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      <description><![CDATA[<p>Thoughts on educational technologies and student privacy, safeguarding, and equity.</p><p></p><p>·      <strong>Common Sense Media.</strong> (2022). <em>Digital citizenship curriculum.</em> <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.commonsense.org">https://www.commonsense.org</a></p><p>·      <strong>Federal Trade Commission.</strong> (2021). <em>Children’s Online Privacy Protection Rule (COPPA).</em><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.ftc.gov">https://www.ftc.gov</a></p><p>·      <strong>Ferguson, R.</strong> (2020). The ethical data dilemma in EdTech. <em>Journal of Educational Technology &amp; Society, 23</em>(4), 112–125. <a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.2307/26926458">https://doi.org/10.2307/26926458</a></p><p>·      <strong>Hobbs, R.</strong> (2017). <em>Create to learn: Introduction to digital literacy.</em> Wiley.</p><p>·      <strong>Knox, D.</strong> (2022, November 7). Apple targets Scottish Borders for teaching revolution. <em>BBC News.</em><a target="_blank" rel="noopener noreferrer nofollow" href="https://www.bbc.com">https://www.bbc.com</a></p><p>·      <strong>Livingstone, S., Stoilova, M., &amp; Nandagiri, R.</strong> (2018). Children’s data and privacy online. <em>New Media &amp; Society, 21</em>(3), 40–58. <a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.1177/1461444818817116">https://doi.org/10.1177/1461444818817116</a></p><p>·      <strong>Lupton, D., &amp; Williamson, B.</strong> (2017). The datafied child. <em>Learning, Media and Technology, 42</em>(1), 1–6. <a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.1080/17439884.2016.1256518">https://doi.org/10.1080/17439884.2016.1256518</a></p><p>·      <strong>Noble, S. U.</strong> (2018). <em>Algorithms of oppression: How search engines reinforce racism.</em> NYU Press.</p><p>·      <strong>Regan, P. M., &amp; Jesse, J.</strong> (2019). Ethical challenges of edtech, big data, and personalized learning. <em>Harvard Educational Review, 89</em>(2), 165–190. <a target="_blank" rel="noopener noreferrer nofollow" href="https://doi.org/10.17763/1943-5045-89.2.165">https://doi.org/10.17763/1943-5045-89.2.165</a></p><p>·      <strong>Rose, D. H., &amp; Meyer, A.</strong> (2002). <em>Teaching every student in the digital age: Universal Design for Learning.</em> ASCD.</p><p>·      <strong>Scottish Borders Council.</strong> (2023). <em>Inspire Learning FAQs.</em> <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.scotborders.gov.uk">https://www.scotborders.gov.uk</a></p><p>·      <strong>Selwyn, N.</strong> (2019). <em>Should robots replace teachers? AI and the future of education.</em> Polity Press.</p><p>·      <strong>Taylor, E.</strong> (2021). <em>Surveillance schools: Security, discipline, and control in contemporary education.</em>Palgrave Macmillan.</p><p>·      <strong>UNICEF.</strong> (2020). <em>Child online protection guidelines.</em> <a target="_blank" rel="noopener noreferrer nofollow" href="https://www.unicef.org">https://www.unicef.org</a></p>]]></description>
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