Digital generation and new media
A distinctive feature of the digital space is that the impact is two-way: it forms us, and we it. Often this interaction seems to us useful, but do not underestimate the risks inherent in the freedom of communication presented by the Internet. People responsible for the formation of the Internet environment: the creators of services and their users, journalists, politicians, lawyers, educators, psychologists, and, in general, adults, it is important to ensure that the network space is safe for the younger generation.
The children of the first "digital generation" were born in the digital age, they have grown up and will soon change the world around them in accordance with their desires. "Our economy, politics, culture and even family life will change and will be subordinated to their desires," Palfrey and Gasser confidently state. In their opinion, the sociological portrait of the "digital generation" forms such qualities as "total" creativity, innovation (implying the destruction and abandonment of traditional established forms in business and building business relations - democracy), awareness, due to constant involvement in the search activity, multitasking (the ability to solve several cognitive tasks simultaneously). Researchers also determine the problem areas of the "digital generation" - information congestion and, as a consequence, a decrease in the ability to form and operate knowledge (i.e., to systematize information, sequentially master it, build logical links, structure the material), Internet addiction, contacts with intruders and access to "dangerous" content (manifestations of aggression, harassment, calls for violence, pornography), the transformation (sometimes devastating) of the concepts of personal space, the protection of personal d nnyh copyright. "To older generations who will forever remain emigrants on the Internet, and indeed the digital world, these young people may seem excessively complex and amazingly limited at the same time," the researcher is sure. Sherri Turcl, Director of the Initiative on Technology and Personality at MIT Initiative on Technology and Self, a well-known researcher on the problem of human interaction and technology, draws attention to the peculiarity of young users, such as anxiety of non-connectivity, which for some reaches a level of panic. "Modern teens can seriously talk about losing the iPhone as a very significant loss. The desire to be always on the web is characteristic of a modern person, it is generally accepted. "
Mass consumption of mobile gadgets by teenagers and children is provoked by the good intention of parents to be in touch with their child. Then the teenagers quickly mastered them as a means of communication, allowing them to communicate with their peers, not experiencing tension, as in personal communication, not worrying about their awkwardness or embarrassment, and how to access the Internet, offering so much fascinating information.
Virtual technologies offer adolescents an exciting and creative period of growing up, called E. Erickson "a period of psychosocial moratorium" - a time when young people can find their place in society through free role-playing experimentation. However, it is important to be aware of the limited number of hours in a day and the "temptation of virtuality" not only of adolescents, but of all of us who do not like difficulties in building relationships with people.
Answering the question about the differences between the "digital generation" and the previous generations, specialists pay attention to a number of aspects and agree that in the age of information technologies a new cultural environment and a new society are being formed. However, it is too much to say that modern children, due to the Internet and digital technologies, have cardinally different psychological skills. There is also the opposite opinion - most parents are technologically illiterate generation, while children are actively progressing and everything they like is outside the sphere of parental reach. Constant interaction with technology, including the Internet, develops the cognitive sphere of children, operative memory, attention, reaction speed, motor skills (somewhat different from writing). Undoubtedly, all of the above is formed in school, but more systematically, using the principle of "internalization", while gradually the child learns to perform cognitive operations in the mind. When interacting with digital technologies much goes into the operational plane. "You do not need to have a knowledge system to extract it from your memory, it's more important to be able to click on the cursor. Significant semantic connections are not monitored and formed by children. "Digital children" are more mobile, they win at shorter distances, but lose in depth. They have a lot of manipulation and little analysis.
For modern society, it is very important to determine as precisely as possible the threats and problems of interaction between the "digital generation" on the Web, to intervene where it is really necessary, and not to fight "windmills". To give children the knowledge and skills to solve problems, equip them with skills, tools, and not to pursue a restrictive policy with respect to specific websites or to impose age limits up to 18 years on access to social services. You cannot make a war, instead of investigating what really happens with the "digital generation" in new media. The most important and difficult problem is to protect children from threats and risks, while leaving them with a sufficient measure of freedom to study and learn something that suits their interests and needs.