National Research Italy

ITALIAN REPORT
CENTRO STUDI E FORMAZIONE VILLA MONTESCA
GIUNTI OS
PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

135285-LLP-1-2007-1-IT-KA3-KA3MP
Grant Agreement 2007-3620/001-001
This project has been funded with support from the European Commission.
This publication reflects the views only of the author, and the Commission cannot
be held responsible for any use which may be made of the information contained
therein
ICT, Communication and the Families
General ICT incorporation and development in Italy
Research methodology
The methodology used to carry out the PatchWorld research has taken into
account various sources, like:
- Analysis and review of the literature (existing researches, studies, reports)
- Review of the web – existing cross-national, national and regional
researches, projects, initiatives, good practices, etc.;
- Review of the ISTAT statistics studies
- Interviews with experts in the field of ICT researches and in the educational
sphere with:
Mr. Mario Rotta, expert on ICT, e-learning and on-line learning
environments
Ms. Rita Minello, pedagogues expert in learning processes and training
methodologies, in room and on-line,
Mr. Antonio Fini, Expert in e-learning platforms and in particular of
cooperative and collaborative systems.

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- Survey on 20 families from different Italian regions and with different
educational and professional backgrounds – all having a child or children aged
between 11,18 and over.
Italian access to ICT (ISTAT report)
In Italy the access to ICT at home is growing rapidly, especially in families with
at least one child.
Following the ISTAT survey the main technological tools used by the Italian
families are:
Owners of DVD players, digital decoders, mobile phones, parabolic aerials and
PCs have increased in number since 2005.

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Increased access to Internet: improves the quality of home connection,
decreases, in fact, the number of narrowband connections (through traditional
telephone line or IDSN) and increases the number of families using the
broadband (ADSL or other types of broadband connection).
Levels of ICT ownership at home is generally linked to cultural, socio-

economic and generational factors
Families formed only by 60 year old people or over do not, in general,

have access to technological tools: only 6.5% uses a PC and 4.8% has access
to Internet. Broadband connection (2.2%) is practically non-existent.
Furthermore, the ownership on new TV linked technologies by this type of
family is very limited: parabolic aerial (10.6%) and digital decoders (6.4%).
The only technological tools with widespread ownership (besides colour TV) is
the mobile phone (52.2%).
On the other hand there are families with at least one child under age:
PC and Internet access (69.7% and 51.8% respectively).
These families have also the highest ratio of broadband connections (21.1%)
while mobile phones have reached the same level as TV sets (96%). Also video
recorders (82.4%) and DVD players (75.1%) are commonly owned.

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The most disadvantaged families are those in which the father is a manual
worker or is unemployed.
Between families where the father is a normal worker and those of managers
or professionals there is a gap of about 30% in PC ownership and 37% in
access to Internet.
The difference between these two types of families is less relevant but still
wide, also for cheaper technologies such as DVD players (14%) and is
practically non-existent as regards mobile phones.

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For some technological tools the difference between families of professionals
and managers and those of normal workers is increasing: access to broadband
Internet for instance goes from 17% to 21% and the ownership of digital TVs
increases from 4% to 8%.

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Trend of the Internet use per age
The peak in the use of PCs is between 11 and 19 years of age (more than
75%) and for Internet from 15 to 24 (more than 67%) and it rapidly decreases
with age. The use of the PC in people between 35 and 44 years of age
decreases to 53.8% and the difference in the use of Internet is more contained
(45.7%). Only 16.4% of the people between 60 and 65 uses a PC and 12.3%
uses Internet. For the over 65, the use of these technologies is only a marginal
factor.

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Patterns of access to a home computer
The timing is good: PC and internet use is on the rise, with 70% of
young people now using it at home, school or elsewhere.
A deeper overview
Our research with the 20 families
A number of factors appeared to have contributed to the high levels of computer

ownership in the families surveyed.
First, many parents stated that they bought computers to support their child’s
education and to provide further educational opportunities for their children

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Second, a large number of parents used computers themselves for leisure and work
purposes.
Third, some families suggested that they needed the technology to keep in contact
with distant relatives.
Finally, a number of families regarded computers as an integral part of every day
life in the twenty-first century.
Frequency of use of computers in household in rural/urban areas

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Children from urban areas are more likely to use a computer at home than
those in rural areas, especially for game activities.
The use of ICT: How and why
PATTERNS OF USE
Use of a technology is not the same as access. The main use of ICT at
home, according to the families interviewed for the survey, is for the
following activities:
Parents Children
Office software Using a word Using a word processing

processing package to write
package to write Using a spreadsheet for
Using some homework
spreadsheets for Finding clip art on the web
the family and pasting into a word
accountancyUsing processing document.
a word processing Drawing pictures using an
package to look art package.
through Producing greeting cards
information Using an email program to
concerning work contact friends
Using an email
program

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FAMILY use of Using Using programmes (e-mail,
ICT programmes (e- Skype) to keep in touch
COMMUNICATIO mail, Skype) to with friends
N AND keep in touch Using Internet; blog and
RELATIONSHIPS with family chat
members
Using Internet
Educational Sometime playing Playing educational games

games computer games on the Internet, e.g. maths
with children games, science quizzes,
support for writing stories.
Sometimes they play with
their parents.
‘Non- Sometimes Often

educational’ Playing simulation Playing simulation
games computer games computer games
Playing CD-ROM Playing CD-ROM games
games linked to linked to television and
television and popular cultural interests.
popular cultural
interests.

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The parents and children use of the ICT in Italy
GAME AND RECREATION
The use of computers for reasons different from work or study, in particular as a
playing tool, has a crucial role in the computer culture.

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Playing is also a way of learning: it is an activity through which an individual
relationship with the computer can be established and is a way also to
understand one’s level of competence and skills. The results show that certain
skills learned via computer can lead to social enhancement, e.g. problem-solving
skills and communication skills, as well as social development.
Another result is that new technologies can help children to express their skills.
The majority of children and teen-agers interviewed declare to prefer the use of
ICT tools for leisure purposes rather than for school work.
Use of the Internet, computer games, leisure activities recorded in the ICT
logs included the following:
• Surfing web sites related to their popular cultural interests.
• Playing networked, online games.
• Shopping.
• Finding cheats for computer games.
• Using chat rooms.
• Using instant messaging (sometimes with webcams).
• Downloading music.
• Downloading photographs.

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Some children reported pretending to their parents that they were using the
home computer for educational purposes when they were actually using it for
‘fun’.
A minority of parents argued that console games and non-educational computer
games have developed particular skills in their children, such as making them
think, or developing factual information about specific topics.
However, it is hard to identify and measure these ‘gains’ because they are so
embedded in the pupils’ everyday lives.
A particular gap in parental knowledge relates to video games. Children like to
play videogames and sometimes they play with their parents.
There is also a huge possibility for recreation as television, radio and magazine
media increasingly move to electronic formats.
In general the parents don’t know the games contents. Only a third of parents
who were surveyed said they play videogames with their children some or all of

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the time. Most of those parents are younger than 40 and part of a generation
that grew up playing video games themselves.
EDUCATION - What children say:
à ICT is regarded as making homework less boring because they use

computers as: ‘cool’;
à Interactive and multimodal texts are more interesting than books;
à ICT save time (e.g. it is easier to write and revise documents on a
computer than by hand) and enhance the presentation of children’s work;
à The Internet is a good source of information (range and depth) and
educational materials (such as revision websites);
à ICT enable multi-tasking and is perceived by children to improve grades
à Internet offers readily available information for children’s school projects
and researches.
à ICT contribute both to making school work more enjoyable and also to
pupils’ perceptions of achievement, therefore it is perceived as
motivational.
The majority of children and young people believe that ICT competence
would be important for their futures and careers.
The interviewees who use computer at home for school work at least once
a week are also the same subjects who believe that using a computer can
improve their grades and have most home-based electronic resources.

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EDUCATION - What parents say:
- The majority of parents believe that skills in ICT would be vital for their
children’s future.
- Their comments are often linked to the importance that ICT might play in
children’s future careers.
- The majority (84%) of parents agree with the statement that ‘Using a
computer helps my child to learn useful things’.
- Families buy computers for their educational potential.
- The majority of parents believe that computers help their children to learn
useful skills and gain knowledge
ICT enable them to find new sources of information; enhance the
presentation of their work; provide more opportunities for
revision/consolidation of learning; save time on mundane tasks such as
editing; and increasing their motivation.
Parents reported that using ICT raised pupils’ confidence and had
motivational effects.
ICT can be motivational because it
à contributes both to making school work more enjoyable and also to the
pupils’ perceptions of achievement;
à is interactive and multimodal texts can be more interesting than books
à but, in their opinions, THERE ARE SOME BARRIERS IN USING ICT for
educational purposes

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What are the BARRIERS in using ICT for educational purposes?
- a lack of explicit instruction to do so by teachers;

- a lack confidence on how to use ICT as applicable to specific subjects;
- a lack of interest in particular subjects per se
This shows clear implications in terms of addressing how schools deliver out
of school ICT opportunities for their pupils in ways that make them more
attractive for children
SECURITY AND SAFETY
Risks
Some parents identified what they felt to be educational disadvantages in
the use of ICT tools. These included the perceived enhanced ability to
plagiarise by cutting and pasting from the Internet, the possible negative
effects on handwriting and the potential for distraction by non-educational
uses of ICT.
Parents want, but sometimes they don’t have the right competences
- To talk to children about the dangers of ICT tools and Internet,
- To encourage children to look critically at the information they find on
the web
- To have the basic computer security systems in place
- To track and monitor their children’s online activity and movements

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Parents
While allowing them to use ICT tools generally supports an atmosphere of
exploration, there are some more specific things which many parents could
do.
These might include:

1. ensuring that appropriate filtering software has been installed and that
children know the rules of Internet safety
2. occasionally joining in, sharing or talking to their children about their
use of the Internet
3. encouraging enjoyable, relaxed, independent use of the Internet
4. providing a context for informal learning through ICT as informal
learning becomes more significant, ensuring children have alternative
sources of information (e.g. an encyclopaedia) rather than assume the
Internet suffices.

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Examples & Good Practices
The culture of videogames:

the world of the young and the world of the adults compared.
(Istituto IARD under the sponsorship of the Ministero per le Politiche

Giovanili)
A new study about videogames indicated they have become "an

increasingly social activity" particularly among parents and children.
Setting stereotypes aside, the study revealed gaming to be very much a
social activity.
The project aims to develop informal skills through online games both for
parents and children, making them play together.
After the first experimentation the majority of the parents who performed
the games with their children now see them as a positive activity for their
kids: 73% believe that videogames teach their children about technology
and 68% feel that they them with some “school skills”.
They value the skills kids learn through interactive games and can see the
benefits both socially and educationally.

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Project EDUCANDO – Marche Region
WWW.PROGETTOEDUCANDO.COM
The Project Educando is an extra curricular activity for young girls and
boys. It consists in carrying out computer and Internet related activities
with the help of teachers and families (drawing, writing stories, games and
animation, photography, acting etc).
The games favour “free creativity” in children and are also a way to
communicate and to establish social relations with other children of the
same age, with teachers and educators in a protected online environment.
Children and parents, guided by experts, produce Internet pages explaining

the activities carried out.
Project EDUCANDO – SOME ACTIVITIES:
DRAWINGS
The drawings were photographed and published on the project’s website in
a Picture gallery in which the children added a story referring to the
drawings.
INVENT THE ENDING
The children were read the beginning of a story and were invited to invent
the end of it. The project’s website has a gallery of images representing the
beginning of the story and the children have published with the help of their
parents and teachers the end they invented.
COMMUNICATE WITH INTERNET:

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àBLOG: THE ONLINE DIARY
The children have been given the opportunity to write on Internet as if it
were their own diary, free to express their thoughts on the day’s events.
àFORUM: COMMUNICATE WITH INTERNET
Parents can use a Forum to exchange opinions over the project and
communicate among themselves.
EASY
www.easy4.it
Campaign for a safe and critical use of new technologies
Field: exploitation and abuse

Partner: Adiconsum (Consumers Association)
The project is promoted by Save the Children – Italy and Adiconsum (Consumers
Association) and is financed by the European Commission.
EASY is a nationwide awareness project for a safe and critical use of new
technologies.
The problems arising from a safe and at the same time positive use of the Internet
are now amplified by the rapid development and diffusion of the new portable
technologies (particularly, but not only, mobile phones) and by the faster
connection speed through which it will be more and more possible to gain access to
new online contents and services.

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According to a recent report by CENSIS 5% of the Italian population between 14
and 85 years of age own a mobile phone; 93.4% of young people between 14 and
18 use their mobile phones regularly.
There is a great gap between adults and young people under age in terms of
competences and familiarity in the use of new technologies. Although young people
are often more “technologically” competent, this does not necessarily reflect a real
knowledge of the risks and of the opportunities offered by the new technologies
when properly used.
The lowering of the barriers in terms of access and use of Internet contents and
services make the attention given by EASY to the new technologies an element of
particular relevance.
The starting point is the recognition of the exploitation of the competences and
experiences of young people in defining and influencing new online technologies.
EASY focus on the present and potential risks represented by new technologies
promoting at the same time their critical and proper use.
The project has a wide section of the public:

à young people under age
à IT operators
à the government
à local authorities and institutions
à media and parents
General purposes
à To promote and protect the rights of children in the use of new technologies, in
particular respecting and updating the principle of the Greatest Interest of Minors.

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à To operate as an awareness focal point in Italy.
à To develop a cohesive awareness campaign of high impact through the use of the
most appropriate media keeping in the account the best practices and experiences
of other European countries.
à To establish partnerships (formal or informal) with the main European operators
(government and non government agencies, media, ISP associations etc) operating
in the same field and cooperating with other organisations working in the media
and information literacy sectors.
à To actively cooperate with other European Network organisations through the
exchange of information and expertise, participation to meetings and development
of best practices for a European wide approach suitable for the needs of different
cultures and languages.
WEAGREE
For parents to learn more about the video games their children play
This is a web interface allowing parents and children to keep contact with each
other when physically distant.
The designers’ idea was to give children the freedom of space and exploration
knowing that their parents would be always available. It could be defined as a
protected space in which young people can experiment beyond the skills because,
although virtual, adult assistance is given by supports figures and not by
substitutes.

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The use of this program helps also to keep in contact with each other, therefore,
should they be occupied in their activities, there is always a trusted network
catering for their needs.
This is an interface program full of psychological implications: from the
development of children's competences to the conception of a social network in-
between reality and virtuality.
Internet and minors: Little Tom Thumb in the web
Developed by the 'International Crime Analysis Association-Italy”, to make parents

and children aware of a safe Internet use
Sponsored by the Ministry of Communication, the Polizia Postale and the UNICEF
The project focuses on the assessment of children's’ behaviour outlining the

molestation and enticement risks in chat rooms (i.e. contacts with paedophiles)
and the dysfunctional behaviour of the adults (parents and teachers) who are in
charge of control and prevention.
The project has developed the Little Tom Thumb in the Web to make parents and
children aware of the norms for a safe navigation and to offer recommendations for
a proper use of the web.

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The duty of making public opinion, parents and children aware of the risks of an
unsafe navigation has brought a second edition by Symantec and ICAA showing a
precise analysis on the lack of control by parents over their children, on enticement
risks, the method of police enquiries, the profile of children at risk and children's
behaviour on chat lines in case of contacts with paedophiles.
Also this second edition is sponsored by the Ministry of Communication, the Polizia
Postale, the Lazio Region, UNICEF and, the last entry, Iscom.
On its part, Symantec has developed the Little Tom Thumb in the Web project to
make parents and children aware of the norms for a safe navigation and to offer
recommendations for a proper use of the web.
The project includes a guide to safety and to a proper use of technologies which will
be used during the year as a support for a series of activities on the territory
addressed to parents and teachers and supplying concrete elements of support for
a safe Internet navigation for children.
The project includes a guide to safety and to a proper use of technologies which will
be used during the year as a support for a series of activities on the territory
addressed to parents and teachers and supplying concrete elements of support for
a safe Internet navigation for children.

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Other initiatives…..
I CARE: how to learn, communicate and act in an Educational network.

An Internet Guide for parents providing them key information in a wide variety
of ways
How to use Internet
How are the main risks
How to prevent them
Project ReMida21
Italian network for XXI century didactics and learning
One-O-Five Live - Cultura

How to reduce the generation gap between parents and children in the use
of computer and mobile phones: ISTRUCTION FOR THE USE
Cybermondo
The important information for parents and children on the Internet. Risks for
children: it is possible to keep the use of the computer under control…
FAMILY SPACE
Stories that parents and children want to write together on the web.

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REFERENCES
Becta (2003) Young People and ICT 2002. Coventry: Becta. (Also available at
http://www.becta.org.uk)
Berge, S.L. and Collins, M.P. (eds.) Wired Together: The On-Line Classroom in K-12
(vol 1), Cresskill, N.J.: Hampton Press, Inc.
Comber, C., Colley, S., Hargreaves, D.J., and Dorn, L. (1997) The effects of age,
gender and computer experiences upon computer attitudes’, Educational Research,
39: 123-33.
Dixon, J., Graham, J., Kitchen, S. (2004) Evaluaton of Curriculum On-line:Report of
the Qualitative Study of Schools, Year 1. ICT in Schools Research and Evaluation
Series – no 21. (Becta/Dfes, London). http://www.becta.org.uk/research
DfES (2003) ImpaCT2: Learning at Home and at School: Case Studies. ICT in
Schools Research and Evaluation Series, no. 8. Becta, Coventry.
Facer, K., Furlong, J., Sutherland, R. and Furlong, R (2000) Home is where the
hardware is: young people, the domestic environment and ‘access’ to new
technologies in Hutchby, I. and Moran-Ellis, J. (eds.) Children, Technology and
Culture. London: Falmer Press.
Fuchs, T. and Woessmann (2004) Computers and student learning: bivariate and
multivariate evidence on the availability and use of computers at home and school,
CESifo Working paper, no 1321. (Also available at
http://econpapers.hhs.se/paper/cesceswps/_5F1321.htm)
Holloway, S.L. and Valentine, G. (2001) ‘It’s only as stupid as you are’: Children’s
and adults’ negotiation of ICT competence at home and at school Social and
Cultural Geography, 2: 25-42.
Holloway, S.L. and Valentine, G. (2003) Cyberkids: Children in the Information Age.
London: FalmerRoutledge.

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Kerawella, L. and Crook, C (2002) Children’s computer use at home and at school:
context and continuity, British Educational Research Journal 28: 751-771.
ISTAT: Le tecnologie dell’informazione e della comunicazione: disponibilità nelle
famiglie e utilizzo degli individui Anno 2007
Livingstone, S., Bober, M. and Helsper, H. (2005) Internet Literacy Among Children
and Young People: Findings from the UK Children Go On-line Project. Accessed at:
www.children-go-online.net, February 2005.
McFarlane, A., Sparrowhawk, A., Heald, Y. (2002) Report on the Educational Use of
Games, Cambridge: TEEM.
Mumtaz (2001) Children’s enjoyment and perception of computer use in the home
and the school, Computers & Education, 36: 347-362.
Nichols, LM (1992) the influence of student computer ownership and in-home use
on achievement in an elementary school computer programming curriculum Journal
of Educational Computing Research, 4: 407-21.
Owen, D., Green, A., McLeod, M., Law, I., Challis, T., Wilkinson, D. (2003) The Use
and Attitudes Towards Information and Communication Technologies (ICT) by
People from Black and Ethnic Minority Groups Living in Deprived Areas. London:
DfES Research Brief 450 (also available at: http://www.dfes.gov.uk/research).
Parents’ Information Network (2000) Survey of Home-School ICT Support
http://www.pin.org.uk/survey/01.htm, p.5).
View From the Press. Philadelphia: Annenberg Public Policy Center, University of
Pennsylvannia.
Valentine, G. and Holloway, S.L. (1999) ‘The vision thing’: schools and information
and communication technologies, Convergence: The Journal of Research into New
Media Technologies, 5: 63-79.
Valentine, G. and Holloway, S.L. (2001) On-line dangers? Geographies of parents’
fears for children’s safety in cyberspace. The Professional Geographer, 53: 71-83.

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Wellington, J. (2001) Exploring the secret garden: the growing importance of ICT in
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ITALIAN REPORT

CENTRO STUDI E FORMAZIONE VILLA MONTESCA

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

General ICT incorporation and development in Italy

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Italian access to ICT (ISTAT report)

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Levels of ICT ownership at home is generally linked to cultural, socio-

Families formed only by 60 year old people or over do not, in general,

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Our research with the 20 families

A number of factors appeared to have contributed to the high levels of computer

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Frequency of use of computers in household in rural/urban areas

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

The use of ICT: How and why

Office software Using a word Using a word processing

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Educational Sometime playing Playing educational games

‘Non- Sometimes Often

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

GAME AND RECREATION

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

EDUCATION - What children say:

à ICT is regarded as making homework less boring because they use

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

- a lack of explicit instruction to do so by teachers;

SECURITY AND SAFETY

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

These might include:

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

The culture of videogames:

(Istituto IARD under the sponsorship of the Ministero per le Politiche

A new study about videogames indicated they have become "an

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Children and parents, guided by experts, produce Internet pages explaining

Project EDUCANDO – SOME ACTIVITIES:

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Campaign for a safe and critical use of new technologies

Field: exploitation and abuse

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

The project has a wide section of the public:

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

Internet and minors: Little Tom Thumb in the web

Developed by the 'International Crime Analysis Association-Italy”, to make parents

The project focuses on the assessment of children's’ behaviour outlining the

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

I CARE: how to learn, communicate and act in an Educational network.

One-O-Five Live - Cultura

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

PATCH-WORLd - PArenTs and CHildren Working, ORganising and Learning together

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