Datos Inteligentes

30 Agesic (2009). Memorándum de Montevideo sobre redes sociales y la niñez y la adolescencia . Recuperado de : h ttp://www.iijusticia.org/Memo.htm Australian Communications and Media Authority (ACMA). (2013). Like, post, share: Young Australians' experience of social media . Recuperado d e: http://www.acma.gov.au/~/media/mediacomms/Report/pdf/Like post share Young Australians experience of social media Quantitative research report.pdf Australian Curriculum, Assessment and Reporting Authority (ACARA) (2017). Australian Curriculum (version 8.5). Recuperado d e: http://www.australiancurriculum.edu.au/overview/structure Berger, K. S. (2014). The Developing Person Through the Life Span (9.° ed.). Londres: Worth Publishers. Bergold, J., & Thomas, S. (2012). Participatory research methods: A methodological approach in motion. Historical Social Research/Historische Sozialforschung , 191-222. Blomberg, J. & Henderson, A. (1990). Reflections on participatory design. En J. Chew & J. Whiteside (Ed.), Proceedings of CHI’ 90 (pp. 353–359). Seattle: ACM Press. Brito, P. Q. (2012). Tweens' characterization of digital technologies. Computers & Education, 59, 580-593. Bødker, S., Grønbæk, K., & Kyng, M. (1993). Cooperative design. In D. Schuler & A. Namioka (Eds.), Participatory design (pp. 157–175). Hillsdale, NJ: Lawrence Erlbaum. Burley, D. (2010). Penguin life: A case study of one tweens' experiences inside Club Penguin. Journal of Virtual Worlds, 3(2). Buxton, C. A., Allexsaht ‐ Snider, M., Kayumova, S., Aghasaleh, R., Choi, Y. J., & Cohen, A. (2015). Teacher agency and professional learning: Rethinking fidelity of implementation as multiplicities of enactment. Journal of Research in Science Teaching , 52(4), 489-502. Buxton, C. A., Allexsaht-Snider, M., Rodríguez, Y. H., Aghasaleh, R., Cardozo-Gaibisso, L., & Kirmaci, M. (2017). A design-based model of teacher professional learning in the LISELL-B