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Promoting Child Rights Through Use of Technology in the Classroom

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Abstract

While there is a myriad of ways to use technological advances in the school setting, this chapter focuses particularly on educational technology in contrast and supplemental to the traditional school setting. This chapter starts by describing articles of the UN CRC that are of importance in understanding the use of technology in schools, followed by a description of technological trends in learning. The chapter delves into three important applications of technology in advancing child rights in education including how technology can support student access to learning (Article 28), how technology can support education that advances development of each child’s full potential (Article 29) and finally a section on practical applications on how school psychologists can use and facilitate technology use in line with the UNCRC, including protecting each child’s freedom of expression (article 13) though, (article 14), and association (article 15). This chapter relies on case studies and practical examples to illustrate the concepts being described. Therefore, readers will find case studies and practical examples from the authors own experiences in each section to further illustrate important concepts. Link to the chapter: https://books.google.co.il/books?id=djLnDwAAQBAJ&pg=PA557&lpg=PA557&dq=10.1007/978-3-030-37119-7_35&source=bl&ots=9kvdcSW41t&sig=ACfU3U3krhZdm43tmf-pIVztVFdFYmyrJg&hl=iw&sa=X&ved=2ahUKEwj8rLGnwcXvAhUqz4UKHRYnBoAQ6AEwAXoECAEQAw#v=onepage&q=10.1007%2F978-3-030-37119-7_35&f=false

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... A wide variety of psychological services ranging from general support to intensive therapy can be offered via the internet (Naser et al., 2020). One form of internet self-help is forum participation. ...
... Nevertheless, the reports described above indicate that children readily use forums when experiencing emotional distress. Today's children and teens, are proficient in technology and are capable of contacting professionals on their own, formulating their questions in their very own words, and actively asking for help (Naser et al., 2020). Thus, we expected that once the children were given the opportunity to ask questions in the forum, they would embrace it. ...
... For the most part, elementary school children have the cognitive and behavioral abilities to consolidate some sort of understanding of crises (Munson, 2002). Yet their understanding of the situation and their ostensibly calm state during a crisis may mask inner turmoil that remains undetected by adults (Naser et al., 2020). Furthermore, this outward calm may conceal reactions that can emerge when the crisis is over (Terr, 1990). ...
Article
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The present study describes the successful operation of an online forum designed to answer questions posted by Israeli elementary‐school children during an emergency exercise. Analysis of 212 posts revealed that being younger predict higher levels of emotional intensity. Younger children are 3.561 times more likely than older children to have an increase in emotional intensity. Overall, the model accounted for 5.5% of the variance in emotional intensity. School‐based online forums may be used as a universal screening method to enable school staff to identify children exhibiting enhanced emotional intensity. Given the restrictions on face‐to‐face interactions that are occasionally necessitated by the worldwide COVID‐19 crisis, this approach is particularly relevant nowadays. Detailed appendices are provided to help plan, initiate, and run such forums.
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