Internet use and teacher mediation: a case study in an educational centermediación docente

Abstract

The widespread avail-ability of internet access is a reality in today’s classrooms. Given the increasing use of the internet by minors, the main online activities they engage in and the mediation strategies employed by teachers to promote responsible and safe use have become relevant topics of research. This descriptive study explores the primary online activities carried out by students and the mediation strategies implemented by teachers to prevent and manage potential online risks, as perceived by the students themselves. To this end, a questionnaire was administered to 159 students from a semi-private school in Alicante, of whom 54.1% were girls and 45.4% boys, enrolled in primary (43.4%) and secondary education (56.6%). The results reveal that boys play video games more frequently than girls. Conversely, girls report that internet-related risks are discussed with them more frequently than with boys. Moreover, secondary school students are more likely to use the internet for social purposes, such as talking to friends, visiting other users’ profiles, and posting content about themselves, although other activities such as watching videos or movies also increase substantially at this educational stage. The teacher mediation strategies that increase significantly at the secondary level include discussing online activities, addressing other online risks, and setting rules within the school context. Previous research indicates that parental mediation strategies regarding internet use tend to decline as students grow older, thereby highlighting the growing importance of digital competence education and risk prevention within the school environment.