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How Our Kids Are Using the Internet in 2009


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A presentation to the PEP (Parent Encouragement Program) on May19th, 2009. This is an overview.

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How Our Kids Are Using the Internet in 2009

  1. 1. Web 3.0: How Our Kids Are Using the Internet in 2009 … and what parents can do about it! presenter: Alecia Berman-Dry Technology Coordinator, St. John’s Global Partnerships Director, World Leadership School
  2. 2. The World As It Was…
  3. 3. The World As It Is…
  4. 4. Which Are You?
  5. 5. The Ostrich?
  6. 6. The Benevolent Tyrant
  7. 7. Zen Master
  8. 8. Approach <ul><li>Ostriches: Ignorance is Bliss </li></ul><ul><ul><li>Age is no excuse </li></ul></ul><ul><ul><li>Irresponsible </li></ul></ul><ul><li>Benevolent Tyrant: Total Restriction </li></ul><ul><ul><li>Developmentally appropriate to push boundaries. Choose battles wisely. </li></ul></ul><ul><li>Zen Master: Interested, Educated Partnership </li></ul><ul><ul><li>The way of negotiation and renegotiation </li></ul></ul>
  9. 9. Why Text? Why IM? Why Social Networks?
  10. 11. Stats <ul><li>68% </li></ul><ul><ul><li>Number of teens who use IM </li></ul></ul><ul><li>75% </li></ul><ul><ul><li>Number of teens who have a cell phone </li></ul></ul><ul><li>55% </li></ul><ul><ul><li>Number of teens who use Wikipedia as a resource for information. </li></ul></ul><ul><li>70% </li></ul><ul><ul><li>Number of teens who use social networking sites </li></ul></ul>
  11. 12. Remind them who they are… and who you are.
  12. 13. Computers in Public Spaces… ALWAYS
  13. 14. Filter Your Home Internet
  14. 15. What Does It Mean to Be Literate? <ul><li>Information is now </li></ul><ul><ul><li>Networked </li></ul></ul><ul><ul><li>Digital </li></ul></ul><ul><ul><li>Overwhelming </li></ul></ul><ul><ul><li>Without containers </li></ul></ul><ul><ul><li>David Warlick, AIMS Technology Retreat 2007 </li></ul></ul>
  15. 16. Agenda <ul><li>Texting/Instant Messenger </li></ul><ul><li>Social Networking </li></ul><ul><li>Cyberbuylling </li></ul><ul><li>Copy and Paste Technology/Copyright </li></ul>
  16. 17. It’s All About the Settings!
  17. 18. Texting, Instant Messenger, <ul><li>“have a gr8 day! c u l8tr.” </li></ul><ul><li>Text and image-based conversation </li></ul><ul><li>Real-time </li></ul><ul><li>Language-Specific </li></ul>
  18. 19. The Research <ul><li>University of Texas at Dallas </li></ul><ul><li>NIH Funded Research </li></ul><ul><li>250 kids since 2003 (in third grade) </li></ul><ul><li>In 2009, they’re now 14 years old </li></ul>
  19. 20. The News So Far… <ul><li>The average user sends and receives approximately 1,321 texts a month, or 43 texts a day. </li></ul><ul><li>Parents and teens talk frequently — more interaction, in fact, than the researchers had expected. </li></ul>Source:
  20. 21. What’s Great? <ul><li>Never say goodbye </li></ul><ul><li>Relationships Redefined </li></ul>
  21. 22. <ul><li>Offers potential for more civic participation </li></ul><ul><ul><li>3 million people received Obama admin’s announcement of Biden as VP via text </li></ul></ul>Efficiency in a Global Marketplace
  22. 23. Discretion
  23. 24. What’s Not So Great? <ul><li>Sexting – verb. sending sexually explicit messages electronically, primarily with cell phones via text, email, or instant messaging. </li></ul>
  24. 25. Is this really connectedness ?
  25. 32. It’s All About the Settings!
  26. 34. Sound off… <ul><li>“ I can’t believe everyone thinks this is o.k. I am so disturbed by this. I would never do this to one of my children. It is very disturbing that David would be asking his son if he feels good. Don’t you feel GOOD? That is really sick. I don’t know what type of medicine this Dentist gave him. … I do have a sense of humor but not at the expense of a child. This is a serious issue. What type of father would think of doing this? Why not put down the camera and hold your son? Why not hug him when he is asking if this is real life? Why not console him? You are all mentally ill if you think this is funny. It isn’t about lightening up. It is about a responsibility of a parent to protect your children.” </li></ul><ul><li>“ Busy Bodies!!!! This is a fun video and wish I had something like this of my childhood or adulthood after a tooth removal. You Tube is unique in that individuals can share anything they want, from their personal lives, on video. Why does this mean everyone has to have an opinion? It is just like TV or Radio, there are personal choices out there. I want others to stop moralizing for me and if you don’t like content of something… Change the Channel, turn it off, watch something else. Don’t tell me what is good or bad for me.” </li></ul>
  27. 36. Bullying Vs Cyberbullying <ul><li>24/7 and the invasion of home/personal space . </li></ul><ul><ul><li>Cyberbullying can take place at any time and can intrude into spaces that have previously been regarded as safe or personal. </li></ul></ul><ul><li>The audience can be very large and reached rapidly . </li></ul><ul><ul><li>The difficulty in controlling electronically circulated messages means the scale and scope of cyberbullying can be greater than for other forms of bullying. Electronically forwarded content is hard to control, and the worry of content resurfacing can make it difficult for targets to move on. </li></ul></ul><ul><li>People who cyberbully may attempt to remain anonymous . </li></ul><ul><ul><li>This can be extremely distressing for those being bullied. The person cyberbullying may never be in the same physical space as their target. </li></ul></ul><ul><li>The profile of the bully and target . </li></ul><ul><ul><li>Cyberbullying can take place both between peers and across generations; teachers have also been targets. Age or size are not important. Bystanderscan also become accessories to the bullying; for example, by passing on a humiliating image. </li></ul></ul><ul><li>Some instances of cyberbullying are known to be unintentional . </li></ul><ul><ul><li>It can be the result of not thinking (something sent as a joke may be deeply upsetting or offensive to the recipient) or a lack of awareness of the consequences – for example saying something negative online about another pupil, or friend that they don’t expect to be forwarded or viewed outside their immediate group.  </li></ul></ul><ul><li>Many cyberbullying incidents can themselves act as evidence . </li></ul><ul><ul><li>This is one of the reasons why it’s important to know how to respond! </li></ul></ul>
  28. 37. Implications <ul><li>Emotional Response to a Digital Experience </li></ul><ul><ul><li>A new way to think about compassion </li></ul></ul><ul><li>Permanence </li></ul><ul><ul><li>Once it’s posted it’s forever… </li></ul></ul>
  29. 38. 1969 <ul><li>58.3% of high school students let someone else copy their work. </li></ul>Statistic: The State of Americans: This Generation and the Next (Free Press, July 1996)
  30. 39. 1989 <ul><li>97.5% of students did so. </li></ul>
  31. 40. 2009 <ul><li>54% of students admitted to plagiarizing from the internet </li></ul><ul><li>74% of students admitted that at least once during the past school year they had engaged in &quot;serious&quot; cheating </li></ul><ul><li>47% of students believe their teachers sometimes choose to ignore students who are cheating. </li></ul>Education Week
  32. 41. Copy and Paste World <ul><li>The Throwaway Slide </li></ul>
  33. 42. What Does It Mean to Be Literate? <ul><li>Information is now </li></ul><ul><ul><li>Networked </li></ul></ul><ul><ul><li>Digital </li></ul></ul><ul><ul><li>Overwhelming </li></ul></ul><ul><ul><li>Without containers </li></ul></ul><ul><ul><li>David Warlick, AIMS Technology Retreat 2007 </li></ul></ul>
  34. 43. What Role for Schools? <ul><li>The most profound impact of the Internet, an impact that has yet to be fully realized, is its ability to support and expand the various aspects of social learning. What do we mean by “social learning”? </li></ul><ul><li>Perhaps the simplest way to explain this concept is to note that social learning is based on the premise that our understanding of content is socially constructed through conversations about that content and through grounded interactions , especially with others, around problems or actions. </li></ul><ul><li>The focus is not so much on what we are learning but on how we are learning…. </li></ul><ul><li>This perspective shifts the focus of our attention from the content of a subject to the learning activities and human interactions around which that content is situated . </li></ul>
  35. 44. What About Parents?
  36. 45. Action Items for Parents <ul><li>Where is the computer in your home? </li></ul><ul><li>What sites do your children visit often? </li></ul><ul><li>Do you have access to your child’s cell phone? </li></ul><ul><li>Who are your child’s friends online? </li></ul><ul><li>What is connectedness? </li></ul><ul><li>Does your child understand reputation ? </li></ul><ul><li>Does your child know about a “digital footprint?” </li></ul><ul><li>Does your child’s school teach copyright? </li></ul><ul><li>Source: </li></ul>
  37. 47. Photo Credits In Order <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>