Digital Technology Policy for Children’s Learning, Safety, and Ethical Use

Background

Facilitating the secure, equitable, and ethical incorporation of digital technology policy into the program promotes and facilitates learning and child care. Guide relevant legislative, policy, and other measures to ensure full compliance with the policy. Using digital technology to maximize learning prospects enhances children’s learning and communication skills.

Digital technology is radically changing children’s lives. As the world becomes increasingly interconnected through the adoption and use of technology, the impact on children and their livelihoods grows. As Louis Rossetto, founder of Wired Magazine, states, “No product is made today, no person moves today, nothing is collected, analyzed, or communicated without some ‘digital technology’ as an integral part of it. That in itself speaks to the overwhelming value of digital technology” (Burns & Weinberg, 2017).

Digitalization, which incorporates modern information and communication technologies, is continually growing and expanding, and even young children are exposed to digital technologies and include them in their daily lives. The digital transformation agency guidelines on digital communication with children include the following:

• Avoid screen-based content for kids under two years, except maybe video chatting.
• Parents must choose slightly elevated programs for children aged 16-24 months and view them with their offspring.
• Reduce children’s screen time to 3 hours per day.
• Children aged seven and above should ensure that there are limits to the amount of time spent and the types of media accessed.

Institutions should ensure that digital technology is secure, balanced, and appropriate to support and enable student learning (Straker et al., 2018). This frequently necessitates a high level of awareness on the educator’s side, who must ensure that digital technologies aid rather than impede an organized and efficient teaching and learning environment for children.

Policy Statement

Digital technology, such as films and computers, effectively improves teaching and learning. All data access will be predicated on a legitimate necessity and must go through a formal approval process by the educator or parents. Educators should promote ethical behavior and address instances of digital abuse among students. No child can insult, criticize, bully, torment, or endanger anyone online. Ensure that modern technology is a crucial component in all domains of teaching and assessment.

Implementation

Teachers will ensure that passive screen-based digital information is used for short periods of time, in compliance with administrative guidelines, and that it does not substitute for duration of active exercise. Teachers will also evaluate how children use digital technology at home and make suitable policies to follow internet rules. Children will not be able to use the Internet on their own. Instructors will ensure that gadgets are used only under strict supervision for a specific function and duration, and are also used within the context of the daily program.

Facebook, Google, and YouTube are examples of social media platforms that can be utilized to enhance digital learning programs, as they can bring the external environment into the classroom and help students grasp concepts. Educators will also provide alternatives for students to design and develop media rather than consume it. Educators will provide open-ended, participatory, artistic, and social tools to encourage children’s creativity. Teachers will evaluate the suitability of all online programs, DVDs, and other digital media that students can access within the institution.

Through learning, children will be informed about concerns such as internet safety, disclosing private information, bullying, and the safety of social media. Teachers will conduct a preliminary investigation of the online content to verify that children aren’t exposed to unsuitable information and that only high-quality items are selected. Instructors should disclose any scenario they become conscious of that entails abusing digital communication and social media sites. Caretakers will be notified about the Internet-based technologies, journals, and social networking sites used. This encompasses the device’s objective and usefulness, including where and how private information is stored, and who has access to it.

Staff

1. Mobile phones should not be used for personal reasons when interacting with children.
2. Reporting of any issues or concerns about social media that teachers come across.
3. If children access the teacher’s digital device, ensure they avoid inappropriate content.

Communication

1. Employees at the institution will be trained to use technology and track children’s growth.
2. Enhanced communication with parents/caregivers using various digital technologies and social media.
3. Offer assistance to teachers in accessing in-service training to improve digital literacy.

Digital Technology

1. Children’s use of digital devices should be closely supervised.
2. Maintaining online safety is essential.
3. Ensure that high-quality materials are used to enhance a child’s learning, development, and well-being.
4. Children have no independent access to the Internet.

Resources Management

1. The digital device should be in a designated space to avoid damage and loss.
2. All digital devices should be turned off and unplugged when not used.
3. Teachers must give authorization for the use of digital devices.
4. Make the children familiar with who to contact if a problem arises with the digital device. 

References

Burns, J., & Weinberg, M. (2017). Opportunities for technology in promoting resilience and well-being in schools. Future Directions in Well-Being, 17–20. Web.

Straker, L., Zabatiero, J., Danby, S., Thorpe, K., & Edwards, S. (2018). Conflicting guidelines on young children’s screen time and use of digital technology create policy and practice dilemmas. The Journal of Pediatrics, 202, 300–303. Web.