Utilisation sécuritaire et responsable de l'Internet dans un monde connecté : Promouvoir le cyber-bien-être

Auteurs-es

  • Cathy Lewin Manchester Metropolitan University
  • Dale Niederhauser West Virginia University
  • Quinn Johnson Universite Laval
  • Toshinori Saito Seisa University
  • Akira Sakamoto Ochanomizu University
  • Roger Sherman Cambodia Foundation for Higher Education

DOI :

https://doi.org/10.21432/cjlt28069

Mots-clés :

cyber-wellness, digital citizenship, young people, digital resilience

Résumé

Le cyber-bien-être concerne le bien-être (positif) dans les espaces virtuels, y compris la conscience de la façon de se comporter de manière appropriée et de se protéger. Nous expliquons et illustrons la nature complexe du cyber-bien-être en nous concentrant sur quatre aspects clés. Tout d'abord, le développement des compétences des élèves en matière d'information et de médias est essentiel pour promouvoir le cyber-bien-être. Ces compétences sont également nécessaires pour soutenir la participation démocratique. Deuxièmement, nous identifions et discutons les menaces et les défis qui pèsent sur le cyber-bien-être des jeunes, en plaidant pour la nécessité de développer la résilience numérique. Troisièmement, nous discutons du rôle des politiques aux niveaux macro, méso et micro et de la manière dont les politiques et les praticiens de l'éducation peuvent promouvoir la sensibilisation, les connaissances et les stratégies en matière de cyber-bien-être. Par la suite, nous passons en revue les quelques études qui ont porté sur l'éducation au bien-être numérique et soulignons la nécessité de combler cette lacune à l'avenir. Nous concluons l'article en examinant les problèmes rencontrés et les possibilités de les surmonter. Il est impératif que des travaux supplémentaires soient entrepris sur la conceptualisation du cyber-bien-être et qu’un consensus se dégage. Il existe des problèmes liés aux développements rapides et continus des technologies et de leurs utilisations ; il est important de développer une compréhension commune de la relation mutuelle entre la technologie et les humains. Enfin, il y a un manque d’éléments-guides et d'exemples de bonnes pratiques pour l'éducation au cyber-bien-être.

Bibliographies de l'auteur-e

Cathy Lewin, Manchester Metropolitan University

Cathy Lewin is Professor of Education in the Education and Social Research Institute at Manchester Metropolitan University, United Kingdom. She conducts research on digital pedagogy in compulsory education, and young people’s uses of technology to support formal and informal learning.

Dale Niederhauser, West Virginia University

Dale Niederhauser, West Virginia University, USA, has served as president of the ISTE Special Interest Group for Teacher Educators and in leadership roles in the American Educational Research Association and the EDUsummIT. He has taught coursework and conducted research on learning technologies at West Virginia University, Iowa State University, and the University of Utah.

Quinn Johnson, Universite Laval

Quinn Johnson completed his masters degree in Educational Technology at Université Laval. He currently works as a pedagogical counsellor at Saint Lawrence College in Quebec City, Canada. He has taught English in Canada, Korea, and Japan. His research interests include the right to digital education, open educational resources, computer assisted language learning, and technopedagogy.

Toshinori Saito, Seisa University

Toshinori Saito is an associate professor of Education and Computing at Seisa University, Japan. As a strong advocate of digital equity and agency, he is an active member of TC3 in IFIP and has been involved in academic research regarding computing education for children and adults in non-formal education areas.

Akira Sakamoto, Ochanomizu University

Akira Sakamoto is vice-president and professor of Ochanomizu University located in Tokyo which is the oldest women’s university in Japan. He has been teaching social psychology and conducting research on the psychological impact of electric media use for over thirty years.

Roger Sherman, Cambodia Foundation for Higher Education

Roger Sherman, is the director of research for the Cambodian Foundation for Higher Education, USA, currently focusing on the intersect between trauma and education. He is also on the faculty of Simmons College, Graduate School of Social Services, Boston, Massachusetts. His research interests include globalisation, immigration, trauma, mental health and education, alongside virtual learning.

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Publié-e

2021-09-20

Numéro

Vol. 47 No. 4 (2021): Numéro spécial : Apprenant·e·s et contextes d’apprentissage : perspectives systémiques sur les nouveaux alignements au temps des défis et opportunités numériques occasionnés par la COVID-19

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© Cathy Lewin, Dale Niederhauser, Quinn Johnson, Toshinori Saito, Akira Sakamoto, Roger Sherman 2021

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Cette œuvre est sous licence Creative Commons Attribution - Pas d'Utilisation Commerciale 4.0 International.

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Les auteurs conservent le droit d'auteur et accordent le droit de la première publication de la revue avec le travail simultanément sous une licence Creative Commons Attribution - Pas d’Utilisation Commerciale 4.0 International (CC-BY-NC 4.0) qui permet aux autres de partager le travail avec une reconnaissance de la paternité de l'œuvre et la publication initiale dans ce journal.