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Read this first","publishDate":1689282003,"format":"standard","headTitle":"So your tween wants a smartphone? Read this first | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"When's the right time to start your child with a phone? Is 12 too young? Here's what a professional screen time consultant tells parents about the risks kids face online.","status":"publish","parent":0,"modified":1689282003,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":2147},"headData":{"title":"So your tween wants a smartphone? Read this first | KQED","description":"When's the right time to start your child with a phone? Is 12 too young? 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Read this first","datePublished":"2023-07-13T21:00:03.000Z","dateModified":"2023-07-13T21:00:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"nprImageCredit":"Elva Etienne","nprByline":"Michaeleen Doucleff","nprImageAgency":"Getty Images","nprStoryId":"1187130983","nprApiLink":"http://api.npr.org/query?id=1187130983&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives?ft=nprml&f=1187130983","nprRetrievedStory":"1","nprPubDate":"Wed, 12 Jul 2023 19:02:00 -0400","nprStoryDate":"Wed, 12 Jul 2023 11:57:26 -0400","nprLastModifiedDate":"Wed, 12 Jul 2023 19:02:14 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","nprAudioM3u":"http://api.npr.org/m3u/11187354682-3a9793.m3u?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2023/07/20230712_atc_so_your_tween_wants_a_smartphone_read_this_first.mp3?orgId=1&topicId=1128&aggIds=1176326550&d=263&p=2&story=1187130983&ft=nprml&f=1187130983","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Your tween wants a smartphone \u003cem>very \u003c/em>badly. So badly that it physically hurts. And they’re giving you \u003cem>soooo \u003c/em>many reasons why.\u003c/p>\n\u003cp>They’re going to middle school … they need it to collaborate with peers on school projects … they need it to tell you where they are … when they’ll be home … when the school bus is late. It’ll help \u003cem>you,\u003c/em> dear parent, they vow. Plus, all their friends have one, and they feel left out. Come on! Pleeeeeease.\u003c/p>\n\u003cp>Before you click “place order” on that smartphone, pause and consider a few insights from a person who makes a living helping parents and tweens navigate the murky waters of smartphones and social media.\u003c/p>\n\u003cp>\u003ca href=\"https://www.thescreentimeconsultant.com/about-emily\">Emily Cherkin\u003c/a> spent more than a decade as a middle school teacher during the early aughts. She watched firsthand as the presence of smartphones transformed life for middle schoolers. For the past four years, she’s been working as screen-time consultant, coaching parents about digital technology.\u003c/p>\n\u003cp>Her first piece of advice about when to give a child a smartphone and allow them to access social media was reiterated by other experts over and over again: Delay, delay, delay.\u003c/p>\n\u003ch3>“I wish I knew then what I know now”\u003c/h3>\n\u003cp>“I have talked to hundreds of parents,” Cherkin explains, “and no one has ever said to me, ‘I wish I gave my kid a phone earlier’ or ‘I wish I’d given them social media access sooner.’ Never.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In fact, parents tell her the opposite. “I always hear, ‘I wish I had waited. I wish I knew then what I know now,’ ” she says, “because boy, once you give a child one of these devices or technologies, it is so much harder to take it back.”\u003c/p>\n\u003cp>Smartphones, social media and video games create large spikes in dopamine deep inside a child’s brain. As \u003ca href=\"https://www.kqed.org/mindshift/61863/anti-dopamine-parenting-can-curb-a-kids-craving-for-screens-or-sweets\">NPR has reported\u003c/a>, those spikes pull the child’s attention to the device or app, almost like a magnet. They tell the child’s brain that this activity is super critical – way more critical than other activities that trigger smaller spikes in dopamine, such as finishing homework, helping to clean up after dinner, or even playing outside with friends.\u003c/p>\n\u003cp>Thus, parents set themselves up for a constant struggle when a child starts having their own smartphone, Cherkin says. “It’s the dopamine you’re fighting. And that’s not a fair fight. So I tell parents, ‘Delay all of it just as long as you can,'” she emphasizes.\u003c/p>\n\u003cp>That means delaying, not just a smartphone, but \u003cem>any \u003c/em>device, including tablets, she suggests. By introducing a tablet at an early age, even for educational purposes, parents can establish a habit that may be hard to break later, Cherkin has observed.\u003c/p>\n\u003cp>“A child using a tablet at age 6 to 8 comes to expect screen time after school,” she says. “Flash forward to age 12, and now they have a phone. And when they come home from school, they’re likely engaging with social media, instead of educational videos.”\u003c/p>\n\u003cp>Neurologically, children’s brains haven’t developed enough to handle the magnetic pull of these devices and the apps on them, says neuroscientist \u003ca href=\"https://en.samaha-lab.com/\">Anne-Noël Samaha\u003c/a> at the University of Montreal.\u003c/p>\n\u003cp>“It’s almost as if you have the perfect storm,” Samaha explains. “You have games, social media and even pornography and shopping online, and the brains of children are just not yet ready to have the level of self-control needed to regulate their behavior with these activities. Even adults sometimes don’t have enough self-control to do that or handle some of the emotional impact of them.”\u003c/p>\n\u003ch3>Right-size your parenting fears\u003c/h3>\n\u003cp>Parents often feel like once their tween starts moving around more autonomously through their neighborhood or town more, the child needs a smartphone to be safe, Cherkin says. “They may think, ‘Oh, my gosh! My kid is going to be kidnapped on the way to school. They need a phone to call me.’\u003c/p>\n\u003cp>But Cherkin notes that parents tend to overestimate the dangers of the “real world” and \u003cem>underestimate\u003c/em> the dangers of a smartphone.\u003c/p>\n\u003cp>“I think our fears are very misplaced,” she says. “We need to think about what is statistically really likely to happen versus what’s really, really unlikely.”\u003c/p>\n\u003cp>Each year in the U.S. about a hundred children are abducted by strangers or people or slight acquaintances, the U.S. Department of Justice \u003ca href=\"https://ojjdp.ojp.gov/sites/g/files/xyckuh176/files/pubs/249249.pdf\">reported\u003c/a>. Given that 50 million children, ages 6 to 17, reside in the U.S, the risk of a child being kidnapped by a stranger is about 0.0002% each year. (By comparison, the risk of being struck by lightning each year is about 0.0001%.)\u003c/p>\n\u003cp>On the other hand, giving a child a phone comes with a whole new set of risks and dangers, Cherkin says. They can be difficult for some parents to understand because they may not have much firsthand experience with specific apps, and the new threats that are emerging.\u003c/p>\n\u003cp>Back in March, the nonprofit Common Sense Media \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/how-girls-really-feel-about-social-media-researchreport_web_final_2.pdf\">surveyed\u003c/a> about 1,300 girls, ages 11 to 15, about their experiences on social media. Nearly 60% of the girls who use Instagram, and nearly 60% of those who use Snapchat, said they had been contacted by a stranger that makes them uncomfortable. The same was true for 46% of those who use TikTok.\u003c/p>\n\u003ch3>Disturbing online encounters and influences\u003c/h3>\n\u003cp>The same survey found that these apps often expose girls to content they find disturbing or harmful. For those that use Instagram, TikTok or Snapchat, 12% to 15% of girls see or hear content related to suicide on a daily basis. About the same percentage asaid they see or hear content about eating disorders on a daily basis as well.\u003c/p>\n\u003cp>An investigation by the Center for Countering Digital Hate also found evidence that content related to suicide and disordered eating is relatively common on TikTok. In the \u003ca href=\"https://counterhate.com/research/deadly-by-design/\">investigation\u003c/a>, the nonprofit set up eight accounts ostensibly by 13-year-old children. Each user paused on and liked videos about body image and mental health. Within 30 minutes, TikTok recommended content about suicide and eating disorders to all eight accounts.\u003c/p>\n\u003cp>In one instance, this content began appearing in less than three minutes. On average, TikTok suggested content about eating disorders every four minutes to the teen accounts.\u003c/p>\n\u003cp>TikTok declined NPR’s request for an interview, but in an email, a spokesperson for the company wrote: “We’re committed to building age-appropriate experiences, while equipping parents with tools, like\u003ca href=\"https://urldefense.com/v3/__https:/newsroom.tiktok.com/en-us/new-features-for-teens-and-families-on-tiktok-us__;!!Iwwt!TXlWyyVqWw7ko1SLp-5LloOiRlujH57BqCCTBxgALe7v3MBnbuRJg9C_l2e_RGxD4vLurQazVw_k3BzUCiaeF4o%24\"> Family Pairing\u003c/a>, to support their teen’s experience on TikTok.”\u003c/p>\n\u003cp>Emma Lembke, age 20, says these findings line up with what she experienced when she first went on Instagram eight years ago. “As a 12-year-old girl, I felt like I was being constantly bombarded by bodies that I could never replicate or ones that I could try to, but it would lead me in a darker direction.”\u003c/p>\n\u003cp>She remembers just trying to look up a healthy recipe. “And from that one search, I remember being fed constant stuff about my ‘200-calorie day’ or intermittent fasting.”\u003c/p>\n\u003cp>Eventually, she says, her feed was “covered with anorexic, thin, tiny women. Dieting pills, lollipops to suppress my appetite.”\u003c/p>\n\u003cp>Lembke developed an eating disorder. She has recovered and now is a digital advocate and founder of the \u003ca href=\"https://www.logoffmovement.org/\">Log OFF\u003c/a> project, which helps teens build healthier relationships with social media.\u003c/p>\n\u003cp>“When I was younger, I was being prodded and poked and fed material [on social media] that was really leading me in a direction toward an eating disorder,” she says. “I think for a lot of young women, even if it doesn’t materialize into a fully fledged eating disorder, it painfully warps their sense of self by harming their body image. ”\u003c/p>\n\u003cp>Instagram’s parent company, Meta, declined a request for an interview. But in an email, a spokesperson said the company has invested in technology that finds and removes content related to suicide, self-injury or eating disorders before anyone reports it. “We want to reassure every parent that we have their interests at heart in the work we’re doing to provide teens with safe, supportive experiences online,” they wrote.\u003c/p>\n\u003ch3>A whole world of sexually explicit content\u003c/h3>\n\u003cp>Many children also come across sexualized content, even porn, on social media apps, Cherkin says.\u003c/p>\n\u003cp>If you want to get a sense for what your kid might encounter once you let them have a phone and popular apps, Cherkin recommends trying this: Set up a test account in one of the apps, setting the age of the user to your child’s age, and then use the account yourself for a few weeks.\u003c/p>\n\u003cp>“I did that with Snapchat. I set up an account, pretending to be 15. Then I just went to the Discover feed, where it pushes content to you based on your age,” she explains. Within seconds, sexualized content and vulgar images appeared, she says. “And I thought, ‘No, this is not appropriate for a 15-year-old.”\u003c/p>\n\u003cp>Snapchat’s parent company, Snap, also declined a request for an interview with NPR. A spokesperson wrote in an email: “We have largely kept misinformation, hate speech and other potentially harmful content from spreading on Snapchat. That said, we completely understand concerns about the appropriateness of the content that may be featured, and are working to strengthen protections for teens with the aim of offering them a more age-appropriate experience.”\u003c/p>\n\u003cp>Personally, Cherkin uses Instagram for her business. And back in March, despite all her knowledge about the traps on social media, she says she “got catfished.” She engaged with a stranger who seemed to be a teen in her DMs and eventually received obscene and disturbing photos of a man’s genitalia.\u003c/p>\n\u003cp>She \u003ca href=\"https://www.thescreentimeconsultant.com/think-your-kid-wont-get-porn-in-their-dms-6fd96a4dc330sourcerss-43e8070c4854------2\">writes\u003c/a> on her blog: “It’s graphic. It’s gross. And this is one teeny (lol) example of what kids and teens see ALL THE TIME.”\u003c/p>\n\u003ch3>What’s a parent to do? Consider smartphone alternatives\u003c/h3>\n\u003cp>In the end, Cherkin says, there are several other in-between options for tweens besides giving them their own smartphone or denying them a phone altogether. You can:\u003c/p>\n\u003col>\n\u003cli>Share your phone with your tween so they can text with and call friends.\u003c/li>\n\u003c/ol>\n\u003col>\n\u003cli>Give your tween a “dumb phone” that only allows texting and calling. For example, buy an old-school flip phone. But if that’s out of the question because it’s not cool enough (and you have extra cash to spare), you can now buy dumb phones that look like smartphones but have extremely limited functions — no easy-access to the internet, no social media. And very little risk of inappropriate content.\u003c/li>\n\u003c/ol>\n\u003ch3>Try to limit the apps your child uses, but get ready to be busy monitoring them\u003c/h3>\n\u003cp>If you do end up getting your tween a smartphone, Cherkin says, you might be tempted to simply “block” children from downloading particular apps on their phones. And in theory, this works. Parental control apps, such as \u003ca href=\"https://www.bark.us/\">Bark,\u003c/a> can notify you when an app is installed.\u003c/p>\n\u003cp>But, she says, many kids find workarounds to this approach — and really any parental controls. For instance, she says, if you block Instagram on their phone, kids can log in via the web. If you block TikTok, they might watch TikTok videos in Pinterest. Kids can find \u003ca href=\"https://www.bark.us/blog/spotify-porn-problem/#:~:text=Spotify%2C%20Amazon%20Unlimited%2C%20YouTube%20Music,filter%20off%20after%20the%20fact.\">porn on Spotify\u003c/a>.\u003c/p>\n\u003cp>“Kids are way tech savvier than we are,” Cherkin wrote in an email. “Remember how we used to program the VCR for our parents?! Every single parent who comes to me for help has a variation of this same story: ‘We had X parental controls; we blocked X sites; our child figured out how to access them anyway.’ … It’s impossible to successfully block everything — and once you do, a replacement will pop up in its place.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In other words, once you give your child a smartphone, you will likely be setting up yourself for a whole new series of parenting tasks and worries. Even Meta reveals this in its April \u003ca href=\"https://www.youtube.com/watch?v=gxy14wjki6s\">ad for parental controls\u003c/a>: The mom in the ad is monitoring her son’s Instagram account while doing the dishes.\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=So+your+tween+wants+a+smartphone%3F+Read+this+first&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first","authors":["byline_mindshift_62004"],"categories":["mindshift_21445","mindshift_21385","mindshift_20874"],"tags":["mindshift_866","mindshift_822","mindshift_691","mindshift_21473","mindshift_145","mindshift_20568","mindshift_290","mindshift_20816","mindshift_393","mindshift_30","mindshift_21680"],"featImg":"mindshift_62005","label":"mindshift"},"mindshift_47083":{"type":"posts","id":"mindshift_47083","meta":{"index":"posts_1591205157","site":"mindshift","id":"47083","score":null,"sort":[1481047689000]},"guestAuthors":[],"slug":"how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use","title":"How Do Parents Honor the Benefits of Digital Devices While Limiting Kids' Use?","publishDate":1481047689,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>We live in a world of screens. And in this digital age — with so many devices and distraction — it's one of the things parents worry about most: How much time should their kids spend staring at their phones and computers? What's the right balance between privacy and self-discovery?\u003c/p>\n\u003cp>Research continues to provide some answers on how parents are navigating this world. Just today, for example, \u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-plugged-in-parents-of-tweens-and-teens-2016\">there's a new study out\u003c/a> that looks at nearly 2,000 parents — who have kids ages 8 to 18. Among the most surprising findings: People with children spend, on average, 9 hours and 22 minutes per day in front of a screen: texting, tweeting, Googling, checking the weather.\u003c/p>\n\u003cp>And despite spending a big chunk of their day with a device, most parents — 78 percent — told the researchers that they are modeling good media habits for their kids.\u003c/p>\n\u003cp>The report's biggest takeaway? Screen time isn't going anywhere. So let's talk about it.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/common-sense-parent-census_whitepaper_for-web.pdf\">\u003cimg class=\"aligncenter size-medium wp-image-47092\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/NPRed-media-use-800x491.png\" alt=\"npred-media-use\" width=\"800\" height=\"491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-800x491.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-768x471.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-240x147.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-375x230.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-520x319.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use.png 807w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"Media and technology are essential to family life and to childhood and adolescence, and therefore we have to get more on top of it, \" says Jim Steyer. He's the president and CEO of Common Sense Media, an organization that focuses on kids, media and technology, and the group behind the new research.\u003c/p>\n\u003cp>In this blog's 2 1/2 years running, \u003ca href=\"http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting\">some of\u003c/a> our \u003ca href=\"http://www.npr.org/sections/ed/2016/07/05/481582529/how-to-raise-brilliant-children-according-to-science\">most popular posts\u003c/a> have touched on parenting questions.\u003c/p>\n\u003cp>Recently, we gathered a group of about 20 parents to talk about some of these questions. With help from \u003ca href=\"http://generationlisten.npr.org/\">Generation Listen\u003c/a>, the group at NPR that connects with listeners in person to talk about stories and ideas, we settled in on the couches at the Manhattan headquarters of the nonprofit think tank Data & Society.\u003c/p>\n\u003cp>We started the night with some observations from NPR Ed: We don't think there's ever been a generation of parents that's been so thoughtful about what they're doing, but also sometimes nervous and whipsawed by confusion and by different sources.\u003c/p>\n\u003cp>Some parents offered advice and experience, others just came with questions. And the conversation quickly zeroed in on issues related to screens: both kids with their screens, and parents' own use of online and digital media.\u003c/p>\n\u003cp>Here are some of the highlights:\u003c/p>\n\u003cp>\u003cstrong>What to do at home about screen time\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Jessica Millstone \u003c/strong>has an 11-year-old and a 5-year-old and works for an ed-tech company called \u003ca href=\"https://www.brainpop.com/\">Brainpop\u003c/a>:\u003cimg class=\"alignright size-full wp-image-47085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853.jpg\" alt=\"Jessica Millstone\" width=\"200\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853-160x320.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"One thing that we kind of started talking a little bit about is that, when you are using your screens, what are you not doing? ... You just don't spend as much time talking to another person. How do we really encourage face-to-face stuff in the adolescent and older teen years as this technology really permeates every aspect of life?\"\u003c/p>\n\u003cp>(\u003ca href=\"http://www.npr.org/sections/health-shots/2016/10/21/498706789/no-snapchat-in-the-bedroom-an-online-tool-to-manage-kids-media-use\">New recommendations from the American Academy of Pediatrics\u003c/a> suggest creating a \"family media plan\" that emphasizes balancing tech with other activities.)\u003c/p>\n\u003cp>Jim Steyer, from Common Sense Media, suggests setting aside certain times where everyone can put down the devices: like at the dinner table, or in bed.\u003c/p>\n\u003cp>\"As a parent, you are your child's most important role model,\" says Steyer. \"How you use media, how you use technology and how much you use it, is critically important.\"\u003c/p>\n\u003cp>\u003cstrong>Amanda Lenhart\u003c/strong> has four daughters ages 4 to 21, and \u003ca href=\"http://amandalenhart.com/\"> researches kids and technology\u003c/a>. She gave an example of when her daughter had to turn in her phone before a camping trip, and how much she wound up enjoying the time unplugged. \"I think some teens and young adults and kids may be longing for time away from the technology as much they long for time on it.\"\u003c/p>\n\u003cp>(Here's\u003ca href=\"http://www.npr.org/sections/ed/2014/09/30/351521488/kids-and-screen-time-cutting-through-the-static\"> a research study that suggests\u003c/a> even a short break from technology can improve teenagers' ability to read others' emotions.)\u003c/p>\n\u003cp>\u003cstrong>Many parents shared that they are seeing their kids being very creative with technology, and they want to encourage that, but they still have mixed feelings.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-47086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff.jpg\" alt=\"Elle Cole\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff-160x214.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elle Cole, \u003c/strong>a\u003cstrong> \u003ca href=\"http://cleverlychanging.com/\">blogger \u003c/a>\u003c/strong>and the mother of 7-year-old twins, said that recently, one of her daughters came to her and told her she wanted to start her own YouTube channel, making videos about building with Legos. \"But I'm very protective of her because I also know the dangers. ... When she said that, I was like, 'Oh, no,' because to me, that's a world that's not always real.\"\u003c/p>\n\u003cp>\u003cstrong>What about privacy and safety online?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Amanda\u003c/strong> \u003cstrong>Lenhart \u003c/strong>(speaking from both her personal experience and her research): \"I think that a lot of adolescents are really quite thoughtful about the kinds of information and things that they're sharing online. They're thinking a lot about it, they're curating what they place up in digital space. And a lot of that is partly because they want their peers to see a particular version of themselves, but also that we as parents and teachers and administrators and adults tell them that we're watching.\"\u003c/p>\n\u003cp>(Student privacy concerns \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">continue to grow\u003c/a>. Software \u003ca href=\"http://www.npr.org/sections/ed/2016/03/28/470840270/when-school-installed-software-stops-a-suicide\">installed on school-owned computers \u003c/a>is often designed to track kids even when they're at home, which leads to privacy concerns, our reporting found.)\u003c/p>\n\u003cp>\u003cstrong>Adanna Dill\u003ca href=\"http://rattlesandheels.com/about-2/\"> is a blogger\u003c/a>\u003c/strong> and shares a lot of information about her young children, ages 6 and 3, online.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-47087\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627.jpg\" alt=\"Adanna Dill and Claire Fontaine\" width=\"200\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627-160x232.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\"I felt like there was a need for diversity in the mom-blogging sphere. So I wanted to share content with people who looked like me and understood what I was going through, but I felt like I had to share a little bit more about myself and my family for them to connect with me. So I started, slowly but surely, sharing my kids, sharing a bit more about my family. And it's good, because now parents email me and they say, 'Oh, my daughter has hair like yours, and I'm learning how to do her hair because of you sharing different things.' But at the same time, sometimes I don't feel very comfortable, because I don't know who these people are. ... I want to grow my community, but at the same time I want to protect my family, and I just really don't know who's out there, so there are periods where I stop posting about my kids for a while.\"\u003c/p>\n\u003cp>\u003cstrong>What are schools doing with all this digital media? Are schools helping get kids engaged in digital creating? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Jessica\u003c/strong> \u003cstrong>Millstone\u003c/strong> told us that, based on her work in schools, \"I've seen a huge shift in teachers. Younger teachers have a more fluent use of technology, but it still really lags from where the kids are.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-47088\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff.jpg\" alt=\"Claine and Bryan Thomson-DiPalma\" width=\"200\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff-160x154.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"I do see that in a lot of the schools that I visit and I work in, where it's really difficult to get something innovative or experimental or just plain fun into the classroom, and teachers need that. They seek that. They need ways to engage kids that are digital natives and who really expect a kind of digital experience.\u003c/p>\n\u003cp>\"There is this atmosphere of kind of lockdown against electronics that comes into play, where there's just a real bias against it from the beginning. I think it's going to have to come from parent demand in some way — like, I need this to be part of what they do, so appropriate use is scaffolded and modeled, so they can build and use all of these tools for their learning, as well as their entertainment and fun.\u003c/p>\n\u003cp>\"At the same time, I think that the motivation for a lot of schools to keep technology out is to provide a space in a world of ubiquitous technology, where for a few hours you are only speaking to people face-to-face and you are interacting in a more non-technologically based, mediated way. And I fully respect that too. I do wish more schools had sort of an intentional balance [around digital media].\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-800x563.jpg\" alt=\"anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85\" width=\"800\" height=\"563\" class=\"aligncenter size-medium wp-image-47093\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-160x113.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Real+Parents%2C+Real+Talk+About+Kids+And+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"How do you cope with parenting in the digital age? And how do you balance it all? How do you protect your kids, yet give them the freedom to create and explore?","status":"publish","parent":0,"modified":1481047689,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1341},"headData":{"title":"How Do Parents Honor the Benefits of Digital Devices While Limiting Kids' Use? | KQED","description":"How do you cope with parenting in the digital age? And how do you balance it all? How do you protect your kids, yet give them the freedom to create and explore?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do Parents Honor the Benefits of Digital Devices While Limiting Kids' Use?","datePublished":"2016-12-06T18:08:09.000Z","dateModified":"2016-12-06T18:08:09.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"47083 http://ww2.kqed.org/mindshift/?p=47083","disqusUrl":"https://ww2.kqed.org/mindshift/2016/12/06/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use/","disqusTitle":"How Do Parents Honor the Benefits of Digital Devices While Limiting Kids' Use?","nprImageCredit":"LA Johnson","nprByline":"Anya Kamenetz and Elissa Nadworny","nprImageAgency":"NPR","nprStoryId":"496907205","nprApiLink":"http://api.npr.org/query?id=496907205&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/sections/ed/2016/12/06/496907205/real-parents-real-talk-about-kids-and-screens?ft=nprml&f=496907205","nprRetrievedStory":"1","nprPubDate":"Tue, 06 Dec 2016 11:42:00 -0500","nprStoryDate":"Tue, 06 Dec 2016 03:31:00 -0500","nprLastModifiedDate":"Tue, 06 Dec 2016 11:42:48 -0500","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2016/12/20161206_me_real_parents_real_talk_about_kids_and_screens.mp3?orgId=1&topicId=1013&d=176&p=3&story=496907205&t=progseg&e=504519882&seg=17&ft=nprml&f=496907205","nprAudioM3u":"http://api.npr.org/m3u/1504520471-e2aa93.m3u?orgId=1&topicId=1013&d=176&p=3&story=496907205&t=progseg&e=504519882&seg=17&ft=nprml&f=496907205","path":"/mindshift/47083/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/me/2016/12/20161206_me_real_parents_real_talk_about_kids_and_screens.mp3?orgId=1&topicId=1013&d=176&p=3&story=496907205&t=progseg&e=504519882&seg=17&ft=nprml&f=496907205","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>We live in a world of screens. And in this digital age — with so many devices and distraction — it's one of the things parents worry about most: How much time should their kids spend staring at their phones and computers? What's the right balance between privacy and self-discovery?\u003c/p>\n\u003cp>Research continues to provide some answers on how parents are navigating this world. Just today, for example, \u003ca href=\"https://www.commonsensemedia.org/research/the-common-sense-census-plugged-in-parents-of-tweens-and-teens-2016\">there's a new study out\u003c/a> that looks at nearly 2,000 parents — who have kids ages 8 to 18. Among the most surprising findings: People with children spend, on average, 9 hours and 22 minutes per day in front of a screen: texting, tweeting, Googling, checking the weather.\u003c/p>\n\u003cp>And despite spending a big chunk of their day with a device, most parents — 78 percent — told the researchers that they are modeling good media habits for their kids.\u003c/p>\n\u003cp>The report's biggest takeaway? Screen time isn't going anywhere. So let's talk about it.\u003c/p>\n\u003cp>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/uploads/research/common-sense-parent-census_whitepaper_for-web.pdf\">\u003cimg class=\"aligncenter size-medium wp-image-47092\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/NPRed-media-use-800x491.png\" alt=\"npred-media-use\" width=\"800\" height=\"491\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-800x491.png 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-160x98.png 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-768x471.png 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-240x147.png 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-375x230.png 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use-520x319.png 520w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/NPRed-media-use.png 807w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/a>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\"Media and technology are essential to family life and to childhood and adolescence, and therefore we have to get more on top of it, \" says Jim Steyer. He's the president and CEO of Common Sense Media, an organization that focuses on kids, media and technology, and the group behind the new research.\u003c/p>\n\u003cp>In this blog's 2 1/2 years running, \u003ca href=\"http://www.npr.org/sections/ed/2016/02/09/465557430/what-kids-need-from-grown-ups-but-arent-getting\">some of\u003c/a> our \u003ca href=\"http://www.npr.org/sections/ed/2016/07/05/481582529/how-to-raise-brilliant-children-according-to-science\">most popular posts\u003c/a> have touched on parenting questions.\u003c/p>\n\u003cp>Recently, we gathered a group of about 20 parents to talk about some of these questions. With help from \u003ca href=\"http://generationlisten.npr.org/\">Generation Listen\u003c/a>, the group at NPR that connects with listeners in person to talk about stories and ideas, we settled in on the couches at the Manhattan headquarters of the nonprofit think tank Data & Society.\u003c/p>\n\u003cp>We started the night with some observations from NPR Ed: We don't think there's ever been a generation of parents that's been so thoughtful about what they're doing, but also sometimes nervous and whipsawed by confusion and by different sources.\u003c/p>\n\u003cp>Some parents offered advice and experience, others just came with questions. And the conversation quickly zeroed in on issues related to screens: both kids with their screens, and parents' own use of online and digital media.\u003c/p>\n\u003cp>Here are some of the highlights:\u003c/p>\n\u003cp>\u003cstrong>What to do at home about screen time\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Jessica Millstone \u003c/strong>has an 11-year-old and a 5-year-old and works for an ed-tech company called \u003ca href=\"https://www.brainpop.com/\">Brainpop\u003c/a>:\u003cimg class=\"alignright size-full wp-image-47085\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853.jpg\" alt=\"Jessica Millstone\" width=\"200\" height=\"400\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/jessica_custom-6ea1e7dc92e60d1c6a47fad881a80bc1b72c1853-160x320.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"One thing that we kind of started talking a little bit about is that, when you are using your screens, what are you not doing? ... You just don't spend as much time talking to another person. How do we really encourage face-to-face stuff in the adolescent and older teen years as this technology really permeates every aspect of life?\"\u003c/p>\n\u003cp>(\u003ca href=\"http://www.npr.org/sections/health-shots/2016/10/21/498706789/no-snapchat-in-the-bedroom-an-online-tool-to-manage-kids-media-use\">New recommendations from the American Academy of Pediatrics\u003c/a> suggest creating a \"family media plan\" that emphasizes balancing tech with other activities.)\u003c/p>\n\u003cp>Jim Steyer, from Common Sense Media, suggests setting aside certain times where everyone can put down the devices: like at the dinner table, or in bed.\u003c/p>\n\u003cp>\"As a parent, you are your child's most important role model,\" says Steyer. \"How you use media, how you use technology and how much you use it, is critically important.\"\u003c/p>\n\u003cp>\u003cstrong>Amanda Lenhart\u003c/strong> has four daughters ages 4 to 21, and \u003ca href=\"http://amandalenhart.com/\"> researches kids and technology\u003c/a>. She gave an example of when her daughter had to turn in her phone before a camping trip, and how much she wound up enjoying the time unplugged. \"I think some teens and young adults and kids may be longing for time away from the technology as much they long for time on it.\"\u003c/p>\n\u003cp>(Here's\u003ca href=\"http://www.npr.org/sections/ed/2014/09/30/351521488/kids-and-screen-time-cutting-through-the-static\"> a research study that suggests\u003c/a> even a short break from technology can improve teenagers' ability to read others' emotions.)\u003c/p>\n\u003cp>\u003cstrong>Many parents shared that they are seeing their kids being very creative with technology, and they want to encourage that, but they still have mixed feelings.\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>\u003cimg class=\"alignright size-full wp-image-47086\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff.jpg\" alt=\"Elle Cole\" width=\"200\" height=\"268\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/elle_custom-e3200d0a4a24be7a5985eaec589ba60d88fed8ff-160x214.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">Elle Cole, \u003c/strong>a\u003cstrong> \u003ca href=\"http://cleverlychanging.com/\">blogger \u003c/a>\u003c/strong>and the mother of 7-year-old twins, said that recently, one of her daughters came to her and told her she wanted to start her own YouTube channel, making videos about building with Legos. \"But I'm very protective of her because I also know the dangers. ... When she said that, I was like, 'Oh, no,' because to me, that's a world that's not always real.\"\u003c/p>\n\u003cp>\u003cstrong>What about privacy and safety online?\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Amanda\u003c/strong> \u003cstrong>Lenhart \u003c/strong>(speaking from both her personal experience and her research): \"I think that a lot of adolescents are really quite thoughtful about the kinds of information and things that they're sharing online. They're thinking a lot about it, they're curating what they place up in digital space. And a lot of that is partly because they want their peers to see a particular version of themselves, but also that we as parents and teachers and administrators and adults tell them that we're watching.\"\u003c/p>\n\u003cp>(Student privacy concerns \u003ca href=\"http://www.npr.org/sections/alltechconsidered/2014/04/28/305715935/what-parents-need-to-know-about-big-data-and-student-privacy\">continue to grow\u003c/a>. Software \u003ca href=\"http://www.npr.org/sections/ed/2016/03/28/470840270/when-school-installed-software-stops-a-suicide\">installed on school-owned computers \u003c/a>is often designed to track kids even when they're at home, which leads to privacy concerns, our reporting found.)\u003c/p>\n\u003cp>\u003cstrong>Adanna Dill\u003ca href=\"http://rattlesandheels.com/about-2/\"> is a blogger\u003c/a>\u003c/strong> and shares a lot of information about her young children, ages 6 and 3, online.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-47087\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627.jpg\" alt=\"Adanna Dill and Claire Fontaine\" width=\"200\" height=\"290\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/adanna-and-claire_custom-72dd3f580c4fd661d89a03b60e2a1b452a60e627-160x232.jpg 160w\" sizes=\"(max-width: 200px) 100vw, 200px\">\"I felt like there was a need for diversity in the mom-blogging sphere. So I wanted to share content with people who looked like me and understood what I was going through, but I felt like I had to share a little bit more about myself and my family for them to connect with me. So I started, slowly but surely, sharing my kids, sharing a bit more about my family. And it's good, because now parents email me and they say, 'Oh, my daughter has hair like yours, and I'm learning how to do her hair because of you sharing different things.' But at the same time, sometimes I don't feel very comfortable, because I don't know who these people are. ... I want to grow my community, but at the same time I want to protect my family, and I just really don't know who's out there, so there are periods where I stop posting about my kids for a while.\"\u003c/p>\n\u003cp>\u003cstrong>What are schools doing with all this digital media? Are schools helping get kids engaged in digital creating? \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>Jessica\u003c/strong> \u003cstrong>Millstone\u003c/strong> told us that, based on her work in schools, \"I've seen a huge shift in teachers. Younger teachers have a more fluent use of technology, but it still really lags from where the kids are.\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-47088\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff.jpg\" alt=\"Claine and Bryan Thomson-DiPalma\" width=\"200\" height=\"193\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff.jpg 200w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff-160x154.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/claine-and-bryan_custom-7f45b460667b323ad92529a142297b9f29cac3ff-32x32.jpg 32w\" sizes=\"(max-width: 200px) 100vw, 200px\">\u003c/p>\n\u003cp>\"I do see that in a lot of the schools that I visit and I work in, where it's really difficult to get something innovative or experimental or just plain fun into the classroom, and teachers need that. They seek that. They need ways to engage kids that are digital natives and who really expect a kind of digital experience.\u003c/p>\n\u003cp>\"There is this atmosphere of kind of lockdown against electronics that comes into play, where there's just a real bias against it from the beginning. I think it's going to have to come from parent demand in some way — like, I need this to be part of what they do, so appropriate use is scaffolded and modeled, so they can build and use all of these tools for their learning, as well as their entertainment and fun.\u003c/p>\n\u003cp>\"At the same time, I think that the motivation for a lot of schools to keep technology out is to provide a space in a world of ubiquitous technology, where for a few hours you are only speaking to people face-to-face and you are interacting in a more non-technologically based, mediated way. And I fully respect that too. I do wish more schools had sort of an intentional balance [around digital media].\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-800x563.jpg\" alt=\"anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85\" width=\"800\" height=\"563\" class=\"aligncenter size-medium wp-image-47093\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-160x113.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-768x540.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-240x169.jpg 240w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-375x264.jpg 375w, https://ww2.kqed.org/app/uploads/sites/23/2016/12/anya_custom-2e103935f1d9fe70cfb63fb6121f6c76dfd48e7d-s800-c85-520x366.jpg 520w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2016 NPR. To see more, visit http://www.npr.org/.\u003cimg src=\"http://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Real+Parents%2C+Real+Talk+About+Kids+And+Screens&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/47083/how-do-parents-honor-the-benefits-of-digital-devices-while-limiting-kids-use","authors":["byline_mindshift_47083"],"categories":["mindshift_194"],"tags":["mindshift_822","mindshift_691","mindshift_20784","mindshift_1040","mindshift_20568","mindshift_20816"],"featImg":"mindshift_47084","label":"mindshift"},"mindshift_26903":{"type":"posts","id":"mindshift_26903","meta":{"index":"posts_1591205157","site":"mindshift","id":"26903","score":null,"sort":[1360611531000]},"guestAuthors":[],"slug":"the-upside-and-dark-side-of-collecting-student-data","title":"The Upside and Dark Side of Collecting Student Data","publishDate":1360611531,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1360611531,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":496},"headData":{"title":"The Upside and Dark Side of Collecting Student Data | KQED","description":"As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student. A slew of companies and products offer","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"The Upside and Dark Side of Collecting Student Data","datePublished":"2013-02-11T19:38:51.000Z","dateModified":"2013-02-11T19:38:51.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"26903 http://blogs.kqed.org/mindshift/?p=26903","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/11/the-upside-and-dark-side-of-collecting-student-data/","disqusTitle":"The Upside and Dark Side of Collecting Student Data","path":"/mindshift/26903/the-upside-and-dark-side-of-collecting-student-data","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27048\" class=\"wp-caption center\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27048\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/student-Internet-use-620x387.gif\" alt=\"student-Internet-use\" width=\"620\" height=\"387\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">As learning increasingly moves toward the digital landscape, the role of data is also coming under more scrutiny. Every time a student browses the Internet or uses an app for learning, trace data is created, and thus the potential to use it for the benefit of that student.\u003c/p>\n\u003cp>A slew of companies and products offer the promise of collecting data to help educators, but there are still major concerns about how that data will be used, including issues around student privacy and teacher evaluations.\u003c/p>\n\u003cp>\u003ca href=\"http://blog.reyjunco.com/\">Reynol Junco\u003c/a>, faculty associate at Harvard’s Berkman Center for Internet and Society, is studying the role of data in education, and says the potential for using learning analytics for students' benefit is far from being realized. Using data as formative assessment -- providing feedback to students in incremental steps rather than with big tests like mid-terms or finals -- can be helpful to both students and teachers, he says.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child.”\u003c/strong>\u003c/aside>\n\u003cp>\"I think of learning analytics as the ultimate formative assessment. We're always talking in education about how formative assessments are very important. It's important to assess frequently and to make adjustments,\" he said recently on \u003ca href=\"http://m.npr.org/story/170490218\">NPR's Tell Me More\u003c/a>. \"We've got data well before a student will flunk a first exam or a quiz and so we can make some predictions about the things that \u003c!--more-->they're doing and how we might intervene before we get to that point.\u003c/p>\n\u003cp>Junco sees potential for trace data to further individualize learning, or at the very least help educators understand how their students use the Internet.“It's collecting large amounts of data to identify patterns that will help tailor education more precisely for each child,” Junco said. “Some of my research has already shown that we can use things like how much time students spend on Facebook and what they do on Facebook to predict academic outcomes,” Junco said. In \u003ca href=\"http://reyjunco.com/wordpress/pdf/JuncoMultitaskingCHB2012.pdf\">that study [PDF]\u003c/a> he learned that students who use Facebook in class to socialize have lower GPAs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/01/what-does-your-school-know-about-you/\">What Does Your School Know About You?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>But Junco also understands the dark side of data. When it comes to small kids using mobile apps to play games, Junco believes data collection for the purposes of companies tracking children's locations and activities goes too far.\u003c/p>\n\u003cp>\"Such tracking builds profiles of children (their likes, dislikes, browsing habits, etc.) for insidious forms of marketing,\" he \u003ca href=\"http://blog.reyjunco.com/mobile-apps-and-youth-privacy\">wrote \u003c/a>in response to the December report, \u003cem>\u003ca href=\"http://www.ftc.gov/os/2012/12/121210mobilekidsappreport.pdf\" target=\"_blank\">Mobile Apps for Kids\u003c/a>\u003c/em>, by the Federal Trade Commission about the Children’s Online Privacy Protection Act (\u003ca href=\"http://www.coppa.org/coppa.htm\" target=\"_blank\">COPPA\u003c/a>) requirements.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>That report found that 59 percent of the 400 apps reviewed some infromation from the user's mobile device back to the developer or to a third party. And only 20 percent of apps disclosed information about how they collect data.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/26903/the-upside-and-dark-side-of-collecting-student-data","authors":["234"],"categories":["mindshift_192","mindshift_193"],"tags":["mindshift_631","mindshift_691","mindshift_927"],"featImg":"mindshift_26906","label":"mindshift"},"mindshift_14906":{"type":"posts","id":"mindshift_14906","meta":{"index":"posts_1591205157","site":"mindshift","id":"14906","score":null,"sort":[1314739819000]},"guestAuthors":[],"slug":"six-reasons-why-kids-should-know-how-to-blog","title":"Six Reasons Why Kids Should Know How to Blog","publishDate":1314739819,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pixelsrzen/6076884893/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14922\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/6076884893_4307a19068-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Pixelsrzen\u003c/p>\n\u003c/div>\n\u003cp>In the digital age, kids need to have an understanding of what it means to be a responsible digital citizen. They need to learn the technical how-to's, as well as a more global comprehension of how to navigate the online world. To that end, Melbourne educator Jenny Luca made a commitment to help her students start blogging and to create ePortfolios. Here are six reasons why, at her school, these skills are now a high priority.\u003c/p>\n\u003ch5>By Jenny Luca\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>CREATING POSITIVE DIGITAL FOOTPRINTS\u003c/strong>. Kids need to start establishing a positive digital impression of themselves. Without question, it will be the norm for these students to be Googled when they begin to look for jobs -- even if it's part time. As young as they are, they need to cultivate their personal brand, and they can do this by posting about what they're involved in at school, learning in their classrooms, or other co-curricular activities they enjoy. We want our students to understand that they can control the message about themselves on the Web, and that they can point prospective employers, colleagues or university admissions officers\u003cstrong>.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\"As of August 6 my blog has had 533 visits worldwide. Amazing or what? WOW.”\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>COMMUNICATING WITH DIGITAL TOOLS\u003c/strong>. We want our students to have a handle on how to use digital tools to communicate, and not just through networks like Facebook. Plenty of our students are Facebook users, but there is a higher order skill set required to maintain consistent posts on a blog. We’ve taught our students how to set up categories, add widgets, use the HTML editor to embed code, and how to tell the difference between a legitimate comment and a spammer. As our world moves ever closer towards the Internet as the main vehicle for communication, we feel that we are helping our students understand the language they will need to navigate this new territory.\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TRANSPARENCY FOR PARENTS AND FAMILY\u003c/strong>. Our curriculum is becoming more transparent to parents. As our students write more about what they're learning, we now have a means for their parents to feel more connected to what happens at school. Where once a child would write for an audience of one – the teacher – now they are writing for a potentially \u003c!--more-->much larger audience that includes their immediate and extended family. Students will not only have a digital archive of their learning, but will see comments from friends and family that they can revisit in years to come. Their access won’t be limited to the box of cherished school records and mementos relegated to the attic. For these kids, an Internet connection will enable them to revisit their childhood and adolescent school years.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>NEW WAYS OF THINKING ABOUT WEB TOOLS. \u003c/strong>We need a digital space to demonstrate new methods of learning how to use important Web tools. Already this year, our student ePortfolios have been used to embed Slideshare and Google Docs presentations, Glogsters, podcasts created with Garageband, Google MyMaps, Prezi, and links to Wiki pages they have edited for different subjects. Just having our students understand how to hyperlink to other people’s content, and the potential this opens for two-way conversation, has been eye-opening for them. These spaces have helped provide even more reasons for our teaching staff to use Web-based tools and teach themselves new skills in the process.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>EFFECTIVE DIGITAL CITIZENSHIP\u003c/strong>. By creating ePortfolios, or a digital collection of their work, our students learn how to conduct themselves in digital spaces in the context of their curriculum, not just in isolated lecture-style presentations that may strike a chord with some students, but miss the mark with others. When I talk to my seventh-grade students, they can clearly articulate why we're using these ePortfolios. It makes sense to them, and they know it is important for their future lives.\u003c/li>\n\u003cli>\u003cstrong>PRIDE IN THEIR WORK. \u003c/strong>For many of our students, their world view is changing as a result of posting in public spaces. Many of them have embedded \u003ca href=\"http://www.clustrmaps.com/\">clustr\u003c/a> maps into their sidebars, and they can see where people are visiting from. Recently, \u003ca href=\"http://blogs.toorakcollege.vic.edu.au/josephined1/\">one of our students\u003c/a> posted about the effect this global audience has had on her\u003cem>: “Okay- so is this is amazing.\u003c/em>\u003cem> I’ve used this blog since March 30th and so far it’s been a great resource and an amazing display of some of my work this year. It hasn’t just been my teachers, my classmates, my family and I that have looked at it -- as of August 6 my blog has had 533 visits worldwide.\u003c/em>\u003cem> Amazing or what? WOW.”\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Wow indeed.\u003c/p>\n\u003ch5> \u003cem>Jenny Luca contributes to PLP’s group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/h5>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1321488378,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":4,"wordCount":804},"headData":{"title":"Six Reasons Why Kids Should Know How to Blog | KQED","description":"Flickr:Pixelsrzen In the digital age, kids need to have an understanding of what it means to be a responsible digital citizen. They need to learn the technical how-to's, as well as a more global comprehension of how to navigate the online world. To that end, Melbourne educator Jenny Luca made a commitment to help her","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Six Reasons Why Kids Should Know How to Blog","datePublished":"2011-08-30T21:30:19.000Z","dateModified":"2011-11-17T00:06:18.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"14906 http://blogs.kqed.org/mindshift/?p=14906","disqusUrl":"https://ww2.kqed.org/mindshift/2011/08/30/six-reasons-why-kids-should-know-how-to-blog/","disqusTitle":"Six Reasons Why Kids Should Know How to Blog","path":"/mindshift/14906/six-reasons-why-kids-should-know-how-to-blog","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/pixelsrzen/6076884893/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-14922\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/08/6076884893_4307a19068-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Flickr:Pixelsrzen\u003c/p>\n\u003c/div>\n\u003cp>In the digital age, kids need to have an understanding of what it means to be a responsible digital citizen. They need to learn the technical how-to's, as well as a more global comprehension of how to navigate the online world. To that end, Melbourne educator Jenny Luca made a commitment to help her students start blogging and to create ePortfolios. Here are six reasons why, at her school, these skills are now a high priority.\u003c/p>\n\u003ch5>By Jenny Luca\u003cstrong>\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cstrong>\u003c/strong>\u003cstrong>CREATING POSITIVE DIGITAL FOOTPRINTS\u003c/strong>. Kids need to start establishing a positive digital impression of themselves. Without question, it will be the norm for these students to be Googled when they begin to look for jobs -- even if it's part time. As young as they are, they need to cultivate their personal brand, and they can do this by posting about what they're involved in at school, learning in their classrooms, or other co-curricular activities they enjoy. We want our students to understand that they can control the message about themselves on the Web, and that they can point prospective employers, colleagues or university admissions officers\u003cstrong>.\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003caside class=\"pullquote alignleft\">\"As of August 6 my blog has had 533 visits worldwide. Amazing or what? WOW.”\u003c/aside>\n\u003cul>\n\u003cli>\u003cstrong>COMMUNICATING WITH DIGITAL TOOLS\u003c/strong>. We want our students to have a handle on how to use digital tools to communicate, and not just through networks like Facebook. Plenty of our students are Facebook users, but there is a higher order skill set required to maintain consistent posts on a blog. We’ve taught our students how to set up categories, add widgets, use the HTML editor to embed code, and how to tell the difference between a legitimate comment and a spammer. As our world moves ever closer towards the Internet as the main vehicle for communication, we feel that we are helping our students understand the language they will need to navigate this new territory.\u003cstrong>\u003c/strong>\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>TRANSPARENCY FOR PARENTS AND FAMILY\u003c/strong>. Our curriculum is becoming more transparent to parents. As our students write more about what they're learning, we now have a means for their parents to feel more connected to what happens at school. Where once a child would write for an audience of one – the teacher – now they are writing for a potentially \u003c!--more-->much larger audience that includes their immediate and extended family. Students will not only have a digital archive of their learning, but will see comments from friends and family that they can revisit in years to come. Their access won’t be limited to the box of cherished school records and mementos relegated to the attic. For these kids, an Internet connection will enable them to revisit their childhood and adolescent school years.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>NEW WAYS OF THINKING ABOUT WEB TOOLS. \u003c/strong>We need a digital space to demonstrate new methods of learning how to use important Web tools. Already this year, our student ePortfolios have been used to embed Slideshare and Google Docs presentations, Glogsters, podcasts created with Garageband, Google MyMaps, Prezi, and links to Wiki pages they have edited for different subjects. Just having our students understand how to hyperlink to other people’s content, and the potential this opens for two-way conversation, has been eye-opening for them. These spaces have helped provide even more reasons for our teaching staff to use Web-based tools and teach themselves new skills in the process.\u003cstrong>\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>EFFECTIVE DIGITAL CITIZENSHIP\u003c/strong>. By creating ePortfolios, or a digital collection of their work, our students learn how to conduct themselves in digital spaces in the context of their curriculum, not just in isolated lecture-style presentations that may strike a chord with some students, but miss the mark with others. When I talk to my seventh-grade students, they can clearly articulate why we're using these ePortfolios. It makes sense to them, and they know it is important for their future lives.\u003c/li>\n\u003cli>\u003cstrong>PRIDE IN THEIR WORK. \u003c/strong>For many of our students, their world view is changing as a result of posting in public spaces. Many of them have embedded \u003ca href=\"http://www.clustrmaps.com/\">clustr\u003c/a> maps into their sidebars, and they can see where people are visiting from. Recently, \u003ca href=\"http://blogs.toorakcollege.vic.edu.au/josephined1/\">one of our students\u003c/a> posted about the effect this global audience has had on her\u003cem>: “Okay- so is this is amazing.\u003c/em>\u003cem> I’ve used this blog since March 30th and so far it’s been a great resource and an amazing display of some of my work this year. It hasn’t just been my teachers, my classmates, my family and I that have looked at it -- as of August 6 my blog has had 533 visits worldwide.\u003c/em>\u003cem> Amazing or what? WOW.”\u003c/em>\u003c/li>\n\u003c/ul>\n\u003cp>Wow indeed.\u003c/p>\n\u003ch5> \u003cem>Jenny Luca contributes to PLP’s group blog \u003c/em>\u003ca href=\"http://plpnetwork.com/2011/06/24/learning-like-a-hurricane/\">\u003cem>Voices from the Learning Revolution\u003c/em>\u003c/a>\u003cem>. \u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/14906/six-reasons-why-kids-should-know-how-to-blog","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_691","mindshift_692"],"featImg":"mindshift_14922","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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