Online opportunities bring diverse benefits for children’s learning, participation, creativity and identity. Or so it is often claimed. Although society has invested hugely in access to digital technologies, a recent evidence review found that surprisingly little is understood about how online opportunities generate tangible outcomes for children…
CO:RE – Children Online: Research and Evidence Blog publishes all blog posts and short work package related reports and updates within the CO:RE project.
Rarely does a day pass without TikTok mentioned in the media: whether it is a report of the latest viral video, a social media influencer’s shocking behaviour, or the platform itself allegedly failing to protect children’s safety and data, all of which leave many adults worried and puzzled at the appeal of the platform. For children, however, when it comes to TikTok, it is a different story altogether.
The Finnish CO:RE team has now completed all reviewing and grading of the excellent summer school participants’ final submissions and colleagues Sirkku Kotilainen and Guna Spurava took the time to look back on this inspiring methods course and participant feedback.
Learning from futures you didn’t see coming? Scenario planning, education and the (post)pandemic world
COVID-19 has reminded us that you can never be entirely sure what tomorrow may bring. While forecasts and predictions give us a sense that the future can be anticipated, no one has ever gathered data or evidence about events that are yet to occur.
You have interesting findings and new insights, but are you uncertain how to interpret them? How to move beyond empirical findings to make a theoretical or conceptual contribution, or engage with the current debates?
Read about dilemmas of informed consent associated with longitudinal research with young people, the importance of cognitive testing, and ethical issues that can arise when implementing comparative survey-based research in local contexts.
The number of media users who avoid the news had been growing steadily over the past year. However, news avoidance became an increasingly important topic during the pandemic, as more and more people had started ‘coronablocking’. Here’s what children and young people say about blocking news related to COVID-19 and what we can learn from it.
Everyone agrees that research integrity is important. It refers to maintaining trust in science. But what does this imply for researchers? And how can we ensure research integrity in practice?
Technologies are spreading into all aspects of our lives via smart devices, internet of things, augmented reality and data profiling. Children’s lives have become digital by default, with digital technologies the taken-for-granted means of playing, seeing family, doing schoolwork, hanging out with friends in a post-COVID world. But where does the digital begin and end, what does it include?
Diana Poudel is a media and digital literacies teacher in Estonia. Over the past decade, she has toured the schools to listen to parents, teachers, and kids talk about what puzzles or bothers them in online settings and developed an educational game to combat these online issues.
Our team at University of Tartu is releasing regular blog postings and short reports on the key topics in research of children’s and young people’s online experiences and is now inviting guest authors. Are your writing the next CO:RE short report?
As is being widely discussed, in today’s fast-developing digital ecology, the nature of online risk is continually evolving, sometimes exposing children to emerging risks well before adults know how to mitigate them…
What ethical issues arise when engaging children and young people in research online? And how have these issues been influenced by the current COVID-19 pandemic? On 3 Dec ’20 we organised a webinar to discuss …
Technologies play an increasingly important role for disabled children’s right to “live a full and decent life with dignity and, as far as possible, independence and to play an active part in the community” (UNCRC, Article 23)…
We work closely with educators to develop our platform as a one-stop-shop for evidence on children’s and youth’s online experiences. Educator’s insights are vital to cater to existing networks, bridge gaps between research, policy-making and education, …
Our team in work package 4 (University of Tartu) is releasing regular blog postings on the key themes and hot topics in the research of children’s and young people’s online experiences. Give the first one a read now!
We discussed questions related to children’s well-being in ever more digitized environments with Dr Richard Graham, Professor Laura Lundy, Professor Sonia Livingstone, Professor David Smahel, and Professor Kitty Stewart. Read what they had to say …
How do we imagine children and young people’s role as digital citizens? What do we expect them to know and understand about online platforms? Over the last decade, we have witnessed major transformations in children’s …
Well-being has become a bit of a buzzword, but what is it? How does it relate to cognate terms like happiness, health or quality of life? Is it a feature of an individual or a society, and what does it depend on?
Understanding children online:
Theories, concepts, debates –
Every time we begin to write something about children online, we have to choose our words.