Understanding Young People's Experiences of Cybersecurity

Young people are increasingly becoming responsible for the security of their devices, yet do not appear to have the knowledge to protect themselves online. In this paper, we explore young people’s knowledge of cybersecurity through a series of workshops with school children, and co-develop cybersecurity lessons aimed at engaging this demographic. We find that technical demonstrations are an effective way of engaging young people’s curiosity in the subject, and that group activities aimed at exploring the subject are preferred methods. We also find that while knowledgeable about cybersecurity theory (e.g. passwords), their actual behaviours did not reflect best practice. We discuss the role of schools in cybersecurity education and how to best embed this content in the curriculum to maximize the engagement of students, including a focus on teaching about cybersecurity protective tools

Projeto CriaTivo: Intervenção com alunos e desenvolvimento profissional de professores

O Projeto CriaTivo promove competências de autorregulação na escrita que, através do trabalho colaborativo em sala de aula com professores, procura contribuir, simultaneamente, para o desenvolvimento das competências de escrita dos alunos e para o desenvolvimento profissional de professores do 1.º Ciclo do Ensino Básico. Serão apresentadas algumas das opções diferenciadoras deste projeto (e.g., recurso à narrativa e ao lúdico) e um conjunto de metodologias e técnicas suportadas pela evidência científica. Serão ainda discutidos os resultados da avaliação do projeto realizada pelos professores, bem como o impacto do trabalho colaborativo na prática pedagógica dos professores

Collaborative Writing in L1 School Contexts: A Scoping Review

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Bubbling vs. writing: Bridging the gap between fourth grade writing standards and composition theory

Currently, fourth grade writing curricula in California public schools are dictated by California State English Language Arts standards, which are measured by the California Achievement Test. In this thesis, I explore the relationship between state standards and what compositionists identify as meaningful writing and learning

Permission to Play: Fostering Enterprise Creativities in Music Technology through Extracurricular Interdisciplinary Collaboration

This chapter explores how an extra-curricular approach to enabling interdisciplinary collaboration at The University of Huddersfield has helped music technology undergraduates to become enterprising. It explains the format of a collaboration hub (referred to as CollabHub), and following a brief overview of the key concepts that informed this initiative it provides examples that begin to illustrate how we can recognise risk taking, creativity and enterprise in this assessment-free setting. The CollabHub presents a continually evolving context for collaborative play, which is starting to build a community of apprenticeship. It is framed by research that has what David Hargreaves described as a social agenda for examining collaborative creativity in music. Looking ahead, this work considers how we may begin recognising and rewarding enterprise in this kind of extra-curricular context. Considering these themes and the broader implications for creative practice within and beyond a HMEI, it raises implications questions that may guide new research on extra-curricular collaborative play and enterprise development in HMEIs

Understanding collaborative creativity: An observational study of the effects of the social and educational context on the processes of young children's joint creative writing

Drawing on socio-cultural theory, the research presented here examines the nature of productive group work in the context of children's collaborative creative writing. The thesis explores the role of friendship in mediating the processes of joint creative writing, and examines the effects of other contextual features in the classroom-context - task design, instructions and writing medium - in structuring and supporting shared creativity. The study draws on preliminary observations of Year 5-Year 6 classrooms (children aged 9-11) and longitudinal observational data of ongoing classroom activities in Year 3 and Year 4 classrooms (children aged 7-9) in England. It offers a contextualised, qualitative analysis of the social and cognitive processes linked to shared creative text composition via the in-depth study of verbal interaction. For the analysis of joint creative writing discourse a functional model was developed. The research study contributes to the theoretical debate on collaborative learning by studying peer processes in the context of creative writing and by exploring the mediational role of friends and features in the learning context in influencing classroom-based collaboration. The findings show that the pairs' discourse varied in the level of collectivity and individualism they displayed and that, for most part, the variations can be explained by the differences in their relationships. Thus the study demonstrates the potential affordances of friendship pairing for shared creativity. Furthermore, the research presented in the thesis shows the mediating effects of task design, instructions and the writing medium, highlighting the inextricably linked nature of contextual features in structuring shared work in the classroom

The Effects of Technology and Peer Collaboration on Children's Creativity

The aim of this research was to gain a more comprehensive understanding of 5- to 7-year-old children’s creativity and discover what factors affect it. In particular, the focus of this research was to find out how and in which ways touchscreen device use and peer collaboration affect children’s creativity. Two different creative domains were measured: storytelling and drawing. Storytelling was measured in two cultures: the UK and Turkey. A new way to measure children’s creative storytelling was developed. Linguistic components of children’s stories were evaluated to measure two divergent thinking skills (fluency and elaboration) in a more objective way. Children’s stories were also measured by independent judges using the Consensual Assessment Technique. Touchscreen use did not affect children’s creativity in either of the countries. Collaboration had a positive effect on the fluency of British children’s stories, no effect on their overall creativity, and a negative effect on their elaboration. For Turkish children collaboration had a positive effect on the fluency and overall creativity of their stories, and no effect on the elaboration scores. Children’s creative drawing was measured using the Torrance Tests of Creative Thinking (TTCT)-Figural. The effects of children’s perceived peer acceptance were also measured. Collaboration had a positive effect on children’s fluency, however it did not affect their originality or elaboration. Overall these results provide a holistic evaluation of the effects of collaboration on creativity across different domains and different cultures