Media Ethics

UNIT 18 MEDIA AND CHILDREN

Structure
18.0 Introduction
18.1 Learning Outcomes
18.2 Media, Social Media and Children
18.3 Children and the Significance of Provisioning Care
18.4 Positive Impact of Media on Children (Print and Digital)
18.5 Negative Impact of Media (Including Social Media) on Children
18.6 Digital Divide and its Impact on Children in India and other Parts of the
World
18.7 Let Us Sum Up
18.8 References and Further Readings
18.9 Check Your Progress: Possible Answer

18.0 INTRODUCTION
Media, including social media, become an indispensable part of human life.
Children, adults, young, old and of all genders use various kinds of media. Media
includes mainstream media like print and television, and social media. Humans
access social media through their mobile phones. Mobile phones become like
human organs in the 21st Century. People can live without food for a few days,
and they cannot leave their mobile for a minute in the 21st Century. Children are
also using various kinds of media extensively. Usage media by all age groups
are given in this Unit. Human beings are not aware of mobile phones and their
application 15 years before. The mobile phone and social media become part of
their life in the globalised world. There are debates about the positive and negative
impacts of media on children. In this scenario, it is pertinent to ask the following
questions.
Well, Are these applications that have come into the life of human beings,
especially among children, as life-changing aspects in children’s lives? What
kinds of changes is it bringing to the life of children? Are they giving positive
changes in the life of children? Are they impact the life of children in a negative
manner? Do supplement in the print media for children improve the learning
ability? Do we need to allow social media among children in a controlled manner?
Let us try to find the answer to all these questions in this Unit.

18.1 LEARNING OUTCOMES

After studying this Unit, you would be able to:
Know the social media, digital media and its spread among various group,
especially among children;
Analyze the positive and negative impacts of media on children;
Provide suggestions to reduce the usage of media among children; and
Importance of socializing and taking physical activities instead of exposing
272 social media for long hours.
 Media and Children
18.2 MEDIA, SOCIAL MEDIA AND CHILDREN
Media is the fourth pillar in society that gives news and information regularly to
the people. It a technical tool that consists of print, electronic and other version
(TDK, 2017). Media is also a communication channel. People in society get
connected through the medium of communication, and they regularly get
information about the happenings of society through media. It is the responsibility
of the press/media to report authentically and objectively. Any misreporting may
lead to undesirable problems in society. In the media, Social media plays a
significant role in the 21st Century.

Social media comes first in our mind when we think about how people spend
their leisure time. A considerable percentage of population does access social
media through devices like smart phones. They always carry smart phones
wherever they go. The social media includes social network, blog, blogging,
gaming, video and picture-sharing, iPods, iPhones, iPods, YouTube, Twitter, Face
book, Instagram, video editing or sharing apps, LinkedIn, so on and so forth. It
has become very common and it becomes part of the everyone life in the 21st
century.
“Social media, a type of digital media, is a system that is based on
the content production and consumption of the participants and has
different digital contents via links and content” (Andersson, 2016).
There are various definitions available to define social media. Based on the above
said definition, we may conclude that Social media is a medium having various
tools for multi mode of communication and many can be interacted and exchange
information, share contents through multi way communications (Alzouebi &
Isakovic, 2014).
“Social media is a key channel of communication in the society today
and enables people worldwide to interact with each other with just
the click of a mouse” (Lofgren, 2014).
It plays various roles in society, including education, entertainment and
communication. It takes data from multiple sources and presents numerous forms
for multiple people in the community and society. In the entire process, one must
know the sources of data, the objective of data sources, forms of presentation,
and presentation aim. There is a chance of misrepresentation of data to create
certain kinds of opinion among people. Misrepresenting data with subjective
and biased views to make opinion among people leads to partial views on society’s
issues, leading to long-term consequences. The narrow idea may form a strong
opinion or belief among children. Data and information are presented in the
form of cartoons, virtual games and their derivatives to the children. If the children
get exposed to the data in the form of comics or cartoons and play virtual games
for a more extended period, it may profoundly affect their minds. It may also
create both positive and negative effects. The prolonged exposure to these media
may distract children from their studies and physical activities. The more extended
period of media exposure to the children reflects in their actions and speech.
Sometimes, they speak like cartoon characters, and they may lose their childhood
physical and mental growth.
In the Study conducted by Funk, Brouwer, Curtiss, and McBroom (2009),
regarding the parents’ belief about social media’s influence, the results are as 273
Media Ethics follows. Ninety-nine per cent of the respondents answered. Among the
respondents, 43 per cent believed that popular media might impact children for a
shorter period, and 53 per cent think that popular media have a long-term impact
on children. Television has more prolonged effects on children in various ways.
(Kirkorian, Wartella & Anderson, 2008).

The Study pointed out the impact on children if exposed to digital media, including
television, for long periods. Thus, the media content for the children should be
reviewed and edited, and children should be taught to use social media tools
very minimum period. We must make the children expose live experiences instead
of getting experiences through gadgets. As we know, many of these devices and
applications are not available ten years ago. (Graber & Mendoza, 2012).

Further, the availability of Smartphone and computers changed communication

throughout the world. People can communicate with anyone at any time by
clicking a button or pressing the button. They can make both audio and video
calls. The availability of various Smartphone applications makes people creative
and develops audio and video content and uploads the same. According to Kahveci
(2015), the development in the communication field further penetrated educational
institutions. People, irrespective of their age, spend lots of time communicating
through smart phones and social media.

Research on groups using social media applications and having mobile devices
revealed that roughly one out of ten children by age five get a mobile device,
such as a Smartphone. Therefore, youths define as the new digital natives in the
modern age (Dotterer, Hedges & Parker, 2016). Children at the age of ten are
able to record the video and upload the YouTube and run their own You Tube
channels.
Top Ten Child You Tubers- https://www.youtube.com/watch?v=HSuWZHR_P8I
We also explain the role of media in educational institutions through data and
case studies.
Case Study 1- Pandemic and Learning through Smartphones by Children  

Covid 19 and the subsequent implementation of the complete lockdown in many

countries led schools’ closure indefinite periods. Schools shifted their teaching
methods, and they use various Information Communication tools and media to
reach children and continue their teachers. In this, smartphones and computers
play a significant role. Smartphones and computers gave massive benefit to
learners and teachers. It helped the teachers to continue their lessons and the
learners to continue their learning activities. Online platforms like Google Meet
and Zoom became prt of the life of the students. The School and colleges quickly
shift their mode of teaching online after the pandemic. We need to see the
accessibility and availability of mobile phones, laptops and internet services to
all children. As per existing literature, accessibility, availability, and control are
essential. Internet services may be available, but do all children own and control
mobile phones and laptops to listen to India’s lectures?

As per the survey conducted by the University of Hyderabad in the wake of the
Covid -19 crisis, only 50 per cent of the learners had access to laptops, 45 per
cent could able to access the internet frequently, and 18 per cent of the learners
didn’t have access to internet facilities at all. (UoH Herald, 2020). The above
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study reflected the current status in India. We need to have regular uninterrupted Media and Children
internet services required to attend classes online. The existing studies pointed
out the breakdown of internet services in urban as well as rural areas. The existing
patriarchal relations and socialisation process made girls learners more vulnerable
in the digital world. Social institutions like family expect girls to support mothers
and women in the family to help domestic work. There may be unequal access to
mobile phones, Laptops and internet services to girl students. The domestic
space already divided based on gendered norms. When Covid 19 hit India, the
Ministry of Education, University Grants Commission (UGC) and other
departments in India’s Government regularly stated to use the online space for
uninterrupted teaching learners. Of course, the Ministry of Education facilitated
schools to use all online areas (Businessworld 2020).

Case Study 2 Teaching coding for the children

Education makes a particular person reason, and It helps the individual learn
skills, providing opportunities to earn and economically proposer. In the era of
the 21st century, children pressured to learn computer coding along with school
education. Here we need to understand whether is it necessary to learn computer
coding at a young age. If they don’t know to code, are they lacking behind others?
The New Education policy introduced by the government in 2020 proposed to
teach coding in the 6th Standard. Coding is nothing but writing a language of
software. Children expect computer language at the age of 10. They are learning
coding at the early age of childhood expect the children to improve their
computational and creative thinking. Due to lockdown because of Covid 19,
may online applications emerged to teach coding to children. Many of these
online platforms promised to make children excellent coding, ensuring that their
children become entrepreneurs and scientists. Many news items appeared in the
newspaper that seven-year-old created sign language application, and ten years
old made the safe zone app, User interface, space teach and simulation. After the
8th Standard, learning coding helps the children to develop the game application.

Is it necessary to make children learn to code? Coding may be essential, and it

may not be compulsory. Ome must allow children to learn and grow on their
phase. We should not make children memorise coding techniques at an age without
understanding what they are doing. Secondly, like coding, each child may have
unique learning abilities like singing songs, excelling in mathematics, writing
beautiful, photography, and many more. We should not make everyone learn
coding at a young age; If we make children learn coding compulsory, it may
increase children screen time. Children are already learning their subjects online.
The computer is changing fast. If the children learn coming at ten, it may get
obsolete by the time they reach adulthood.

Reference https://www.youtube.com/watch?v=J1jlol6Vev4

18.3 CHILDREN AND THE SIGNIFICANCE OF

PROVISIONING CARE
It is essential to provide the proper environment for the children to reach their
goals to exercise their potential. This makes the country address the rights of the
children and achieves sustainable development goals. Evidence in the Lancet
series advancing Early Childhood Development (ECD) from science to scale
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Media Ethics (Lancet, 2017) highlights “the profound benefits of investing in ECD for learning,
productivity, health and social cohesion along the life course. The series
highlighted the critical importance of the early years and coined the term
‘nurturing care’ as a central tenet of what is required to achieve optimal
development, namely health, nutrition, security and safety, responsive care giving,
and early learning opportunities”.

In the year 2018, The World Health Organization (WHO), United Nations
International Children’s Emergency Fund (UNICEF) and the World Bank group
published “The Nurturing Care Framework for early childhood development”
(WHO, UNICEF & World Bank Group, 2018) at the World Health Assembly in
2018 to provide a roadmap for action. The Framework talks about the significance
of formulating necessary policies and interventions to improve children’s lives
and to achieve Sustainable Development Goals (SDGS). Nurturing care is
characterized by a stable environment that promotes health and optimal nutrition,
protects children from threats, and gives them opportunities for early learning
through affectionate interactions and relationships. It points out that the
government and society must accept the significance of nurturing care for young
children. The Framework gives guiding principles, strategic actions and ways of
monitoring progress.

ECD refers to the process of cognitive, physical, language, temperament, socio-

emotional and motor development of children that starts at the time of conception
until eight years of age. As per ECD process, the early years of child development
is crucial because the brain develops rapidly during that period. The care must
be given during that period. According to the Lancet Study 2018, fetus and child
are sensitive to interventions in the earlier period. Thus once must be sensitive
towards them (Lancet, 2017). By looking at the scientific evidence, policymakers
must formulate necessary policies to support parents and caregivers by providing
essential resources and support structure. The health sector plays a crucial role
in addressing women’s needs, men and children’s maternal health, childcare,
newborn care, and child health. In the areas of children’s brain development; it is
the media’s responsibility to provide scientific information to the caregivers and
nurturers. The WHO provided guidelines related to Reproductive, maternal,
newborn and child health (including nutrition, caregiver mental health, HIV
prevention and care, and prevention of no communicable diseases), refer to the
importance of early childhood development. Along with that, WHO gave
responsive care giving guidelines for early childhood development and learning,
including nutrition, environmental health, prevention of childhood illness, the
significance of physical activity, and preventing violence. Their early childhood
development grouped under seven categories there are as follows: a. Infant and
young child feeding b. Responsive caregiving and opportunities for early learning
c. Antenatal, pregnancy care and delivery d. Violence and injury prevention and
support for children with disability e. Mental health f. Environmental health g.
Neonatal care and the prevention and treatment of severe morbidity in young
children h. Diet, physical activity and health

18.4 POSITIVE IMPACT OF MEDIA ON

CHILDREN (PRINT AND DIGITAL)
There are some positive impacts of media on children. As we mentioned earlier,
276 social media applications’ spread and usage are not seen in society ten years
before. Children get exposed to books and newspaper supplements for children Media and Children
in both English and regional languages. Newspapers designed supplements
specifically by covering topics from science to religion, politics and quiz. Schools
allot a period to make the children spend their time library, and they tend to read
supplement newspapers meant for children and books. Teachers, parents and
caretakers tell children to read newspapers to improve general knowledge of
science, technology, politics and literature.
They also tell the children to read newspapers to improve their vocabulary.
Reading newspapers and getting exposed to the same will undoubtedly improve
their reading habit. Here we need to think about age-appropriate content for the
children. According to Nidhi Arora who started children’s newspaper in India
“When my son turned eight, it was simply a parent trying to ensure
he gets a long term, analysis based view of the news. I wanted him to
grow up to be a person who is both aware and unfazed,” the mother,
who finds this skill lacking in a lot of youngsters today”.
According to Riddhima Krishnamurthy, who is part of the children’s newspaper
Robin Age published by Raj Arora opined that the significance of producing and
child-friendly contents and children should be kept away from sensational news.
It is the responsibility of the parents and caretakers to ensure providing age-
specific contents.
1) Child-friendly Newspapers should be designed for the specific age group
2) The content of the newspaper should be presented for a specific age group.
3) It should be interactive by incorporating life values, puzzles, games, positive
cartoon characters.
4) Subject like science, history, mathematics may be presente through story
format
5) There should be negative news
6) Positive success stories in sports, eating healthy, cultivating good habits,
shoeing concern towards animal, showing concern towards fellow children
and elders, respecting elders parents and caretakers, caring tress, growing
trees etc.other i must be presented through stories
7) The weight of the paper should be light, and size should be small.
8) Newspapers must conduct competition regularly to encourage reading habits.
9) Newspaper can encourage children to develop their content, and the same
can be published.
10) Newspapers can form a reading club for the children
It is the responsibility of the elders to read newspapers for the children and
encourage children to participate. Elders can fix a certain time daily to encourage
children to read newspapers to particular time regularly.

Case Studies of Reading Club in South Africa

Reading clubs across South Africa share with us how they are using the bilingual
“Nal’ibali reading-for-enjoyment newspaper supplements”. Clubs use them in
different ways, depending on how many books and other resources they have
and the age range. Here are some ideas they are giving to try in our locality or
school: 277
Media Ethics The first page of the supplement has information regarding Story Stars. Volunteers
in the club share these stories to make the children get inspired. Children
encourage to make books for the club by taking pages from the supplement, and
They also use longer story corners in the supplement to create a story card. The
club will place the story cards in the decorated paper box in a particular corner of
the club to attract the children to read. The newspaper children’s club encourages
younger children to create a lending library and reading club. Others can borrow
books from the lending library. Older, as well as younger children, enable to
make a small library at home. Older children invite their friends to their home
library. The club encourages children to form a group to read loud based on their
interests. They can borrow books and form as a group. One person in the group
can read loudly, and others can listen. This will improve the listening habit as
well as reading ability. Apart from reading, they are encouraged to involve in
activities based on the stories they read. Story corner created in the club. Here
children can tell the stories for others based on their reading. Children are
encouraged to write books reviews. These experiences can be replicated
everywhere in the world.  In India, national as well as national dailies regularly
bring supplements for the children.
Smart Phones and its Use for teachers and Children
1) It may help the learners to enhance their learning Capacity;
2) We can see the advantages of smartphones subject wise. Ex. Smartphones
can create diagrams, structures, models through machine learning or artificial
intelligence to enhance students understanding of biology, physics, chemistry
and engineering. It will help in the listening and reading ability of the student
in the language class.
3) It will be helpful for both teachers and students.
4) Students can get their doubts cleared by browsing the internet.
5) It may improve a student’s independent learning capacity.
6) Educational videos are beneficial for learners. Apart from that, smartphones
are useful in education through Web Surfing Instant Communication, GPS,
Entertainment and data transfer.

18.5 NEGATIVE IMPACT OF MEDIA (INCLUDING

SOCIAL MEDIA) ON CHILDREN
This section discussed issues concerned with mobile phones and other media
like television and interactive media for long hours by the children. The study
conducted by Munni Ray and KanaRam Jat on electronic media’s effect on
children brought thought-provoking results. It influences children and their health-
related behaviour. It is difficult for children to distinguish between fantasy and
reality. Prolonged exposure to television makes children unable to determine
fantasy and reality. If they spend more time on television, they spend less time
on cultural and other activities. When children exposed to media violence, they
may end up behaving violently. Ray, et al.(5) from India reported that children
exposed to violence through media had more unsatisfactory school performance.
It impacts their psychosocial process, and they tend to socialise less with their
peer groups.

278
Yama, et al.(7) described that some of the fears, tensions, bad dreams, and Media and Children
tendencies towards delinquencies of children result from frequent and regular
exposure to murder-mystery movies and stories filled with violence and torture
children view on TV and movies. There is a strong association between long
hours of tv viewing and suicidal tendencies. So the content of the programme
and the time for viewing television are essential. The study conducted by Hopf,
et al.(10) showed that the direct correlation between watching horror and murder
mysteries for a long time during childhood, the higher rate of expressing violence
at the age of 14.
1) Long hours of social media and interactive media impacts the children’s
face to face interaction. Thus they lack the socialization process. Once they
enter adulthood, they may not be able to socialize with their age groups.
Sometimes they face loneliness. It affects their learning ability.
2) They may face psychological, moral and physical issues.
3) It affects the cognitive development of children and the academic
performance of the children.
4) Media affects children eating habits. It influences the children in a gender
differential manner. The media tried to project that girl should be thin and
lean. Thus, Girl children may not eat healthy food to project themselves as
skinny and slim and maintain their weight based on media expectation.
5) The current study pointed out the strong correlation between media exposure
and smoking habits among young adolescents and grownup children. When
India banned on-screen smoking in films and television programmes initially
in Janaury1 2006, it faced controversies. The Delhi High Court lifted the
ban on movies and Television on January 23, 2009. We need to do more
evidence-based studies on the influence of media among children on
smoking and food habits.
6) The study conducted in the year 1990 states that media too influence children
on alcohol drinking habits. The study further says that 56% of students in
class 5 to 12 get influenced by alcohol advertisements in the media, and
they may get into drinking habit at the later stages of life. Girls children too
get influences. The findings revealed that girls who had watched more hours
of TV at ages 13 and 15 drank more wine and spirits at age 18 than those
who had watched fewer hours of TV. The study further revealed that media
influenced children to consume banned substances at the later stage of their
life. There is a strong positive correlation between long hours of television
watching and getting addicted to alcohol and other banned substances.

For Example, scary online games like Momo Challenge and Blue whale make
children scared and harm the children. They try to interact with the remote
unknown character, making children think that it is true. Another game Blue
Whale Challenge was surface in 2013, and it drove the children to commit suicide.
Several suicides, suicide attempts and other self-harming acts have been reported
in many parts of the world including India because of few online games and few
digital applications.

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Media Ethics
18.6 DIGITAL DIVIDE AND ITS IMPACT ON
CHILDREN IN INDIA AND OTHER PARTS
OF THE WORLD
We need to see the digital divide among children through accessibility, availability,
and digital media platform control. Here, In this section, we are looking at the
accessibility of digital media among children and the gender divide. We can try
to find out the access of digital media among children in India through following
data through the article published in the EPW engage (https://www.epw.in/engage/
article/why-online-not-way-forward-education-reading).

Bheemeshwar Reddy A et al (2020) wrote “Analysis of the National Sample

Survey Office (NSSO data on social consumption of education (2017–18) informs
that only about 9% of students who are currently enrolled in any course have
access to essential digital infrastructure, and such measly access is enmeshed
with huge socio-economic and spatial disparities. Hence, the attempt to make
online education an opportunity out of the Covid-19 crisis poses a serious risk of
leaving many students, especially the socio-economically disadvantaged,
(UNESCO 2020). Higher the socio-economic disadvantage, much lesser the
access. Only 2% of students from the poorest income groups have access to
computer with internet, only 3% have access to computer at home and 10% have
access to internet through any of the digital devices. Students from Scheduled
Tribes (STs) and Scheduled Castes (SCs) also have an equally measly access”.

The disparities in access are visible not only socio-economic but also regional—
digital infrastructure and connectivity varies from state to state as well as between
urban and rural.

Rajagopal Devara (2020) highlighted the “gender disparity in access to online

education: India has among the world’s highest gender gap in access to technology.
Only 21% of women in India are mobile internet users, according to Global
System for Mobile Communications Association’s 2020 mobile gender gap report,
while 42% of men have internet access (Civilsdaily 2020). The report says that
while 79% of men own a mobile phone in the country, the number for women is
63% (Civilsdaily 2020). While there do exist economic barriers to girls owning
a mobile phone or laptop, cultural and social norms also play a major part. The
male–female gap in mobile use often exacerbates other inequalities for women,
including access to information, economic opportunities, and networking”.
(Civilsdaily 2020). Access to mobile phone dififers various countries. The study
conducted in Europe have different picture.

The study conducted in 2015 on mobile phones and the internet by children in
seven European countries brought notable results. Sixty-nine per cent of the
surveyed children across seven European countries were using mobile phones.
The study also revealed that among 15 and 16-year-olds surveyed, 10 and 12
years were the most common ages first to receive a mobile phone. Two in three
children who use a mobile phone have a smartphone. Thirty-four per cent of
children surveyed use a tablet.

A similar study in 2016 involved Bahrain, Honduras, Japan and the Philippines.
On average, 67% of children surveyed use a mobile phone. 52% of children use
a tablet. Ten years is the most common age for children to receive their first
280
mobile phone. Eighty-five per cent of all children surveyed who use mobile Media and Children
phones access the internet on their device. Ninety-three per cent of children that
use smartphones have downloaded apps, including 100 per cent of children in
Bahrain. On average, over 80 per cent of children using mobile phones access
social networking services on their phones, which increases to 93 per cent for
children using smartphones.

Adolescents and young adults spend a significant portion of their day using their
smartphones (Kumcagiz & Gunduz, 2016) as an intense and passionate means
of communicating with their friends, transferring their experiences, and following
the “daily progress” of others in social media posts. Most teens are actively
engaged in using Facebook, Instagram, WhatsApp etc., on their smartphones.
According to Gezgin (2018), around 80% of social media activities are carried
out over intelligent mobile devices.

While the percentage of young users of smartphones and interactive media might
vary from place to place, their use has become an indispensable part of the
youngsters’ lives worldwide irrespective of geographical, social or cultural
borders. The concerns expressed on the negative impacts of these harmful
technologies, especially by early childhood clinicians, educators, and
organizations that care about the young generation’s well-being, are disheartening.

18.7 LET US SUM UP

Children have easy access to mobile platforms, interactive media devices and
print media irrespective of their age. It helps the children learn new languages,
learn science and mathematics through models and virtually see animals and
plants. It helps them to learn independently. It helps them clear doubts. Children
Supplements in Print Media facilitates in improving reading habits, learn language
etc.

At the same time, prolonged exposure to digital media brings equally harm to
the children. It affects their eyesight, reducing the physical activities that lead to
childhood obesity and other health issues. Children try to interact with unknown
people through interactive media devices. Interacting with strange people may
affect their safety and security. Experts advised the children toa access media
through parents, elders and teachers. Internet time should be reduced. They should
not allow accessing all applications on digital platforms. Instead, they should be
encouraged to print media. Parents should register their children’s name on the
digital device with awareness about consequences. Children should not reveal
personal information on the digital platform.

18.8 REFERENCES AND FURTHER READINGS

Amin, S. & Rashed, A. (2014). Effect of using habits of cell phone on the study
of the students: A case study on parents and teachers of Sargodha city. Asian
Journal of Empirical Research, 4(4)2014: 254- 263
Bhattacharya. Saumyajit. 2020. Economic and Political Weekly. JUNE 6, 2020
vol lV no 23
Businessworld (2020): “We in the Government Are a Facilitator of Online
Learning in India: NITI Aayog CEO,” 10 September, http://bweducation.
281
Media Ethics businessworld.in/article/We-In-The-Government-Are-A-Facilitator-Of-Online-
Learning-In-India-NITI-Aayog-CEO-/10-09-2019-175873/.
Civilsdaily (2020): “National Education Policy Needs Scrutiny,” 31 July, https:/
/www.civilsdaily.com/news/national-education-policy-needs-scrutiny/.
Jameela Hanoon Umarlebbe and Seriaznita Mat Said. 2019 Negative impacts of
mobile platforms and interactive media on children . Proceedings of the 1st
International Conference on Universal Wellbeing (ICUW 2019) . Addressing
Societal Changes through Science and Technology. Kuala Lumpur, Malaysia, 4-
6 December, 2019.
McCowan, Tristan (2016): “Universities and the Post-2015 Development Agenda:
An Analytical Framework,” published online 18 August 2016 with open access
at Springerlink.com, https://link.springer.com/article/10.1007/s10734-016-0035-
7.
MHRD (2019): “Draft National Education Policy 2019,
“ https://mhrd.gov.in/sites/upload_files/mhrd/files/Draft_NEP_2019_
EN_Revised.pdf.
News18 India (2020): “Online Education a Contingency Measure during Covid-
19 Lockdown and Not Long-term Strategy, Say Experts,” 17 April,
https://www.news18.com/news/india/online-education-a-contingency-measure-
during-covid-19-lockdown-and-not-long-term-strategy-say-experts-
2581297.html.
UGC (2020): “Let Covid Not Stop You from Learning,” University Grants
Commission, https://www.ugc.ac.in/pdfnews/1573010_On-Line-Learning—ICT-
initiatives-of-MHRD-and-UGC.pdf.
UoH Herald (2020): “Proposal for Online Classes Elicits Mixed Responses from
UoH Students: Survey,” http://herald.uohyd.ac.in/proposal-for-online-classes-
elicits-mixed-responses-from-uoh-students-survey.
UNESCO (2020): Inclusion and Education: All Means All, Global Education
Monitoring Report . Paris: UNESCO.
WebSources
https://www.hrishiblogbuddhi.com/advantages-of-smartphone-in-education/
accessed on 21st March, 2021
(https://www.epw.in/engage/article/why-online-not-way-forward-education-
reading,
12th February 2021 accessed on 21st March, 2021.

18.9 CHECK YOUR PROGRESS: POSSIBLE

ANSWER
1) Examine the role of both digital and print media in imparting education to
the children
2) Analyse the print and digital media and their impact on children
3) “Print media is better than digital media. Print media enhances and facilitates
282 children to learn and reflect” Comment.