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  • 1
    Online Resource
    Online Resource
    Educating 21st century children : emotional well-being in the digital age (2019)
    Paris : OECD Publishing
    Details
    ISBN: 9789264959941
    Language: English
    Pages: 1 Online-Ressource (280 Seiten) , Illustrationen
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Educating 21st century children
    Keywords: Kinder ; Kinderbetreuung ; Digitalisierung ; Sozialer Indikator ; Zufriedenheit ; OECD-Staaten ; Education ; Social Issues/Migration/Health ; Science and Technology
    Abstract: What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education. At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes. This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
    DOI: 10.1787/b7f33425-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 2
    Online Resource
    Online Resource
    Education in the digital age : healthy and happy children (2020)
    Paris : OECD
    Details
    ISBN: 9789264706491
    Language: English
    Pages: 1 Online-Ressource (215 Seiten) , Illustrationen, Diagramme
    Series Statement: Educational research and innovation
    Parallel Title: Erscheint auch als Education in the digital age
    Keywords: Kinder ; Digitale Medien ; Bildung ; Gesundheit ; Digitalisierung ; OECD-Staaten ; Education ; Graue Literatur
    Abstract: The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally. This volume is part of a series that examines the intersections between education, well-being and digital technologies. Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being. It explores the important role of play and risk-taking in learning. It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic. It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments. It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
    DOI: 10.1787/1209166a-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 3
    Online Resource
    Online Resource
    Impacts of technology use on children : Exploring literature on the brain, cognition and well-being (2019)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (45 p.)
    Series Statement: OECD Education Working Papers no.195
    Keywords: Education ; Science and Technology
    Abstract: Children in the 21st century are avid users of technology - more so than generations past. This rise in use has led to much attention on the consequences of technology use, and how this impacts children’s brains and their socio-emotional, cognitive and physical development. Much of the research in these fields, especially brain-based research, is in its infancy. Furthermore, it often shows very small correlations between technology use and child outcomes; whether technology causes these outcomes is unclear, and small effect sizes bring questions about real-life implications for children. Despite these issues, policy-makers in various countries have set guidelines for technology use in children, which are often restriction-focused. This paper explores some of the literature on the effects of technology use on children in terms of their brain, cognitive, socio-emotional and physical development, and summarises what is clearly demonstrated in the literature. It also highlights where more quality research is needed to better understand the impact of technology on children, and support the development of effective, evidence-based guidelines.
    DOI: 10.1787/8296464e-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 4
    Online Resource
    Online Resource
    Cyberbullying : An overview of research and policy in OECD countries (2022)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (74 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.270
    Keywords: Education
    Abstract: Cyberbullying is a high priority policy challenge in many OECD countries. In recent years, the literature base on cyberbullying has rapidly expanded, shedding insights into the prevalence of the issue, highlighting which characteristics make children more likely to be cyberbullied, those that make them more likely to cyberbully others, and how this affects or is affected by well-being. Education systems have responded to this challenge in different ways such as promoting awareness of the issue, providing support to children in schools, through Internet safety initiatives, and implementing policies and sometimes laws to combat cyberbullying. There are a number of empirically assessed interventions that aim to support victims and reduce perpetration, although more information is needed on how to develop and scale up effective interventions. Furthermore, the current literature base underscores the need to establish a common and agreed upon definition of cyberbullying, and a need for research to identify its causes and effects.
    DOI: 10.1787/f60b492b-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 5
    Online Resource
    Online Resource
    Child participation in decision making : Implications for education and beyond (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (85 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.301
    Keywords: Education
    Abstract: Child empowerment is on the policy agenda of education systems around the world, in particular since the increasing emphasis in policy and research discourse on supporting children's participation rights. A large body of literature suggests that child participation in making decisions on matters that affect them is not only essential from a child rights perspective, but also that it is associated with several positive outcomes from the individual to societal level. In OECD countries there are many domains in which children can and do actively participate in making decisions, including regarding their education. This paper explores how and where children can participate in decision making, with a focus on policies and practices in OECD education systems. It outlines key considerations for child participation, including barriers that many systems are struggling to overcome.
    DOI: 10.1787/a37eba6c-en
    URL: lizenzpflichtig
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    Online Resource
    MPI Ethno. Forsch.
  • 6
    Online Resource
    Online Resource
    Digital equity and inclusion in education : An overview of practice and policy in OECD countries (2023)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (75 p.) , 21 x 28cm.
    Series Statement: OECD Education Working Papers no.299
    Keywords: Education
    Abstract: Digital technologies can be used to support the inclusion of diverse student groups in education in a number of ways including enhancing accessibility of educational content, increasing personalisation and providing distance learning opportunities, as was the case during the COVID-19 pandemic. However, persistent digital inequalities can undermine digital equity and inclusion and equity and inclusion in education generally, particularly for the most disadvantaged students. This paper explores the themes of digital equity and inclusion, and maps some of the policies and practices adopted in OECD countries for the equitable and inclusive use of digital tools in education. It highlights the importance of inclusive design and implementation of digital technologies, as well as the need for education systems to focus on capacity building such as teacher training, as well as adequate resourcing of digital tools. It discusses advantages and disadvantages of different approaches, and concludes by highlighting research and policy gaps.
    DOI: 10.1787/7cb15030-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
  • 7
    Online Resource
    Online Resource
    Understanding teachers' pedagogical knowledge : report on an international pilot study (2017)
    Paris : OECD Publishing
    Details
    Language: English
    Pages: 1 Online-Ressource (150 p.)
    Series Statement: OECD Education Working Papers no.159
    Keywords: Education
    Abstract: What is the nature of teachers’ pedagogical knowledge? The Innovative Teaching for Effective Learning Teacher Knowledge Survey (ITEL TKS) set out to answer this question in a pilot study that ran in five countries: Estonia, Greece, Hungary, Israel and the Slovak Republic. Using convenience samples, the pilot assessed the pedagogical knowledge base of teachers, teacher candidates and teacher educators. Pedagogical knowledge was broken down into the domains of assessment, instructional processes and learning processes. The link between teachers’ knowledge and characteristics of teacher education systems, opportunities to learn and motivational characteristics was also examined. The ITEL TKS pilot demonstrated the feasibility of researching teachers’ pedagogical knowledge profiles across countries, and validated an innovative instrument for assessing general pedagogical knowledge in an internationally comparative way. It also allowed for reflection on potential adaptations to strengthen the design of future work. The results serve as a template for a larger-scale study to explore teacher knowledge and competences in nationally representative samples.
    DOI: 10.1787/43332ebd-en
    URL: lizenzpflichtig
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    MPI Ethno. Forsch.
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