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Conditions Contributing to Positive and Negative Outcomes of Children’s ICT Use: Protocol for a Scoping Review

Author

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  • Idunn Seland

    (Faculty of Education and International Studies, Oslo Metropolitan University, 0130 Oslo, Norway)

  • Halla B. Holmarsdottir

    (Faculty of Education and International Studies, Oslo Metropolitan University, 0130 Oslo, Norway)

  • Christer Hyggen

    (Centre for Welfare and Labour Research, Oslo Metropolitan University, 0130 Oslo, Norway)

  • Olaf Kapella

    (Faculty of Social Sciences, Universität Wien, 1010 Vienna, Austria)

  • Dimitris Parsanoglou

    (Department of Sociology, Panteion University, 17671 Athens, Greece)

  • Merike Sisask

    (School of Governance, Law and Society, Tallinn University, 10120 Tallinn, Estonia)

Abstract

Children and young people are often labelled the “digital generation”, naturally equipped with the skills to reap the benefits of digitised education, working life and communication through social media now and in the future. However, this age group’s use of information and communication technology (ICT) is not uniform, nor are the outcomes of their adaption to ICT. Shaped by their social environment and socioeconomic conditions, the potential benefits of children’s and young people’s ICT use may vary greatly, contributing to increased inequalities that exacerbate vulnerability for some while promoting health and well-being for others. This paper presents a protocol for conceptualising, systematically identifying and synthesising the literature on which conditions contribute to children and young people being negatively or positively impacted by their use of ICT. Here, children and young people are seen as social actors in four domains of their everyday lives illustrated through the digital ecosystem: family, leisure, education and civic participation. This protocol’s overview of the actors’ navigation within and across the different domains and potential for studying the interactions between the different spheres of the ecosystem may advance the understanding of both the risks and benefits facing children and young people in their digital lives.

Suggested Citation

  • Idunn Seland & Halla B. Holmarsdottir & Christer Hyggen & Olaf Kapella & Dimitris Parsanoglou & Merike Sisask, 2022. "Conditions Contributing to Positive and Negative Outcomes of Children’s ICT Use: Protocol for a Scoping Review," Societies, MDPI, vol. 12(5), pages 1-14, September.
  • Handle: RePEc:gam:jsoctx:v:12:y:2022:i:5:p:125-:d:911277
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    References listed on IDEAS

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    1. Oliver Falck & Constantin Mang & Ludger Woessmann, 2018. "Virtually No Effect? Different Uses of Classroom Computers and their Effect on Student Achievement," Oxford Bulletin of Economics and Statistics, Department of Economics, University of Oxford, vol. 80(1), pages 1-38, February.
    2. Goodin, Robert E., 1985. "Vulnerabilities and Responsibilities: An Ethical Defense of the Welfare State," American Political Science Review, Cambridge University Press, vol. 79(3), pages 775-787, September.
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    Cited by:

    1. Maria Diacon & Liena Hačatrjana & Victor Juc & Victoria Lisnic & Antonella Rocca, 2023. "National Level Support Programs for Youth in Relation to Effective School-to-Work Transition: Examples of Italy, Moldova, and Latvia," Societies, MDPI, vol. 13(9), pages 1-15, September.
    2. Tove Lafton & Halla B. Holmarsdottir & Olaf Kapella & Merike Sisask & Liudmila Zinoveva, 2022. "Children’s Vulnerability to Digital Technology within the Family: A Scoping Review," Societies, MDPI, vol. 13(1), pages 1-15, December.

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