Lecture
Это окончание невероятной информации про информационная культура.
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objective reasons, more autonomous in the information space, the balance between external control and granting freedom of action and choice to the child should change as the child grows up. The participation of parents and teachers in the virtual life of a maturing schoolchild, and accordingly help in resisting information (and social) risks, is not only possible but necessary; however, this requires new forms of pedagogical interaction. Close attention should be paid to work with adolescents, since unsupervised time online in this age period is especially dangerous: the increased need for communication among middle school students and their desire to assert themselves and win authority among peers sometimes push them toward ill-considered, reckless actions. Therefore, adults are obliged to build trusting relationships with adolescents, develop constructive forms of dialogue with them, and find compromise solutions to disputed questions. In addition, systematic work is needed to improve the digital competence of teachers and parents, bringing their knowledge, skills and abilities in handling electronic resources into line with the level of development of children.
Thus, a balance between restrictive and personality-developing approaches to ensuring schoolchildren's safety in the virtual space is required, depending on their age. The second
approach should be strengthened as the child grows up. In the long term, the problem under discussion will not only not lose its
relevance but will become even more acute, since the development of ICT and its spread into all sociocultural spheres will only intensify in the near future. Under these conditions, the responsibility of the school, teachers and parents increases
whose task, beginning from the earliest stages of socialization, is to create conditions for the formation
in children and adolescents of basic values that will help them independently resist information risks.
Часть 1 Information Culture and Security for Schoolchildren and Employees, Risk Assessment
Часть 2 Enterprise Information Security - Information Culture and Security for Schoolchildren
Часть 3 See also - Information Culture and Security for Schoolchildren and
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