Transcript Document
Teenage Life Online: The Rise of the Networked Generation
Lee Rainie – Director Youth.Net Conference - Singapore August 12, 2003
“Oh, like you know something the Internet doesn’t know.”
Who I am… … what we do
• • •
Funded by Pew Charitable Trusts – a major U.S. foundation / charity Asked to create empirical research to help policy makers Areas of study:
– – –
Family life Community Education - Health care - Civic and political life - Work places
Prediction 1
the motion picture is “I believe that the Internet is destined to revolutionize our educational system and that in a few years it will supplant largely, if not entirely, the use of textbooks.”
-- Thomas Edison, 1922
Prediction 2
to bring the world to the classroom, to make universally available the services of the finest teachers, the inspiration of the greatest leaders, … and unfolding world events which through the radio textbook of bits traveling over wires.”
-- Benjamin Darrow, 1932 textbook called “Radio: The assistant teacher ”
Prediction
3
“There won’t be schools in the future…. I That is, the school as something where there are classes, teachers running exams, people structured in groups by age, [who] follow a curriculum – all of that.”
-- Seymour Papert, technology expert, 1984
Adult population is stagnant / churning Teen population grows / use ebbs and flows 100% 80% 60% 40% 20% 0% Ja n -9 2 Ja n -9 3 Adults Ja n -9 4 Ja n -9 5 Teens Ja n -9 6 Ja n -9 7 Ja n -9 8 Ja n -9 9 Ja n -0 0 Ja n -0 1 Ja n -0 2 Ja n -0 3
100 90 80 70 60 50 40 30 20 10 0
What teenagers do online – 1
100
What teenagers do online - 2
20 0 80 60 40
What teens do more than adults
Browse for fun Info leisure activities Instant messaging Play games Listen to music Download music Visit chat rooms Check sports info Adults 63% 65% 51% 34% 40% 29% 26% 38% Teens 84% 83% 79% 66% 59% 59% 55% 47%
What teens talk about most with friends
Topic Boyfriend/girlfriend Other friends Life in general Someone to date Music Sex Gossip The future Next weekend Last weekend Movies/TV shows Sports Secret things Current events School / grades Jobs Deep feelings College Fashion Video games/computers Parents Celebrities Vacations Brother / sister Eating habits Total 38% 36% 35% 35% 30% 27% 26% 25% 25% 23% 21% 21% 20% 19% 18% 16% 15% 12% 12% 11% 9% 7% 6% 4% 2% Male 32% 33% 32% 32% 34% 32% 14% 24% 24% 23% 26% 33% 15% 22% 16% 18% 9% 11% 7% 20% 5% 5% 7% 3% 1% Female 44% 39% 39% 38% 25% 22% 39% 26% 26% 24% 16% 8% 26% 16% 20% 13% 23% 13% 18% 1% 13% 13% 6% 6% 3%
Source: Peter Grunwald & Associates Corporation for Public Broadcasting Survey, January 2003
Now and in the future
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Educational implications
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Formal
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Informal Social implications
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Privacy and identity
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Secret information
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Friendships and associations
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Family life
The Industrial Age education model
the clueless, teacher-dependent pupil
The Information Age education model
the net-savvy, well-connected, teacher-independent end-user
Students’ Internet metaphors
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The Internet as virtual textbook and reference library The Internet as virtual tutor and study shortcut The Internet as virtual study group The Internet as virtual guidance counselor The Internet as virtual locker, backpack and notebook
Student laments
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Assignments don’t take advantage of the Internet Classroom work hardly ever exploits the Internet The hindrances students see:
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Fear about “digital divide”
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Fear about the “dark side” of the Internet Techno-wariness Low level of support from school administrators
Underlying world view, Information Age education
my favorite research sites my search engine my teachers and tutors my classmates my online study aids NET-SAVVY STUDENT my reference materials and texts my online tutors qualityware & communityware my personal network
Digital age shifts in learning
literacy literacy
TEXT TEXT+IMAGE
literacy
INFORMATION RICH NAVIGATION MEDIA BEING TOLD (authority based)
learning reasoning
DEDUCTIVE (linear) DISCOVERY, EXPERIENTIAL BRICOLAGE + JUDGMENT (lateral)
action
DON’T KNOW WON’T TRY DON’T KNOW – LINK, LURK & TRY
John Seely Brown,
Social Life of Information
Privacy and identity
•
Teenagers want to set themselves apart from their parents – this is the age of emancipation
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They use technologies to be with people and do things that they would like their parents not to see
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They also like to experiment with their identities
• • •
Take advantage of anonymity of online world Video game characters Customize their “tech toys”
Splitting the self
How many email addresses or screen names do online teens use?
All teens
One
44%
Two
25%
Three
10%
Four +
21% Boys 39% 26% 11% 24% Girls 50% 23% 9% 19%
Source: Pew Internet & American Life Project Teens and Parents Survey, Nov.-Dec. 2000. Margin of error is ± 4%.
Access to ‘secret information’
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Teenagers use the Internet to find secrets and learn sensitive information
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Health information Sexual information Tips on how to handle difficult social situations (bullies, etc.)
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Insights on how to be attractive to romantic partners
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Subjects that are forbidden in their homes
Friendships and associations
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Use communication tools to stay in constant touch with their friends
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A new intimacy and “presence” – “ultra connectedness”
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New levels of spontaneity “Smart mobs” New arrangements for etiquette and norms New tools to expand their social networks
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The possibility of more “weak” ties
New life at home
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Family accommodation to the new technologies
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Where is the computer?
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Who can go online when and for how long?
Is it being used for “good” or “bad” reasons?
Teens as tech support – family learners
•
A one-time generational event
Implications - Blurred boundaries
• • • • • • •
Private / public Home / work / school Identity – male/female, young/old, passive/aggressive, playful/vengeful Producer / consumer Entertainment / information Single tasks / multitasks Right / wrong
A new challenge – more stress
• • • •
Higher levels of intrusion in personal life “Always on the job” “Always available” New surveillance possibilities – loss of privacy
What today’s youth can do for us all
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Develop new sense of community – especially by using online groups Help “sort out” the Web – find information, allow interactions Help define and teach media and technology literacy Help create new social norms technologies – define how it is proper to behave with new information Help elders adapt to new technologies and the coming era of ubiquitous computing clothes, wallets, appliances) (cars, homes,
Prediction 4
“People tend to overestimate the impact of new technologies in the short run and underestimate their long term impacts.”
- Mary O’Hara Devereaux Institute for the Future
Contact me Lee Rainie
http://www.pewinternet.org