Santiago Tejedor

Retos y riesgos del uso de Internet por parte de los menores. ¿Cómo empoderarlos?

The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.El objetivo de este articulo es reflexionar criticamente, a partir de una seleccion de ultimos informes, investigaciones, publicaciones y otras fuentes, sobre las orientaciones de como «empoderar» a los y las menores frente a los riesgos on-line actuales. Entre los diferentes riesgos quisieramos destacar los que mas violencia emocional producen; las situaciones de «grooming» o ciberacoso, cada vez mas visibles y urgentes de prevenir conjuntamente. El uso de Internet y la facilidad de visibilizar cualquier informacion o situacion ha permitido romper el tabu social respecto a estos riesgos. Datos como el que el 44% de menores en Espana se habia sentido acosado sexualmente en Internet en alguna ocasion en el 2002, o el que el 20% de ninos en Estados Unidos sufria ciberacoso, segun una encuesta realizada a 4.400 estudiantes en el 2010, nos indican la gravedad de la problematica. Por ello, tal y como se recoge en el Curriculum MIL de la UNESCO para profesores (Media and Information Literacy), es necesario trabajar el uso responsable de Internet por parte de los y las menores, para empoderarlos evitando que puedan convertirse en futuras victimas o acosadores. A partir de los riesgos reales que pueden padecer, asi como las respuestas cientificas y sociales que se han dado al respecto, elaboraremos una serie de recomendaciones a tener en cuenta en el diseno de actividades educativas enfocadas a la capacitacion critica de los y las menores en cuanto su uso de Internet.El objetivo de este articulo es reflexionar criticamente, a partir de una seleccion de ultimos informes, investigaciones, publicaciones y otras fuentes, sobre las orientaciones de como «empoderar» a los y las menores frente a los riesgos on-line actuales. Entre los diferentes riesgos quisieramos destacar los que mas violencia emocional producen; las situaciones de «grooming» o ciberacoso, cada vez mas visibles y urgentes de prevenir conjuntamente. El uso de Internet y la facilidad de visibilizar cualquier informacion o situacion ha permitido romper el tabu social respecto a estos riesgos. Datos como el que el 44% de menores en Espana se habia sentido acosado sexualmente en Internet en alguna ocasion en el 2002, o el que el 20% de ninos en Estados Unidos sufria ciberacoso, segun una encuesta realizada a 4.400 estudiantes en el 2010, nos indican la gravedad de la problematica. Por ello, tal y como se recoge en el Curriculum MIL de la UNESCO para profesores (Media and Information Literacy), es necesario trabajar el uso responsable de Internet por parte de los y las menores, para empoderarlos evitando que puedan convertirse en futuras victimas o acosadores. A partir de los riesgos reales que pueden padecer, asi como las respuestas cientificas y sociales que se han dado al respecto, elaboraremos una serie de recomendaciones a tener en cuenta en el diseno de actividades educativas enfocadas a la capacitacion critica de los y las menores en cuanto su uso de Internet.The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.The aim of this paper is to reflect critically, using the latest data taken from reports, research, publications and other sources, on how to empower children in their daily Internet browsing given current online risks. These risks faced by children are a real concern for teachers, families and researchers and this article will focus on analyzing those online risks which produce the most emotional distress for children, namely grooming and cyberbullying. The use of the Internet, and the ease with which information or situations can be seen on it, has broken the social taboos associated with the risks that children are exposed to. Data such as 44% of children in Spain having felt sexually harassed on the Internet at any time in 2002, or 20% of U.S. children suffering cyberbullying according to a survey of 4,400 students in 2010, indicates the severity of the problem. Therefore, as stated in UNESCO’s MIL Curriculum for Teachers (Media and Information Literacy), it is necessary to work on the responsible use of the Internet by children and to empower them to reduce the possibility of them becoming future victims or bullies. At the end of the article we will develop a list of recommendations to be considered in the design of educational activities focused on the critical training of the minor’s use of the Internet.

Los cinco grados de la comunicación en educación

This article portrays an overview of the five degrees of comunication in education: oralgestural, writing, audio, audiovisual and digital. It highlights the changes introduced by the on-line scenario in the educational process, reflecting on the character of the student, the teacher and the relationship between them.En el marco del presente articulo se presenta un recorrido a traves de cinco grados de la comunicacion en educacion: el oral-gestual, la escritura, el audio, el audiovisual y el digital. El texto destaca los cambios que el escenario on-line introduce en el proceso educativo reflexionando sobre la figura del estudiante, del docente y de las relaciones entre ambos.

Los estudiantes de Comunicación en las redes sociales: estudio comparativo entre Brasil, Colombia y España

Research on social media has generated important data and reflections on the conception and the type of use young users make of the digital online platforms. However, studies that analyze young people from a greater profile segmentation and specification are required. This article presents the results of a research carried out in Brazil, Colombia and Spain, with a sample composed exclusively of university students from the field of communication. The study focuses on analyzing how students (and future communicators) value and use social media and how important these tools are for their training and professional future. A hybrid methodology based on a matrix survey with quantitative and open questions was used. It may be concluded that communication students value social