Titlebook: Life and Learning of Digital Teens; Adolescents and digi Ji?í Zounek,Libor Juhaňák,Klára Záleská Book 2022 The Editor(s) (if applicable) an

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Ji?í Zounek,Libor Juhaňák,Klára Záleská adults, loopholes exist that allow these practices to continue. However, several recent changes in the juvenile justice system show that the punitive tide may have turned. Most notably, juveniles can no longer be sentenced to life in prison without the possibility of parole for any offense or face

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adults, loopholes exist that allow these practices to continue. However, several recent changes in the juvenile justice system show that the punitive tide may have turned. Most notably, juveniles can no longer be sentenced to life in prison without the possibility of parole for any offense or face

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was guided by several key qu- tions. How have different states developed their juvenile justice system in the last 25 years, and if one compares countries, to what extent are these developments similar or different? To be more precise: to what degree has the Welfare system that had existed for most

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Introduction,ronments (Juhaňák & Zounek, 2016, 2019). This book can therefore be understood as a further research path for our focus, as we have focused on digital technologies only in connection to formal education in our previous studies. In this respect, this research represents not only a follow-up to our ex

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The Availability and Use of Digital Technologies in Relation to Students’ School Performanceally on the frequency of Internet use and we consider other aspects related to the use and the role of digital technologies in adolescents’ lives, such as interest in digital technologies and the perceived ability and independence in their use..In the first part of the chapter, we introduce the topi

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Home Use of Digital Technologies by?Teens: The Role of Family, School, and Peerschapter, we state the topic of the chapter and gradually present various aspects that the existing research indicates can play important roles in the use of digital technologies by present-day fifteen-year-olds. We then describe a conceptual model that we use in the subsequent analyses. We present r

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