| Summary: | While children are living more of their lives online, little is known about what they understand about the implications of their online participation. Here we report on the Best Footprint Forward
project which explored how children come to understand the internet. Thirty-three children (ranging in age from 10 to 12 years old) from three primary schools in regional Australia participated in focus groups and created a work sample depicting the internet. Analysis of the focus group transcripts and work samples revealed that while the children’s understanding of the internet was not technical, their knowledge was developed through the social activities that they engaged in online, and influenced by
the interactions they have in their ‘real life’ with parents, teachers and friends. The children in the study demonstrated an ambivalence about the internet; they regularly went online for a variety of purposes but these positive experiences were tempered by concerns and fears. This research presents a nuanced perspective of children’s knowledge of the internet; by rejecting the notion that children are naïve, passive consumers of digital culture, analysis of their understanding reveals it to be balanced
and sophisticated.
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