Blogging can be a solitary endeavor, so it’s exciting when another cool website publishes a blogger’s thoughts and ideas. Over the past several weeks I’ve had two blog posts published over at A Platform for Good (PFG), a part of the Family Online Safety Institute (FOSI).
Visit A Platform for Good
PFG aims to encourage parents, kids, and educators to connect with one another and think about “doing good” in the digital world. The website and the blog focus on a range of interesting topics with lots of ideas on digital parenting, learning, growing up in today’s world, and many other authentic opportunities — all great for us to have access to in a connected world.
All of us — children, parents, and teachers — need to think about the security of our privacy settings. Part of learning to live in the digital world involves understanding and competently using these settings, but we also must recognize their limitations.
Once we post or share digital content, the privacy of the information depends on the good judgment of others. No matter how securely the settings, our friends, who in theory understand our expectations, can err in judgment by copying, taking screen shots, or sharing the content in another digital location. When we post data via social media, we cede control of that information to others who may not abide by our privacy preferences.
In a Wired article, Don’t Make My Mistake: Always Think Before You Tweet, Randi Zuckerman, the sister of Facebook founder Mark Zuckerman, describes how she shared a picture with friends, only to have one of those friends share it in a more public way and eventually widely via Twitter. The picture caused a huge media stir, with people laughing that Zuckerman, the sister of the Facebook founder, did not understand the privacy settings. But she understood perfectly — it was her friend who did not get it.
On a fairly regular basis I hear presenters and parents cite research results about technology and 21st Century kids. Often they justify their points by making comments such as “According to research,” or “Research demonstrates that…”
Some time ago, for instance, I heard a presenter comment that too much use of digital devices causes students’ lack of concentration, and she cited a university research study. Trouble is, when I subsequently checked out the research, it was based on 25 participants — a small number on which to form a conclusion and make assumptions about a dramatic outcome. After I read the abstract, I discovered that the researchers who conducted the study concluded that the outcome is an association with kids’ lack of concentration and not a cause. The data did not indicate that too much technology causes a lack of concentration.
The difference between association and causation is significant, and parents, as well as those of us in the educational technology community, need to recognize the difference. Much of our accumulated data about technology outcomes are collected over a short-term, and in many areas we have no data collected long-term. Television statistics are the exception because, after years and years of well-designed, science-based studies, the causal connection between television viewing and childhood behaviors is only now being firmly established. That’s because enough data exist to enable researchers to draw firmer conclusions about how TV screen time affects certain childhood problems.
Some of these ideas come from researchers describing the results of various studies. Others come from presenters’ comments. My apologies for not connecting individuals with their comments.
I am drawing from my 30 pages of actual handwritten notes (handwritten because the seats were not a comfortable height for me to use my iPad).
In the Digital World
Six billion people have access to a cell phone in today’s world — more than have access to clean toilets.
The enemy of empowerment is fear and lack of expertise.
Be the change that you want to see in the world. (a Gandhi quote)
Children are using the Internet at younger and younger ages.
Surveillance does not create safety — only the illusion of safety.
Think less about digital citizenship. The Internet is a huge part of life and we are citizens on and offline.
Digital world communication often eliminates a person’s visual and aural signals setting the scene for misunderstanding.
I am away from school today, attending the Family Online Safety Institute (FOSI) 2013 conference in Washington, DC. I plan to post several times over the course of the two days, and because I am putting connected-world sharing above almost-perfect prose, I’ll make basic edits as I write but spend more time tonight and tomorrow fine-tuning my posts.
Check out the FOSI Annual Conference Program!
The conference, held in the Ronald Reagan International Trade Conference, features all sorts of digital life movers and shakers who offer information and guidance to parents, children, and educators.
One always has interesting first impressions at the beginning of any conference. Is it easy to get settled? Yes. Is the wifi ready and easy for us to use? Yes, and I am using it now. Are the people friendly and helpful? A definite yes. And finally, does the conference facility have a coat check? Yes! There’s nothing worse than toting around a coat all day during a conference. It remains to be seen if it will be easy to recharge my laptop when necessary, but I expect that will not be difficult either.
So now I get to excitedly anticipate the FOSI program. I await the panel on new research. I’m eager to hear from danah boyd (lower case intentional), especially about her upcoming book, It’s Complicated. (Editor’s Note: Even when I knew just a few of the many wonderful things about danah I was already a fan just because she attended the same university as my daughter.) Another author I’ll be interested to hear is Catherine Steiner-Adair, whose book, The Big Disconnect, is my current read and featured on the front of this blog.
The back-to-school season is a great time for adults to think about what they can do to help children avoid some of the typical online and social media mistakes and difficulties.
These adult strategies can help elementary and middle school children develop safe, secure, and disciplined digital life skills.
Teachers can also share this list with the parents of their students.
Originality matters when digital children write and learn, but many 21st Century students have considerable difficulty understanding what the idea of original content really means.
Check out How the Internet Affects PlagiarismatKQED Mindshift, a blog post that describes how plagiarism is evolving in today’s digital world. According to the article, students today do less looking for “unoriginal content” at sites that sell papers or other pre-written documents (compared to the past), and they use lots more content from the almost unlimited digital resources that are available on the Internet.
Mindshift’s post is based on a recently published white paper published by TurnItIn, one of the most well-known plagiarism detection software tools. The paper points out how today’s students tend to discover and share work via social media, use Wikipedia regularly, and continue to copy content from encyclopedias. Read the article for a more thorough summary. Continue reading “Thoughts About Plagiarism in the Digital World”→
Media! Tech! Parenting! 
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