Why Online Classes During Lockdown – 1 in 3 Italian families cannot support children’s distance learning during confinement – UNICEF and Università Cattolica
Lack of a stable internet connection, good quality digital devices and parental time to support children are major barriers to distance learning
Why Online Classes During Lockdown
Florence/Milan, February 8, 2021 – Around 27% of families reported not having the right technology during the lockdown in Italy, and 30% of parents said they did not have time to support their children with distance learning, according to a new publication. study based on interviews with 1,028 families in Italy. Six percent of children in the same sample were unable to participate in distance learning activities offered by their schools due to unstable connectivity or lack of devices.
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The new study Distance Learning: Italian Children’s Distance Schooling Experiences During the COVID-19 Pandemic, produced by the UNICEF Office of Research – Innocenti and the Università Cattolica del Sacro Cuore, explores the experiences of distance learning for children and parents during COVID-19. 19 confinement in Italy. It highlights the critical importance of affordable and stable Internet access, as well as high-quality digital devices that support video conferencing and digital educational platforms for all children to benefit from distance learning.
“Internet access and quality devices were necessary for children to engage in remote learning, but even though Italy is a well-connected country, many families struggled,” said Daniel Kardefelt, Winther, lead researcher of ‘UNICEF Innocenti about children and the Internet. “Larger families were struggling to keep up with the increased demand for devices for all school-going children. They could benefit from additional financial support if distance learning remains a long-term strategy.”
The survey was conducted in June 2020 as part of a project implemented in 11 European countries, coordinated by the Joint Research Center of the European Commission. Data collection in Italy was supported by UNICEF in cooperation with OssCom, Media and Communication Research Center, Università Cattolica del Sacro Cuore, Milan.
The government of Italy allocated a substantial amount of resources to support distance learning during the lockdown; Forty-six percent of families surveyed received new digital devices from their children’s school, and one in four families received a paid Internet connection to enable remote learning.
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“Our data is encouraging as it shows that the majority of children were motivated to participate in distance learning activities. In addition, their parents observed positive outcomes of distance learning, namely a greater autonomy in the use of digital technologies for schoolwork and greater independence in managing their school-related activities However, we cannot underestimate the inequalities that also exist among families connected to the Internet, nor can we ignore the few children who dropped out of school with the shift to distance learning,” added Giovanna Mascheroni, Associate Professor of Media Sociology at the Università Cattolica. Mascheroni has been researching children and the Internet since 2007.
Lockdown measures, along with online learning activities, have meant that children are spending more time using digital technology than before, with a considerable increase of 4-5 hours in children’s screen time per weekday in compared to the period before the lockdown. This increase can be directly attributed to distance learning activities, while time for non-school activities has decreased to just 2.3 hours compared to previous years, perhaps due to screen fatigue during the period of confinement and distance learning.
While parents may be concerned about their children’s increased screen time, the report highlights that the time children spend online in non-school activities could be their only chance to maintain a sense of normalcy connecting with friends, relaxing or even exercising.
Parents tend to express more concern about the impact of lockdown on their children’s learning, compared to the children themselves. In general, many students reported being enthusiastic and optimistic about distance learning and confident in their ability to adapt. However, younger teenagers (ages 10-11) were slightly more likely to express concern about their ability to do this, indicating a need to provide additional support for younger students who may have digital skills weaker and less experienced in a formal learning environment.
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The parents interviewed also expressed the need for stronger support from their children’s school. Eighty-two percent of respondents wanted schools to integrate more educational activities that allow interaction between students, closely followed by more guidelines on how to support distance learning and children’s psychological well-being.
While these findings point to several areas for improvement, parents also noted areas of growth in their children’s school life during the lockdown period. Sixty-one percent of parents believe that their children improved the organization of school activities compared to the period before confinement; and more than 70 percent of parents said their children were more independent while using digital technology for school.
Taken together, these findings highlight that, in addition to learning, children could benefit from more concerted efforts to address children’s well-being and mental health, which can improve the overall learning experience in distance for both children and parents.
The Innocenti Research Office is the research center dedicated to UNICEF. It conducts research on current issues to inform the global research and policy agenda for all children. For more information, visit:
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Italy was the first country in Europe to implement a nationwide lockdown. The children and their families lived in almost complete isolation for almost two months. Students missed 65 days of school compared to an average of 27 days missed among high-income countries worldwide. This prolonged disruption is worrisome, as even short school breaks can result in significant learning loss for children and lead to educational inequities over time. At least 3 million Italian students may not have been reached through distance learning due to a lack of internet connectivity or devices at home. This report explores the distance learning experiences of children and parents during lockdown in Italy, based on data collected from 11 European countries (and coordinated by the European Commission’s Joint Research Centre). Explore how children’s access to and use of digital technologies changed during the pandemic; highlights how existing inequalities can undermine distance learning opportunities, even among those with Internet access; and provides information on how to support children’s remote learning in the future. *** Italy was the first country in Europe to apply the lockdown measure throughout the territory. The children and their families have lived in almost complete isolation for around two months. Students have lost 65 days of school compared to the media of 27 other countries and high reddito of the world. This prolonged interruption represents a reason for concern, as even shorter interruptions in teaching can cause significant losses in the level of education of children and lead to educational inequality over time. At least 3 million students in Italy have not been involved in distance learning due to a lack of internet connection or suitable devices at home. This report analyzes the distance education experience of children and parents in Italy during the lockdown, based on data collected in 11 European countries (and coordinated by the European Commission’s Common Research Center). Study the change in access and use of digital technologies for children and children during the pandemic; highlight how existing inequality can reduce the opportunity offered by distance learning, also among those who have access to the internet; e provides approfondimenti su come sustentar la didattica a distanza di bambini e ragazzi in futuro. A lover of literature who likes to delve into a wide range of social issues and expresses her opinions on the same. Keep looking for recommendations for better reading while enjoying your coffee and tea.
The main aim of the research was to study the circumstances of families during the period of confinement and present recommendations to governments and other interested parties.
During the pandemic-induced lockdowns, only 30% of children attended online classes, while 70% engaged in agricultural activities and helped their parents. A statewide study revealed that most children also spent their time watching television and playing on mobile phones. The study, conducted by the Karnataka Child Rights Observatory (KCRO), aimed to understand the situation of children in terms of health, immunization, education, nutrition and protection. The organization also sought to study the circumstances of families during the period of confinement and present recommendations to governments and other interested parties.
The survey also showed some positive trends regarding the distribution of midday meals and reported that 85% of students received their ration during the lockdown and only 15% did not receive midday meals. Also, nearly 81 percent of them said they were given eggs and balamrutham (weaning food prepared with wheat, chana dal, milk powder, oil and sugar). The provisions were part of the supplementary nutrition food that was supplied from Anganwadis to students’ homes. About 77 percent of families also reported that anganwadis ensured food reached children even after lockdowns were lifted, The Times of India reported.
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Other key findings from the report pointed to an increase in child labor during lockdowns and subsequent school closures. unfortunately,
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