Volume 05 Issue 09-2023
12
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
ABSTRACT
This article discusses the main results and conclusions of a study conducted in schools in Uzbekistan, the main purpose
of which is the presence of schoolchildren in Uzbekistan in the digital environment (Internet, social networks) and
their impact on the well-being and health of adolescents. The study showed that children, especially in high school,
are more “advanced” in communicating with computer equipment and smartphones, in knowing computer programs
and navigating the Internet than parents and teachers.
KEYWORDS
Digital, Internet, cyberbullying, knowledge of computer programs, gaming addiction.
INTRODUCTION
The world is entering the digital age. This means that
information technology products and tools penetrate
into all spheres of our lives and increasingly determine
the face of modern economics, politics, and spiritual
production. The information virtual environment has a
huge impact on the formation of personality, especially
in adolescence. This influence has far-reaching
consequences not only at the individual micro level,
but also at the macro level (social community, territory,
country) and mega level (international and global
levels).
The modern era is frequently referred to as the
Internet era, the epoch of the digital and virtual world,
and the information society. The Internet and
information technologies have permeated all aspects
Research Article
WHAT TEENAGERS ARE INTERESTED IN ONLINE AND HOW MUCH
TIME THEY SPEND THERE: OPINIONS OF PARENTS, TEACHERS, AND
SCHOOLCHILDREN
Submission Date:
September 06, 2023,
Accepted Date:
September 11, 2023,
Published Date:
September 16, 2023 |
Crossref doi:
https://doi.org/10.37547/tajssei/Volume05Issue09-03
Tashmukhamedova Diloram Gafurdjanovana
Phd In Medical Science, Independent Researcher Of National University Of Uzbekistan Named After Mirzo
Ulugbek, Uzbekistan
Journal
Website:
https://theamericanjou
rnals.com/index.php/ta
jssei
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 05 Issue 09-2023
13
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
of life, and they are increasingly defining the face of
modern economic, political, and spiritual production.
The digital environment has a particularly powerful
impact on young people. As a result, the question of
which "capital" the teenager enters during the
maturation period is extremely important. It will
determine the planet's and each country's future. This
is especially important in Uzbekistan, where 40% of the
population is under the age of 18.
The topic of the influence of the digital environment on
a teenager has been discussed in the scientific
literature since the second half of the 1990s , and a
fairly large div of work on this issue has already
accumulated, both in English-language and Russian-
language literature. The authors are mainly specialists
in the field of developmental psychology, pedagogy,
law, and morality. Available works concern the general
influence of the Internet on the psyche and behavior of
a teenager, cyberbullying, sexual harassment and
gender formation, gaming addiction , sacrifice,
communication, virtual hang-up, the influence of the
Internet on the formation of moral values, and study.
There is much less work directly related to the physical
and mental health of adolescents as a result of being
on the Internet and the development of scientifically
based measures.
If we take Uzbekistan, then due attention is also not
paid to the influence of the digital environment on the
health of students.
On April 7, 2016, by a joint decision of the Ministry for
the Development of Information Technologies and
Communications, the Ministry of Public Education and
the Ministry of Higher and Secondary Special
Education, a manual on protecting youth in the online
environment was developed in Uzbek and Russian. The
manual was approved and agreed upon with the
Republican Center for the Promotion of Spirituality and
the Kamolot . It describes the risks, threats, and
dangers that children may be exposed to on the
Internet and recommendations for safe use of the
Internet. In particular, the manual divides youth into
three age categories (from 7 to 10 years old, from 10 to
13 years old, from 13 to 16 years old), where each
category has its own recommendations for protecting
children and their personal data from the negative
aspects of the World Wide Web . In addition, the
manual
provides
simple
but
effective
recommendations to parents of children and
adolescents to ensure that their children use the
Internet correctly and safely .
In addition, the topic of the project has not been under
the close attention of WHO for a long time. And today
the degree of this attention does not correspond to
the severity and scale of the problem. Suffice it to say
that physical and mental disorders associated with the
Internet are not included in the current classification of
diseases approved by WHO (ICD 10). Only on January 1,
2022, ICD 11 came into force, in which the list of mental
disorders includes disorders caused by a pathological
attraction to games, mainly online.
Today, the connection between the Internet and
adolescent health is becoming increasingly clear, as is
the need for medical intervention. However, as
psychologist A. M. Velikotskaya writes : “At the
moment, there are no specific recommendations for
resolving mental problems of people (in particular,
children and adolescents) in the field of computer
addiction. Humanity does not yet have sufficient
experience in solving this problem.” Due to the fact
that the problem of Internet addiction is becoming a
global problem and is growing like a snowball, its large-
scale and intensive research (including from the WHO)
and the development of scientifically based measures
are becoming a necessity.
Volume 05 Issue 09-2023
14
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
In 2021, with the assistance of WHO, a field study on the
presence of schoolchildren in the virtual world and its
impact on the well-being and health of adolescents
was conducted in Uzbekistan. The research was carried
out in schools in Tashkent, Kashkadarya, and Fergana
provinces. Four schools were chosen on the principle
of «regional center - school in the rural area». Tashkent
schools are divided into two categories: private and
public schools.
In the fieldwork, questionnaires, in-depth interviews,
and focus groups were used. Children aged 14-16 (124
students), parents, school directors, and teachers are
the target groups.
The aim of the research was to find out the goals and
time spent by schoolchildren on the Internet and social
networks (in the future - IASS), the impact of this stay
on the physical and mental health of children, and ways
to control the parents and schools for students' stay in
IISS.
The results of the research showed that the opinions
of teachers, parents, and children's perspectives on
the purpose and duration of their stay in IASS differ
greatly. This difference is very important. How can
adults control the stay of children in IISS if they are
unaware of what children do in the virtual world and
how much time they spend there?
To begin with, many parents believe that their children
use the Internet mainly for educational purposes.
Here are the responses of the school’
s parents from
Rishton, Fergana region, to the question of what their
children do on the Internet:
•
«Movies? No-no. There is nothing like that.
Networks? They have a Telegram group of friends,
a group of class heads . They communicate about
the issues of lesson assignments».
•
«My son uses the Internet only for academic
purposes».
•
«The son is in the 8th grade and uses the Internet
to learn a foreign language. To learn and to be
interested in some subjects he receives
information through social networks. Movies or
videos? No. No. No. He’s not interested in that».
On the question: «Do your children spend time on the
Internet for playing games, watching movies, or
visiting video-sharing sites like TikTok, etc.?» Parents,
members of the focus group at the school in
Dekhkanabad, Kashkadarya region responded in
unison: «No»! And one parent from Fergana believes
that her daughter does not know about the existence
of Internet cafes.
However, surveys among teens show that children use
the Internet for a variety of purposes. They do
homework, communicate with friends and family, play
online games, read e-books, search for information,
translate texts, and watch movies, and videos.
According to the students themselves, 16.9% of the
surveyed children constantly play online games, 48.4%
occasionally play, and 34.7% never play. The films are
constantly watched by 8.1% of the students and
occasionally by 64.5%. They are also interested in
cryptocurrency, business, and software development
to sell them.
According to the findings, parents had a distorted view
of what their children did on the Internet.
What social networks and Internet platforms are our
students registered on?
Answers from parents and teachers:
•
«Our students are only registered in the school
network» (psychologist of the school from
Dehkanabad).
Volume 05 Issue 09-2023
15
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
•
«I did not see that our students are registered in
any networks outside of the school. There are no
visitors to prohibited sites among our students»
(psychologist of the school from Karshi).
•
«Instagram, Facebook... my son does not know
them» (parent of the student from the school of
Rishtan).
The survey showed that they are registered on TikTok,
Instagram, Telegram, WhatsApp, Facebook, Imo,
VKontakte, Pinterest, Snapchat, YouTube, Twitter,
Classmates, Viber, Discord, Likee, and Chat-Roulette.
Again, we see a situation in which the parents' and
teachers' opinions about students' use of the virtual
world are incorrect.
Teachers and parents should be interested in what
networks and websites their children use, what draws
them there, and what they do there.
Why are school teachers and parents unaware of what
their children do at IASS? The first answer is that many
of the adults interviewed do not understand IASS. So,
one of the Fergana teachers responded to the
question, "Do you see accounts of your students on the
Internet?" «Very rarely, because I don't understand so
well myself,» he says. When asked what social
networks her students are registered on, the capital
school's teacher replied, "I don't know, I don't use
them, only Telegram.
"How much time do students spend playing games,
surfing the Internet, and connecting to networks?
According to a survey of parents of school students
from Dekhkanabad, Kashkadarya region, the following
is the distribution of their children’s Internet time:
•
«On kundalik.com, they made lessons only from
textbooks in 5-10 minutes».
•
«30 minutes of information on hobbies (baking,
fashion, design, etc.)»
•
«The son spends two hours a day on educational
programs (Registon test), receiving information,
performing lessons, and visiting kundalik.com.»
•
«15 minutes for completing tests on various
subjects and taking quizzes».
•
«Most of the time, he sees ratings on kundalik.com,
and it only takes a few minutes (very little)».
•
«30 minutes for online lessons, 15 minutes for
translation, and 30 minutes for books».
According to a general survey of students and focus
groups with them, their assessment does not coincide
with the opinion of parents, demonstrating their
"awareness."
Here are the responses of Fergana school students to
the question of how much time they spend on the
Internet:
•
«It takes about ten hours a day».
•
«Two to four hours».
•
«It takes two to five hours, usually five to ten
hours».
•
«From three to seven hours».
•
«Three to five hours».
•
«More than three hours».
•
«From two to four hours».
As it turns out, parents measure their children's
Internet time in minutes, while children measure it in
hours.
When it comes to the time and purpose of Internet
browsing, parents are more concerned with the
quantitative spending of their child on the Internet
than the content of their interest (quality pastime).
Volume 05 Issue 09-2023
16
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
Modern children, particularly those in high school, are
more "advanced" than their parents and teachers in
terms of communication with computers and
smartphones, knowledge of computer programs, and
Internet navigation. How can people who are
"teapots" in electronics, IT, and the Internet wield
power over the Internet? It appears to us that, to
improve the effectiveness and quality of adult
supervision of children's stay in IASS, a state literacy
system for teachers and parents is required.
In this regard, the experience of Tashkent's private
school "Leader" is instructive, as it combines a
saturated IT component associated with the
educational process with modern control methods.
For example, instead of boring computer science, the
school curriculum included a course called "Children's
Entrepreneurship," which is a system program on the
LMS platform where each child has their own login and
password and where they create projects from "a" to
"z." There is a program called "Multimeter." Every
student has his or her own login and password. They
are asked questions, the student answers on their
phone, and their answers are automatically displayed
on the board screen; in each classroom, instead of
board monitors, each child enters and writes answers
using a link and QR code. Engineering, technology and
robotics classes are available to help students write
code for their computer models.
To prevent and control the negative impact of the
Internet, school authorities conduct periodic raids and
check the contents of telephones. There is a Google
class program that allows the principal to enter any
class and control which projects students work on.
Every fifth lesson in the course "Information Literacy"
is devoted to cyber security and cyber hygiene, i.e.
children learn how to use gadgets. There is a server
with limited access; not all sites are open, only
informative. The school has an information security
manager who monitors which websites students visit.
Furthermore, the school offers «Stop, Threaten»
training.
Based on the same information technologies, it
appears that the system for monitoring the presence
of children in IASS and preventing risks in this area
should combine preventive measures, restrictions, and
filling the student's stay in IASS with positive content.
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Volume 05 Issue 09-2023
17
The American Journal of Social Science and Education Innovations
(ISSN
–
2689-100x)
VOLUME
05
ISSUE
09
Pages:
12-17
SJIF
I
MPACT
FACTOR
(2020:
5.
525
)
(2021:
5.
857
)
(2022:
6.
397
)
(2023:
7.
223
)
OCLC
–
1121105668
Publisher:
The USA Journals
7.
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An interview with a psychologist at School No.
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An interview with the class teacher of School
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A focus group with students of School No. 85
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