Research with teachers
Teachers play a key role in educating children about security and privacy, often being at the forefront, witnessing incidents, dealing with the consequences, and helping children handle technology-related risks. However, little is reported about teachers’ lived classroom experiences and their challenges in this regard.
I conducted semi-structured interviews with 21 Canadian elementary school teachers to understand the risks they witness children facing on digital media, their mitigation strategies, and how prepared they are to help children. "They think it's totally fine to talk to somebody on the Internet they don't know, without any research, when they're doing games or things. Although, that being said, they [either] also automatically assume that the persons are totally fine or trying to kidnap them, like there’s no in-between." (p12) Related publication: Sana Maqsood and Sonia Chiasson. “They think it’s totally fine to talk to somebody on the internet they don’t know”: Teachers’ Perceptions and Mitigation Strategies of Tweens’ Online Risks. In SIGCHI Conference on Human factors in Computing Systems (CHI), 2021
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Analysis
I used Grounded theory to analyze the qualitative data from interviews. Following the three stage process, I created categories emerging from the data, coded data to these categories, and engaged in a sense-making exercise to capture insights emerging from the coded data.
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