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Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
Parenting in the digital age in CHINESE
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Parenting in the digital age in CHINESE

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For a community-run event held in Dalian, China. Thanks to Rachel for organizing this event and for her live translation, and to Joan, my secretary, for the slide translations.

Original version can be found here: http://www.slideshare.net/datruss/parenting-digitalageslideshare

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  • Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/ Feedback is appreciated: http://pairadimes.davidtruss.com/contact If you use this presentation, I’d love to know how it went, and I have two requests: 1. Give credit for all images, resources and quotes, as I did. 2. Use a similar Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0/ Thank you!
  • [In my slides I added these one-by-one.]
  • [In my slides I added these one-by-one.]
  • [In my slides I added these one-by-one.]
  • [In my slides I added these one-by-one.]
  • [In my slides I added these one-by-one.]
  • Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • I embedded this video. It relates more to the next slide, not the previous one. I also shared the internet archive here as well.
  • This sounds good, BUT I talked about the false sense that teens and young adults have about monitoring privacy equating with actually privacy and described how we are as private as our LEAST private friend. Also talked quickly about digital permanency and the WayBackMachine. Relates well to the previous slide/video.
  • This sounds good, BUT I talked about the false sense that teens and young adults have about monitoring privacy equating with actually privacy and described how we are as private as our LEAST private friend. Also talked quickly about digital permanency and the WayBackMachine. Relates well to the previous slide/video.
  • See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
  • The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
  • The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
  • The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
  • Not the only way to learn, but 2 important ways. Key questions for this presentation! The key message of the last three slides: Students aren’t doing anything ‘different’ than we were, they are just looking for the same things in a different place, (online).
  • Not the only way to learn, but 2 important ways. Key questions for this presentation! The key message of the last three slides: Students aren’t doing anything ‘different’ than we were, they are just looking for the same things in a different place, (online).
  • A good time to look at ‘Today’s Meet’ as well as answer audience questions.
  • http://www.ntia.doc.gov/reports/2010/OSTWG_Final_Report_060410.pdf
  • The first time I said this: http://pairadimes.davidtruss.com/warlicks-k12-online-keynote-06/ Why I added the word, ‘many’: There are some very tech savvy adults and some not-so savvy students around! I spoke about this metaphor, and how I am more Batman than Bork, adding things to my ‘utility belt’ whereas students embed tools into their daily lives. I also mentioned Mark Prensky and the idea of ‘digital natives’: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pd -Although I mentioned this is just My key point is coming in the next few slides.
  • A great metaphor that my friend Dave Sands uses in his parent presentations.
  • They live in a liquid environment, but they don’t ‘see’ the water around them.
  • Note: One (important) tool that I accidently missed putting in this image was a cell phone.
  • This is one of the several time in this presentation that I talk about the importance of parents being decision makers in the technology use of their children. See http://raisingdigitalkids.wikispaces.com/Engaging-with-kids “… The younger your child is, the more the decisions should be made for them, the older they are, the more involved they should be in the decision making... but parents still have final say!
  • This is something we also need to realize.
  • Phones were around before our generation, but we were probably the first generation to have multiple phones in the house and perhaps even in our bedrooms. Cars were around before our parents, but they were probably the first generation to have more than one car around whereby they could ‘borrow’ one from mom and dad freely. Note: Presenting this in China to an international audience I was keenly aware that these examples may have a North American bias!
  • “ What did these ‘tools’ provide you with?” - Discussion I created a .doc of this slide that I went to after this slide and had the participants create a list of answers. A copy of this document can be found here: http://raisingdigitalkids.wikispaces.com/file/view/Parenting-Digital-Age-Tech-Audience-List.doc The next slide has a list already, (as related to kids, not adults). Discuss similarities on this kid’s list and the one you create with parents. Here are some that my participants came up with through this activity: • Communicate with friends •Time saved •Relationships •Risk taking •Freedom • Connection •Friendships •Source of info •Independence •Privacy •Daring [The 2 nd sentence came up first, then the 1 st /top sentence came up and the 2 nd one faded to grey.]
  • Continued discussion about what ‘technology’ tools like phones and cars provided ‘us’ and how the ‘needs’ of children today are being met online. Emphasis again that kids today want the same things we did, they just look in different places, and they are forced to seek these online because of a point made on the next slide… [*Presentation notes: I have an Apple MacBook and I used ‘Spaces’ so that my Powerpoint was in one space and my opened document (mentioned and linked to in the slide notes of the previous slide) was in another. That way I could cut back and fourth between spaces (using Exposé) without having to restart the Powerpoint.]
  • I got to stay out until the street lights came on and my parents really had no idea where I was! Is that true today for most kids? Probably not! For many kids, they are always ‘within sight of us’ until they get online.
  • I watched hours and hours of tv. I sat watched and re-watched silly sitcoms and cartoons.
  • I embedded the video over the TV screen. Although this is an example from a young adult rather than a kid, it exemplifies how even television shows are no longer just a passive thing. There is a whole subculture that does this to Japanese Anime, some creating music videos and some creating whole new storylines.
  • Gaming is something (that can be) very social these days, this is a wedding happening in World of Warcraft. Every avatar in the image represents a real person that chose to participate in this social event. [I actually had this gaming image imposed over the TV from the previous slide and then the TV faded out as the laptop faded in.]
  • Do you want your pilot landing at one of the busiest airports in the world without having practiced a few simulated landings first?
  • The complexity in decision-making, teamwork and people skills in gaming today can be more meaningful training than an MBA! http://www.wired.com/wired/archive/14.04/learn.html
  • 10 minutes of fun feels like 3, and 10 minutes of boredom feels like an hour. Time flies when we are in flow. Video game makers have this all figured out. (Educators can learn a lot from the gaming industry!)
  • There can be issues of ‘gaming life’ being more engaging, interesting and participatory than ‘real life’. A real discussion with a parent who was driving her son home in their car: “Mom, you get 100 points if you hit that pedestrian” –It was meant as a joke, but is that the kind of joke we want ‘our’ kid thinking is funny?
  • “ How often is your child gaming or online?” There are no ‘right’ answers to this, what is important is that it is discussed and parameters are set as a family.
  • I couldn’t find one of these relating specifically to where kids connect online, but the idea here is that there are so many social spaces online where people of all ages are creating community around different interests.
  • This list is from slide 28.
  • Again, don’t spend long here, each point will be presented in the following slides.
  • It’s still good advice, but when the internet goes into their bedrooms through other tools as well, expectations need to be set.
  • Sonya Livingston London School of Economics: In 1,000,000 children 5 of them molested on the internet, and 50,000 of them in the home or the neighbourhood! (Info heard hear: http://blip.tv/file/3333374 via Howard Rheingold)
  • Teaching your child about online safety and increasing their background knowledge, (very relevant to sex education as well), is an excellent way to keep them safe.
  • This is an important question. If they don’t go to you, then who do they go to?
  • The cartoon on slide 51 can also be seen on this post. http://pairadimes.davidtruss.com/facing-facebook/
  • After the questions I added the: “ Speaking of questions… How good are the questions you ask your kids?” -As a lead in to the next slide/video
  • I embedded this video. It serves as a light-hearted break in the presentation. It’s also good as a discussion point on kinds of conversations you have with you kids and also quality of the questions you ask.
  • See the next slide…
  • Pick one or two and talk about how to do these with kids.
  • “ I can not answer this question for you!” Good questions on this subject, http://raisingdigitalkids.wikispaces.com/Parents-as-Partners Remember, even more questions can be found on this ‘hand-out’ page: http://raisingdigitalkids.wikispaces.com/Engaging-with-kids
  • Fear doesn’t work… smoking warnings prove this. Another key point: “Support not punish” – This doesn’t mean that you can’t have consequences, but rather that you start with expectations and expected behavior. Without creating expectations, any changes to a family’s patterns of their digital tools use that is later ‘imposed’ seem like punishment.
  • Again, you can pick one or two and share examples. My notes on blocking or banning as they relate to education: http://pairadimes.davidtruss.com/warning-we-filter-websites-at-school/ Filtering and controlling do far less than monitoring and engaging (participating) with your child.
  • The key is creating a relationship where both parent and child know what their responsibilities are to each other.
  • We want to be consistent and show high expectations around appropriate behavior in these areas. And... (Note the next slide.)
  • … Online behavior is an extension of this, not something different with different behavioral expectations.
  • Any last questions before I give you your homework?
  • A chance to take what’s been learned beyond this presentation.
  • Feedback appreciated! http://pairadimes.davidtruss.com/contact Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/
  • If you add or delete slides, these slide numbers will change. Feedback appreciated! http://pairadimes.davidtruss.com/contact Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/
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