Screen Aware Early Childhood Action Kit
References
Sheet 1: Learning and Development
  1. Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function. Working Paper No. 11. https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/.
  2. Center on the Developing Child at Harvard University. (2015, March). Executive function and self-regulation. https://developingchild.harvard.edu/science/key-concepts/executive-function/.
  3. Center on the Developing Child at Harvard University. (2016). Building core capabilities for life: The science behind the skills adults need to succeed in parenting and the workplace. https://developingchild.harvard.edu/resources/building-core-capabilities-for-life/.
  4. Gray, P. (2011). The decline of play and the rise of psychopathology in children and adolescents. American Journal of Play, 3(4), 443–463.
  5. Hamre, B. K., & Pianta, R.C. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72(2). 625–638.
  6. Levin, D.E. (1996).  Endangered play, endangered development: A constructivist view of the role of play in development and learning. In A. Phillips (Ed.), Topics in early childhood education 2: Playing for keeps. St. Paul, MI: Inter-Institutional Early Childhood Consortium, Redleaf Press.
  7. National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/resources/wp1/.
  8. Radesky J.S., Kaciroti, N., Weeks, H.M., Schaller, A, Miller A.L. (2023). Longitudinal associations between use of mobile devices for calming and emotional reactivity and executive functioning in children aged 3 to 5 years. Pediatrics, 177(1), 62–70.
  9. Rosanbalm, K.D., & Murray, D.W. (2017). Co-regulation from birth through young adulthood: A practice brief. Washington, D.C.: Office of Planning, Research, and Evaluation, Administration for Children and Families, https://www.acf.hhs.gov/opre/resource/co-regulation-from-birth-through-young-adulthood-a-practice-brief.
  10. Uzundağ, B.A., Altundal, M.N., & Keşşafoğlu, D. (2022). Screen media exposure in early childhood and its relation to children’s self-regulation. Human Behavior and Emerging Technologies, 2022.
  11. Yogman, M., Garner, A., Hutchinson, J., Hirsh-Pasek, K., et al. 2018). AAP Committee on Psychosocial Aspects of Child and Family Health, AAP Council on Communications. The power of play: A pediatric role in enhancing development in young children. Pediatrics, 142(3). https://doi.org/10.1542/peds.2018-2058.
Sheet 2: Impacts
  1. Anderson, D. R., & Hanson, K. G. (2013, February 28). What researchers have learned about toddlers and television. Zero to Three, 33(4), 4-10.
  2. Barr, R., McClure, E., & Parlakian, R. (2018).  Screen sense: What the research says about the impact of media on children aged 0-3 years old. Zero to Three. https://www.zerotothree.org/resource/screen-sense-what-the-research-says-about-the-impact-of-media-on-children-aged-0-3-years-old/.
  3. Center on the Developing Child at Harvard University. (2011). Building the brain’s “air traffic control” system: How early experiences shape the development of executive function. Working Paper No. 11. https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-experiences-shape-the-development-of-executive-function/.
  4. Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., Gray, S., & Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns. Archives of Pediatrics & Adolescent Medicine, 163(6), 554-558. https://doi.org/10.1001/archpediatrics.2009.61.
  5. Freed, R. (2015). Wired child: Reclaiming childhood in a Digital age. CreateSpace Independent Publishing Platform. Gentile, D. (2018, 19 June). This is brain science! Multiple effects of media on children. Children’s Screen Time Action Network. https://screentimenetwork.org/resource/brain-science-multiple-effects-media-children.
  6. Harrington, S.C., Stack, J., O’Dwyer, V. (2019). Risk factors associated with myopia in schoolchildren in Ireland. The British Journal of Ophthalmology, U.S. National Library of Medicine, 2022, https://pubmed.ncbi.nlm.nih.gov/30745305/.
  7. Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2020). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, 174(1). https://doi.org/10.1001/jamapediatrics.2019.3869.
  8. Levin, D.E. (1996). Endangered play, endangered development: A constructivist view of the role of play in development and learning. In A. Phillips (Ed.), Playing for keeps. St. Paul, MN: Redleaf Press.
  9. Mallawaarachchi, S. R., Anglim, J., Hooley, M., & Horwood, S. (2022). Associations of smartphone and tablet use in early childhood with psychosocial, cognitive and sleep factors: A systematic review and meta-analysis. https://doi.org/10.31234/osf.io/jd69k.
  10. Meyer, M., Adkins, V., Yuan, N., Weeks, H.M., Chang, Y.-J., & Radesky, J. (2019). Advertising in young children’s apps: A content analysis. Journal of Developmental & Behavioral Pediatrics, 40(1), 32–39. https://doi.org/10.1097/dbp.0000000000000622.
  11. National Scientific Council on the Developing Child. (2004). Young children develop in an environment of relationships. Center on the Developing Child at Harvard University. https://developingchild.harvard.edu/resources/wp1/.
  12. Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., Bodurka, J., Morris, A. S., Thompson, W. K., Bartsch, H., & Tapert, S. F. (2019). Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the ABCD study. NeuroImage, 185, 140–153. https://doi.org/10.1016/j.neuroimage.2018.10.040.
  13. Radesky, J. S., Kistin, C. J., Zuckerman, B., Nitzberg, K., Gross, J., Kaplan-Sanoff, M., Augustyn, M., & Silverstein, M. (2014). Patterns of mobile device use by caregivers and children during meals in fast food restaurants. Pediatrics, 133(4). https://doi.org/10.1542/peds.2013-3703.
  14. Ribner, A. D., & McHarg, G. G. (2019). Why won’t she sleep? Screen exposure and sleep patterns in young infants. Infant Behavior and Development, 57. https://doi.org/10.1016/j.infbeh.2019.101334.
  15. Rosanbalm, K.D., & Murray, D.W. (2017). Co-regulation from birth through young adulthood: A practice brief. Washington, D.C.: Office of Planning, Research, and Evaluation, Administration for Children and Families, https://www.acf.hhs.gov/opre/resource/co-regulation-from-birth-through-young-adulthood-a-practice-brief.
  16. Tideman, J.W.L., Polling, J.R., Jaddoe, V.W.V., Vingerling, J.R., Klaver, C.C.W. (2019). Environmental risk factors can reduce axial length elongation and  myopia incidence in 6- to 9-year-old children. Ophthalmology, U.S. National Library of Medicine, https://pubmed.ncbi.nlm.nih.gov/30146089/.
  17. World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://apps.who.int/iris/handle/10665/311664.
Sheet 3: Relationships and Technoference
  1. Anderson, D. R., & Hanson, K. G. (2013, February 28). What researchers have learned about toddlers and television. Zero to Three, 33(4), 4-10. https://eric.ed.gov/?id=EJ1125783.  
  2. Christakis, D. A., Gilkerson, J., Richards, J. A., Zimmerman, F. J., Garrison, M. M., Xu, D., Gray, S., & Yapanel, U. (2009). Audible television and decreased adult words, infant vocalizations, and conversational turns. Archives of Pediatrics & Adolescent Medicine, 163(6), 554-558. https://doi.org/10.1001/archpediatrics.2009.61.
  3. McDaniel, B. T. (2015). “Technoference”: Everyday intrusions and interruptions of technology in couple and family relationships. In C. J. Bruess (Ed.), Family communication in the age of digital and social media. New York, NY: Peter Lang.
  4. McDaniel, B. T., & Radesky, J. S. (2018). Technoference: Longitudinal associations between parent technology use, parenting stress, and child behavior problems. Pediatric Research, 84(2), 210–218. https://doi.org/10.1038/s41390-018-0052-6.
  5. McDaniel, B. T., & Radesky, J. S. (2017). Technoference: Parent distraction with technology and associations with child behavior problems. Child Development, 89(1), 100–109. https://doi.org/10.1111/cdev.12822.
  6. McDaniel, B. T., & Coyne, S. M. (2016). Technology interference in the parenting of young children: Implications for mothers’ perceptions of coparenting. The Social Science Journal, 53(4), 435–443. https://doi.org/10.1016/j.soscij.2016.04.010.
  7. Myruski, S., Gulyayeva, O., Birk, S., Pérez-Edgar, K., Buss, K. A., & Dennis-Tiwary, T. A. (2017). Digital disruption? Maternal mobile device use is related to infant social-emotional functioning. Developmental Science, 21(4). https://doi.org/10.1111/desc.12610.
  8. Parlakian, R. (2020, 11 March) Screens and parenting: Managing ‘technoference’ in a digital world. Zero to Three. https://www.zerotothree.org/resources/3254-screens-and-parenting-managing-technoference-in-a-digital-world.
  9. Radesky, J. S., Kistin, C. J., Zuckerman, B., Nitzberg, K., Gross, J., Kaplan-Sanoff, M., Augustyn, M., & Silverstein, M. (2014). Patterns of mobile device use by caregivers and children during meals in fast food restaurants. Pediatrics, 133(4). 843-849. https://doi.org/10.1542/peds.2013-3703.
  10. Schmidt, M. E., Pempek, T. A., Kirkorian, H. L., Lund, A. F., & Anderson, D. R. (2008). The effects of background television on the toy play behavior of very young children. Child Development, 79(4), 1137–1151. https://doi.org/10.1111/j.1467-8624.2008.01180.x.
Sheet 4: Advertising and Media Literacy
  1. Fairplay for Kids. (n.d.) Get the facts: Marketing and materialism. https://fairplayforkids.org/wp-content/uploads/archive/devel-generate/wri/materialism_fact_sheet.pdf.
  2. Goldberg, M. E., & Gorn, G. J. (1978). Some unintended consequences of TV advertising to children. Journal of Consumer Research, 5(1), 22–29. https://doi.org/10.1086/208710.
  3. Kellner, D., & Share, J. (2007). Critical Media Literacy is not an option. Learning Inquiry, 1(1), 59–69. https://doi.org/10.1007/s11519-007-0004-2.
  4. Meyer, M., Adkins, V., Yuan, N., Weeks, H., Chang, Y., Radesky, J. (2019, January). Advertising in young children’s apps: A content analysis.” Journal of Developmental & Behavioral Pediatrics. https://journals.lww.com/jrnldbp/Citation/2019/01000/Advertising_in_Young_Children_s_Apps__A_Content.4.aspx.
  5. Opree, S. J., Buijzen, M., van Reijmersdal, E. A., & Valkenburg, P. M. (2013). Children’s advertising exposure, advertised product desire, and materialism. Communication Research, 41(5), 717–735. https://doi.org/10.1177/0093650213479129.
  6. Roberto, C.A., Baik, J., Harris, J.L., & Brownell, K.D. (2010). Influence of licensed characters on children’s taste and snack preferences. Pediatrics, 126 (1). http://pediatrics.aappublications.org/content/126/1/88.
  7. Rogow, F. (2022). Media Literacy for young children: Teaching beyond the screen time debates. Washington, D.C.: National Association for the Education of Young Children.
  8. Share, J. (2014). Media literacy is elementary : Teaching youth to critically read and create media (ed.2). New York: Peter Lang.
  9. Turner, K. H., Jolls, T., Hagerman, M. S., O’Byrne, W., Hicks, T., Eisenstock, B., & Pytash, K. E. (2017). Developing Digital and media literacies in children and adolescents. Pediatrics, 140(Supplement_2). https://doi.org/10.1542/peds.2016-1758p.
  10. Valkenburg, P. M., & Buijzen, M. (2005). Identifying determinants of young children’s brand awareness: Television, parents, and peers. Journal of Applied Developmental Psychology, 26(4), 456–468. https://doi.org/10.1016/j.appdev.2005.04.004.
  11. Vega, V., & Roberts, D. F. (2011). Linkages between materialism and Young People’s television and advertising exposure in a US sample. Journal of Children and Media, 5(2), 181–193. https://doi.org/10.1080/17482798.2011.558272.
Sheet 5: Outdoor Time and Nature
  1. Bravender, & Bravender, L. S. (2020). Nature play: A prescription for healthier children. Contemporary Pediatrics (Montvale, N.J.), 37(3), 12–22. https://www.contemporarypediatrics.com/view/nature-play-prescription-healthier-children.  
  2. Fyfe-Johnson, A. L., Hazlehurst, M. F., Perrins, S. P., Bratman, G. N., Thomas, R., Garrett, K. A., Hafferty, K. R., Cullaz, T. M., Marcuse, E. K., & Tandon, P. S. (2021). Nature and children’s health: A systematic review. Pediatrics, 148(4). https://doi.org/10.1542/peds.2020-049155.
  3. Harrington, S.C., Stack, J., O’Dwyer, V. (2019). Risk factors associated with myopia in schoolchildren in Ireland. The British Journal of Ophthalmology, U.S. National Library of Medicine, 2022, https://pubmed.ncbi.nlm.nih.gov/30745305/.
  4. Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of Environmental Psychology, 15(3), 169–182. https://doi.org/10.1016/0272-4944(95)90001-2.
  5. Louv, R. (2008). Last child in the Woods. Algonquin Books.
  6. Norwood, M. F., Lakhani, A., Fullagar, S., Maujean, A., Downes, M., Byrne, J., Stewart, A., Barber, B., & Kendall, E. (2019). A narrative and systematic review of the behavioural, cognitive and emotional effects of passive nature exposure on young people: Evidence for prescribing change. Landscape and Urban Planning, 189, 71–79. https://doi.org/10.1016/j.landurbplan.2019.04.007.
  7. Roberts, A., Hinds, J., & Camic, P. M. (2019). Nature activities and wellbeing in children and young people: A systematic literature review. Journal of Adventure Education and Outdoor Learning, 20(4), 298–318. https://doi.org/10.1080/14729679.2019.1660195.
  8. Tideman, J.W.L., Polling, J.R., Jaddoe, V.W.V., Vingerling, J.R., Klaver, C.C.W. (2019). Environmental risk factors can reduce axial length elongation and  myopia incidence in 6- to 9-year-old children. Ophthalmology, U.S. National Library of Medicine, https://pubmed.ncbi.nlm.nih.gov/30146089/.
  9. Uhls, Y.T., Michikyan, M., Morris, J., Garcia, D., Small, G.W., Zgourou, E., & Greenfield, P.M. (2014). Five days at outdoor education camp without screens improves preteen skills with nonverbal emotion cues. Computers in Human Behavior. 39, 387-392.
Sheet 6: In the Home
  1. Barr, R., McClure, E., & Parlakian, R. (2018).  Screen sense: What the research says about the impact of media on children aged 0-3 years old. Zero to Three. https://www.zerotothree.org/resource/screen-sense-what-the-research-says-about-the-impact-of-media-on-children-aged-0-3-years-old/.
  2. Cantor, P., & Cornish, M. (2016). Techwise infant and toddler teachers: Making sense of screen media for children under three. Charlotte, NC: Information Age Publishing, Inc.
  3. Center for Media Literacy. (n.d.). Media literacy kit: Key questions to guide young children. http://www.medialit.org/reading-room/key-questions-guide-young-children.
  4. Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2020). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, 174(1). https://doi.org/10.1001/jamapediatrics.2019.3869.
  5. Levin, D.E. (2013). Beyond remote controlled childhood: Teaching children in the media age. Washington, DC: National Association for the Education of Young Children.
  6. Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., Bodurka, J., Morris, A. S., Thompson, W. K., Bartsch, H., & Tapert, S. F. (2019). Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the ABCD study. NeuroImage, 185, 140–153. https://doi.org/10.1016/j.neuroimage.2018.10.040.
  7. Rosanbalm, K.D., & Murray, D.W. (2017). Co-regulation from birth through young adulthood: A practice brief. Washington, D.C.: Office of Planning, Research, and Evaluation, Administration for Children and Families, https://www.acf.hhs.gov/opre/resource/co-regulation-from-birth-through-young-adulthood-a-practice-brief.
  8. World Health Organization. (2019). Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age. https://apps.who.int/iris/handle/10665/311664.
Sheet 7: In the Classroom
  1. Barr, R., McClure, E., & Parlakian, R. (2018).  Screen sense: What the research says about the impact of media on children aged 0-3 years old. Zero to Three. https://www.zerotothree.org/resource/screen-sense-what-the-research-says-about-the-impact-of-media-on-children-aged-0-3-years-old/.   
  2. Cantor, P., & Cornish, M. (2016). Techwise infant and toddler teachers: Making sense of screen media for children under three. Charlotte, NC: Information Age Publishing, Inc.
  3. Center for Media Literacy. (n.d.). Media literacy kit: Key questions to guide young children. http://www.medialit.org/reading-room/key-questions-guide-young-children.
  4. Hutton, J. S., Dudley, J., Horowitz-Kraus, T., DeWitt, T., & Holland, S. K. (2020). Associations between screen-based media use and brain white matter integrity in preschool-aged children. JAMA Pediatrics, 174(1). https://doi.org/10.1001/jamapediatrics.2019.3869.
  5. Kelly, G., Graham, J., Bronfman, J., & Garton, S. (2019). State of edtech privacy report common sense privacy program. San Francisco, CA: Common Sense Media. https://www.commonsensemedia.org/sites/default/files/research/report/cs-2019-state-of-edtech-privacy-report.pdf.
  6. Levin, D.E. (2013). Beyond remote controlled childhood: Teaching children in the media age. Washington, DC: National Association for the Education of Young Children.
  7. Meyer, M., Adkins, V., Yuan, N., Weeks, H.M., Chang, Y.-J., & Radesky, J. (2019). Advertising in young children’s apps: A content analysis. Journal of Developmental & Behavioral Pediatrics, 40(1), 32–39. https://doi.org/10.1097/dbp.0000000000000622.
  8. Paulus, M. P., Squeglia, L. M., Bagot, K., Jacobus, J., Kuplicki, R., Breslin, F. J., Bodurka, J., Morris, A. S., Thompson, W. K., Bartsch, H., & Tapert, S. F. (2019). Screen media activity and brain structure in youth: Evidence for diverse structural correlation networks from the ABCD study. NeuroImage, 185, 140–153. https://doi.org/10.1016/j.neuroimage.2018.10.040.
  9. Souto-Manning, M., & Price-Dennis, D. (2012). Critically redefining and repositioning media texts in early childhood teacher education: What if? and why? Journal of Early Childhood Teacher Education, 33(4), 304–321. https://doi.org/10.1080/10901027.2012.732669.
  10. Turner, K. H., Jolls, T., Hagerman, M. S., O’Byrne, W., Hicks, T., Eisenstock, B., & Pytash, K. E. (2017). Developing Digital and media literacies in children and adolescents. Pediatrics, 140(Supplement_2). https://doi.org/10.1542/peds.2016-1758p.
Sheet 8: Digital Privacy at Home
  1. Fairplay. (n.d.) Safe, secure, and smart: A guide to choosing tech for your preschooler. https://fairplayforkids.org/pf/safe-secure-smart/.
  2. Hiniker A., Schoenebeck S.Y., & Kientz, J.A.. (2016). Not at the dinner table: Parents’ and children’s perspectives on family technology rules. In Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing. Association for Computing Machinery, New York, NY, USA, 1376–1389.
  3. Nominet. (2019, January) Share with care. https://media.nominet.uk/wp-content/uploads/2016/09/Nominet-Share-with-Care-2016-Infographic.pdf.
  4. Ouvrein, G. & Verswijvel, K. (2019). Sharenting: Parental adoration or public humiliation? A focus group study on adolescents’ experiences with sharenting against the background of their own impression management, Children and Youth Services Review, 99 (319-327) Retrieved from: https://doi.org/10.1016/j.childyouth.2019.02.011.
  5. Parent Coalition for Student Privacy & Campaign for a Commercial Free Childhood. (2017). Parent toolkit for student privacy: A practical guide for protecting your child’s sensitive school data from snoops, hackers, and marketers. https://fairplayforkids.org/pf/parent-toolkit-student-privacy/.
  6. Parlakian, R. (2020, 11 March) Screens and parenting: Managing ‘technoference’ in a digital world. Zero to Three. https://www.zerotothree.org/resources/3254-screens-and-parenting-managing-technoference-in-a-digital-world.
  7. U.S. Department of Education. (2016). Office of Educational Technology, Early learning and educational technology policy brief, Washington, D.C. https://tech.ed.gov/earlylearning/.
Sheet 9: Classroom Privacy for Families
  1. Internet Safety Labs. (2021, 4 May). ME2BA product testing spotlight report published: Data sharing in primary & secondary school mobile apps. Internet Safety Labs. https://internetsafetylabs.org/blog/news-press/me2ba-product-testing-spotlight-report-published-data-sharing-in-primary-secondary-school-mobile-apps-2/.
  2. Kelly, G., Graham, J., Bronfman, J., & Garton, S. (2019). State of edtech privacy report common sense privacy program. San Francisco, CA: Common Sense Media. https://www.commonsensemedia.org/sites/default/files/research/report/cs-2019-state-of-edtech-privacy-report.pdf.
  3. Parent Coalition for Student Privacy & Campaign for a Commercial Free Childhood. (2017). Parent toolkit for student privacy: A practical guide for protecting your child’s sensitive school data from snoops, hackers, and marketers. https://fairplayforkids.org/pf/parent-toolkit-student-privacy/.
  4. Parent Coalition for Student Privacy and Badass Teachers Association. (2018) Educator Toolkit for Teacher and Student Privacy: A Practical Guide for Protecting Personal Data. https://www.studentprivacymatters.org/wp-content/uploads/2018/10/PCSP_BATS-Educator-Toolkit.pdf.
  5. Yahoo Finance. (2022, 20 January). Global education technology (Ed Tech) and smart classrooms market to reach US$207.3 Billion by the year 2026. Yahoo Finance. https://finance.yahoo.com/news/global-education-technology-ed-tech-125000029.html.
Sheet 10: Classroom Privacy for Professionals
  1. Kelly, G., Graham, J., Bronfman, J., & Garton, S. (2019). State of edtech privacy report common sense privacy program. San Francisco, CA: Common Sense Media. https://www.commonsensemedia.org/sites/default/files/research/report/cs-2019-state-of-edtech-privacy-report.pdf.
  2. Harwell, D. (2022, 24 May). Remote learning apps shared children’s data at a ‘dizzying scale.’ The Washington Post, https://www.washingtonpost.com/technology/2022/05/24/remote-school-app-tracking-privacy/?mc_cid=d782056876&mc_eid=780ef543c0.
  3. Meishar-Tal, H., Forkosh-Baruch, A., Levy, L. (2022).  Implications of CCTV cameras on child-care centres’ routines, peer relationships, and parent–teacher relationships: Child care educators’ opinions. International Journal of Child Care and Education Policy. 16(9). https://doi.org/10.1186/s40723-022-00102-3.
  4. Parent Coalition for Student Privacy & Campaign for a Commercial Free Childhood. (2017). Parent toolkit for student privacy: A practical guide for protecting your child’s sensitive school data from snoops, hackers, and marketers. https://fairplayforkids.org/pf/parent-toolkit-student-privacy/.
  5. Parent Coalition for Student Privacy & Badass Teachers Association. (2018). Educator toolkit for teacher and student privacy: A practical guide for protecting personal data. https://www.studentprivacymatters.org/wp-content/uploads/2018/10/PCSP_BATS-Educator-Toolkit.pdf.
  6. Perry-Hazan, L. & Birnhack, M. (2019). Caught on camera: Teachers’ surveillance in schools.Teaching and Teacher Education 78. https://doi.org/10.1016/j.tate.2018.11.021.
  7. Rideout, V., Peebles, A., Mann, S., & Robb, M. B. (2022). Common Sense census: Media use by tweens and teens, 2021. San Francisco, CA: Common Sense. https://www.commonsensemedia.org/research/the-common-sense-census-media-use-by-tweens-and-teens-2021.
  8. Spacey, J. (2021, 31 August). 56 examples of student data. Simplicable. https://simplicable.com/en/student-data.
  9. U.S. Department of Education. (2016). Office of Educational Technology, Early learning and educational technology policy brief, Washington, D.C. https://tech.ed.gov/earlylearning/.