COMM2P26 – Feb 5 th , 2015.

DIGITAL NATIVES – CHILDREN & YOUTH

Digital Natives

 What viewpoints and opinions do we have about children, youth & ICTs?

What viewpoints and opinions do we have about social media & ICTs?

Opportunities & Risks for Youth

Advantages  Social Skills  Independence & Self Expression  Digital Competence  Educational Development  Research  Adv for Youth with Disabilities       Risks Sharing with wrong crowd Bullying Permanency of online profiles Disclosure Additional risks for youth with disabilities http://1.usa.gov/1n6NPvK

What does it mean to be a digital native?

Digital natives vs. digital immigrants Marc Prensky 2001 

Digital natives have “spent their entire lives surrounded by and using” digital technology and therefore “think and process information fundamentally differently from their predecessors.”



Digital immigrants have “at some later point in [their] lives, become fascinated by and adopted many or most aspects of the new technology” though they will “always retain… a foot in the past” and a technological “accent.”

Pew Research Center. The Millennials:

Confident, Connected, and Open to Change.

2010.

Digital Natives

Local Research

 18 Toronto and 'Whitton' student focus groups   •~40 Toronto and 'Whitton' teacher and administrator interviews Raby, R. & Domitrek, J. (2007). “Slippery as Fish…But already Caught? Secondary Students’ Engagement with School Rules”, in Canadian Journal of Education, 30, 3: 931-958.

 http://bit.ly/1BSm3s7

Questions raised for analysis

  Cell phone and mp3 player issues raised frequently What are the concerns of students, teachers and principals in terms of cell phones and personal music players (mp3 players, iPods)?

 How do the concerns of various stakeholders inform rule creation and enforcement?

Context and overlapping spaces

      What kinds of control are teens subjected to? Why does mobile technology 'work' so well and is highly adopted by them?

Teens and appropriation of space (Childress, 2004) Students see school as divided by time and space Classroom vs. non-classroom Instructional vs. seatwork Environment vs. “head space”

  Joe: For students that have ADHD, having, having an iPod is probably a good idea, because that masks out all of the subconscious background noises that their brain normally would be trying to you know, try to do something with, right? Whereas if they're wearing headphones, now all of a sudden they have one distraction instead of twenty. (Niagara Teacher)

Public/Private and Cyberbullying

 Schools are mix of private and public spaces  Cell phones with video make semi-private space of school more public  i.e. fights, photos of students/teachers  How to police beyond school boundaries?

 http://bit.ly/1zy7xHG

Safety

   Digital music players as barrier between “head space” and physical environment …she can’t hear. The announcements are on, she's not hearing it. You know the national anthem's on, she's walking –and it's like you can't, you can't communicate. That's crazy! Like there could have been somebody in that end of the hall that was like an intruder in the school and you're shout-she can't hear ya. (Niagara administrator)

Safety

   Digital music players as barrier between head space and physical environment Direct calls vs. calling the office Columbine Era

Enforcement

    Variation in rules and enforcement Students need logical rules Teachers  Pick your battles  Judgment calls Administrators want consistency

Regulation

     Other concerns relating to electronics Drug dealing Keeping students attentive and on-task Cheating Theft

Who decides?

     Increasing electronics ownership and usage Good reasons for having -and not having electronics at school Limited teacher and especially student input on rule creation and revision Need communication between those instituting the bans and those who need to cope with it everyday Need to teach responsible (electronic) citizenship

          Social Media: Brilliant Tool Or Distraction?

http://bit.ly/1zPSRH7 Students say social media interfere with homework http://usat.ly/1u2wjAo Multitasking, social media and distraction: Research review http://bit.ly/1m1l4DA Wired for Distraction: Kids and Social Media http://ti.me/1Ct1nMA Digital overload: How we are seduced by distraction http://bit.ly/1hSqeu4

Privacy

US youth frustrated with 'oversharing' on social media  While many respondents said they felt frustrated by people and their own friends for not "being themselves" on social media, they also felt like they could not portray their own "real selves" on these sites. http://cnb.cx/1DtKC0J

        

Cyberbullying

Cyberbullying involves the use of communication technologies such as the Internet, social networking sites, websites, email, text messaging and instant messaging to repeatedly intimidate or harass others.

Cyberbullying includes: Sending mean or threatening emails or text/instant messages.

Posting embarrassing photos of someone online.

Creating a website to make fun of others.

Pretending to be someone by using their name.

Tricking someone into revealing personal or embarrassing information and sending it to others.

Cyberbullying affects victims in different ways than traditional bullying. It can follow a victim everywhere 24 hours a day, 7 days a week, from school, to the mall and all the way into the comfort of their home - usually safe from traditional forms of bullying. http://bit.ly/1yYGt6t

11 Facts about Cyberbullying

            Nearly 43% of kids have been bullied online. 1 in 4 has had it happen more than once.

70% of students report seeing frequent bullying online. Filling up your friends' Facebook feeds with positive posts instead of negative ones can boost school-wide morale. Start a Facebook page for students to submit positive acts they see in school to promote a culture of positivity on and offline. Over 80% of teens use a cell phone regularly, making it the most common medium for cyber bullying.

68% of teens agree that cyber bullying is a serious problem. 81% of young people think bullying online is easier to get away with than bullying in person.

90% of teens who have seen social-media bullying say they have ignored it. 84% have seen others tell cyber bullies to stop. Only 1 in 10 victims will inform a parent or trusted adult of their abuse.

Girls are about twice as likely as boys to be victims and perpetrators of cyber bullying.

About 58% of kids admit someone has said mean or hurtful things to them online. More than 4 out 10 say it has happened more than once. Bullying victims are 2 to 9 times more likely to consider committing suicide. About 75% of students admit they have visited a website bashing another student.

http://dsorg.us/1lNzAOK

 LGBT Youth Turn To The Internet For Social Support But Also Find Cyberbullying  http://bit.ly/1tSGea8

Additional Research

Born Digital: Understanding the First Generation of Digital Natives http://bit.ly/1sYedcw ICTs for Disadvantaged Children and Youths Lessons from Brazil and Ecuador http://bit.ly/1F2iu6i Dumb Phones, Smart Kids: Impact of ICT & Mobile on Youth Engagement in Cities in the Developing World http://bit.ly/1AouDn7 Why Youth (Heart) Social Network Sites: The Role of Networked Publics in Teenage Social Life http://bit.ly/1qyW3zy

     Cyber-Bullying and its Effect on our Youth http://bit.ly/QXmykX 69% of youth' face cyberbullying http://bit.ly/1KojLFH Cyberbullying has become greatest fear of parents, survey says  http://bit.ly/1C6GcMx