| Chapter 1: | Introduction |
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The primary intent of the current study is to explore the manner in which Israeli elementary school computer coordinators from the Modern-Orthodox (who, unlike the ultra-Orthodox, don’t reject modernity) and secular sectors manage student access to Internet-generated popular-culture messages that may potentially conflict with the Jewish or human values adhered to and taught by their educational stream. Another important intent of this study is the determination of whether or not Milton Rokeach’s comprehensive theory of change facilitates understanding Israeli educators’ rationale for resolving value conflicts created by access to Internet-generated popular-culture messages.
Communication researchers have taken an increased interest in new mass media, particularly the Internet—a significant and unique new medium for the dissemination and storage of information. As a mass medium, the Internet has driven an explosion of access to messages from all parts of the globe. Depending on one’s perspective or global position, many of these messages can be deemed as popular culture or viewed as obscure.
Examining Internet usage by children has been especially important, not only because of its vast resources, but also because of concerns raised by educators and parents. Though it is generally applauded for the immense amounts of information available, the Internet is criticized, as well, for this same information that is easily accessible but unedited for accuracy, credibility, and appropriateness for children.
Why has there been continual attention on protecting and shielding children? Children, especially very young children, do not have the mental or emotional capacity to protect themselves. Uncensored access to the Internet may, in fact, result in visual and auditory images and messages that could cause emotional—and even physical—harm.