children to act in accordance with the acceptable ethical standards was considered as one of the most essential aspects in protecting the children from the possibility of misuse on internet services. This was in relation to the use of the internet in accessing X-rated information, music or videos. The internet according to parents has become an entertainment platform for children. This is because it has enabled them to have the ability to download not only music and videos but also virtual games. The role of the parents in regulating the possibility that children will download highly violent games is by incorporating security measures in the devices that their children use. This in the view of most parents was considered as the only approach that could ensure that children are protected from the possibility of misguidance and the possibility that they will access information that will negatively affect their socialization as members of the society. Interpretation of data Parental involvement in internet literacy UAE is one of the countries that are largely multicultural. This is an indication that during their socialization process especially while at schools; children often meet with other children from divergent cultural orientations (Duerager, 2010). Peer influence is a major contributor to the type of behavior that children develop as they interact with most of their peer in educations settings and in other social platforms. The internet has contributed to elimination of barriers that protected children from the possibility of developing deviant behavior while under the surveillance and the control of their parents. Internet literacy requires that children are guided into understanding the duties that the internet and internet enabled devices such as mobile phones can actualize (Duerager, 2010). This also involves providing children with information regarding different social networking sites such as Facebook, Twitter, You Tube, and Instagram, among other networking platforms. This type of information when provided to children provides them with an understanding of the purposes of the platforms and their roles in ensuring that the information they share is the most appropriate type of information (Duerager, 2010). Internet etiquette requires the use of difference services that are available on the virtual platform for their intended purpose with the right people in terms of age, level of expertise and the objectives of accessing the internet (Sonck et al, 2011). In the UAE, parental involvement in assessing the ability of their children to use the internet comes with constant surveillance and communication between parents and children. In the contemporary UAE society, this has been considered as the first line of defense in relation to the provision of sufficient protection from the risks s involved with internet use. One of the risks that any parent can take when his or her child has the knowledge and understanding of how to use the internet is in the inability of the parents to provide the most relevant and appropriate information in the form of advice and instructions to their children (Sonck et al, 2011). There are existing safety precautions the government of UAE has already established to boost internet security within the country. However, according to existing statictics, there are a high percentage of parents who argue that emerging trends such as pedophiles grooming children online and the increase in viewership of child pornography is currently increasing (Sonck et al, 2011). An influx of foreigners and limited security measure to minimize the possibility that children will be involved in viewing pornographic material has also been cited as one of the major concerns for parents within the UAE. According to parents, one way by which adequate involvement can be ensured is by creating platforms that will allow the parent to monitor the activities of their children online. Children aged 7 years are currently in sites such as Instagram. One away by which parents in the UAE have been able to monitor the activities of such children is by connecting with their children on the photo sharing application. This has made it easier for parents to monitor their children in terms of what they are doing and the information that they are getting from the application. Parents for instance have the role of teaching their children the dangers of having many friends on any social networking site. According to the observation of the parents it is often important to provide children with information regarding the use of the internet and being part of their friends on social networking sites such as Facebook and Twitter is that it provides the children with an environment that allows them to explore and ask questions regarding different applications and activities within the internet. For such children when someone sends a request to follow them or become their friend, it becomes easier for the children to ask the parents whether they should accept such request. This creates a platform for constant communication since the parent will ask the children on their knowledge of the person (Garmandia et al 2011). Through this approach parents eliminate fear from children when it comes to matters related to the internet. The creation of such an environment is necessary for easy monitoring since the children have the ability to understand the role of the parents in protecting them from the dangers associated with internet use. Children will understand that they are not supposed to fear using the internet since it is the role of the parent to teach and guide them on how to use it effectively. The use of an open house system in the view of most parents was considered as one of the best ways of monitoring the activities of their children on the internet. Such a system enables the development of scenery in which all internet enabled devices are accessible using the same password and username and every members of the house was allowed to use the devices (Garmandia et al 2011). This methodology is important in the promotion of digital literacy and protecting the children form the possibility of abuse as it also ensures that every member of the family monitors what other members are viewing on the internet. The promotion of digital literacy through parental involvement has also been linked with the ability of the said parents to convince schools to integrate digital literacy and awareness sessions in their curriculum. Programs such as the Digital Citizenship Week have been used in the UAE to provide a platform for educating parents and providing lesions to children on how to use technology safely, responsibly and respectfully. This has necessitated some collaboration with the department of student wellbeing in schools that have plated an essential role in educating children on the essence of using technology of the intended purposes and the essence of involving parents in matters involving the internet. Through such programs it is possible to sensitize the parents on the benefits of digital literacy in the protection of their children. This is especially for parents who are not members of Instagram, Twitter or Facebook whose children must be protected when they begin getting online (Garmandia et al 2011). The main objective of parental involvement is to provide advice to the children concerning the things that they should worry about. This is because of the understanding that the internet is a platform for entertainment, education and communication not something to be afraid of hence the need for a balance (Paus-Hasebrink et al 2011). It is therefore advisable for parents to develop some form of agreement with their children on digital literacy, how the devices can be used and the amount of time that they need to spend on the internet. This is because trailers of movies on You Tube may have a major impact on children while too much time spent playing games online may deny a child an opportunity socializing with peers and properly interacting with them on other platforms such as playgrounds, churches and schools. Approaches used by parents in the UAE to mediate the use of internet by their children Parents have used a combination of approaches in mediating the ability of their children to use and access online content and services. These include the use of technical tools, regular conversations with their children, supervisor of children and the establishment of rules concerning access to internet and the behavior of the children while online. About 95% of the parents interviewed us at least one of these approaches while 33% use all the four approaches. About 5% of those interviewed were not involved in their child’s internet use using any of the approaches identified. Parents in the UAE have a wide range of technical tools that they can use to ensure easier management of the information that their children access on the internet. Parents with home broadband for instance can protect their children from the dangers associated with accessing the internet. The use of content filters for instance has been perceived as one of the most effective approaches in the realization of high level of protection for the children. Content filters such as home network-level filters provided by the internet service providers. In some situations, parents also use parental control softwares that they can set up on a specific device such as a tablet, mobile phone and computers that are often used to access online services (Paus-Hasebrink et al 2011). Other than content filters, other technical tools that parents have been able to use in monitoring their children from dangers associated with internet content are parental control devices that are integrated in the devices. The use of passwords, Personal Identification Numbers (PINs), You Tube safe mode, time limiting softwares sand antivirus software. These control tools are often effective when the parent has shared with the child on the essence of such technical tools in regulating the sites that they can access and explaining the dangers associated with internet related services. Network level filters acorn to parents with home broadband the use of ISP content filters block the right amount of content while only exposing to children to those aspects that consider important for their growth and development in the technological world. Effective digital literacy in the view of some parents was possible in situations where parent involve their children in constant conversations regarding the use of the internet. Such conversations allow some level of trust to be developed between the parent and the child (Paus-Hasebrink et al 2011). In addition, trust and talking to children has been considered as one of the best approaches compared to the use of technical tools because most children who access information online do so from their mobile phones, especially for social networking and other activities (Livingstone et al, 2012). Technical tools and other forms of supervisor may have limited usefulness especially when the children have the ability to access information outside their homes. Parents who engage their children in lengthy talks on the risks related to internet in the UAE often focus on oversharing of information online, age appropriate content, contact with unknown people (Livingstone et al, 2012). Conversations on these topics are considered important when children begin accessing information and engaging in online activities. It is also important to conduct frequent talks with children to keep the children on constant checks and to ensure that these children are provided with information regarding the role of adhering to high ethical standards when engaging in online activities (Sonck et al, 2011). Other than talking to the children on different matters related to digital literacy is by supervising the activities of children when they are online. Ways of supervising the children include sitting beside them and helping them navigate their ways online and in some situations observing their activities. Supervision is however most appropriate for children aged 5- 12 years old (Staksrud et al, 2009). Discussion The involvement of parents in matters related to internet literacy of their children is often aimed at the implementation of two types of rules: those that protect the privacy of the child and those that introduce restrictions in their participating in in peer-peer activities (Garmandia et al 2011). These rules have enabled parents to implement two types of monitoring approaches. These are supportive practices and covert checking ups (Livingstone et al, 2011). The age of the child is considered as the key demographic factor when implementing parental regulations (Livingstone et al, 2010). Beyond the factor of age appropriateness there is no direct relationship between the implementation of less or more parent talk control measures to protect the child from the possibility of any other risk (Paus-Hasebrink et al 2011). Parental control measures that parents in the UAE have been able to implement have an indirect influence on the risks and the opportunities (Livingstone et al, 2012). There are control measures that protect the children while ate the same time improving on their levels of expertise on matters related to navigating the online platform and identifying the most appropriate information that they can access, upload or download (Garmandia et al 2011). According to exiting studies highly level restriction on peer-to-peer interaction limits the number of opportunities and risks that the children can encounter while executing different online activities. Inasmuch as such measures improve on parental supportive practices. It increases the opportunities and the skills and this is unrelated to the number of risks that are associated with operating on the internet (Hasebrink et al, 2011). Parents can only provide sufficient guidance and protection on matters related to digital literacy, it is important that they have enough information that can help their children in the management of online risks and develop sufficint trust that their children will engage in safe use of the internet (O'Neill et al, 2010). Sufficient knowledge on the use of the internet is highly related with the levels of expertise and knowledge that parents possess about the internet and digital devices (Lobe et al 2011). Such kind of information will prove the parents with the ability to determine safe and unsafe content for the child (Paus-Hasebrink et al 2011). In addition, it is through high levels of expertise that parents can be able to guide their children on how to access the internet and the areas to avoid. this not only increase on the levels of surveillance but it also ensure that the security measures implemented are relevant in terms of realizing the goals and objective of digital literacy (Lobe et al 2010). Conclusion Parental control measures that parents in the UAE have been able to implement have an indirect influence on the risks and the opportunities. Parents who engage their children in lengthy talks on the risks related to internet in the UAE often focus on oversharing of information online, age appropriate content, contact with unknown people. Beyond the factor of age appropriateness there is no direct relationship between the implementation of less or more parent talk control measures to protect the child from the possibility of any other risk Recommendations Parental involvement is instrumental in protecting the children from unsafe sites in the internet. However, to improve on their skills and opportunities, there is need for parents to improve on their levels of involvements by increasing supportive activities that they provide (Hasebrink et al, 2011). Activities such as asking children what they are doing online, helping them online and keeping an eye on the screen not only serve the interest of the parents by ensuring a child’s safety but also increases the online skills and opportunities for these children (O'Neill et al, 2011). Inasmuch as it plays a major role in reducing online risks there are implications such as online privacy for children from their parents. Privacy is not considered a necessity for children considering that they are under the control of their parents (Pasquier et al, 2011). There is need for parents to ensure that the children recognize internet security measures introduced. This is because despite the implementation of these rules, the parent must always disseminate the information to their children by explaining the relevance of the rules (Hasebrink et al, 2009). The main issue is not whether the rule exists but whether the children understand and accept the importance of this rule (O'Neill et al, 2011). References Duerager, A. (2010). Measuring parental mediation of their child’s internet use: Testing the reliability of a translated scale considering the parent’s as well as the child’s points of view. Cyberspace, Brno/Czech Republic. Garmandia, M., Casado, M., Garitaonandia, C., Martinez, G. (2011). Parental mediation and children’s exposure to risks on the internet. Effectiveness of the different approaches. 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