CQU’s ‘Professor Tech' calls for more research into safe digital education in the wake of social media ban
By Greg Chapman
A better understanding of what constitutes a safe social media space, rather than an outright ban, would be a more sensible approach to protecting young people online, according to a CQU digital technology expert.
This comes on the back of the Australian Commonwealth Government's world-first laws passing Federal Parliament with bipartisan support on 28 November, banning children and teenagers under the age of 16 in Australia from social media, and requiring tech companies to check ages, citing safety concerns.
Commenting on the news of the social media ban, Associate Professor Michael Cowling (AKA CQU’s ‘Professor Tech’) said: “Whilst I understand the desire of the government to implement restrictions for young people using social media, the reality is that once these kids turn 16 they’ll once again have unfettered access to the systems, and no extra knowledge on how to use them.”
“What’s really needed is a greater understanding of how young people use social media and what behaviours on social media are considered safe and unsafe, so that we can teach them how to use these systems more effectively regardless of their age.”
Assoc Prof Cowling pointed to a research article he recently authored, 'Untangling Digital Safety, literacy, and Wellbeing in School activities for 10 to 13 Year old Students' for Education and Information Technologies, along with colleagues Associate Professor Kwong Nui Sim, Dr Joanne Orlando, and Dr Jafar Hamra. The article emerged from work funded by the Queensland Government's Department of Education.
“The lack of studies that offer an integrated framework hampers the development of ... strategies, which should consider not only protection from online threats but also the promotion of positive digital habits, emotional well-being, ethical digital communications, and critical digital literacy.” the paper read.
Assoc Prof Cowling and his fellow co-authors wrote that in the wake of COVID-19 schools adopted online learning, which simultaneously created opportunities and challenges, but more research was needed to ensure its relevancy and safe use into the future.
“The research gap is even more pronounced when addressing the post-COVID-19 educational landscape,” the paper read.
“The pandemic accelerated the adoption of online learning, exposing students to a digital environment that requires adaptable and resilient digital safety practices. A post-COVID-19 culture of digital safety must go beyond fragmentary solutions and incorporate a comprehensive approach to address the evolving needs of 10 to 13 year old students.
Assoc Prof Cowling and his co-authors also noted that more research should be conducted into the ever-changing digital education landscape in schools, to ensure that young students are not only getting the latest information while learning online, but that they also feel safe while doing it.
“By bridging this research gap and developing a holistic framework that incorporates digital safety, literacy, communications, wellbeing, and habits, educators, policymakers, and researchers can gain a more profound understanding of the digital experiences of 10 to 13 year old students,” it read.
“This, in turn, will lead to the formulation of more effective policies and interventions that ensure a secure, supportive, and empowering online learning environment, which is adaptable to the ever-evolving digital landscape.”
Read the full journal article HERE
