This project sought to respond to the challenges and opportunities young people face in a fast-changing digitally connected world. Through surveys, expert conferences, ethnography and practitioner action research, we developed a rich picture of the various ways that digital citizenship is enacted and taught in secondary schools across the UK – not only in Computer Science, Citizenship, PSHE, but across the curriculum and in the wider life of the school such as pastoral care and management information systems.
Our findings seek to furnish young people with a sense of agency and an understanding of data justice. Data justice approaches recognise that the computer systems we use are not value-neutral, and ethical dilemmas need to be understood in relation to social inequalities and political decisions, not only technical solutions.
Self-Evaluation Framework for Schools
Working closely with practitioners who are enthusiastic early adopters of innovative solutions in the classroom, we have developed a self-evaluation framework to help schools reflect on and take the next steps in embedding digital citizenship and data justice across their pedagogy and practice.
Thanks to ESRC Impact Accelerator Account funding, this framework is now available.
- Self-Evaluation Framework for Schools