Abstract

Media convergence and massive usage of Internet-connected devices, distinguishing features of our current society, cause changes in the way that new generations learn and access knowledge. In addition, emerging new digital skills are necessary for the Z generation to face the challenges of a digital society. This quantitative study, with a sample of 678 Primary School students, aims to provide empirical evidence about the level of digital skills of students belonging to this generation. The results show that the acquisition of digital competences is not inherent to use, but require specific instruction. Otherwise, there is a danger of creating a digital divide, not due to frequency of use or access to connected devices but to lack of instruction on how to use them. The absence of significant variance in the overall level of digital competence among Primary School students of different grades reflects, to some extent, that this level is largely acquired by informal activities with ICTs in an informal context, rather than by developing competences in a school context that affords gradual and progressive skills acquisition. The results show the need to address digital competence in schools, focusing on the systematic development and enhancement of its component areas to move beyond the informal level and reach the academic level, thus facilitating digital natives’ access to future employment.

Abstract

Among the competence dimensions involved in digital literacy, the emotional dimension has to do with learning to control negative emotions, developing empathy and building a digital identity characterized by affective-personal balance in the use of information and communication technologies (ICT). We know that, depending on their personality traits, individuals act differently when faced with information behaviours. The question raised is to what extent the psychological characteristics of the recipients are included in a specific strategy of information literacy, considering that intrinsic motivation and attitude of the participants constitute an essential aspect of these learning processes. Studies on personality traits and informational behaviour, such as that carried out by Heinström, guide us in this regard. The proposal to include simple, brief personality tests, using ICT applications or social networks, would allow us to know beforehand the personality traits of participants in an information literacy program, adapt it to their characteristics, and improve its effectiveness.

Abstract

The need for digital skills is a major concern of educators and institutions that carry out training programs. In 2013, after several initiatives that attempted to define digital skills characteristics, the European Commission published a proposal for a common framework for digital competences, identifying five areas with a total of 21 skills. This framework is gradually gaining acceptance and is taken as a reference in many European educational initiatives. In Spain, use of the framework by the Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (Intefp) of the Ministry of Education, Culture and Sport is highlighted.

Abstract

The online space is rich in playful experiences and can provide many pleasures and lessons to their younger users. However, it is true that children cannot always handle the advertising noise and other adverse effects resulting from excessive or inappropriate use of technology and particularly the game pages. This article aims to confirm the advertising pressure that affects children in Brazil and Spain when playing on Internet game pages. Measuring advertising pressure in online games by the theoretical and methodological framework for content analysis applied to the game pages visited by a group of Brazilian and Spanish children 9 to 11 years. This research showed that online games are occupied by a considerable amount of publicity, which repeatedly blocks access and disrupts key moments of young players with unwanted or not interesting messages. Like in television programming we must put more attention on quality and the amount of ads in online playing. So if there is a concern with the commercial content of children's programming on television similar reasons demand prompt and adequate attention to those games pages. Abusive ads damage advertiser’s reputation, affects gaming experiences and disturb the playtime. Game managers, advertisers, educators and families may use children opinions that are actually successful.