Article Sidebar

Submitted
Nov 11, 2021
Published
Dec 31, 2021
Download
PDF
Statistic
Read Counter : 476 Download : 13651

Main Article Content

Abstract

-

Keywords

Digital Citizenship Classroom Research

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

The author declares that the submitted to Journal of e-Learning and Knowledge Society (Je-LKS) is original and that is has neither been published previously nor is currently being considered for publication elsewhere.
The author agrees that SIe-L (Italian Society of e-Learning) has the right to publish the material sent for inclusion in the journal Je-LKS.
The author agree that articles may be published in digital format (on the Internet or on any digital support and media) and in printed format, including future re-editions, in any language and in any license including proprietary licenses, creative commons license or open access license. SIe-L may also use parts of the work to advertise and promote the publication.
The author declares s/he has all the necessary rights to authorize the editor and SIe-L to publish the work.
The author assures that the publication of the work in no way infringes the rights of third parties, nor violates any penal norms and absolves SIe-L from all damages and costs which may result from publication.

The author declares further s/he has received written permission without limits of time, territory, or language from the rights holders for the free use of all images and parts of works still covered by copyright, without any cost or expenses to SIe-L.

For all the information please check the Ethical Code of Je-LKS, available at http://www.je-lks.org/index.php/ethical-code

Author Biographies

Carrie James, Harvard Graduate School of Education

Carrie James is a Research Associate and Principal Investigator at Project Zero, Harvard Graduate School of Education. Her research explores young people’s digital, civic, and moral lives.

Drs. James and Emily Weinstein co-direct the Digital Dilemmas and Reimagining Digital Well-being initiatives at Project Zero. They are co-authors of the forthcoming book, Behind Their Screens: What Teens are Facing (and Adults are Missing) (Weinstein & James, The MIT Press).

Emily Weinstein, Harvard Graduate School of Education

Emily Weinstein is a Senior Researcher at Project Zero. For the last decade, her work has focused on how today’s technologies shape teens’ lives and development. Drs. Carrie James and Weinstein co-direct the Digital Dilemmas and Reimagining Digital Well-being initiatives at Project Zero. They are co-authors of the forthcoming book, Behind Their Screens: What Teens are Facing (and Adults are Missing) (Weinstein & James, The MIT Press).

How to Cite
James, C., & Weinstein, E. (2021). Children as Digital Citizens: insights from classroom research with digital dilemmas . Journal of E-Learning and Knowledge Society, 17(3), 5-7. https://doi.org/10.20368/1971-8829/1135583

References

  1. Blatt, M., & Kohlberg, L. (1975). The effects of classroom moral discussion upon children’s level of moral judgement. Journal of Moral Education, 4(2), 129-161.
  2. Hess, D.E., & McAvoy, P. (2014). The political classroom: Evidence and ethics in democratic education. New York: Routledge.
  3. James, C., Weinstein, E., & Mendoza, K. (2021). Teaching digital citizens in today's world: Research and insights behind the Common Sense K–12 Digital Citizenship Curriculum. (Version 2). San Francisco, CA: Common Sense Media.
  4. Ritchhart, R., Church, M., & Morrison, K. (2011). Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners. Jossey-Bass.
  5. Tishman, S., Jay, E., & Perkins, D.N. (1993). Teaching Thinking Dispositions: From Transmission to Enculturation. Theory Into Practice, 32(3), 147-153.