Issue link: https://maltatoday.uberflip.com/i/1286060
9 maltatoday | WEDNESDAY • 9 SEPTEMBER 2020 NEWS 'Practice what you preach' I'VE had so many children in workshops and interviews imitate their own parents being on social media or on their phones. Children often say things like "our par- ents are telling us to get off the iPad but then they're on the iPad and on Facebook all the time". Children see everything and hear everything. Some concerns There are issues of course that need to be addressed. And that's why we should focus on the details and the context and not lump things in generic terms. Here is a list: • Instead of simply interacting and consumption (watching YouTube videos and playing Roblox), children could be encouraged to make things that are meaningful to them or as gifts to significant others. Roblox Studio allows you to create your own games. There is Book Creator, iMov- ie, Telestory, ComicStrip and so on. Check commonsensemedia.org for great app reviews and suggestions. • Mis- and disinformation: how do we create a culture of critical thinkers and equip them with simple tools to identify dodgy resources, unreliable websites, how to seek good quality information? • Deep fakes and AI, and information silos/filter bubbles • More positively/directed use • Older kids (or any age) can do re- search: Any subject that fascinates them can be a starting point. Think about PhDs – it's basically that. Adults can be supportive (just like PhD supervisors) or co-learners. My kids and I researched on bio-engi- neering recently. My son wondered if the Cochlear implant can poten- tially be hacked (and listen to peo- ple's conversations). There's your hypothesis. • Let children choose their own subject: If they seem to be liking everything or nothing, then an adult can start with something they've al- ways been curious about – personal passion is contagious, kids will pick up immediately. Digital media can be helpful in finding resources, how- to videos and even connect with like-minded and creative communi- ties. Velislava Hillman's tips for parents Maria Christina de Carlo DO parents have to worry about teens and their digital media usage? Not as long as communication and the neces- sary support is involved, says Dr Vesla- va Hillman, who advocates that talking to young people is key to understand their perspectives, views, ideas, inter- ests and experiences. A director and senior researcher at the Data, Media, and Society Research Centre in Malta, Hillman cautions against seeing digital technologies as some 'one-size-fits-all' solution in the education sector. "COVID-19 underlined the differenc- es and nuances that exist among abil- ities, haves- and have-nots, and living conditions; that technologies are blind to, and cannot solve the problems of education, literacy, and equality just with their presence," Hillman says about the sudden turn towards online schooling and digital aids in the wake of the COVID-19 pandemic. Hillman's own personal experience during the lockdown, with three kids having to share one tablet, was com- pounded by the fact that two other tablets provided by their school kept freezing. So they stopped using them and Hillman had to share her comput- er, leading her to buy one for her family. But not all children had technological gadgets, accessibility, or a safe environ- ment to keep up with their education during the lockdown. "Many children from disadvantaged circumstances do not have the personal space available to study in their home. Worse still, could be that some children may have been living with abusers," she says. When survival is a priority other matters appear insignificant. "Food and security are a few of the ba- sic needs many children are dependent onto be able to go to school. Although the educational resources were accessi- ble online, the learning problems have yet to improve, so that education reach- es everybody equally." "Just because resources were availa- ble online during lockdown, it doesn't mean that they are solving the problem of learning – reaching everyone equal- ly and serving its purpose equally. And not to mention teachers' need for sup- port and digital skills update." Another challenge, Hillman points out, is how to teach youths on access- ing data and preventing the spread of misinformation and disinformation. How can a society grow into a culture of critical thinkers? Youths need the knowledge to identify shady sources, untrusted websites, and how to look for quality and reliable information. "Research practice from an early age can be most helpful. Children have the freedom to choose the subject they like or may have a keen interest in a par- ticular topic. Personal enthusiasm is infectious and children will pick on a topic instantly. Digital media is a useful way in seeking informational resourc- es, videos and communicate with cre- ative like-minded online groups. While children need a starting point, older students need a challenge into their re- search processes." The challenge of fact-checking strat- egies is essential for students. "They are more exposed to technology, the Internet and social media platforms. Any topic that fascinates them can be the initial step," Hillman says, which is why adults must be both of support and co-learners with youths. "Parents should listen to their chil- dren with less judgment and criticism, knowing how they feel and for what they are using new technology. Online interactions for youths can be an expe- rience of learning, making, communi- cating and discovery. The most impor- tant factor is the individual content, the person's details and the involved online activity. Communication is crucial for a better understanding of children or youths are going through in their life, what they care about and their perspec- tive of how they see things." Hillman also says her workshops with children have revealed how most mim- ic their parents using social media and smartphones. The youths often say "our parents are telling us to get off the iPad but then they're on the iPad and on Facebook all the time." Children are attentive and observe what they see and hear around them. Hillman advises that instead of merely engaging and watching YouTube vide- os or playing video games, kids may be driven to do things that are important. For instance, if a youth likes to play vid- eo games then make it a learning expe- rience so as develop their own games. "Instead of jumping to conclusions that they are playing a 'violent' vid- eo game or 'spending too much time' enjoying it, have a talk about what the game is all about or even perhaps learn how to play it. "Children love to play games at every opportunity they have and that is basi- cally what they want to do. Then adults are quick to judge on their gaming ac- tivities." Parents, brush up on digital skills!