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We must hold social-media companies accountable for the experiment they are running on our children for profit,\" Biden wrote in an op-ed \u003ca href=\"https://www.wsj.com/articles/unite-against-big-tech-abuses-social-media-privacy-competition-antitrust-children-algorithm-11673439411?page=1\" target=\"_blank\" rel=\"noopener noreferrer\">published in the \u003cem>Wall Street Journal\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>State prosecutors are investigating social media's impact on kids. Congress has called hearings on the topic. And schools are ringing alarm bells too.\u003c/p>\n\u003cp>Seattle Public Schools on Friday filed a\u003ca href=\"https://storage.courtlistener.com/recap/gov.uscourts.wawd.317950/gov.uscourts.wawd.317950.1.0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> 91-page lawsuit\u003c/a> against the companies behind TikTok, Instagram, Facebook, Snapchat and YouTube in a federal district court.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The public school district alleges that students are being recommended harmful content online, exacerbating a mental health crisis, and social media companies are allowing it to happen.\u003c/p>\n\u003cp>Here's what you need to know about the lawsuit.\u003c/p>\n\u003ch3>The school system accuses social media platforms of increasing students' anxiety and depression\u003c/h3>\n\u003cp>Seattle Public Schools alleges that the very design of these platforms, which seek to maximize the amount of time users spend on them, is flawed and dangerous–particularly to kids.\u003c/p>\n\u003cp>They argue that the longer people stay on social media, the more ads those companies sell and thus the more money they stand to make. And some features, such as push notifications, are designed to draw users in, making it hard to ignore, especially for kids, the school district alleges.\u003c/p>\n\u003cp>It also references studies that suggest teens who spend a lot of time using screens are more likely to receive diagnoses of depression or anxiety, encounter cyber bullying and not get enough sleep.\u003c/p>\n\u003cp>According to the lawsuit, social media companies have \"exploited the vulnerable brains of youth, hooking tens of millions of students across the country into positive feedback loops of excessive use and abuse.\"\u003c/p>\n\u003cp>The lawsuit cites a\u003ca href=\"https://www.wsj.com/articles/how-tiktok-inundates-teens-with-eating-disorder-videos-11639754848\" target=\"_blank\" rel=\"noopener noreferrer\"> 2021 investigation\u003c/a> by the Wall Street Journal, in which several teenage girls reported developing eating disorders or relapsing after TikTok promoted extreme diet videos to them.\u003c/p>\n\u003cp>The issue of potentially dangerous content on social media is not a new one.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/10/05/1043207218/whistleblower-to-congress-facebook-products-harm-children-and-weaken-democracy\" target=\"_blank\" rel=\"noopener noreferrer\">As NPR reported in 2021\u003c/a>, Facebook whistleblower Frances Haugen, a former product manager, testified before Congress, saying that executives hid research about the risks the company's products posed to kids.\u003c/p>\n\u003cp>Since then, Meta, Facebook and Instagram's parent company, has ramped up \u003ca href=\"https://www.npr.org/2021/07/27/1020753541/instagram-debuts-new-safety-settings-for-teenagers\" target=\"_blank\" rel=\"noopener noreferrer\">safety features for teens\u003c/a>, including efforts\u003ca href=\"https://www.npr.org/2021/07/27/1020753541/instagram-debuts-new-safety-settings-for-teenagers\" target=\"_blank\" rel=\"noopener noreferrer\"> to prevent \u003c/a>unwanted contact from adults, tools that let parents limit the amount of time their children spend on Instagram and age-verification technology.\u003c/p>\n\u003cp>\"We want teens to be safe online,\" Meta Global Head of Safety Antigone Davis told NPR in an email. \"We don't allow content that promotes suicide, self-harm or eating disorders, and of the content we remove or take action on, we identify over 99% of it before it's reported to us.\"\u003c/p>\n\u003cp>She did not comment directly on the Seattle public schools' lawsuit.\u003c/p>\n\u003cp>Jose Castenada, a Google spokesperson, said that the company, which owns YouTube, has \"introduced strong protections and dedicated features to prioritize their well being.\" He also did not comment directly on the lawsuit.\u003c/p>\n\u003cp>A spokesperson for Snap and a spokesperson for TikTok said they could not comment on litigation but that users' wellbeing is a priority.\u003c/p>\n\u003ch3>The school system says it doesn't have the resources to manage a crisis made worse by social media\u003c/h3>\n\u003cp>In the lawsuit, Seattle Public Schools says the number of students who report feeling \"so sad or hopeless almost every day for two weeks or more in a row that [they] stopped doing some usual activities\" increased by 30% from 2009, when smartphones gained steam, to 2019, by which time they'd become ubiquitous.\u003c/p>\n\u003cp>\"Our students - and young people everywhere - face unprecedented learning and life struggles that are amplified by the negative impacts of increased screen time, unfiltered content, and potentially addictive properties of social media,\" said Seattle Public Schools Superintendent Brent Jones in a statement.\u003c/p>\n\u003cp>But the school system says it doesn't have enough staff to treat the growing number of students seeking mental-health counseling.\u003c/p>\n\u003cp>\"Our obligation is to create the conditions for students to thrive and have high quality learning experiences,\" said Jones. \"The harm caused by these companies runs counter to that.\"\u003c/p>\n\u003cp>Nationwide, just over half of all public school systems say they can effectively provide mental health services to students in need\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/05_31_2022_2.asp\" target=\"_blank\" rel=\"noopener noreferrer\"> according to the National Center of Education\u003c/a>.\u003c/p>\n\u003cp>The Seattle-based law firm Keller Rohrback is representing the school district in the lawsuit on a contingency basis, which means attorneys will not get paid unless they win and companies are required to pay a fine, according to Tim Robinson, the head of media relations for Seattle Public Schools.\u003c/p>\n\u003ch3>Tech companies have a powerful legal shield, but it's about to be challenged\u003c/h3>\n\u003cp>It's nearly impossible to sue social media companies over the content on their platforms because of a law known as Section 230. Part of the 1996 Communications Decency Act, it says tech companies can't be held liable for what others share on their sites.\u003c/p>\n\u003cp>But that could soon change.\u003c/p>\n\u003cp>The Supreme Court will hear \u003ca href=\"https://www.scotusblog.com/case-files/cases/gonzalez-v-google-llc/\" target=\"_blank\" rel=\"noopener noreferrer\">arguments next month\u003c/a> in a case that aims to limit Section 230 and puts social media companies' recommendation algorithms front and center. Those recommendation formulas are at the heart of the Seattle Public Schools' lawsuit too.\u003c/p>\n\u003cp>Right now, the public school system has a very steep legal road to climb, according to Ryan Calo, a professor at University of Washington's School of Law. But if the plaintiffs in the case before the Supreme Court are successful, it could open the door to this kind of argument, he said.\u003c/p>\n\u003cp>Calo is not involved in either lawsuit, but he does have two children in Seattle Public Schools, one in 7th grade and the other in 3rd. He said isn't surprised that this is happening in Seattle, the home of tech giants including Amazon and Microsoft, which has always been at the forefront of the internet and the digital world.\u003c/p>\n\u003cp>Even if the case never gets its day in court, its filing allows the school district to draw attention to the issue, Calo said.\u003c/p>\n\u003cp>\"They can do so as a pretty compelling and sympathetic plaintiff in the form of a school district that cares about its kids.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 800-273-8255 (en español: 888-628-9454; deaf and hard of hearing: 800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=3+reasons+why+Seattle+schools+are+suing+Big+Tech+over+a+youth+mental+health+crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Seattle Public Schools is suing Facebook, Instagram, YouTube, TikTok and Snapchat for exacerbating the mental health crisis among its students.","status":"publish","parent":0,"modified":1673475410,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1145},"headData":{"title":"3 reasons why Seattle schools are suing Big Tech over a youth mental health crisis - MindShift","description":"Seattle Public Schools is suing Facebook, Instagram, YouTube, TikTok and Snapchat for exacerbating the mental health crisis among its students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprImageCredit":"Richard Drew","nprByline":"Mary Yang","nprImageAgency":"AP","nprStoryId":"1134832529","nprApiLink":"http://api.npr.org/query?id=1134832529&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2023/01/10/1134832529/seattle-schools-big-tech-lawsuit-takeaways?ft=nprml&f=1134832529","nprRetrievedStory":"1","nprPubDate":"Wed, 11 Jan 2023 13:34:00 -0500","nprStoryDate":"Tue, 10 Jan 2023 18:06:10 -0500","nprLastModifiedDate":"Wed, 11 Jan 2023 13:34:05 -0500","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"storyMajorUpdateDate\">\u003cstrong>Updated January 11, 2023 at 1:34 PM ET\u003c/strong>\u003c/div>\n\u003cp>Worries about social media's effect on hardwired kids are coming from all corners.\u003c/p>\n\u003cp>President Joe Biden on Wednesday urged Congress to hold Big Tech accountable for dangerous content shared on social media, and increase privacy protections specifically for children.\u003c/p>\n\u003cp>\"Millions of young people are struggling with bullying, violence, trauma and mental health. We must hold social-media companies accountable for the experiment they are running on our children for profit,\" Biden wrote in an op-ed \u003ca href=\"https://www.wsj.com/articles/unite-against-big-tech-abuses-social-media-privacy-competition-antitrust-children-algorithm-11673439411?page=1\" target=\"_blank\" rel=\"noopener noreferrer\">published in the \u003cem>Wall Street Journal\u003c/em>\u003c/a>.\u003c/p>\n\u003cp>State prosecutors are investigating social media's impact on kids. Congress has called hearings on the topic. And schools are ringing alarm bells too.\u003c/p>\n\u003cp>Seattle Public Schools on Friday filed a\u003ca href=\"https://storage.courtlistener.com/recap/gov.uscourts.wawd.317950/gov.uscourts.wawd.317950.1.0.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"> 91-page lawsuit\u003c/a> against the companies behind TikTok, Instagram, Facebook, Snapchat and YouTube in a federal district court.\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>The public school district alleges that students are being recommended harmful content online, exacerbating a mental health crisis, and social media companies are allowing it to happen.\u003c/p>\n\u003cp>Here's what you need to know about the lawsuit.\u003c/p>\n\u003ch3>The school system accuses social media platforms of increasing students' anxiety and depression\u003c/h3>\n\u003cp>Seattle Public Schools alleges that the very design of these platforms, which seek to maximize the amount of time users spend on them, is flawed and dangerous–particularly to kids.\u003c/p>\n\u003cp>They argue that the longer people stay on social media, the more ads those companies sell and thus the more money they stand to make. And some features, such as push notifications, are designed to draw users in, making it hard to ignore, especially for kids, the school district alleges.\u003c/p>\n\u003cp>It also references studies that suggest teens who spend a lot of time using screens are more likely to receive diagnoses of depression or anxiety, encounter cyber bullying and not get enough sleep.\u003c/p>\n\u003cp>According to the lawsuit, social media companies have \"exploited the vulnerable brains of youth, hooking tens of millions of students across the country into positive feedback loops of excessive use and abuse.\"\u003c/p>\n\u003cp>The lawsuit cites a\u003ca href=\"https://www.wsj.com/articles/how-tiktok-inundates-teens-with-eating-disorder-videos-11639754848\" target=\"_blank\" rel=\"noopener noreferrer\"> 2021 investigation\u003c/a> by the Wall Street Journal, in which several teenage girls reported developing eating disorders or relapsing after TikTok promoted extreme diet videos to them.\u003c/p>\n\u003cp>The issue of potentially dangerous content on social media is not a new one.\u003c/p>\n\u003cp>\u003ca href=\"https://www.npr.org/2021/10/05/1043207218/whistleblower-to-congress-facebook-products-harm-children-and-weaken-democracy\" target=\"_blank\" rel=\"noopener noreferrer\">As NPR reported in 2021\u003c/a>, Facebook whistleblower Frances Haugen, a former product manager, testified before Congress, saying that executives hid research about the risks the company's products posed to kids.\u003c/p>\n\u003cp>Since then, Meta, Facebook and Instagram's parent company, has ramped up \u003ca href=\"https://www.npr.org/2021/07/27/1020753541/instagram-debuts-new-safety-settings-for-teenagers\" target=\"_blank\" rel=\"noopener noreferrer\">safety features for teens\u003c/a>, including efforts\u003ca href=\"https://www.npr.org/2021/07/27/1020753541/instagram-debuts-new-safety-settings-for-teenagers\" target=\"_blank\" rel=\"noopener noreferrer\"> to prevent \u003c/a>unwanted contact from adults, tools that let parents limit the amount of time their children spend on Instagram and age-verification technology.\u003c/p>\n\u003cp>\"We want teens to be safe online,\" Meta Global Head of Safety Antigone Davis told NPR in an email. \"We don't allow content that promotes suicide, self-harm or eating disorders, and of the content we remove or take action on, we identify over 99% of it before it's reported to us.\"\u003c/p>\n\u003cp>She did not comment directly on the Seattle public schools' lawsuit.\u003c/p>\n\u003cp>Jose Castenada, a Google spokesperson, said that the company, which owns YouTube, has \"introduced strong protections and dedicated features to prioritize their well being.\" He also did not comment directly on the lawsuit.\u003c/p>\n\u003cp>A spokesperson for Snap and a spokesperson for TikTok said they could not comment on litigation but that users' wellbeing is a priority.\u003c/p>\n\u003ch3>The school system says it doesn't have the resources to manage a crisis made worse by social media\u003c/h3>\n\u003cp>In the lawsuit, Seattle Public Schools says the number of students who report feeling \"so sad or hopeless almost every day for two weeks or more in a row that [they] stopped doing some usual activities\" increased by 30% from 2009, when smartphones gained steam, to 2019, by which time they'd become ubiquitous.\u003c/p>\n\u003cp>\"Our students - and young people everywhere - face unprecedented learning and life struggles that are amplified by the negative impacts of increased screen time, unfiltered content, and potentially addictive properties of social media,\" said Seattle Public Schools Superintendent Brent Jones in a statement.\u003c/p>\n\u003cp>But the school system says it doesn't have enough staff to treat the growing number of students seeking mental-health counseling.\u003c/p>\n\u003cp>\"Our obligation is to create the conditions for students to thrive and have high quality learning experiences,\" said Jones. \"The harm caused by these companies runs counter to that.\"\u003c/p>\n\u003cp>Nationwide, just over half of all public school systems say they can effectively provide mental health services to students in need\u003ca href=\"https://nces.ed.gov/whatsnew/press_releases/05_31_2022_2.asp\" target=\"_blank\" rel=\"noopener noreferrer\"> according to the National Center of Education\u003c/a>.\u003c/p>\n\u003cp>The Seattle-based law firm Keller Rohrback is representing the school district in the lawsuit on a contingency basis, which means attorneys will not get paid unless they win and companies are required to pay a fine, according to Tim Robinson, the head of media relations for Seattle Public Schools.\u003c/p>\n\u003ch3>Tech companies have a powerful legal shield, but it's about to be challenged\u003c/h3>\n\u003cp>It's nearly impossible to sue social media companies over the content on their platforms because of a law known as Section 230. Part of the 1996 Communications Decency Act, it says tech companies can't be held liable for what others share on their sites.\u003c/p>\n\u003cp>But that could soon change.\u003c/p>\n\u003cp>The Supreme Court will hear \u003ca href=\"https://www.scotusblog.com/case-files/cases/gonzalez-v-google-llc/\" target=\"_blank\" rel=\"noopener noreferrer\">arguments next month\u003c/a> in a case that aims to limit Section 230 and puts social media companies' recommendation algorithms front and center. Those recommendation formulas are at the heart of the Seattle Public Schools' lawsuit too.\u003c/p>\n\u003cp>Right now, the public school system has a very steep legal road to climb, according to Ryan Calo, a professor at University of Washington's School of Law. But if the plaintiffs in the case before the Supreme Court are successful, it could open the door to this kind of argument, he said.\u003c/p>\n\u003cp>Calo is not involved in either lawsuit, but he does have two children in Seattle Public Schools, one in 7th grade and the other in 3rd. He said isn't surprised that this is happening in Seattle, the home of tech giants including Amazon and Microsoft, which has always been at the forefront of the internet and the digital world.\u003c/p>\n\u003cp>Even if the case never gets its day in court, its filing allows the school district to draw attention to the issue, Calo said.\u003c/p>\n\u003cp>\"They can do so as a pretty compelling and sympathetic plaintiff in the form of a school district that cares about its kids.\"\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>\u003cem>If you or someone you know may be considering suicide, contact the \u003c/em>\u003ca href=\"http://suicidepreventionlifeline.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>National Suicide Prevention Lifeline\u003c/em>\u003c/a>\u003cem> at 800-273-8255 (en español: 888-628-9454; deaf and hard of hearing: 800-799-4889) or the \u003c/em>\u003ca href=\"http://www.crisistextline.org/\" target=\"_blank\" rel=\"noopener noreferrer\">\u003cem>Crisis Text Line\u003c/em>\u003c/a>\u003cem> by texting HOME to 741741.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2023 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=3+reasons+why+Seattle+schools+are+suing+Big+Tech+over+a+youth+mental+health+crisis&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis","authors":["byline_mindshift_60788"],"categories":["mindshift_21445","mindshift_21280"],"tags":["mindshift_20589","mindshift_21533","mindshift_31","mindshift_21530","mindshift_20865","mindshift_21529","mindshift_21532","mindshift_30","mindshift_21531"],"featImg":"mindshift_60789","label":"mindshift"},"mindshift_36674":{"type":"posts","id":"mindshift_36674","meta":{"index":"posts_1591205157","site":"mindshift","id":"36674","score":null,"sort":[1404568831000]},"guestAuthors":[],"slug":"the-facebook-conundrum-where-ethics-and-science-collide","title":"The Facebook Conundrum: Where Ethics and Science Collide","publishDate":1404568831,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignleft size-medium wp-image-36675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/eqm10110_f3-596b39a35d21d704b2148a39d766e7a19082b48e-300x225.jpg\" alt=\"The Course Signals dashboard tells professors how their students are doing at a glance.\" width=\"300\" height=\"225\">When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too.\u003c/p>\n\u003cp>A software program called \u003ca href=\"http://www.itap.purdue.edu/learning/tools/signals/\">Course Signals \u003c/a> tracks various pieces of information, including the number of points earned in the course and the amount of time the student has spent logged in to the college's software platform.\u003c/p>\n\u003cp>Course Signals combines this data with knowledge about the student's background, such as her high school GPA, and generates a \"green,\" \"yellow,\" or \"red\" light representing her chances of doing well in the course.\u003c/p>\n\u003cp>Professors then have the option of sending students text messages or emails either warning them to buckle down or cheering them on.\u003c/p>\n\u003cp>\"We work on sending tailored feedback--tips, tricks, hints,\" says Matt Pistilli, a \u003ca href=\"http://www.jngi.org/matt-pistilli/\">research scientist at Purdue \u003c/a>who helped develop Course Signals. \"It's giving students good information, so it doesn't come across as saying you're going to fail as much as, you're going to do better.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Course Signals has now been used by 24,000 students at various schools since its introduction in 2007, including about a fifth of Purdue's undergraduates in recent years. It has been shown to increase the number of students earning A's and B's and lower the number of D's and F's, and it significantly raises the chances that students will stick with college for an additional year, from 83% to 97%.\u003c/p>\n\u003cp>This is one early real-world application of the new and rapidly expanding fields of research called learning analytics and educational data mining.\u003c/p>\n\u003cp>When students use software as part of the learning process, whether in online or blended courses or doing their own research, they generate massive amounts of data. Scholars are running large-scale experiments using this data to improve teaching; to help students stay motivated and succeed in college; and even to learn more about the brain and the process of learning itself.\u003c/p>\n\u003cp>But with all this potential comes serious concerns. Facebook caused a furor over the past \u003ca href=\"http://www.npr.org/blogs/monkeysee/2014/06/30/326923945/lab-rats-one-and-all-that-unsettling-facebook-experiment\">couple of weeks \u003c/a>when the company's lead scientist published a research paper indicating that the social network had tinkered with the news feeds of hundreds of thousands of people in an experiment to see whether their emotions could be influenced.\u003c/p>\n\u003cp>As unsettling as that may have been, users of a recreational social network are free to click away or delete their accounts at any time. College students, on the other hand, are committed. Earning a degree is crucial to their future success, and requires a significant investment of time and money.\u003c/p>\n\u003cp>So academics are scrambling to come up with rules and procedures for gathering and using student data--and manipulating student behavior.\u003c/p>\n\u003cp>\"This is a huge opportunity for science, but it also brings very large ethical puzzles,\" says Dr. Mitchell Stevens, director of digital research and planning at Stanford University's Graduate School of Education. \"We are at an unprecedented moment in the history of the human sciences, in which massive streams of information about human activity are produced continuously through online interaction.\"\u003c/p>\n\u003cp>Experts say the ethical considerations are lagging behind the practice. \"There's a ton of research being done...[yet] if you do a search on ethics and analytics I think you'll get literally seven or eight articles,\" says Pistilli, who is the author of \u003ca href=\"http://www.educause.edu/ero/article/ethics-big-data-and-analytics-model-application\">one of them\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Large Ethical Puzzles\u003c/strong>\u003c/p>\n\u003cp>In June, Stevens helped convene a gathering to produce a set of guidelines for this research. \u003ca href=\"http://asilomar-highered.info/\">The Asilomar Convention\u003c/a> was in the spirit of the Belmont Report of 1979, which created the rules in use today to evaluate research involving human subjects.\u003c/p>\n\u003cp>But the existing human-subject rules fit the new data-driven world \"only awkwardly,\" Stevens says.\u003c/p>\n\u003cp>Take the most basic principle: informed consent. It says that research subjects should be notified in advance of the nature and purposes of an experiment and be able to choose whether to participate.\u003c/p>\n\u003cp>But what does informed consent really mean when data collection occurs invisibly, done along with an action like turning in your homework?\u003c/p>\n\u003cp>Another catch: Often, scientists can't or don't want to specify the purposes of an experiment in advance, since they identify important patterns only after collecting a bunch of data.\u003c/p>\n\u003cp>Yet another set of concerns arises because a lot of the new educational data collection is proprietary. Companies like Pearson, Blackboard and Coursera each have information on millions of learners.\u003c/p>\n\u003cp>\"This is not a new problem for science,\" Stevens says, pointing to pharmaceutical and medical research. \"But it is a new fact in the field of education research.\"\u003c/p>\n\u003cp>A fact that raises big questions: Who owns this data? The student, the institution, the company or some combination? Who gets to decide what is done in whose best interest?\u003c/p>\n\u003cp>Asilomar came up with a set of broad principles that include \"openness,\" \"justice,\" and \"beneficence.\" The final one is \"continuous consideration,\" which, essentially, acknowledges that ethics remain a moving target in these situations.\u003c/p>\n\u003cp>\u003cstrong>'Stereotype Threat' And The 'Pygmalion Effect'\u003c/strong>\u003c/p>\n\u003cp>The field of learning analytics isn't just about advancing the understanding of learning. It's also being applied in efforts to try to influence and predict student behavior.\u003c/p>\n\u003cp>It's here that the ethical rubber really meets the road.\u003c/p>\n\u003cp>With the Course Signals project, for example, an algorithm flags a certain group of students as being likely to struggle. The information it draws on includes a demographic profile of the student: his or her age, whether they live on campus, and how many credits they've attempted or already earned in college. Depending on the way that prediction is communicated to teachers and students, it could have troubling implications.\u003c/p>\n\u003cp>A big one would be if the predictions unduly influenced teachers' perceptions of their students.\u003c/p>\n\u003cp>A body of research going back decades confirms that, if teachers are informed that students are gifted, the students will produce better outcomes, regardless of whether the students really are gifted. It's called the \u003ca href=\"http://eric.ed.gov/?id=EJ092071\">Pygmalion Effect.\u003c/a>\u003c/p>\n\u003cp>\"One of the worst possibilities is that we stereotype students,\" says Justin Reich, who does learning analytics research for the MOOC platform HarvardX. \"Any day is the day a kid could turn things around.\"\u003c/p>\n\u003cp>And what about the impact of this information on the students themselves?\u003c/p>\n\u003cp>Research on \u003ca href=\"http://psycnet.apa.org/journals/psp/69/5/797/\">\"stereotype threat\"\u003c/a> shows that merely being reminded of one's minority status can be enough to depress test performance. Does telling them they have been \"red flagged\" make them more likely to fail or give up?\u003c/p>\n\u003cp>In some courses using Course Signals, students do, in fact, tend to withdraw earlier than they otherwise would. \"The self-fulfilling prophecy is a concern for a lot of folks,\" Pistilli says.\u003c/p>\n\u003cp>Most of these conversations are, for now, hypothetical. Learning analytics has yet to demonstrate its big beneficial breakthrough, its \"penicillin,\" in the words of Reich. Nor has there been a big ethical failure to creep lots of people out.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>But there's no reason to wait for a disaster to start setting some ground rules. \"There's a difference,\" Pistilli says, \"between what we can do and what we should do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>This post first appeared on \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n","blocks":[],"excerpt":"The exploding field of \"learning analytics\" raises ethical questions similar to those arising from the recent Facebook revelations.","status":"publish","parent":0,"modified":1404490246,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":36,"wordCount":1191},"headData":{"title":"The Facebook Conundrum: Where Ethics and Science Collide | KQED","description":"The exploding field of "learning analytics" raises ethical questions similar to those arising from the recent Facebook revelations.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"36674 http://blogs.kqed.org/mindshift/?p=36674","disqusUrl":"https://ww2.kqed.org/mindshift/2014/07/05/the-facebook-conundrum-where-ethics-and-science-collide/","disqusTitle":"The Facebook Conundrum: Where Ethics and Science Collide","nprByline":"Anya Kamenetz","nprStoryId":"327745863","nprApiLink":"http://api.npr.org/query?id=327745863&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college?ft=3&f=327745863","nprRetrievedStory":"1","nprPubDate":"Fri, 04 Jul 2014 08:44:00 -0400","nprStoryDate":"Fri, 04 Jul 2014 07:38:00 -0400","nprLastModifiedDate":"Fri, 04 Jul 2014 08:44:57 -0400","path":"/mindshift/36674/the-facebook-conundrum-where-ethics-and-science-collide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">\u003cimg class=\"alignleft size-medium wp-image-36675\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/07/eqm10110_f3-596b39a35d21d704b2148a39d766e7a19082b48e-300x225.jpg\" alt=\"The Course Signals dashboard tells professors how their students are doing at a glance.\" width=\"300\" height=\"225\">When students at Purdue University are reading their homework assignments, sometimes the assignments are reading them too.\u003c/p>\n\u003cp>A software program called \u003ca href=\"http://www.itap.purdue.edu/learning/tools/signals/\">Course Signals \u003c/a> tracks various pieces of information, including the number of points earned in the course and the amount of time the student has spent logged in to the college's software platform.\u003c/p>\n\u003cp>Course Signals combines this data with knowledge about the student's background, such as her high school GPA, and generates a \"green,\" \"yellow,\" or \"red\" light representing her chances of doing well in the course.\u003c/p>\n\u003cp>Professors then have the option of sending students text messages or emails either warning them to buckle down or cheering them on.\u003c/p>\n\u003cp>\"We work on sending tailored feedback--tips, tricks, hints,\" says Matt Pistilli, a \u003ca href=\"http://www.jngi.org/matt-pistilli/\">research scientist at Purdue \u003c/a>who helped develop Course Signals. \"It's giving students good information, so it doesn't come across as saying you're going to fail as much as, you're going to do better.\"\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>Course Signals has now been used by 24,000 students at various schools since its introduction in 2007, including about a fifth of Purdue's undergraduates in recent years. It has been shown to increase the number of students earning A's and B's and lower the number of D's and F's, and it significantly raises the chances that students will stick with college for an additional year, from 83% to 97%.\u003c/p>\n\u003cp>This is one early real-world application of the new and rapidly expanding fields of research called learning analytics and educational data mining.\u003c/p>\n\u003cp>When students use software as part of the learning process, whether in online or blended courses or doing their own research, they generate massive amounts of data. Scholars are running large-scale experiments using this data to improve teaching; to help students stay motivated and succeed in college; and even to learn more about the brain and the process of learning itself.\u003c/p>\n\u003cp>But with all this potential comes serious concerns. Facebook caused a furor over the past \u003ca href=\"http://www.npr.org/blogs/monkeysee/2014/06/30/326923945/lab-rats-one-and-all-that-unsettling-facebook-experiment\">couple of weeks \u003c/a>when the company's lead scientist published a research paper indicating that the social network had tinkered with the news feeds of hundreds of thousands of people in an experiment to see whether their emotions could be influenced.\u003c/p>\n\u003cp>As unsettling as that may have been, users of a recreational social network are free to click away or delete their accounts at any time. College students, on the other hand, are committed. Earning a degree is crucial to their future success, and requires a significant investment of time and money.\u003c/p>\n\u003cp>So academics are scrambling to come up with rules and procedures for gathering and using student data--and manipulating student behavior.\u003c/p>\n\u003cp>\"This is a huge opportunity for science, but it also brings very large ethical puzzles,\" says Dr. Mitchell Stevens, director of digital research and planning at Stanford University's Graduate School of Education. \"We are at an unprecedented moment in the history of the human sciences, in which massive streams of information about human activity are produced continuously through online interaction.\"\u003c/p>\n\u003cp>Experts say the ethical considerations are lagging behind the practice. \"There's a ton of research being done...[yet] if you do a search on ethics and analytics I think you'll get literally seven or eight articles,\" says Pistilli, who is the author of \u003ca href=\"http://www.educause.edu/ero/article/ethics-big-data-and-analytics-model-application\">one of them\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>Large Ethical Puzzles\u003c/strong>\u003c/p>\n\u003cp>In June, Stevens helped convene a gathering to produce a set of guidelines for this research. \u003ca href=\"http://asilomar-highered.info/\">The Asilomar Convention\u003c/a> was in the spirit of the Belmont Report of 1979, which created the rules in use today to evaluate research involving human subjects.\u003c/p>\n\u003cp>But the existing human-subject rules fit the new data-driven world \"only awkwardly,\" Stevens says.\u003c/p>\n\u003cp>Take the most basic principle: informed consent. It says that research subjects should be notified in advance of the nature and purposes of an experiment and be able to choose whether to participate.\u003c/p>\n\u003cp>But what does informed consent really mean when data collection occurs invisibly, done along with an action like turning in your homework?\u003c/p>\n\u003cp>Another catch: Often, scientists can't or don't want to specify the purposes of an experiment in advance, since they identify important patterns only after collecting a bunch of data.\u003c/p>\n\u003cp>Yet another set of concerns arises because a lot of the new educational data collection is proprietary. Companies like Pearson, Blackboard and Coursera each have information on millions of learners.\u003c/p>\n\u003cp>\"This is not a new problem for science,\" Stevens says, pointing to pharmaceutical and medical research. \"But it is a new fact in the field of education research.\"\u003c/p>\n\u003cp>A fact that raises big questions: Who owns this data? The student, the institution, the company or some combination? Who gets to decide what is done in whose best interest?\u003c/p>\n\u003cp>Asilomar came up with a set of broad principles that include \"openness,\" \"justice,\" and \"beneficence.\" The final one is \"continuous consideration,\" which, essentially, acknowledges that ethics remain a moving target in these situations.\u003c/p>\n\u003cp>\u003cstrong>'Stereotype Threat' And The 'Pygmalion Effect'\u003c/strong>\u003c/p>\n\u003cp>The field of learning analytics isn't just about advancing the understanding of learning. It's also being applied in efforts to try to influence and predict student behavior.\u003c/p>\n\u003cp>It's here that the ethical rubber really meets the road.\u003c/p>\n\u003cp>With the Course Signals project, for example, an algorithm flags a certain group of students as being likely to struggle. The information it draws on includes a demographic profile of the student: his or her age, whether they live on campus, and how many credits they've attempted or already earned in college. Depending on the way that prediction is communicated to teachers and students, it could have troubling implications.\u003c/p>\n\u003cp>A big one would be if the predictions unduly influenced teachers' perceptions of their students.\u003c/p>\n\u003cp>A body of research going back decades confirms that, if teachers are informed that students are gifted, the students will produce better outcomes, regardless of whether the students really are gifted. It's called the \u003ca href=\"http://eric.ed.gov/?id=EJ092071\">Pygmalion Effect.\u003c/a>\u003c/p>\n\u003cp>\"One of the worst possibilities is that we stereotype students,\" says Justin Reich, who does learning analytics research for the MOOC platform HarvardX. \"Any day is the day a kid could turn things around.\"\u003c/p>\n\u003cp>And what about the impact of this information on the students themselves?\u003c/p>\n\u003cp>Research on \u003ca href=\"http://psycnet.apa.org/journals/psp/69/5/797/\">\"stereotype threat\"\u003c/a> shows that merely being reminded of one's minority status can be enough to depress test performance. Does telling them they have been \"red flagged\" make them more likely to fail or give up?\u003c/p>\n\u003cp>In some courses using Course Signals, students do, in fact, tend to withdraw earlier than they otherwise would. \"The self-fulfilling prophecy is a concern for a lot of folks,\" Pistilli says.\u003c/p>\n\u003cp>Most of these conversations are, for now, hypothetical. Learning analytics has yet to demonstrate its big beneficial breakthrough, its \"penicillin,\" in the words of Reich. Nor has there been a big ethical failure to creep lots of people out.\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>But there's no reason to wait for a disaster to start setting some ground rules. \"There's a difference,\" Pistilli says, \"between what we can do and what we should do.\"\u003c/p>\n\u003cdiv class=\"fullattribution\">\u003cem>This post first appeared on \u003ca href=\"http://www.npr.org/blogs/ed/2014/07/04/327745863/big-data-comes-to-college\" target=\"_blank\">NPR\u003c/a>.\u003c/em>\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/36674/the-facebook-conundrum-where-ethics-and-science-collide","authors":["byline_mindshift_36674"],"categories":["mindshift_195"],"tags":["mindshift_631","mindshift_31","mindshift_1040","mindshift_927"],"featImg":"mindshift_36675","label":"mindshift"},"mindshift_28876":{"type":"posts","id":"mindshift_28876","meta":{"index":"posts_1591205157","site":"mindshift","id":"28876","score":null,"sort":[1369240878000]},"guestAuthors":[],"slug":"what-teens-feel-about-privacy-and-social-media","title":"What Teens Feel About Privacy and Social Media","publishDate":1369240878,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","status":"publish","parent":0,"modified":1369351692,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1130},"headData":{"title":"What Teens Feel About Privacy and Social Media | KQED","description":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28876 http://blogs.kqed.org/mindshift/?p=28876","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/22/what-teens-feel-about-privacy-and-social-media/","disqusTitle":"What Teens Feel About Privacy and Social Media","path":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\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 dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\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> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_31","mindshift_821","mindshift_117","mindshift_30","mindshift_1038","mindshift_32"],"featImg":"mindshift_28883","label":"mindshift"},"mindshift_25193":{"type":"posts","id":"mindshift_25193","meta":{"index":"posts_1591205157","site":"mindshift","id":"25193","score":null,"sort":[1354132700000]},"guestAuthors":[],"slug":"earn-facebook-time-by-practicing-math","title":"Earn Facebook Time By Practicing Math","publishDate":1354132700,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1354132702,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":2,"wordCount":577},"headData":{"title":"Earn Facebook Time By Practicing Math | KQED","description":"One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “How Teens Do Research in the Digital World” recently reported that 87% of Advanced Placement","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"25193 http://blogs.kqed.org/mindshift/?p=25193","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/28/earn-facebook-time-by-practicing-math/","disqusTitle":"Earn Facebook Time By Practicing Math","path":"/mindshift/25193/earn-facebook-time-by-practicing-math","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"size-full wp-image-25200 alignright\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/11/earn-facebook-time-by-practicing-math/aftermath2/\" rel=\"attachment wp-att-25200\">\u003cimg class=\"size-full wp-image-25200 alignright\" title=\"Aftermath#2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/11/Aftermath2.jpg\" alt=\"\" width=\"620\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2.jpg 620w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-400x252.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/11/Aftermath2-320x201.jpg 320w\" sizes=\"(max-width: 620px) 100vw, 620px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of parents' and teachers' biggest concerns about kids' use of technology is the issue of distraction. As much as being wired can help kids with school work, it can also lead to temptations for goofing off. Pew Research Center study, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>” recently reported that 87% of Advanced Placement and \u003ca href=\"http://www.nwp.org/\">National Writing Project\u003c/a> teachers surveyed said that “these technologies are creating an ‘easily distracted generation with short attention spans.'’’ More than half also said that digital technologies do more to distract than to help students academically.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">While opportunities for social interaction online can help kids collaborate and work together on school projects, they can also be distracting. That was Pierce Higgins’ experience with his three teenage children, who spent a lot of time on Facebook. Higgins started to ask himself, “How can one harness the energy that teenagers have about their Facebook?”\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Higgins teamed up with his brother, Ronan Higgins, and a group at Trinity College in Dublin, Ireland to develop \u003ca href=\"http://www.getaftermath.com/\">Aftermath\u003c/a>, software that directs kids to a math skills game where players can earn time on social networking sites. Parents buy and install the software, then choose which sites they want to limit, like Facebook, Twitter, YouTube and Minecraft.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Of course, these same sites are used by savvy educators to encourage kids to participate in online \u003c!--more-->school work. For teachers who use Facebook for school, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">there are sites that allow students\u003c/a> to stay within Facebook for school work exclusively, restricting access to students' wall and news feeds.\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: left\" align=\"center\">Educators have also long been using Twitter in different ways. One school in San Francisco, for example, is having students tweet for \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/finding-a-voice-through-twitter/\">daily Do Now assignments\u003c/a>. Another tool, TwHistory, allows \u003ca href=\"http://ww2.kqed.org/mindshift/2011/08/retweeting-history-to-bring-life-to-historical-events/\">students to enact historical events through tweeting\u003c/a>. And that's just \u003ca href=\"http://ww2.kqed.org/mindshift/2011/07/28-creative-ideas-for-teaching-with-twitter/\">a few ideas\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">As for Minecraft, the commercial online game had so many learning opportunities, a few teachers \u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/teachers-transform-commercial-video-game-for-class-use/\">created an educational version of it\u003c/a>.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">But it's not that these social networking sites and games are inherently \"bad\" for students; the idea behind Aftermath is to provide productive incentives for kids to use those sites for downtime, unaffiliated with schoolwork. It's a departure from Internet blocking, time-limiting programs already out there, like \u003ca href=\"http://www.cyberpatrol.com/\">CyberPatrol\u003c/a>, that have been around since the nineties.\u003c/p>\n\u003ch5>\u003c/h5>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/08/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/\">Facebook and YouTube Offer Guidelines to Help Schools and Parents\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/09/distractions-set-aside-facebook-as-a-study-tool/\">Distraction Begone! Facebook as a Study Tool\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/05/five-great-math-apps/\">Five Great Math Apps\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp style=\"text-align: left\" align=\"center\">Ronan Higgins said teachers see potential in the just-released software. They noticed that students showed more enthusiasm to learn topics that would help them in the game, and told Higgins the program might be a useful tool if parents or teachers could focus the game's questions on specific concepts being taught in school. It would motivate students while giving them practice with a new skill.\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Aftermath, which has math problems aimed at 12-16 year-olds that pop up randomly, has a few thousand users so far and is mostly being sold in Ireland. But the founders say it covers about 70% of the Common Core standards and they hope it will catch on in the U.S.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp style=\"text-align: left\" align=\"center\">Already, Pierce Higgins is noticing a difference: kids are starting to set limits for themselves. Faced with the prospect of earning time, they are becoming more aware of how much time they spend on the computer and are making conscious choices to log off.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/25193/earn-facebook-time-by-practicing-math","authors":["234"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_974","mindshift_31"],"featImg":"mindshift_25196","label":"mindshift"},"mindshift_23078":{"type":"posts","id":"mindshift_23078","meta":{"index":"posts_1591205157","site":"mindshift","id":"23078","score":null,"sort":[1343916002000]},"guestAuthors":[],"slug":"facebook-and-youtube-offer-guidelines-to-help-schools-and-parents","title":"Facebook and YouTube Offer Guidelines to Help Schools and Parents","publishDate":1343916002,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>WHAT CAN PARENTS DO?\u003c/strong>\u003c/p>\n\u003cp>As school policies and rules online continue to change, parents can talk openly with kids about being smart digital citizens, and can learn together.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">YouTube digital citizenship videos \u003c/a>together as a family. Set up a lesson a day and talk through the different topics presented. This also gives the parent the space to learn from and with the child.\u003c/li>\n\u003cli>Talk about what qualifies as unkind, hurtful online behavior and warrants a report to Facebook under its new reporting mechanism.\u003c/li>\n\u003cli>Read the news together and talk about provocative stories that highlight topics around social media.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1343918728,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":526},"headData":{"title":"Facebook and YouTube Offer Guidelines to Help Schools and Parents | KQED","description":"Flickr:Dan Taylor By Matt Levinson Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of instructional videos that hit on topics from cyberbullying to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"23078 http://blogs.kqed.org/mindshift/?p=23078","disqusUrl":"https://ww2.kqed.org/mindshift/2012/08/02/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents/","disqusTitle":"Facebook and YouTube Offer Guidelines to Help Schools and Parents","path":"/mindshift/23078/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_23089\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 542px\">\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/dantaylor/2044337954/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-23089\" title=\"2044337954_0e59b3d184_z 2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg\" alt=\"\" width=\"542\" height=\"299\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2.jpg 542w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-400x221.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/07/2044337954_0e59b3d184_z-2-320x177.jpg 320w\" sizes=\"(max-width: 542px) 100vw, 542px\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Dan Taylor\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap-serif\">Online social giants YouTube and Facebook have taken big steps to attempt to provide guidance on digital citizenship for kids online. Google (which owns YouTube) just launched its ten-step online program for smart and safe YouTube use, with a series of \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">instructional videos\u003c/a> that hit on topics from cyberbullying to privacy. And Facebook\u003ca href=\"http://allfacebook.com/edutopia-school-social-media-guidelines_b88674\"> has teamed up with Edutopia\u003c/a> to help schools create social media guidelines.\u003c/p>\n\u003cp>As schools figure out their social media policies, Facebook is reportedly \u003ca href=\"http://articles.latimes.com/2012/jun/04/business/la-fi-facebook-kids-20120605\">exploring allowing children under the age of 13\u003c/a> to use the site. \"Recent reports have highlighted just how difficult it is to enforce age restrictions on the Internet, especially when parents want their children to access online content and services. We are in continuous dialogue with stakeholders, regulators and other policy makers about how best to help parents keep their kids safe in an evolving online environment\" a \u003ca href=\"http://www.neowin.net/news/wsj-facebook-considering-under-13-access\">Facebook statement\u003c/a> says.\u003c/p>\n\u003cp>In the meantime, companies are sprouting up to quell (or stoke, depending on perspective) parent fears. From FBI Child ID, which \"stores a photo of your child, along with a detailed description that might help others find him or her,\" to Footprints, which is a location-sharing app to \"help parents track their children's movements,\" parents are searching for solutions to \"ease their fears,\" according to a recent \u003cem>\u003ca href=\"http://www.nytimes.com/2012/05/17/technology/personaltech/digital-guardians-that-help-ease-the-fears-of-parents.html\">New York Times article\u003c/a>\u003c/em>.\u003c/p>\n\u003cp>The Times \u003ca href=\"http://www.nytimes.com/2012/06/26/technology/software-helps-parents-monitor-their-children-online.html?pagewanted=all\">also reports\u003c/a> that there are also slang translation apps to help parents make sense of text speak, sites that track a child's Facebook and social media pages looking for inappropriate \u003c!--more-->language, another site that alerts a parent when a child tries to access an inappropriate site, and one that monitors the time spent on Facebook.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003ch5>\u003cstrong>RELATED READING:\u003c/strong>\u003c/h5>\n\u003cul>\n\u003cli>\u003cem>\u003ca href=\"http://wp.me/p2io8W-5ri\">HOW SHOULD SCHOOLS AND PARENTS BE INVOLVED IN KIDS' ONLINE LIVES?\u003c/a>\u003c/em>\u003cbr>\n\u003cem> \u003cstrong>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">HOW WELL ARE SCHOOLS TEACHING CYBER ETHICS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">SHOULD PARENTS HAVE THE BACKDOOR KEY TO THEIR KIDS' FACEBOOK ACCOUNTS?\u003c/a>\u003c/strong>\u003c/em>\u003c/li>\n\u003cli>\u003cem>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cstrong>THE PITFALLS AND PROMISES OF SOCIAL MEDIA AND KIDS\u003c/strong>\u003c/a>\u003c/em>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Schools are also trying to figure out policies that work. New York City issued dramatic new social media guidelines in an attempt to stem inappropriate teacher-student social media interactions. \"If a particular type of behavior is inappropriate in the classroom or a professional workplace, then that behavior is also inappropriate on the professional social media site,\" the guidelines state, \u003ca href=\"http://www.nytimes.com/2012/05/02/nyregion/social-media-rules-for-nyc-school-staff-limits-contact-with-students.html?pagewanted=al\">as reported in The New York Times\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>\u003cstrong>WHAT CAN PARENTS DO?\u003c/strong>\u003c/p>\n\u003cp>As school policies and rules online continue to change, parents can talk openly with kids about being smart digital citizens, and can learn together.\u003c/p>\n\u003cul>\n\u003cli>Watch the \u003ca href=\"http://www.google.com/edu/teachers/youtube/curric/index.html\">YouTube digital citizenship videos \u003c/a>together as a family. Set up a lesson a day and talk through the different topics presented. This also gives the parent the space to learn from and with the child.\u003c/li>\n\u003cli>Talk about what qualifies as unkind, hurtful online behavior and warrants a report to Facebook under its new reporting mechanism.\u003c/li>\n\u003cli>Read the news together and talk about provocative stories that highlight topics around social media.\u003c/li>\n\u003c/ul>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/23078/facebook-and-youtube-offer-guidelines-to-help-schools-and-parents","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_31","mindshift_30","mindshift_56"],"featImg":"mindshift_23089","label":"mindshift"},"mindshift_21898":{"type":"posts","id":"mindshift_21898","meta":{"index":"posts_1591205157","site":"mindshift","id":"21898","score":null,"sort":[1339008080000]},"guestAuthors":[],"slug":"how-educators-are-using-learnist","title":"How Educators Are Using Learnist","publishDate":1339008080,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/screen-shot-2012-06-06-at-11-38-26-am/\" rel=\"attachment wp-att-21907\">\u003cimg class=\"alignleft size-medium wp-image-21907\" title=\"Screen Shot 2012-06-06 at 11.38.26 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-06-at-11.38.26-AM-300x183.png\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>By Jennifer Roland\u003c/h5>\n\u003cp>In the weeks since Learnist launched, educators have been finding ways to put it to use.\u003c/p>\n\u003cp>\u003ca href=\"http://www.learni.st/\">Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> -- a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site's \"learning boards\" look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/p>\n\u003cp>In its current closed beta form, Learnist, launched by Grockit, is still very much in its infancy, but some curious teachers have already jumped on the wagon. Time will tell whether educators will stick with Pinterest, or migrate to Learnist because of its association with \u003ca href=\"http://grockit.com\">Grockit\u003c/a>, which already has a large and loyal following as a social learning tool.\u003c/p>\n\u003cp>College physics instructor Leilah McCarthy created \u003ca href=\"http://learni.st/users/leilah.mccarthy\">collections on subjects like electromagnetism, mechanics, and waves\u003c/a>. High school English teacher Amy Gallagher Critchett posted \u003ca href=\"http://learni.st/users/421\">lessons on grammar and writing\u003c/a>. Also under the \"Education\" category are topics like Mythology, Analyzing Literature, Applying the Pythagorean Theorem, The Great Gatsby, and Common Core Math Standards.\u003c/p>\n\u003cp>Educators can also find some professional development, including information about \u003ca href=\"http://learni.st/users/195/boards/885-flipped-classroom\">flipped classrooms\u003c/a>, \u003ca href=\"http://learni.st/users/wezie.morgan/boards/1554-technology-in-the-classroom\">technology integration\u003c/a>, all about the \u003ca href=\"http://learni.st/users/36/boards/224-d-i-y-education\">collision between DIY and education\u003c/a>, and a \u003ca href=\"http://learni.st/users/MikeFisher/boards/1731-2012-summer-camp-webinars-online-pd\">professional development summer camp\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Students can also use Learnist to share resources for group projects, to prepare notes to study for tests and write papers. The Facebook integration ensures that they can keep each other \u003c!--more-->up-to-date when they make changes to shared study boards.\u003c/p>\n\u003cp>But \u003ca href=\"http://learni.st/?category=10\">education\u003c/a> is just one of about 20 topics on Learnist. You'll also find topics such as Do-it-yourself instructions, like \u003ca href=\"http://learni.st/users/aaron.burcell/boards/236-kitchen-hacks\">Aaron Burcell's Kitchen Hacks\u003c/a> and \u003ca href=\"http://learni.st/learnings/958-how-to-make-milk-foam-without-a-frother-or-a-machine\">How to Make Milk Foam\u003c/a>; technology how-tos like \u003ca href=\"http://learni.st/users/crystaldcrowder/boards/1346-software-tutorials\">Software Tutorials \u003c/a>and \u003ca href=\"http://learni.st/users/karenmasullo/boards/1246-social-media-risk-management\">Social Media Risk Management\u003c/a>; and lifestyle topics like \u003ca href=\"http://learni.st/users/5/boards/414-benefits-of-cycling\">Benefits of Cycling\u003c/a> are all intermingled with topics related to formal education, such as \u003ca href=\"http://learni.st/users/wgordon3/boards/1260-the-classroom-of-the-future\">Bill Gordon's Classroom of the Future.\u003c/a>\u003c/p>\n\u003cp>Companies have also found Learnist as a way to market their products, as with the \u003ca href=\"http://learni.st/users/crystal.schmelzer/boards/900-favorite-apps-for-education\">Favorite Apps for Education\u003c/a> tag, which is populated with boards from private companies that want to market their wares.\u003c/p>\n\u003cp>The creators of \u003ca href=\"http://learni.st/users/farbood/boards/159-how-to-use-learnist\">Learnist\u003c/a> put together some resources to help users make useful boards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1339090368,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":395},"headData":{"title":"How Educators Are Using Learnist | KQED","description":"By Jennifer Roland In the weeks since Learnist launched, educators have been finding ways to put it to use. Learnist, as many have already pointed out, works much like Pinterest -- a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21898 http://blogs.kqed.org/mindshift/?p=21898","disqusUrl":"https://ww2.kqed.org/mindshift/2012/06/06/how-educators-are-using-learnist/","disqusTitle":"How Educators Are Using Learnist","path":"/mindshift/21898/how-educators-are-using-learnist","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/how-educators-are-using-learnist/screen-shot-2012-06-06-at-11-38-26-am/\" rel=\"attachment wp-att-21907\">\u003cimg class=\"alignleft size-medium wp-image-21907\" title=\"Screen Shot 2012-06-06 at 11.38.26 AM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/06/Screen-Shot-2012-06-06-at-11.38.26-AM-300x183.png\" alt=\"\" width=\"300\" height=\"183\">\u003c/a>By Jennifer Roland\u003c/h5>\n\u003cp>In the weeks since Learnist launched, educators have been finding ways to put it to use.\u003c/p>\n\u003cp>\u003ca href=\"http://www.learni.st/\">Learnist\u003c/a>, as many have already pointed out, works much like \u003ca href=\"http://www.pinterest.com\">Pinterest\u003c/a> -- a way to catalog online resources on a topic and share them with the user's social network. And like Pinterest, it looks like a digital bulletin board with pictures and messages, and connects with Facebook accounts. In fact, the site's \"learning boards\" look quite a bit like Facebook’s timeline feature, and Facebook membership is required to use Learnist at this point.\u003c/p>\n\u003cp>In its current closed beta form, Learnist, launched by Grockit, is still very much in its infancy, but some curious teachers have already jumped on the wagon. Time will tell whether educators will stick with Pinterest, or migrate to Learnist because of its association with \u003ca href=\"http://grockit.com\">Grockit\u003c/a>, which already has a large and loyal following as a social learning tool.\u003c/p>\n\u003cp>College physics instructor Leilah McCarthy created \u003ca href=\"http://learni.st/users/leilah.mccarthy\">collections on subjects like electromagnetism, mechanics, and waves\u003c/a>. High school English teacher Amy Gallagher Critchett posted \u003ca href=\"http://learni.st/users/421\">lessons on grammar and writing\u003c/a>. Also under the \"Education\" category are topics like Mythology, Analyzing Literature, Applying the Pythagorean Theorem, The Great Gatsby, and Common Core Math Standards.\u003c/p>\n\u003cp>Educators can also find some professional development, including information about \u003ca href=\"http://learni.st/users/195/boards/885-flipped-classroom\">flipped classrooms\u003c/a>, \u003ca href=\"http://learni.st/users/wezie.morgan/boards/1554-technology-in-the-classroom\">technology integration\u003c/a>, all about the \u003ca href=\"http://learni.st/users/36/boards/224-d-i-y-education\">collision between DIY and education\u003c/a>, and a \u003ca href=\"http://learni.st/users/MikeFisher/boards/1731-2012-summer-camp-webinars-online-pd\">professional development summer camp\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>Students can also use Learnist to share resources for group projects, to prepare notes to study for tests and write papers. The Facebook integration ensures that they can keep each other \u003c!--more-->up-to-date when they make changes to shared study boards.\u003c/p>\n\u003cp>But \u003ca href=\"http://learni.st/?category=10\">education\u003c/a> is just one of about 20 topics on Learnist. You'll also find topics such as Do-it-yourself instructions, like \u003ca href=\"http://learni.st/users/aaron.burcell/boards/236-kitchen-hacks\">Aaron Burcell's Kitchen Hacks\u003c/a> and \u003ca href=\"http://learni.st/learnings/958-how-to-make-milk-foam-without-a-frother-or-a-machine\">How to Make Milk Foam\u003c/a>; technology how-tos like \u003ca href=\"http://learni.st/users/crystaldcrowder/boards/1346-software-tutorials\">Software Tutorials \u003c/a>and \u003ca href=\"http://learni.st/users/karenmasullo/boards/1246-social-media-risk-management\">Social Media Risk Management\u003c/a>; and lifestyle topics like \u003ca href=\"http://learni.st/users/5/boards/414-benefits-of-cycling\">Benefits of Cycling\u003c/a> are all intermingled with topics related to formal education, such as \u003ca href=\"http://learni.st/users/wgordon3/boards/1260-the-classroom-of-the-future\">Bill Gordon's Classroom of the Future.\u003c/a>\u003c/p>\n\u003cp>Companies have also found Learnist as a way to market their products, as with the \u003ca href=\"http://learni.st/users/crystal.schmelzer/boards/900-favorite-apps-for-education\">Favorite Apps for Education\u003c/a> tag, which is populated with boards from private companies that want to market their wares.\u003c/p>\n\u003cp>The creators of \u003ca href=\"http://learni.st/users/farbood/boards/159-how-to-use-learnist\">Learnist\u003c/a> put together some resources to help users make useful boards.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21898/how-educators-are-using-learnist","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_31","mindshift_712","mindshift_884","mindshift_833"],"featImg":"mindshift_21907","label":"mindshift"},"mindshift_21544":{"type":"posts","id":"mindshift_21544","meta":{"index":"posts_1591205157","site":"mindshift","id":"21544","score":null,"sort":[1337622749000]},"guestAuthors":[],"slug":"schools-and-students-clash-over-use-of-technology","title":"Schools and Students Clash Over Use of Technology","publishDate":1337622749,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1337624101,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":724},"headData":{"title":"Schools and Students Clash Over Use of Technology | KQED","description":"By Katrina Schwartz When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive. Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"21544 http://blogs.kqed.org/mindshift/?p=21544","disqusUrl":"https://ww2.kqed.org/mindshift/2012/05/21/schools-and-students-clash-over-use-of-technology/","disqusTitle":"Schools and Students Clash Over Use of Technology","path":"/mindshift/21544/schools-and-students-clash-over-use-of-technology","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501.jpg\">\u003cimg class=\"alignleft size-medium wp-image-21555\" title=\"139975501\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/05/139975501-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>By Katrina Schwartz\u003c/h5>\n\u003cp class=\"dropcap-serif\">When it comes to using technology in school, the tension between what students and parents want and what schools allow is becoming more apparent -- and more divisive.\u003c/p>\n\u003cp>Students want more control over how they use technology in school, but many classrooms are still making it difficult. That’s according to the most recent \u003ca href=\"http://www.tomorrow.org/speakup/2012_PersonalizedLearning.html\">Speak Up 2011\u003c/a> report, “Mapping a Personalized Learning Journey,” which reflects the views of more than 416,000 K-12 students, parents, and educators nationwide surveyed on how technology can enhance the learning environment. They survey is produced by \u003ca href=\"http://www.tomorrow.org/about/about.html\">Project Tomorrow\u003c/a>, an educational non-profit focused on raising student voices in education policy discussions. The theme for this survey focused on individualized learning paths.\u003c/p>\n\u003cp>Students aren't just posting personal pictures and stories on Facebook -- it’s just as much a part of their social lives as it is a place where they connect with each other for school work, too. According to the survey, 46 percent of students have used Facebook to collaborate on school projects, and one in 10 high school students have tweeted about an academic subject. Meanwhile, in formal classroom settings, the practice of using these online tools as an acceptable means of learning has been slow: half of all middle and high school students say they can't access social media sites at school. Educational policy makers need to connect the dots between what motivates and encourages students to learn and what’s actually happening in the classroom, the report states.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>65 percent of school principals said it was unlikely they would allow personal devices in the coming school year.\u003c/p>\n\u003c/aside>\n\u003cp>That connection might be found in students’ own mobile devices. A whopping 45 percent of middle-schoolers and 55 percent of high-schoolers say that they mainly access the Internet through mobile devices. And access to tablets doubled between 2010 and 2011 – up to 26 percent for middle-schoolers and 21percent of high-schoolers. These are increasingly important ways that students can interact with the world, follow their own interests and supplement their school-based learning.\u003c/p>\n\u003cp>More than half of students – 56 percent of middle-schoolers and 59 percent of high-schoolers \u003c!--more-->-- reported that they would like to be able to use their own devices and learning tools in the classroom, something that many parents surveyed said they would support. But the idea is still met with resistance from administrators, 52 percent of whom said they don't allow students to use any personal mobile device in class, at least partially because a blended learning model represents a shift in the relationship between teacher and student.\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>Although a nascent \u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/in-cash-strapped-schools-kids-bring-their-own-tech-devices/\">Bring Your Own Technology (or Device) movement\u003c/a> is beginning to take shape, a full 65 percent of school principals said it was unlikely they would allow personal devices in the coming school year. This, in spite of the fact that students \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-can-students-use-their-own-devices-in-school-ask-them/\">say the devices will help them\u003c/a>, and nearly two-thirds of parents said they would support their children using personalized devices to learn in school. What’s more, parents from across income categories were willing to buy devices for their children in order to increase their interest and engagement in learning.\u003c/p>\n\u003cp>When parents were asked what most concerns them about their children’s future almost three-quarters said they worry that their children won’t “get the right skills” to succeed in the future.\u003c/p>\n\u003cp>But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.\u003c/p>\n\u003cp>Blended learning classrooms, where students can fluidly use technology as learning tools, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/technology-adds-spark-to-science-education/\">may encourage more interest\u003c/a> in science and math subjects, too. In the survey, 20 percent of students in classrooms without much technology expressed a strong interest in STEM careers, whereas 27 percent of their counterparts in more student-directed and technology focused classrooms reported interest in the subjects. This indicates that the \u003cem>way\u003c/em> kids learn seems to influence what they’re interested in pursuing.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>This recent survey clearly points to a disconnect between students’ interest in how they want to learn, and their lack of access to these tools in schools.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/21544/schools-and-students-clash-over-use-of-technology","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193"],"tags":["mindshift_31","mindshift_122","mindshift_429","mindshift_30","mindshift_874","mindshift_65"],"featImg":"mindshift_21555","label":"mindshift"},"mindshift_20912":{"type":"posts","id":"mindshift_20912","meta":{"index":"posts_1591205157","site":"mindshift","id":"20912","score":null,"sort":[1335395714000]},"guestAuthors":[],"slug":"how-should-schools-and-parents-be-involved-in-kids-online-lives","title":"How Should Schools and Parents Be Involved in Kids' Online Lives?","publishDate":1335395714,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"The most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. ","status":"publish","parent":0,"modified":1381190652,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":853},"headData":{"title":"How Should Schools and Parents Be Involved in Kids' Online Lives? | KQED","description":"The most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"20912 http://blogs.kqed.org/mindshift/?p=20912","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/25/how-should-schools-and-parents-be-involved-in-kids-online-lives/","disqusTitle":"How Should Schools and Parents Be Involved in Kids' Online Lives?","path":"/mindshift/20912/how-should-schools-and-parents-be-involved-in-kids-online-lives","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20928\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 500px\">\n\u003cp>\u003cimg class=\"size-full wp-image-20928\" title=\"demoshelsinki\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/demoshelsinki.jpg\" alt=\"\" width=\"500\" height=\"333\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-400x266.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/04/demoshelsinki-320x213.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/p>\n\u003cp class=\"wp-media-credit\">Flickr:Demos Helsinki\u003c/p>\n\u003c/div>\n\u003ch5>By Matt Levinson\u003c/h5>\n\u003cp class=\"dropcap\">Parents are constantly grappling with how to deal with online privacy issues with their kids. Issues about whether to share passwords to email and social media accounts, whether to filter or monitor Web sites, and how much leeway to give kids of different ages as they experiment with their online identities.\u003c/p>\n\u003cp>Because kids spend most of their time at school, it's not unusual when questions about these issues come up at school but have to be dealt with at home -- and vice versa.\u003c/p>\n\u003cp>A recent example presented itself when a parent discovered that her middle-school-age daughter was interested in a social network site called \u003ca href=\"http://www.zorpia.com\">Zorpia\u003c/a>, which bills itself as a site to \"share unlimited photos, post journals and make friends.\" She found out about it by reading her daughter's email, a policy they had both agreed to.\u003c/p>\n\u003cp>But after reading \u003ca href=\"http://social-networking-websites-review.toptenreviews.com/\">a review\u003c/a> of the site, the mother was concerned about whether it was too risky to allow her daughter to interact with strangers online. She wrote to the daughter's school \"in the spirit of keeping the school abreast of what is going on off-campus\" and with the goal of \"educating more parents about the types of sites that exist and what are some good, common-sense ground rules.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>The goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account.\u003c/p>\n\u003c/aside>\n\u003cp>This incident brings up a few complicated issues, including whether parents should be reading kids' private emails, and how parents should deal with open social media sites.\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>But even before addressing those questions, should schools even be involved in this conversation? Is this an issue for each family to sort out among themselves? One of the reverberating effects of online life is the fluidity of the connection between different environments, and with an instance like\u003c!--more--> this, school and home become inextricably tied. Off-campus activity plays out on-campus, at recess, in the lunchroom and on the bus. Word travels quickly, both verbally and through texts and emails, and some schools prefer to become a part of the conversation in order to help parents and kids build a safe community, online and offline.\u003c/p>\n\u003cp>\u003cstrong>PASSWORD PRIVACY AND SAFETY CONCERNS\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>When it comes to deciding about kids and parents sharing their passwords, the most important goal is to maintain open communication, explaining to kids the responsibility that comes along with having an email account, and the need to ask an adult for help if the child feels uncomfortable with the nature of any online exchange. It's a big responsibility, though, and changes with a kid's age. Is it too much to ask of a 10- or 11-year old to know what's worthy of alarm?\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cem>\u003cstrong>RELATED READING:\u003c/strong>\u003c/em>\u003c/p>\n\u003cul>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/\">\u003cspan style=\"color: #808080\">How Well Are Schools Teaching Cyber Ethics? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003cstrong>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">\u003cspan style=\"color: #808080\">Should Parents Have the Backdoor Key to Their Kids' Facebook Accounts? \u003c/span>\u003c/a>\u003c/strong>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">\u003cspan style=\"color: #808080\">\u003cstrong>How Young Is Too Young To Start Social Networking?\u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003cli>\u003cspan style=\"color: #808080\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/\">\u003cspan style=\"color: #808080\">\u003cstrong>The Pitfalls and Promises of Social Media and Kids \u003c/strong>\u003c/span>\u003c/a>\u003c/span>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>Some kids and parents decide the parent can have email access, but as kids get older and want more independence and privacy, those agreements may change. Some parents and kids agree to keep kids' password in a sealed enveloped, promising only to open the seal when there's a question of safety. Others figure out an arrangement with a parent's close friend or relative with sound judgment who has emergency access to the email. The goal is to let kids know they're not alone.\u003c/p>\n\u003cp>Whether kids under 13 are ready for open social media sites like Zorpia is another thorny issue. Zorpia has more than 24 million users, and a large international community, which could provide a great way for kids to interact with other kids from across the world. But reviews of the site mention plenty of criticism about unsolicited and inappropriate messaging when its privacy settings blocking strangers are not in place.\u003c/p>\n\u003cp>Bottom line: Kids are curious. They hear about a new site or tool and they want to find out what it's all is about. It can be exciting and enticing to enter into a social network, and it's important to acknowledge that interest with kids. Facebook is flooded with millions of under-13 users and kids are going to want to explore social networking.\u003c/p>\n\u003cp>But rather than instill unnecessary fear of stranger danger, when talking with kids about privacy, anonymity and creating online identities, a few questions to ask:\u003c/p>\n\u003cul>\n\u003cli>How would you respond if a stranger tried to contact you through a social media site?\u003c/li>\n\u003cli>What would you do if you found out that one of your friends was talking to random strangers?\u003c/li>\n\u003cli>When would you go to an adult for help if something uncomfortable happened?\u003c/li>\n\u003cli>Why are you interested in social media sites?\u003c/li>\n\u003cli>Where do you find out about them? What do you friends say?\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003ch5>\u003cem>Matt Levinson is the Head of the Upper Division at Marin Country Day School in Corte Madera, Calif. and the author of \u003c/em>From Fear to Facebook: One School’s Journey\u003cem>.\u003c/em>\u003c/h5>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20912/how-should-schools-and-parents-be-involved-in-kids-online-lives","authors":["4354"],"categories":["mindshift_194"],"tags":["mindshift_31","mindshift_117","mindshift_30","mindshift_853"],"featImg":"mindshift_20928","label":"mindshift"},"mindshift_20766":{"type":"posts","id":"mindshift_20766","meta":{"index":"posts_1591205157","site":"mindshift","id":"20766","score":null,"sort":[1334772065000]},"guestAuthors":[],"slug":"facebook-groups-for-schools-raises-concerns","title":"Facebook Groups for Schools Raises Concerns","publishDate":1334772065,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1334772065,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":654},"headData":{"title":"Facebook Groups for Schools Raises Concerns | KQED","description":"Filckr:Birgerking By Katrina Schwartz The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company announced a new feature available only to students and faculty with an active .edu email address, Groups for Schools. It's","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"20766 http://blogs.kqed.org/mindshift/?p=20766","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/18/facebook-groups-for-schools-raises-concerns/","disqusTitle":"Facebook Groups for Schools Raises Concerns","path":"/mindshift/20766/facebook-groups-for-schools-raises-concerns","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20770\" class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003ca href=\"http://www.flickr.com/photos/birgerking/5600215736/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-20770\" title=\"5600215736_b6d0ac73a9\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/5600215736_b6d0ac73a9-300x192.jpg\" alt=\"\" width=\"300\" height=\"192\">\u003c/a>\n\u003cp class=\"wp-media-credit\">Filckr:Birgerking\u003c/p>\n\u003c/div>\n\u003ch5>By Katrina Schwartz\u003c/h5>\n\u003cp>The explosive growth of online social media sites specifically targeted at schools has compelled Facebook to edge its way back into the fertile ground of college campuses. Last week, the company \u003ca href=\"http://newsroom.fb.com/Announcements/Introducing-Groups-for-Schools-144.aspx\">announced a new feature\u003c/a> available only to students and faculty with an active .edu email address, Groups for Schools. It's billed to be exclusive -- even alumni and perspective students aren’t allowed in, limiting the scope of the groups and creating something that approximates the intimacy that was Facebook’s strong suit when it first launched.\u003c/p>\n\u003cp>Groups for Schools is meant to network students in the same university community for social or extracurricular events, but also includes elements that make it useful as a study tool, like the popular platform \u003ca href=\"http://www.edmodo.com\">Edmodo\u003c/a> and a number of other similar sites that have cropped up. It allows students and teachers who are members of a group designated to a particular class, for example, to share comments on a class discussion and reading, as well as to share class materials like notes, assignments and calendars, up to 25 MB.\u003c/p>\n\u003cp>But just a week into its launch, red flags are already being raised. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/u-of-north-carolina-stops-file-sharing-before-it-starts/33153\">One of the main concerns\u003c/a> that has not been addressed by Facebook is the potential liability that students, faculty, and universities might face for file-sharing through Facebook. Many universities are already cracking down on file-sharing through school-owned Internet networks, and Facebook’s new tool adds yet another \u003c!--more-->facet to the complicated question. Additionally, schools must consider \u003ca href=\"http://www.zdnet.com/blog/igeneration/students-file-sharing-work-on-facebook-is-it-legal/15067?tag=content;siu-container\">intellectual property right issues\u003c/a>. Facebook’s terms and conditions specify that is has a transferable license to use any content associated with Facebook. Would that be the case for student-produced work? Facebook has not updated its terms and conditions to reflect the new product, so that remains to be seen.\u003c/p>\n\u003cp>Another complaint is that by creating Groups for Schools, Facebook is undermining apps already built by partner developers, like \u003ca href=\"http://www.inigral.com/about/\">Inigral\u003c/a>, which markets itself as a way for universities to increase enrollment and retention through social networks that meet student needs. Now Groups for Friends will offer almost the same service. \u003ca href=\"http://chronicle.com/blogs/wiredcampus/facebook-returns-to-campus-roots-with-groups-for-schools/36045\">Inigral founder Michael Staton says\u003c/a> the company isn’t too concerned about Facebook’s new product because the more students communicate with one another, the better it will be for their business. But there is a sense that Facebook is an unwieldy landlord, who doesn’t pay much attention to the innovations of others that use its platform.\u003c/p>\n\u003cp>Another \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">criticisms\u003c/a> of Groups for Schools is that it doesn’t inspire the kind of online discussion other education-related social media sites do. When Facebook tested the product at \u003ca href=\"http://new.oberlin.edu/\">Oberlin College\u003c/a>, a small liberal arts school in Ohio, for example, the students simply weren’t active in groups that formed -- in some groups, the creator was the sole member, according to an \u003ca href=\"http://www.ecampusnews.com/higher-ed/skepticism-of-facebook-student-groups-grows-on-college-campuses/\">e-campusnews article\u003c/a>. One theory behind the flop at Oberlin is that Facebook is an escape for many students and they’d prefer to keep it unconnected to their academic pursuits.\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>One very noteworthy aspect of the new Groups for Friends is that \u003ca href=\"http://www.digitaltrends.com/social-media/facebook-refocuses-on-student-organization-with-groups-for-schools/\">it loosens the privacy settings\u003c/a> so that any Facebook user with an .edu email address that corresponds to the individual university can be messaged. On the rest of Facebook’s network, two users must be “friends” to exchange messages. While the new looseness in privacy settings might work out fine at a small school like Oberlin where people might even know each other in person, it could be more disconcerting at a larger school like University of Washington or Texas A&M, where much of the student body is just as much a stranger as any other random Facebook user.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Groups for Students is still rolling out and will eventually be available at higher education institutions across the globe.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20766/facebook-groups-for-schools-raises-concerns","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_31","mindshift_848","mindshift_30"],"featImg":"mindshift_20770","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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