000			03231nam a22004097c 4500
999			_c5908 _d5908
001			00005908
003			ES-MaONT
005			20211004062551.0
008			200417s2020 lu ||||fr||||i001 0 eng d
020			_a978-92-76-13055-0
024			_2doi _a10.2766/947826
040			_aES-MaONT
245	0	0	_aEffects of the use of digital technology on children’s empathy and attention capacity _b: Analytical report _c/ edited by: Ramon Flecha ... [et al.]
260			_aLuxembourg : _bPublications Office of the European Union, _c2020
300			_a57 p. ; _c1 fichero PDF
336			_atexto (visual) _2isbdcontent
337			_aelectrónico _2isbdmedia
338			_arecurso en línea _2rdacarrier
490			_aEducation and Training
504			_aBibliografía: p. 52-57
520			_aStudents, teachers, families and other community members use digital technology as an educational tool in formal, non-formal and informal learning environments. While its use is widespread, increasing concern has emerged about its effects on children, particularly in relation to their empathy and attention capacity, as these dimensions are crucial to students’ development and success. The effects of using digital technology are embedded in the context in which it is employed. These effects can be different, depending on how technology is used, and to what purpose. This analytical report reveals the most relevant and up-to-date scientific contributions worldwide about the effects of the use of digital technology on children’s empathy and attention capacity. The report synthesises existing knowledge gathered from an extensive literature review that has identified evidence from scientific articles and relevant European Commission (EC) official reports on the topic of focus. The guiding question of the present report is: What are the effects of the use of digital technology on children’s empathy and attention? The concepts of digital technology, children’s empathy and attention capacity are at the core of this report. The key findings of our in-depth literature review are divided into two main sections: 1) the effects of the use of digital technology on children’s empathy; and 2) effects of digital technology use on children’s attention capacity. Based on this analysis, the report provides useful recommendations for the diverse agents involved in children’s education, from policy makers and stakeholders to teachers and families.
540			_aFor any use or reproduction of photos or other material that is not under the EU copyright, permission must be sought directly from the copyright holders
650		0	_aSociedad digital _97
650		7	_aEducación digital _2 _92058
653			_achild
653			_adigital technology
653			_aeducation policy
653			_aeducational tools
653			_astudents,
653			_ateachers,
653			_afamilies
700			_aFlecha, Ramón _94408
710	2		_aComisión Europea _9999
830			_93696 _aEducation and Training
856	4		_uhttps://op.europa.eu/en/publication-detail/-/publication/23416aba-6f14-11ea-b735-01aa75ed71a1/language-en/format-PDF/source-124471406 _x0 _yAcceso al documento _qpdf
942			_2z _cINF