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May 11, 1999
The information superhighway can lead children and families
on the high road to pleasures and adventure. Yet like any Interstate
or country road, the system of electronic networks which link
computers worldwide also holds perils for the unwary traveler.
Families that understand the opportunities and risks are best
prepared to enjoy their trip on that expanding highway of information
and adventure.
CYBERTalk
The information superhighway or cyberspace describe a network
of interconnected computers which allow users a one-stop:
Post Office, sending messages electronically via e-mail
(text and print or graphics attachments) sent to anyone connected
to an Internet mail system.
Phone, engaging in discussion groups (sites for topic
comment), chat groups (interactive discussion groups)
or list-servs (groups of
e-mail receivers/senders with common interests). A searchable
list of mailing lists is found at Tile.Net
Library, accessing books, articles, videos, and recordings
from private files to TV stations, colleges, and commercial interests,
to the Library of Congress interlinked through the World Wide
Web using hypertext formatting and linking and gopher
menu and search techniques.
Newspapers, with current events and issues of interest updated
daily by newsgroups and USENET, a collection of
newsgroups.
Sources: U.S. Dept. of Education. (1997).
Parent's Guide to the Internet. Washington, DC: US DOE. and Ann
Treacy & Lori Bock. (1996). Surfin' the Net for Kids and
Families. Minneapolis: University of Minnesota Children, Youth,
and Family Consortium.
Internet Technology: Zero to Zillions
in Twenty-Five Years
Beginning as a communication network among the Department
of Defense, National Science Foundation, and university researchers
in the 1970s, the Internet has grown as hardware, software and
user interest expanded. The fiber-optic pace of that growth is
reflected in the fact that it has grown from 500 hosts in 1983
to 19,540,000 hosts in 1997. Soon the advent of Internet II will
separate research and popular providers, reducing overcrowding
and enhancing specialized use.
Internet at Home: Asset or Intruder?
Children's use of Internet grew from 4 million in 1996 to
10 million in 1997. As the estimated 10% of homes and classrooms
currently online increases, 20 million are expected to access
resources electronically by 2002. A recent survey found that
89% of parents viewed computers as crucial to children's educational
success. Employment experts estimate that over 50% of jobs in
the next decade, especially those in higher-wage categories,
will require some computer literacy.
Children can benefit from Internet by:
Problem solving, fact-gathering, analysis,
and writing skills development through use
of educational resources (news, documents,
photos, statistics), learning games, or direct
communication with experts and peers
Homework help (encyclopedias, reference
sources, e-mail inquiries)
Ideas for further learning, including suggestions
on good books to read, places to go, and
activities to do at home
Technology and research skills gained in
using a variety of Internet tools
Visiting places or participating in events
otherwise inaccessible due to distance or disability
Children and teens can also be at risk on the Internet.
Personal risks include:
Exposure to inappropriate material (sex,
violence, hacking software)
Verbal abuse and harassment
Bigotry and hate speech
Enticement into exploitative meeting
Commercial advertising which is exploitive
or inappropriately used
While these risks are unwelcome, families should remember
that the Internet is the electronic forum of the First Amendment.
Courts and executive agencies acknowledge free speech as its
guiding principle, although laws of copyright, libel, solicitation,
and misinformation apply to electronic communication. An Internet
Engineering Task Force defines technical standards, but no official
agency censors 'Net content.
Casting the 'Net Instead of Being
Caught in the 'Net
Families play two critical roles in helping children manage
public media (Internet, radio, TV, newspapers, books, etc.):
Protecting against risks
Setting limits and
monitoring safe use
Screening and restricting
access
Balancing computer
use with other activities
Guiding positive experiences
Modeling competent
and creative use of available resources
Sharing positive learning
and recreational experiences
Linking on-line experiences
with home and community activities
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Protecting against risks - Setting
limits and monitoring safe use
- Sample a variety of sites and services and consider how they
measure up to your family values and each child's capacities.
- Compare notes with other parents and expert advice (see "Quality
Information" and "Age Appropriateness" below).
As a reference point, check the Platform for Internet Content
Selection (PICS) at www.w3.org/PICS
- Explain to each child, simply and clearly, ground rules for
Internet use:
- Types of sites which are OK/not OK
- Time on line and conditions for use (chores/homework done,
active and shared use)
- Never release personal information (name, address, phone,
school name, password, picture) to strangers
- Ask permission for face-to-face meetings with Internet contacts
(parent should accompany them the first time)
- Ask permission for commercial purchases, especially credit
card purchases (check vendor credentials, security of transfer)
- Post rules at the computer location.
- Establish logical consequences for rule violation (user privilege
revoked, pay for broken part).
- Teach children signs of trouble ("soft porn" on
kid site or free offers for name/phone) and test contacts (if
"12 year-old girl" isn't really a 40 year-old sex offender)
- Limit access by locating computer in family room, used during
hours when an adult is home
- Monitor regularly to be sure rules are followed.
- Use checks to teach rule application and responsible decision-making.
- When violations occur, enforce rules calmly but firmly and
consistently.
- Monitor access in other sites (school, library, friend's
house) and topics of discussion with other users (teachers, peers,
Internet contacts).
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Awareness is the Key to
Effectiveness
A parent's involvement as guide and partner is the best guarantee
of a child's learning, enjoyment, and safety on the Internet.
Since the Web is constantly expanding and changing, adults need
to regularly update awareness of available sites and procedures
for locating, reviewing, and retaining data. All Internet users
must master some basic tools:
Searching: A browser, or program which allows for viewing
Web sites while connected to a search engine that helps explore
topics or keywords organizes and guides searches. Popular browsers
include Netscape, Mosaic, Microsoft Internet Explorer. Examples
of search engines are Yahoo, Lycos, Alta Vista, Infoseek, Webcrawler,
Magellan, and Excite.
Scanning: Briefly review the source, purpose, and contents
of a site and evaluate its relevance and potential benefit to
avoid wasting time or dismissing a good source too quickly.
Linking: Use hypertext (highlighted) labels to jump
to related sites for additional or more specialized information.
Use browser "back" or "return" key to retrace
pathway.
Printing/Downloading: Use browser utilities ("File"
or "Print") to create a hard copy on a printer or save
to disk. Note site URL (Uniform Resource Locator) in upper right
corner of printed copy.
Time (and Money) Management: Reduce per-hour costs
for phone or connection time by planning use ahead. Those with
unlimited service should budget or prioritize use to meet needs
of multiple users and demands of other activities. |
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Protecting against Risks - Screening
and Restricting Access
- Arrange with children to periodically monitor "questionable"
sites and discuss their merits (remember that discernment is
more valuable than naivete)
- Establish a family log of sites visited. A log done under
coercion will generally not reveal "forbidden site"
visits and may create resentments, but a record may help recall
enjoyable sites or help parents track interests and risks.
- Become aware of monitoring standards. Several books or Internet
sites discuss these issues.
- Two helpful sites: "Censorship/Freedom of Speech/Child
Safety on the Internet" www.voicenet.com/~cranmer/censorship.html
and Safe Surf Home Page www.safesurf.com/index.html.
- Excite search engine provides another thoughtful discussion
on community standards and safe use at http://talk.excite.com/communities/standards
- Use blocking services. Software which filters offensive or
inappropriate material is not a substitute for parental guidance
but may limit exposure or exploration. Sites which use key words
may eliminate some useful, inoffensive material (i.e., scientific
information on breast cancer, sexually transmitted diseases).
- Programs which pre-screen sites cannot keep up with the proliferation
of web sites.
- Some useful products currently reviewed online:
CyberPatrol
www.cyberpatrol.com
Cybersitter
www.solidoak.com/cysitter.htm
GuardiaNet
www.guardianet.net/home.htm
Net Nanny
www.netsales.net/pk.wcgi/netnan-ss
Net Shepherd
www.shepherd.net
In addition, several providers (America Online, CompuServe, Prodigy)
offer screening services and browsers (i.e., Microsoft) and web
sites (i.e., Disney) offer sets of pretested "kid safe"
sites to users.
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Eureka:
How to Tell if You've Found a Gold Mine
Content:
What is the site's stated purpose..and what is my purpose
in using site information?
What is the age appropriateness of the information and format?
What is the breadth and depth of information presented and
the quality and credibility of links?
Is the information up-to-date?
Authorship:
Are the creators/contributors/publishers of the site knowedgeable
and accurate?
What is the source or bias of the information? (viewpoint,
commercial interest)
Readability:
What is the level and quality of the writing? (grade/age level,
spelling and grammar, clarity)
How difficult is this site to scan through (computer time,
hassle), print, or download?
Source: University of Minnesota Children,
Youth, and Family Consortium, (1997). Surfing' the net for kids
and families. www.cyfc.umn.ed/surfin.html
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Old Enough to Surf: Appropriate
Involvement for Children
While there is little research to indicate what is too much
or exactly the right kind of Internet use for children at various
stages, what we know about development and learning in other
settings provides some guidance:
Ages 2-3: Watching family members or playing with preschool
CD-ROM or software programs (rather than working online) introduces
toddlers to computer fun, learning, and how-to skills.
A parent can help by holding a child in the lap as he/she
plays on the computer, introducing the child to mouse or keyboard
skills, or sharing a children's book or video program.
Ages 4-7: Older preschoolers show greater interest and learn
more quickly, although they still require assistance. A wealth
and diversity of recreational and educational software and CD-ROMs
is available, although time on computers is still a relatively
low priority. Parents can teach simple procedures and introduce
a preschooler to e-mail, interactive software and sites (games,
drawing programs, with printer), and many kinds of learning experiences
(science and geography as well as cartoon sites). Contact with
schools, libraries, and other sites where children use computers
will help a parent keep up on issues and options generally as
well as on the progress and interests of a particular child.
Ages 8-11: Middle school-age children are ready and able to
use the Internet for a variety of recreational and educational
resources such as online encyclopedias, specialized information
and interactive sites, and e-mail to relatives or worldwide pen
pals. Careful attention to protection and guidance at this age
can encourage productive use, balanced lifestyle, and positive
habits into the teen years.
Ages 12-14: Experienced pre-teens can move to more sophisticated
research resources, scan and evaluate sites more capably, and
work on projects with peers or experts in remote locations. More
online services and chat groups are geared to this age group,
which means guidance and monitoring is more important than ever.
Ages 15-18: Mid- to late-teens can build on early experience
by accessing multimedia and specialized sites for school reports
and personal interests. Information about job opportunities,
internships, colleges, and scholarships can assist them in transition
to adulthood. Surfing the 'Net together may be one of the most
enjoyable ways for parents to interact with this busy age group.
More experienced teens may also be interested in sharing their
knowledge with schools or community organizations.
Keep Riding the Wave: Girls on the
Web
At the elementary school level, girls and boys are equally
capable using computers and access many of the same types of
programs. By the teen years, boys are much more likely to use
computers (although girls use computers more for school work),
a gap that increases in the young adult years. Parents may need
to encourage daughters to continue and specialize their software
and Internet use to access school resources and build skills
for careers.
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Source: Childrens Partnership. (1997). Children
online: The ABCs for parents. www.childrenspartnership.org/parentguide
Protecting against Risks - Balance:
Life is More than Computer Literacy
An often overlooked risk of computer/Internet use is the unbalanced
development and lifestyle created by endless hours--or exclusive
priorities--on computer use. To keep computer use in perspective,
the following ideas may be appropriate:
- Balance recreational and educational uses (hopefully blending
them at times)
Schedule time on the Internet (away from peak
hours) and take breaks for exercise.
- Exercise
Use sports stories or lessons/records on fitness
to track physical conditioning.
- Reading and writing
Use stories on line or chat group as a catalyst
to creative writing
- Social interaction:
Join e-mail and chat groups focused on learning.
Encourage shared use of a computer among siblings
or friends to reduce shyness or
widen social circles.
- Spiritual development
Access meditations (available for a variety
of faiths on-line) or descriptions of community
service to facilitate (not replace) reflection,
learning traditions, or helping others.
Guiding Positive Experiences
- Modeling competent and creative use of available resources
Continue to explore a variety of applications
and sites, discussing new discoveries.
Allow your child to teach you new Internet
features (or watch you learning from others).
- Sharing positive learning and recreational experiences
Identify child's preferences and seek high-quality
sites to meet interests (note preferences
include delivery method as well as content)
Share your own interests in ways that are
appropriate to the child's development and
interests (and allow the child active involvement)
Cultivate skills in using Internet sites (books,
courses, shared experience)
- Applications of on-line experiences to family interaction,
child growth and development
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Arts and artistic expression |
Business tips and tools |
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Consumer information |
Discussion on favorite topics |
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E-mail to family and friends |
Food safety and recipe information |
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Homework assistance |
Genealogy research |
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Interests and hobbies |
Justice and legal issues and procedures |
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Know-how for home and yard jobs |
Learning games |
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Medical information |
News and newsletters |
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Outings (vacations to day trips) |
Projects for school or community clubs |
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Questions and answers |
Real Estate options |
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Sports schedules and information |
Topical info on money, sex, bullies, career |
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University sites (accounting to zoology) |
Viewpoints |
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Weather reports locally and worldwide |
Xyloids to plant around your house |
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Yearbooks and almanacs |
Zany tales, jokes, and riddles |
Family-Friendly Places to Explore
the Internet's Opportunities
Educational Information:
- Dreamcatcher
www.uwyo.edu/ag/ces/family/dream.htm
The University of Wyoming Extension Family Life site describes
available programs and
resources, statistical trends and resource links, and provides
learning resources for families
and professionals, with extensive menus on children/youth/families
at risk and
marriage/couples education.
- CYFERNET
www.cyfernet.org
The national Cooperative Extension site for children, youth,
and families resources features
information and teaching resources from National Networks on
Child Care, Collaboration,
Diversity, Health, Resiliency, and Science/Technology, links
to state Extension and
government agency resources. Statistics, funding sources, curricula
and evaluation tools
descriptions are available for professionals, while families
can enjoy learning games and
activities for positive times together.
- National Parent Teacher Association
www.pta.org
Resources for schools, communities, and families are augmented
by information about
current events and programs, a wealth of links to child development
and education
organizations
Practical Assistance:
- University of Iowa Virtual Hospital
http://vh.radiology.uiowa.edu/
A wealth of information for practitioners, students, and patients,
updates and links to other
sources of specialized medical information.
Games:
- Lemonade Stand
www.littlejason.com/lemonade/lemonadea.cgi
An interactive simulation game in which a child, beginning with
$5, can plan a business, learn
to cope with the predictable (finances, marketing, sales) and
unpredictable (weather, trends)
and make (or lose) his/her fortune.
Entertainment:
Designed by Extension youth development specialists, this site
features science and life skills,
adapted to the season. Campfire, conversations with counselors
or fellow campers
nationwide (by e-mail), and activities to try at home or outdoors
are among the benefits.
Commercial:
- Yahoo! Travel
http://travel.yahoo.com
Book a flight, rent a car, reserve a hotel room, check message
boards on specials or alerts,
find out about places to go anywhere worldwide.
Chat Groups
- Specialized/Temporary: '98 Olympics
- Live chat on every sport, many issues (drug testing), and
favorite athletes.
- Excite search engine offers access at http://boards.excite.com/go.webx?13@-d@.ef14840
References
Childrens Partnership. (1997). Children online: The ABCs for
parents.
www.childrenspartnership.org/parentguide
CyberAngels. (1997). Child safety online.
www.cyberangels.org/childsafe
Georgia Center Web Server. (1997). The Internet and the World-Wide
Web.
www.gactr.uga.edu/Exploring/netweb.html
National Center for Missing and Exploiting Children. (1997).
Child safety on the information highway.
http://ericps.ed.uiuc.edu/npin/respar/texts/media/safety.html
Platform for Internet Content Selection. (1997).
www.w3.org/PICS
SafeSafe. (1997). Tips for safer surfing.
www.safesurf.com/lifeguard.htm
U.S. Department of Education, Office of Educational Research
and Improvement/Office of Educational Technology. (1997). Parents
guide to the Internet.
www.ed.gov/pubs/parents/interactive/title.html
University of Minnesota Children, Youth, and Family Consortium,
(1997). Surfing' the net for kids and families.
www.cyfc.umn.ed/surfin.html
Yahooligans. (1997). What you should know as parent...
www.yahooligans.com/docs/safety/parents.html
As a child's first and most important teachers, parents and family
members play key roles in protecting against risks and guiding
use of computers and the Internet.
TIPS FOR PROTECTING AGAINST RISKS
(harassment, inappropriate material, commercial or personal exploitation)
Set limits and monitoring safe use
- Continuously improve your own awareness of sites, services,
risks, and opportunities.
- Compare notes with other parents and experts on risk and
age appropriateness
- Explain to each child, simply and clearly, ground rules for
Internet use:
- Types of sites which are OK/not OK
- Time on line and conditions for use
- Not releasing personal information
- Asking permission to meet, purchase
- Post rules and enforce consequences
- Teach children signs of trouble
- Limit access by time and location
- Monitor and discuss regularly
- Monitor access in other sites (school, etc.)
Screen and Restrict Access
- Periodically monitor "questionable" sites
- Establish a family log of sites visited
- Learn about monitoring standards
- Purchase blocking software or arrange with Internet provider
for blocking or screening
Balance Computer and Other Activities
- Balance recreational and educational uses
- Link exercise to Internet programs
- Spark reading & writing via Internet sites
- Encourage shared use but don't let the computer limit social
contacts.
- Use faith resources online, but also structure time for reflection,
service
TIPS FOR GUIDING POSITIVE USE
Modeling competent, creative use
- Continuously explore and discuss
- Allow your child to teach you
Experiment and enjoy some Internet learning and recreation
sites together
- Know each child's interests and suggest high-quality sites
to guide exploration
- Share your own interests in ways appropriate to a child's
development, interests
- Cultivate skills in using Internet sites (books, courses,
shared experience)
Apply on-line experiences to family events, child growth
and development
Examples: Find information about vacation places, movies,
recipes, homework, or hobbies which you can do together.
For more information on Human Development and Family Life,
explore Dreamcatcher, the
University of Wyoming Extension Family Life web site (www.uwyo.edu/ag/ces/family/dream.htm)
or
Ben Silliman
Extension Family Life Specialist
Box 3354
Univ. of WY
Laramie, WY 82071
PH: 307/766-5689
E-MAIL: silliman@uwyo.edu |
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