References

References

 

Australian Curriculum Assessment and Reporting Authority. (n.d.) General Capabilities in the Australian Curriculum: Science. https://docs.acara.edu.au/resources/Science_-_GC_learning_area.pdf

Australian Curriculum Assessment and Reporting Authority. (n.d.) Science (Version 8.4). http://australiancurriculum.edu,ay/f-10-curriculum/science/

Australian Institute for Teaching and School Leadership. (2017). Teacher Standards. http://www.aitsl.edu.au/standards

Committee on the Rights of the Child (2021). General comment No. 25 (2021) on children’s rights in relation to the digital environment. https://www.ohchr.org/en/documents/general-comments-and-recommendations/general-comment-no-25-2021-childrens-rights-relation

Department of Education. (2006). Education and Training Reform Act 2006. https://www.legislation.vic.gov.au/in-force/acts/education-and-training-reform-act-2006/100

Duchesne, S., McMaugh, A., & Mackenzie, E. (2021). Educational psychology for learning and teaching (7th ed.). Cengage Learning Australia.

eSafety Commissioner. (2021). Best Practice Framework for Online Safety Education. https://www.esafety.gov.au/educators/best-practice-framework

eSafety Commissioner. (2021). Classroom resources. https://www.esafety.gov.au/educators/classroom-resources

Liau, A. K., Park, Y., Gentile, D. A., Katna, D. P., Tan, C. H. A., & Khoo, A. (2017). iZ HERO adventure: Evaluating the effectiveness of a peer-mentoring and transmedia cyberwellness program for children. Psychology of Popular Media Culture, 6(4), 326–337. https://doi.org/10.1037/ppm0000094

Newhouse, C. P. (2017). STEM the boredom: Engage students in the Australian curriculum using ICT with problem-based learning and assessment. Journal of Science Education and Technology, 26(1), 44–57. https://doi.org/10.1007/s10956-016-9650-4

Quayyum, F., Cruzes, D. S., & Jaccheri, L. (2021). Cybersecurity awareness for children: A systematic literature review. International Journal of Child-Computer Interaction, 30, 100343. https://doi.org/10.1016/j.ijcci.2021.100343

Seufert, S., Guggemos, J., & Tarantini, E. (2020). Online professional learning communities for developing teachers’ digital competences. Technology Supported Innovations in School Education, 159–173. https://doi.org/10.1007/978-3-030-48194-0_9

Sheffield, R., Blackley, S., & Moro, P. (2018). A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research, 28(2), 487–510. Retrieved from https://www.proquest.com/scholarly-journals/professional-learning-model-supporting-teachers/docview/2393081087/se-2

Stoilova, M., Nandagiri, R., & Livingstone, S. (2019). Children’s understanding of personal data and privacy online – A systematic evidence mapping. Information, Communication & Society, 24(4), 557–575. https://doi.org/10.1080/1369118x.2019.1657164

Walsh, K., Pink, E., Ayling, N., Sondergeld, A., Dallaston, E., Tournas, P., Serry, E., Trotter, S., Spanos, T., & Rogic, N. (2021). Best practice framework for online safety education: Results from a rapid review of the International Literature, expert review, and stakeholder consultation. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3988097