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A Comparison of Singapore Parents and Children's Use of the Internet and Perceptions of its Dangers
LIM, CHER PING,KHOO, ANGELINE,WILLIAMS, MICHAEL D. 이화여자대학교 국제통상협력연구소 2003 Jounal of APEC Studies Vol.5 No.1
This paper describes a study that aims to investigate existing gaps of awareness, concerns and measures taken between parents and children regarding Internet dangers of misinformation, pornography, Internet addiction, violent games and sexual predators. In order for parents to be adequately equipped to guide their children, such gaps have to be narrowed. Parents need to be informed of what their children are aware of these dangers, of their children's attitudes towards these dangers, and how their children perceive the strategies that can be taken. Key findings of the study are: Parents are more aware and concerned than children regarding the dangers of the Internet, more parents than children are in favor of both educational and control strategies to be taken with regard to accessing pornographic sites and offline meetings, both parents and children indicate that they are more in favor of educational rather than control strategies.
Lim Cher Ping,Juliana,Liang Min 서울대학교 교육연구소 2020 Asia Pacific Education Review Vol.21 No.4
Continuous teacher professional development (TPD) ensures that teachers have the capacity to continually plan and implement quality teaching and learning that supports students in achieving their expected program/course learning outcomes. However, teachers’ access to quality TPD is a challenge due to geographical limitations, gender, special needs, marginalized communities, and the government’s policies, or lack of policies, regarding teachers. There are tensions between quality and equity, and cost implications that may hinder the scaling up of quality TPD programs. This paper adopts an activity theory approach to examine how a teacher learning center (TLC) in a regency of Indonesia enhances teachers’ access to quality TPD. The findings reveal that teachers learn in the TLC through different TPD activities. Information and Communication Technologies (ICT) are found to mediate the professional learning activities, learning resources, learning support, and assessments in the TLC. Furthermore, three key stakeholders—the local government, teacher working groups, and school principals—play significant roles in supporting teachers’ professional learning in the TLC.