From post

"Maybe Some Learn It the Hard Way": A Nexus Analysis of Teachers Mediating Children's Online Safety.

, , и . SCIS, том 294 из Lecture Notes in Business Information Processing, стр. 111-124. Springer, (2017)

Please choose a person to relate this publication to

To differ between persons with the same name, the academic degree and the title of an important publication will be displayed.

 

Другие публикации лиц с тем же именем

Computational empowerment of children: Design research on empowering and impactful designs by children., , , , , , и . Int. J. Child Comput. Interact., (сентября 2023)"I could become a white hat hacker" or Ät least I am creative": Children's technology protagonist identities and their evolution during a critical design and making project., , , , , , и . Int. J. Child Comput. Interact., (2024)A Series of Fortunate Accidents: Lessons Learned When Things Go Sideways in Making Projects with Children., , , , , , и . FabLearn/MakeEd, стр. 19:1-19:4. ACM, (2022)Aiming for Resemiotisation - Meanings Making and Co-Creation of Value Around an IT Course., , , и . ICIS, Association for Information Systems, (2020)Empowering Children for Social Justice-Design Research in the Context of Children's Computing Education., , , , , и . IFIPJWC, том 696 из IFIP Advances in Information and Communication Technology, стр. 193-206. Springer, (2023)Transformative Technologies for Children: Going beyond 'Good'., , , , , , и . CHI Extended Abstracts, стр. 495:1-495:5. ACM, (2024)Participatory design that matters - with activism education of children., , , и . PDC (1), стр. 221-233. ACM, (2024)Entrepreneurship Education Meets FabLab: Lessons Learned with Teenagers., , , и . FabLearn/MakeEd, стр. 2:1-2:9. ACM, (2021)Madness to the methods: Speculating approaches to study and nurture children's designer and Maker identities., , , , , , и . FabLearn/MakeEd, стр. 6:1-6:9. ACM, (2022)Transformative agency - the next step towards children's computational empowerment., , , , , , , , , и 1 other автор(ы). IDC, стр. 322-337. ACM, (2024)