sponsorship: israel internet association in collaboration with:
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Israeli Children Go-on-line Dafna Lemish, Tel Aviv University Rivka Ribak, University of Haifa Research Coordinator: Rotem Alony, Tel Aviv University. Sponsorship: Israel Internet Association In collaboration with: Netvision Institute for Internet Studies, Tel Aviv University Presented to - PowerPoint PPT PresentationTRANSCRIPT
Israeli Children Go-on-line
Dafna Lemish, Tel Aviv University
Rivka Ribak, University of Haifa
Research Coordinator: Rotem Alony, Tel Aviv University
Sponsorship :
Israel Internet AssociationIn collaboration with:
Netvision Institute for Internet Studies, Tel Aviv University
Presented to
EU kids go online network Brussels, November 2007
• To understand the role of the Internet in the lives of children in Israel from their own – as well as their parents’ – points of view
• To compare the Israeli results with those of other countries
532 Parents +Children 532 • Age: 9-18 years
26% elementary, 30% middle, 41% high
• Gender: 55% Girls, 45% Boys
• Ethnicity: 80% Jewish, 20% others
• SES: 19% average, 20% below, 47% above, 19% refuse
• Questionnaires: (UK-kids-go-online adapted for cultural
differences): 190 child questions 90 parent questions
• Topics: access, uses, skills, attitudes, emotional responses,
coping with risks, parental supervision,
creativity, social engagement, language
• In-depth interviews: specific topics and
populations
• Spring-Summer 2006
• The entire country, all geographical areas and
types of residencies
* Hours and minutes
Which one would you miss most if it disappeared tomorrow? (%)
Which of the following are you good at? (%)
Do you know someone that you ONLY talk to online using email, IM or chat?Have you ever met anyone face to face that you first met on the internet? (%)
Who do you speak to using instant messages? (%)Are the people you talked to during the last week:
Overall, have you seen porn on TV / video or DVD / in magazines / on the internet? (%)
On the Internet - Have you ever… (%)
70% reported they have been exposed in the media to stories about the dangers of the Internet
Many responded to an open-ended question with details
1/3 – sex crimes (mainly girls)
“They were talking on this program about this man that pretended to be a young boy and chat with young girls and tempt them to meet him and then he raped them” (14, G)
“I saw on the news pedophiles that advertise information on a web-site and put pictures that I don’t want to see and it scared me” (15, G)
1/3 – general violence
“ There are dangerous people on ICQ that kidnap people” (10, B)
“They were talking on the news about the dangers on the Internet, for example in ICQ young children chat with strangers and these people can harm little kids who do not understand the dangers in the world” (15, G)
1/5 (younger) – specific incidence from January 2001: political crime
“I got this e-mail about a real boy who was speaking in a forum with a woman and he ended up murdered because she was related to terror” (11, B)
“Two people were on ICQ and there was this woman who didn’t tell the truth about her identity and later it was found out that she was an Arab and they arranged to meet and he was murdered for national reasons” (12, G)
1/6 – Technological dangers Viruses, bugs, dangers software, Trojan
horse
Single responses (older) –
financial cheating, anorexia, addiction, dangerous sects
What parents do when child is using the internet (Multiple response) %
Which of these would help you to make sure that your child uses the internet effectively? %
Which one of these do you find MOST useful for getting information when doing homework or projects for school (%)
• Arab children: Christian, Moslem and Druze
• Kibbutz (communes) children
• National-religious children
• Work-migrants children
• Former USSR children
(with Nelly Elias, Ben Gurion University)
Based on in-depth interviews and questionnaires
93 children and youth, up to 5 years since immigration to Israel
Internet as the most central medium for:
1. Integration inwards – source of information
cultural resource
practicing safe networking
2. Integration outwards – source of nostalgia
social networking with homeland
3. Identity explorations – re-affirming homeland identities
cultivating individual identities
gendered identities
Jewish identity
Examples: Perceptions of the economics of the net Computer location at home and surfing
habits Teenage girls and social networking Perceptions of ethical issues in downloading Comparing IM to face to face interactions Homosexual support group on the net Choice of home-pages Mutual-aid on the net Civic activities on the net Forwarding behaviors