Feel Safe as a Means to Improve Minor s Digital Skills and Disaster Resilience

Authors

  • Cristina Casareale PhD, Consultant, Save the Children Italy ETS
  • Sharon Gilio Consultant, Save the Children Italy ETS
  • Francesco Graziani Project Manager, Save the Children Italy ETS

DOI:

https://doi.org/10.61007/QdC.2023.2.129

Keywords:

digital technology, digital skills, social networks, social interactions

Abstract

Students of today (aged 3-24 years) are immerged in a digitalized world, in which digital technology such as smartphones, tablet, the internet and social networks characterize most youngsters social interactions. Consequently, the use of technology is spreading within school contexts, although with distinct significant differences. For instance, higher education is increasingly moving towards digital-based teaching and learning practices, operationalized through digital platforms accessible through electronic devices (Piromalli and Viteritti, 2019). Conversely, the use of technological tools in primary and secondary school is still limited and schools still need to find a way to integrate digital literacy into their curricula and foster a teaching method that offers links with the present and future life of children and adolescents (Burnett, 2009), as «they have not known the world without cell phones, computers and internet and could not imagine how things would work without these devices» (Vincze, 2015:125). Children and adolescents, indeed, live in a shaded world in which the online and offline worlds merges in an Onlife (Floridi, 2015) dimension that shapes their educational and social reality. 

Author Biographies

Cristina Casareale, PhD, Consultant, Save the Children Italy ETS

Cristina Casareale, Consultant for Save the Children Italy. She holds a PhD in Human Geography from the Marche Polytechnic University and has collaborated with numerous Italian and foreign universities. Since 2020 he has been a member of the Disaster Lab at the Università Politecnica delle Marche where he works on risk perception and mitigation. Since 2022 he has been working for Save the Children's Emergencies Area where he collaborates on advocacy and prevention activities on risk and resilience issues and on writing European projects. Among her publications: with N. Marchetti, A. Colocci, Sense of Belonging and Response to Climate Change: How the Relation with Local Territories Influences Climate Resilience (In: Disaster Resilience and Human Settlements. Springer, 2023).

Sharon Gilio, Consultant, Save the Children Italy ETS

Sharon Gilio, Consultant for Save the Children Italy-ETS. She holds a Master's degree in International Cooperation & Development and a Master's degree in Humanitarian Operations in Emergencies. After gaining various experiences in institutional and governmental organisations (World Food Programme, Embassy of Italy in London), she has been working since 2022 for the Emergency Area of Save the Children dealing with the development of programmatic activities for the prevention of natural disasters and supports the NGO in the management of the response in emergency situations on the Italian and European territory.

Interests: disaster risk reduction; protection of children's rights; risk management.

Francesco Graziani, Project Manager, Save the Children Italy ETS

Francesco Graziani, Project Manager of the emergency unit of Save the Children Italy. He is a passionate humanitarian worker with a strong interest in issues of emergency management and response and protection of children's rights. He holds a Master's degree in International Relations and a Master's degree in Human Rights and Conflict Management from the University of Roma Tre and the Scuola Superiore Sant'Anna of Pisa respectively. She has worked for the past 5 years as a humanitarian aid worker in East Africa (Kenya and Somalia) and the Middle East (Lebanon) where she developed her expertise in programmes for the protection of communities affected by conflicts and natural disasters such as droughts and floods and in programmes for sustainable solutions for migrants and refugees.

Fields of interest: Resilience, Education, Sustainability

References

Burnett, C. (2009), «Research into literacy and technology in primary classrooms: An exploration of understandings generated by recent studies», in Journal of Research in Reading, 32(1), 22-37.

Sosa Díaz, M. J. (2021), «Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown», Int. J. Environ. Res. Public Health, 18 (15), 7956. Doi: https://doi.org/10.3390/ijerph18157956.

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Floridi, L. (2015), The Onlife Manifesto. Being Human in a Hyperconnected Era, Springer Nature.

Piromalli, L. and Viteritti, A. (2019), «The platformisation of higher education in Italy: Three case studies and a research agenda», in Proceedings of the First International Conference of the Journal “Scuola Democratica” - Education and Post-Democracy Volume II Teaching, Learning, Evaluation and Technology.

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Seddighi, H., Sajjadi, H., Yousefzadeh, S. et al. (2021), «School- based education programs for preparing children for natural hazards: A systematic review», in Disaster Med Public Health Prep. Doi: https://doi.org/10.1017/dmp.2020.479.

Vincze, A. (2015), «Digital gaps in school? Exploring the digital native debate», in Belvedere, 1, 122-131.

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Published

2023-09-01

How to Cite

Casareale, C., Gilio, S., & Graziani, F. (2023). Feel Safe as a Means to Improve Minor s Digital Skills and Disaster Resilience. Community Notebook. People, Education and Welfare in the Society 5.0, (2), 67–73. https://doi.org/10.61007/QdC.2023.2.129