Co-researching with primary school students to retrace their digital footprint

IF 8.9 1区教育学 Q1 COMPUTER SCIENCE, INTERDISCIPLINARY APPLICATIONS

Computers & Education Pub Date : 2024-10-16 DOI:10.1016/j.compedu.2024.105170

Rebecca Ng, M.C.S. Rivera, M. Cook, M.F. Mavilidi, S. Bennett

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引用次数: 0

Abstract

Young children are extensively datafied today even from before birth where families may share information about them or allow them to use digital technologies at a very young age. Schools typically collect children's data for compliance and to construct a set of norms and deviance in predicting risks and educational outcomes, often without children's knowledge and consent. Yet, children's understanding of their digital footprints is limited by the scope and design of curriculum delivery.

This research worked with 62 primary school children between ages 10 and 11 to investigate how they understood and critically viewed their digital footprint. Adopting a co-research approach, children conducted their own research to develop their understanding of their digital footprint. Findings revealed that, while children were knowledgeable about the concepts of data and digital footprint, curriculum design plays a key role in supporting ways children can make meaningful connections between these concepts and children's day-to-day experiences with digital data, both personal and educational.

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与小学生共同研究，追溯他们的数字足迹

如今，幼儿甚至在出生前就被广泛数据化，家庭可能会分享他们的信息，或允许他们在很小的时候就使用数字技术。学校收集儿童数据的目的通常是为了遵纪守法，并在预测风险和教育成果时构建一套规范和偏差，而这往往是在儿童不知情和未经其同意的情况下进行的。本研究与 62 名 10 至 11 岁的小学生合作，调查他们如何理解和批判性地看待自己的数字足迹。采用共同研究的方法，孩子们自己进行研究，以加深他们对自己数字足迹的理解。研究结果表明，虽然孩子们对数据和数字足迹的概念有所了解，但课程设计在支持孩子们如何将这些概念与孩子们日常的数字数据（包括个人数据和教育数据）经验建立有意义的联系方面起着关键作用。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Computers & Education 工程技术-计算机：跨学科应用

CiteScore

27.10

自引率

5.80%

发文量

204

审稿时长

42 days

期刊介绍： Computers & Education seeks to advance understanding of how digital technology can improve education by publishing high-quality research that expands both theory and practice. The journal welcomes research papers exploring the pedagogical applications of digital technology, with a focus broad enough to appeal to the wider education community.