Hooked On The Internet, South Korean Teens Go Into Digital Detox
Apps Aimed at Kids Raise Privacy Concerns
Kids Online: the Risks and the Realities
Dispelling Myths About Blocked Websites in Schools
ACLU Blasts Schools for Blocking Gay Teen Support Web Sites
How Well Are Schools Teaching Cyber Safety and Ethics?
Parents, Kids, and the Internet: the Problem of "Juvenoia"
Students Complain About Being Shut Out of the Internet
8 Social Media Sites Just for Kids
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FM","link":"/"}},"mindshift_54137":{"type":"posts","id":"mindshift_54137","meta":{"index":"posts_1591205157","site":"mindshift","id":"54137","score":null,"sort":[1565790903000]},"guestAuthors":[],"slug":"hooked-on-the-internet-south-korean-teens-go-into-digital-detox","title":"Hooked On The Internet, South Korean Teens Go Into Digital Detox","publishDate":1565790903,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>South Korea is one of the most wired countries in the world. But that level of connectivity is a double-edged sword in a society that some experts say is becoming increasingly addicted to the Internet and where \u003ca href=\"https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/\">95% of adults own a smartphone\u003c/a>.\u003c/p>\n\u003cp>\"Korea has an environment that allows easy access to computer games and other activities online,\" says Sungwon Roh, a psychiatrist at Seoul's Hanyang University who studies Internet addiction. \"You can connect to your smartphone anywhere. Every neighborhood has what we call a 'PC bang' or, in English, PC café. Here, Koreans of all ages can access the Internet very easily.\"\u003c/p>\n\u003cp>And those PC bangs are often shiny places with big, comfy chairs, huge screens and fast Internet, all for about a dollar an hour. Most are open 24 hours a day. So it's no wonder some customers overstay their welcome.\u003c/p>\n\u003cp>\"I've seen a lot of customers come here late in the afternoon and leave the next morning. That's pretty common,\" says Lee Kae Seong, the owner of the OZ PC Bang in Seoul's upmarket Gangnam neighborhood. Some, he says, stay a day or two. And others become... well, ripe.\u003c/p>\n\u003cp>\"Some customers who play for too long, I'm sorry to say, they get smelly,\" he says. \"And other customers start to complain. So we have to ask them to leave.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Stories like these help explain why Roh says South Korea is facing a public health crisis — one he sees firsthand while treating patients at his hospital.\u003c/p>\n\u003cp>\"Here I see dramatic cases of both adolescents and adults come to seek professional help,\" he says, \"because they started to have serious problems in their health, relationships with their family or studies at school from game addiction. Some students will refuse to go to school or even inflict physical force on their parents.\"\u003c/p>\n\u003cp>To some parents in the United States, this might sound distressingly familiar even though mental health experts are still debating the extent of the problem. The American Psychiatric Association does not recognize Internet or online game addiction as a \u003ca href=\"https://www.psychiatry.org/patients-families/internet-gaming\">unique mental disorder\u003c/a>.\u003c/p>\n\u003cp>But the South Korean authorities know the country has a problem: Almost 20% of the population — nearly 10 million people — are at serious risk of Internet addiction, according to a 2018 government survey. Roh says the country is trying to do something about it.\u003c/p>\n\u003cp>\"There are regional education offices that provide services such as in-school counseling, screening surveys, preventive disciplines and, for severe cases, addiction camps,\" he says. Almost all of the services are financed by the government, at the national or \u003ca href=\"https://use.metropolis.org/case-studies/seoul-i-will-centre\">municipal levels\u003c/a>, and have been for more than a decade.\u003c/p>\n\u003cfigure id=\"attachment_54139\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54139\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/20190719_145343_custom-98c0a8ab88a5f84a75f1339f095a41185a586e07-e1565790762806.jpg\" alt=\"\" width=\"1920\" height=\"931\">\u003cfigcaption class=\"wp-caption-text\">Two young women browse the library at the National Center for Youth Internet Addiction Treatment in Muju, South Korea. \u003ccite>(Michael Sullivan/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the camps started by the national government, the National Center for Youth Internet Addiction Treatment, is three hours south of Seoul in the mountainous Muju region.\u003c/p>\n\u003cp>\"We're targeting teenagers who are heavily dependent on the Internet and smartphones,\" says Shim Yong-chool, the director. They're referred either by their parents or concerned teachers. And all their tech devices are seized when they arrive for the two- to four-week program.\u003c/p>\n\u003cp>While they're here, he says, \"We help students find a new hobby. Students who are overly dependent on Internet and smartphones will be doing only that [using their phones] when they have extra time. So, we are showing them many other options so they can spend their free time in a healthier way.\"\u003c/p>\n\u003cp>Art classes, volunteering at a local senior center and board games are all on the agenda for the group of 32 girls, ages 13 to 19, on the fifth day of their two-week stay this summer. They're gathered in a classroom playing a word association game that prompts frequent howls of laughter and huge smiles. And no selfies!\u003c/p>\n\u003cp>The center's director says there have been more boys than girls treated there. More of the boys come for game addiction, while girls have tended to be hooked on social media, he says. But that's not always the case.\u003c/p>\n\u003cp>Speaking almost in a whisper, a 16-year-old girl says her time at the center has been a painful experience. The center requests NPR not use the names or show the faces of the young people receiving treatment there for privacy reasons.\u003c/p>\n\u003cp>She recalls feeling \"nervous\" when she first handed over her phone. \"I've had my phone since my first year in elementary school. I've never been without it since. So I was worried,\" she says.\u003c/p>\n\u003cp>She is less worried five days into the program. She has made some new friends and says she now realizes she can live without her phone. It used to consume her for eight hours a day or more, especially if she was gaming.\u003c/p>\n\u003cp>Another girl, who is 14, is still struggling. \"My hands get shaky, I can't concentrate,\" she says. \"When I go back to the dormitory to get some rest, I keep thinking of Facebook. There are hearts there I can collect from a game, but they'll go away if I don't take them in three days. That worries me.\"\u003c/p>\n\u003cp>She constantly checks for her phone, too, she says. And she thinks about the games she's not playing, like Overwatch, which she says she's good at. Back at home, she would play during the day, after school. Her mother knew she had a problem, the girl says, so her mother would turn the Internet off by bedtime at 10 p.m. The 14-year-old would wait for her mother to fall asleep around 11 p.m., then plug it back in and play until dawn. Then she would go to school.\u003c/p>\n\u003cfigure id=\"attachment_54140\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54140\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/20190722_175023_slide-c69adc273bd882070e56f68bb3afb37d617079fd-e1565790829415.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The center emphasizes group activities involving all 32 participants at the facility. \u003ccite>(Michael Sullivan/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She didn't eat much. Every minute spent eating, she says, was a minute lost gaming.\u003c/p>\n\u003cp>Is being at the center helping? \"No, I don't think so,\" she says. Is she just counting the days until she gets your phone back? \"Yes,\" she says. And looks down at the floor.\u003c/p>\n\u003cp>Shim is more hopeful about her chances.\u003c/p>\n\u003cp>The 14-year-old girl just started, he says. She'll be better by the end of the two-week camp, he adds. And then there's the aftercare.\u003c/p>\n\u003cp>\"Each local government has an institution that works with the Ministry of Gender Equality and Family,\" he says. \"We connect the students to these institutions after the camp so they can receive counseling continuously. It does not end at the camp, we follow up with students through other relevant institutions so that students can constantly get counseling.\"\u003c/p>\n\u003cp>But Shim is worried about the size of the problem.\u003c/p>\n\u003cp>\"The percentage of teenagers dependent on Internet and smartphones is actually increasing,\" he says. \"So, our organization is expanding and trying to get ready to accept more students.\"\u003c/p>\n\u003cp>The group is building more facilities to accommodate those students to deal with a problem it knows isn't going away.\u003c/p>\n\u003cp>In May, the World Health Organization \u003ca href=\"https://www.npr.org/2019/05/28/727585904/is-gaming-disorder-an-illness-the-who-says-yes-adding-it-to-its-list-of-diseases\">added \"gaming disorder\"\u003c/a> to its list of recognized addictions. That decision hasn't gone over well with South Korea's lucrative esports industry, which fears the economic fallout and stigmatization such a designation may bring. But it may bring more resources to a system already struggling to deal with the problem at hand.\u003c/p>\n\u003cp>The WHO move may also help the U.S. government and \u003ca href=\"https://www.washingtonpost.com/opinions/tech-addiction-is-real-we-psychologists-need-to-take-it-seriously/2019/03/18/5f12ad2e-3c54-11e9-a06c-3ec8ed509d15_story.html\">mental health professionals\u003c/a> to focus on these problems.\u003c/p>\n\u003cp>\"It is important for the U.S. government and relevant experts to pay attention to this issue,\" says psychiatrist Roh, \"to screen out addicted students and provide adequate therapy to those diagnosed with game addiction.\"\u003c/p>\n\u003cp>South Korea already has its public health crisis, he says. If the U.S. doesn't act, it won't be far behind.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Kang Jae-un contributed reporting to this story in Seoul.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hooked+On+The+Internet%2C+South+Korean+Teens+Go+Into+Digital+Detox&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"Online gaming and other digital activities cause problems in people's health, relationships and studies. Government centers treat teen boys and girls who struggle to cut down on use of tech devices.","status":"publish","parent":0,"modified":1565790903,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":35,"wordCount":1357},"headData":{"title":"Hooked On The Internet, South Korean Teens Go Into Digital Detox | KQED","description":"Online gaming and other digital activities cause problems in people's health, relationships and studies. Government centers treat teen boys and girls who struggle to cut down on use of tech devices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Hooked On The Internet, South Korean Teens Go Into Digital Detox","datePublished":"2019-08-14T13:55:03.000Z","dateModified":"2019-08-14T13:55:03.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"54137 https://ww2.kqed.org/mindshift/?p=54137","disqusUrl":"https://ww2.kqed.org/mindshift/2019/08/14/hooked-on-the-internet-south-korean-teens-go-into-digital-detox/","disqusTitle":"Hooked On The Internet, South Korean Teens Go Into Digital Detox","nprImageCredit":"Michael Sullivan","nprByline":"Michael Sullivan","nprImageAgency":"NPR","nprStoryId":"748299817","nprApiLink":"http://api.npr.org/query?id=748299817&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/2019/08/13/748299817/hooked-on-the-internet-south-korean-teens-go-into-digital-detox?ft=nprml&f=748299817","nprRetrievedStory":"1","nprPubDate":"Tue, 13 Aug 2019 12:25:00 -0400","nprStoryDate":"Tue, 13 Aug 2019 12:25:23 -0400","nprLastModifiedDate":"Tue, 13 Aug 2019 12:25:26 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/07/20190730_atc_south_korea_internet_addiction.mp3?orgId=1&topicId=1004&d=269&story=748299817&ft=nprml&f=748299817","nprAudioM3u":"http://api.npr.org/m3u/1748371807-7c1b09.m3u?orgId=1&topicId=1004&d=269&story=748299817&ft=nprml&f=748299817","audioTrackLength":269,"path":"/mindshift/54137/hooked-on-the-internet-south-korean-teens-go-into-digital-detox","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/atc/2019/07/20190730_atc_south_korea_internet_addiction.mp3?orgId=1&topicId=1004&d=269&story=748299817&ft=nprml&f=748299817","parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>South Korea is one of the most wired countries in the world. But that level of connectivity is a double-edged sword in a society that some experts say is becoming increasingly addicted to the Internet and where \u003ca href=\"https://www.pewresearch.org/global/2019/02/05/smartphone-ownership-is-growing-rapidly-around-the-world-but-not-always-equally/\">95% of adults own a smartphone\u003c/a>.\u003c/p>\n\u003cp>\"Korea has an environment that allows easy access to computer games and other activities online,\" says Sungwon Roh, a psychiatrist at Seoul's Hanyang University who studies Internet addiction. \"You can connect to your smartphone anywhere. Every neighborhood has what we call a 'PC bang' or, in English, PC café. Here, Koreans of all ages can access the Internet very easily.\"\u003c/p>\n\u003cp>And those PC bangs are often shiny places with big, comfy chairs, huge screens and fast Internet, all for about a dollar an hour. Most are open 24 hours a day. So it's no wonder some customers overstay their welcome.\u003c/p>\n\u003cp>\"I've seen a lot of customers come here late in the afternoon and leave the next morning. That's pretty common,\" says Lee Kae Seong, the owner of the OZ PC Bang in Seoul's upmarket Gangnam neighborhood. Some, he says, stay a day or two. And others become... well, ripe.\u003c/p>\n\u003cp>\"Some customers who play for too long, I'm sorry to say, they get smelly,\" he says. \"And other customers start to complain. So we have to ask them to leave.\"\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>Stories like these help explain why Roh says South Korea is facing a public health crisis — one he sees firsthand while treating patients at his hospital.\u003c/p>\n\u003cp>\"Here I see dramatic cases of both adolescents and adults come to seek professional help,\" he says, \"because they started to have serious problems in their health, relationships with their family or studies at school from game addiction. Some students will refuse to go to school or even inflict physical force on their parents.\"\u003c/p>\n\u003cp>To some parents in the United States, this might sound distressingly familiar even though mental health experts are still debating the extent of the problem. The American Psychiatric Association does not recognize Internet or online game addiction as a \u003ca href=\"https://www.psychiatry.org/patients-families/internet-gaming\">unique mental disorder\u003c/a>.\u003c/p>\n\u003cp>But the South Korean authorities know the country has a problem: Almost 20% of the population — nearly 10 million people — are at serious risk of Internet addiction, according to a 2018 government survey. Roh says the country is trying to do something about it.\u003c/p>\n\u003cp>\"There are regional education offices that provide services such as in-school counseling, screening surveys, preventive disciplines and, for severe cases, addiction camps,\" he says. Almost all of the services are financed by the government, at the national or \u003ca href=\"https://use.metropolis.org/case-studies/seoul-i-will-centre\">municipal levels\u003c/a>, and have been for more than a decade.\u003c/p>\n\u003cfigure id=\"attachment_54139\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54139\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/20190719_145343_custom-98c0a8ab88a5f84a75f1339f095a41185a586e07-e1565790762806.jpg\" alt=\"\" width=\"1920\" height=\"931\">\u003cfigcaption class=\"wp-caption-text\">Two young women browse the library at the National Center for Youth Internet Addiction Treatment in Muju, South Korea. \u003ccite>(Michael Sullivan/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>One of the camps started by the national government, the National Center for Youth Internet Addiction Treatment, is three hours south of Seoul in the mountainous Muju region.\u003c/p>\n\u003cp>\"We're targeting teenagers who are heavily dependent on the Internet and smartphones,\" says Shim Yong-chool, the director. They're referred either by their parents or concerned teachers. And all their tech devices are seized when they arrive for the two- to four-week program.\u003c/p>\n\u003cp>While they're here, he says, \"We help students find a new hobby. Students who are overly dependent on Internet and smartphones will be doing only that [using their phones] when they have extra time. So, we are showing them many other options so they can spend their free time in a healthier way.\"\u003c/p>\n\u003cp>Art classes, volunteering at a local senior center and board games are all on the agenda for the group of 32 girls, ages 13 to 19, on the fifth day of their two-week stay this summer. They're gathered in a classroom playing a word association game that prompts frequent howls of laughter and huge smiles. And no selfies!\u003c/p>\n\u003cp>The center's director says there have been more boys than girls treated there. More of the boys come for game addiction, while girls have tended to be hooked on social media, he says. But that's not always the case.\u003c/p>\n\u003cp>Speaking almost in a whisper, a 16-year-old girl says her time at the center has been a painful experience. The center requests NPR not use the names or show the faces of the young people receiving treatment there for privacy reasons.\u003c/p>\n\u003cp>She recalls feeling \"nervous\" when she first handed over her phone. \"I've had my phone since my first year in elementary school. I've never been without it since. So I was worried,\" she says.\u003c/p>\n\u003cp>She is less worried five days into the program. She has made some new friends and says she now realizes she can live without her phone. It used to consume her for eight hours a day or more, especially if she was gaming.\u003c/p>\n\u003cp>Another girl, who is 14, is still struggling. \"My hands get shaky, I can't concentrate,\" she says. \"When I go back to the dormitory to get some rest, I keep thinking of Facebook. There are hearts there I can collect from a game, but they'll go away if I don't take them in three days. That worries me.\"\u003c/p>\n\u003cp>She constantly checks for her phone, too, she says. And she thinks about the games she's not playing, like Overwatch, which she says she's good at. Back at home, she would play during the day, after school. Her mother knew she had a problem, the girl says, so her mother would turn the Internet off by bedtime at 10 p.m. The 14-year-old would wait for her mother to fall asleep around 11 p.m., then plug it back in and play until dawn. Then she would go to school.\u003c/p>\n\u003cfigure id=\"attachment_54140\" class=\"wp-caption alignnone\" style=\"max-width: 1920px\">\u003cimg class=\"size-full wp-image-54140\" src=\"https://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2019/08/20190722_175023_slide-c69adc273bd882070e56f68bb3afb37d617079fd-e1565790829415.jpg\" alt=\"\" width=\"1920\" height=\"1280\">\u003cfigcaption class=\"wp-caption-text\">The center emphasizes group activities involving all 32 participants at the facility. \u003ccite>(Michael Sullivan/NPR)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>She didn't eat much. Every minute spent eating, she says, was a minute lost gaming.\u003c/p>\n\u003cp>Is being at the center helping? \"No, I don't think so,\" she says. Is she just counting the days until she gets your phone back? \"Yes,\" she says. And looks down at the floor.\u003c/p>\n\u003cp>Shim is more hopeful about her chances.\u003c/p>\n\u003cp>The 14-year-old girl just started, he says. She'll be better by the end of the two-week camp, he adds. And then there's the aftercare.\u003c/p>\n\u003cp>\"Each local government has an institution that works with the Ministry of Gender Equality and Family,\" he says. \"We connect the students to these institutions after the camp so they can receive counseling continuously. It does not end at the camp, we follow up with students through other relevant institutions so that students can constantly get counseling.\"\u003c/p>\n\u003cp>But Shim is worried about the size of the problem.\u003c/p>\n\u003cp>\"The percentage of teenagers dependent on Internet and smartphones is actually increasing,\" he says. \"So, our organization is expanding and trying to get ready to accept more students.\"\u003c/p>\n\u003cp>The group is building more facilities to accommodate those students to deal with a problem it knows isn't going away.\u003c/p>\n\u003cp>In May, the World Health Organization \u003ca href=\"https://www.npr.org/2019/05/28/727585904/is-gaming-disorder-an-illness-the-who-says-yes-adding-it-to-its-list-of-diseases\">added \"gaming disorder\"\u003c/a> to its list of recognized addictions. That decision hasn't gone over well with South Korea's lucrative esports industry, which fears the economic fallout and stigmatization such a designation may bring. But it may bring more resources to a system already struggling to deal with the problem at hand.\u003c/p>\n\u003cp>The WHO move may also help the U.S. government and \u003ca href=\"https://www.washingtonpost.com/opinions/tech-addiction-is-real-we-psychologists-need-to-take-it-seriously/2019/03/18/5f12ad2e-3c54-11e9-a06c-3ec8ed509d15_story.html\">mental health professionals\u003c/a> to focus on these problems.\u003c/p>\n\u003cp>\"It is important for the U.S. government and relevant experts to pay attention to this issue,\" says psychiatrist Roh, \"to screen out addicted students and provide adequate therapy to those diagnosed with game addiction.\"\u003c/p>\n\u003cp>South Korea already has its public health crisis, he says. If the U.S. doesn't act, it won't be far behind.\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>Kang Jae-un contributed reporting to this story in Seoul.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2019 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Hooked+On+The+Internet%2C+South+Korean+Teens+Go+Into+Digital+Detox&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/54137/hooked-on-the-internet-south-korean-teens-go-into-digital-detox","authors":["byline_mindshift_54137"],"categories":["mindshift_192"],"tags":["mindshift_20784","mindshift_1040","mindshift_226","mindshift_21116"],"featImg":"mindshift_54138","label":"mindshift"},"mindshift_20669":{"type":"posts","id":"mindshift_20669","meta":{"index":"posts_1591205157","site":"mindshift","id":"20669","score":null,"sort":[1334588432000]},"guestAuthors":[],"slug":"apps-aimed-at-kids-raise-privacy-concerns","title":"Apps Aimed at Kids Raise Privacy Concerns","publishDate":1334588432,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv id=\"attachment_20672\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/apps-aimed-at-kids-raise-privacy-concerns/photo-17/\" rel=\"attachment wp-att-20672\">\u003cimg class=\"size-medium wp-image-20672\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/photo-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>The number of mobile apps marketed to kids is growing at a rapid pace, yet a recent report by the Federal Trade Commission raises new concerns about child privacy and the lack of disclosure about the personal data being collected.\u003c/p>\n\u003cp>The FTC reviewed the promotional pages for 400 apps aimed at kids and found that fewer than 2 percent disclosed what personal information is collected or how it is used. The commission noted that smartphone apps can collect personal data from the device automatically, including the user’s location, phone number, list of contacts and call logs, and share that with others.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/02/120216mobile_apps_kids.pdf\" target=\"_blank\">review [PDF]\u003c/a> did not delve into what information apps actually are collecting from children, but the FTC is looking into that and plans to release its findings within the next four months.\u003c/p>\n\u003cp>“Parents should be able to learn before they download apps what information will be used and how it’s shared,” said Patricia Poss, one of the FTC report authors.\u003c/p>\n\u003cp>As part of its review, the FTC \u003ca href=\"http://ftc.gov/opa/2011/08/w3mobileapps.shtm\" target=\"_blank\">fined a California company\u003c/a> on accusations of violating the Children’s Online Privacy Protection Act, which outlaws the collection of data from children younger than 13 without parental approval. By law, companies must explain what information is being collected and how it is used. The California company, W3 Innovations LLC, was fined $50,000 for collecting e-mail addresses and other information from tens of thousands of children without parental consent. It was the FTC’s first mobile app case.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What makes a lot of parents uncomfortable is when they are not informed about the collection and use of data.”\u003c/p>\n\u003c/aside>\n\u003cp>Privacy concerns have been growing since news surfaced in February that apps for Facebook, Twitter and others accessed – and sometimes copied – entire address books without permission.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Some privacy experts say the problem stems from the unprecedented growth of the mobile app market, not from malicious intent.\u003c/p>\n\u003cp>“The majority of the issues raised by the FTC and other interested parties are mostly attributable to the speed of the growth of this market,” said Ed Lewis, CEO of Media Chaperone, which develops software for Disney and other companies to help manage content permissions and privacy settings.\u003c/p>\n\u003cp>Jules Polonetsky of the Future of Privacy Forum think tank says the majority of apps collect limited \u003c!--more-->personal information. Many don’t ask for a user’s name or e-mail, he said, but track usage in a way that helps target advertising and keeps the app free.\u003c/p>\n\u003cp>“We don’t yet have rogue apps doing evil things to kids,” Polonetsky said. “But the issue is we have a law, and the law says you can’t collect information from a kid without their parents providing express permission.”\u003c/p>\n\u003cp>Jake Ward, spokesman for the Application Developers Alliance trade association, says part of the challenge is the diverse and fragmented nature of the industry.\u003c/p>\n\u003cp>“It’s problematic to assume that app developers can be coders and privacy lawyers and CEOs all at the same time,” Ward said.\u003c/p>\n\u003cp>Ward added that the industry has been “incredibly quick to respond and fix mistakes when the question of privacy has arisen.”\u003c/p>\n\u003cp>Apps aimed at children feature everything from alphabet games and nursery rhymes to storybooks and animal puzzles. The danger usually lies in the eyes of the beholder. Some parents don’t want to expose their children to advertisements embedded in apps, because research has shown children are less savvy at discerning the difference between content and advertising. Other parents might not be concerned about targeted ads, but draw the line at apps that track a child’s location.\u003c/p>\n\u003cp>Some apps collect and use children’s data for a positive purpose, said Alan Simpson, vice president of policy at Common Sense Media, a San Francisco public interest group. Simpson points to an app that teaches algebra, tracking responses to earlier problems to best tailor instruction in a challenging way.\u003c/p>\n\u003cp>“What makes a lot of parents uncomfortable,” he said, “is when they are not informed about the collection and use of data.”\u003c/p>\n\u003cp>To help address the concerns, the FTC recommended that app makers create parental permissions and privacy settings for apps accessed by children and that app stores create a system to display permissions and privacy settings clearly.\u003c/p>\n\u003cp>In California, the process is already in the works. A \u003ca href=\"http://articles.latimes.com/2012/feb/22/business/la-fi-tn-calif-ag-kamala-harris-agreement-with-apple-amazon-google-hp-microsoft-rim-on-app-privacy-policies-20120222\" target=\"_blank\">recent agreement\u003c/a> between Attorney General Kamala Harris and major app stores requires them to create a system for apps to share privacy practices with users in simple ways.\u003c/p>\n\u003cp>That is a step in the right direction, says Jim Brock, founder of PrivacyChoice, a tool that helps developers write privacy policies.\u003c/p>\n\u003cp>“Most developers are scared of privacy policies. They’re scared it’s going to take time and cost money,” Brock said. “We’re going to need more proactive attention from the app marketplace if there is any hope of bringing up privacy standards among the developer community.”\u003c/p>\n\u003cp>Various groups already are working toward reaching the goals. The Application Developers Alliance and Future of Privacy Forum, for example, will be hosting a \u003ca href=\"http://www.futureofprivacy.org/2012/02/16/west-coast-app-developer-privacy-summit/\" target=\"_blank\">privacy summit\u003c/a> at Stanford University on April 25 to examine privacy challenges the app ecosystem faces.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/ftc-apps-aimed-kids-raise-privacy-concerns-15739\">The California Watch\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1334594750,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":25,"wordCount":908},"headData":{"title":"Apps Aimed at Kids Raise Privacy Concerns | KQED","description":"TB By Eleanor Yang Su The number of mobile apps marketed to kids is growing at a rapid pace, yet a recent report by the Federal Trade Commission raises new concerns about child privacy and the lack of disclosure about the personal data being collected. The FTC reviewed the promotional pages for 400 apps aimed","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Apps Aimed at Kids Raise Privacy Concerns","datePublished":"2012-04-16T15:00:32.000Z","dateModified":"2012-04-16T16:45:50.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"20669 http://blogs.kqed.org/mindshift/?p=20669","disqusUrl":"https://ww2.kqed.org/mindshift/2012/04/16/apps-aimed-at-kids-raise-privacy-concerns/","disqusTitle":"Apps Aimed at Kids Raise Privacy Concerns","path":"/mindshift/20669/apps-aimed-at-kids-raise-privacy-concerns","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_20672\" class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/04/apps-aimed-at-kids-raise-privacy-concerns/photo-17/\" rel=\"attachment wp-att-20672\">\u003cimg class=\"size-medium wp-image-20672\" title=\"photo\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/04/photo-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003ch5>By \u003ca title=\"View user profile.\" href=\"http://californiawatch.org/user/eleanor-yang-su\">Eleanor Yang Su\u003c/a>\u003c/h5>\n\u003cp>The number of mobile apps marketed to kids is growing at a rapid pace, yet a recent report by the Federal Trade Commission raises new concerns about child privacy and the lack of disclosure about the personal data being collected.\u003c/p>\n\u003cp>The FTC reviewed the promotional pages for 400 apps aimed at kids and found that fewer than 2 percent disclosed what personal information is collected or how it is used. The commission noted that smartphone apps can collect personal data from the device automatically, including the user’s location, phone number, list of contacts and call logs, and share that with others.\u003c/p>\n\u003cp>The \u003ca href=\"http://ftc.gov/os/2012/02/120216mobile_apps_kids.pdf\" target=\"_blank\">review [PDF]\u003c/a> did not delve into what information apps actually are collecting from children, but the FTC is looking into that and plans to release its findings within the next four months.\u003c/p>\n\u003cp>“Parents should be able to learn before they download apps what information will be used and how it’s shared,” said Patricia Poss, one of the FTC report authors.\u003c/p>\n\u003cp>As part of its review, the FTC \u003ca href=\"http://ftc.gov/opa/2011/08/w3mobileapps.shtm\" target=\"_blank\">fined a California company\u003c/a> on accusations of violating the Children’s Online Privacy Protection Act, which outlaws the collection of data from children younger than 13 without parental approval. By law, companies must explain what information is being collected and how it is used. The California company, W3 Innovations LLC, was fined $50,000 for collecting e-mail addresses and other information from tens of thousands of children without parental consent. It was the FTC’s first mobile app case.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003cp>“What makes a lot of parents uncomfortable is when they are not informed about the collection and use of data.”\u003c/p>\n\u003c/aside>\n\u003cp>Privacy concerns have been growing since news surfaced in February that apps for Facebook, Twitter and others accessed – and sometimes copied – entire address books without permission.\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>Some privacy experts say the problem stems from the unprecedented growth of the mobile app market, not from malicious intent.\u003c/p>\n\u003cp>“The majority of the issues raised by the FTC and other interested parties are mostly attributable to the speed of the growth of this market,” said Ed Lewis, CEO of Media Chaperone, which develops software for Disney and other companies to help manage content permissions and privacy settings.\u003c/p>\n\u003cp>Jules Polonetsky of the Future of Privacy Forum think tank says the majority of apps collect limited \u003c!--more-->personal information. Many don’t ask for a user’s name or e-mail, he said, but track usage in a way that helps target advertising and keeps the app free.\u003c/p>\n\u003cp>“We don’t yet have rogue apps doing evil things to kids,” Polonetsky said. “But the issue is we have a law, and the law says you can’t collect information from a kid without their parents providing express permission.”\u003c/p>\n\u003cp>Jake Ward, spokesman for the Application Developers Alliance trade association, says part of the challenge is the diverse and fragmented nature of the industry.\u003c/p>\n\u003cp>“It’s problematic to assume that app developers can be coders and privacy lawyers and CEOs all at the same time,” Ward said.\u003c/p>\n\u003cp>Ward added that the industry has been “incredibly quick to respond and fix mistakes when the question of privacy has arisen.”\u003c/p>\n\u003cp>Apps aimed at children feature everything from alphabet games and nursery rhymes to storybooks and animal puzzles. The danger usually lies in the eyes of the beholder. Some parents don’t want to expose their children to advertisements embedded in apps, because research has shown children are less savvy at discerning the difference between content and advertising. Other parents might not be concerned about targeted ads, but draw the line at apps that track a child’s location.\u003c/p>\n\u003cp>Some apps collect and use children’s data for a positive purpose, said Alan Simpson, vice president of policy at Common Sense Media, a San Francisco public interest group. Simpson points to an app that teaches algebra, tracking responses to earlier problems to best tailor instruction in a challenging way.\u003c/p>\n\u003cp>“What makes a lot of parents uncomfortable,” he said, “is when they are not informed about the collection and use of data.”\u003c/p>\n\u003cp>To help address the concerns, the FTC recommended that app makers create parental permissions and privacy settings for apps accessed by children and that app stores create a system to display permissions and privacy settings clearly.\u003c/p>\n\u003cp>In California, the process is already in the works. A \u003ca href=\"http://articles.latimes.com/2012/feb/22/business/la-fi-tn-calif-ag-kamala-harris-agreement-with-apple-amazon-google-hp-microsoft-rim-on-app-privacy-policies-20120222\" target=\"_blank\">recent agreement\u003c/a> between Attorney General Kamala Harris and major app stores requires them to create a system for apps to share privacy practices with users in simple ways.\u003c/p>\n\u003cp>That is a step in the right direction, says Jim Brock, founder of PrivacyChoice, a tool that helps developers write privacy policies.\u003c/p>\n\u003cp>“Most developers are scared of privacy policies. They’re scared it’s going to take time and cost money,” Brock said. “We’re going to need more proactive attention from the app marketplace if there is any hope of bringing up privacy standards among the developer community.”\u003c/p>\n\u003cp>Various groups already are working toward reaching the goals. The Application Developers Alliance and Future of Privacy Forum, for example, will be hosting a \u003ca href=\"http://www.futureofprivacy.org/2012/02/16/west-coast-app-developer-privacy-summit/\" target=\"_blank\">privacy summit\u003c/a> at Stanford University on April 25 to examine privacy challenges the app ecosystem faces.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>This post originally appeared on \u003ca href=\"http://californiawatch.org/dailyreport/ftc-apps-aimed-kids-raise-privacy-concerns-15739\">The California Watch\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/20669/apps-aimed-at-kids-raise-privacy-concerns","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_134","mindshift_226"],"featImg":"mindshift_20672","label":"mindshift"},"mindshift_17389":{"type":"posts","id":"mindshift_17389","meta":{"index":"posts_1591205157","site":"mindshift","id":"17389","score":null,"sort":[1323462263000]},"guestAuthors":[],"slug":"kids-online-the-risks-and-the-realities","title":"Kids Online: the Risks and the Realities","publishDate":1323462263,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac/\" rel=\"attachment wp-att-16523\">\u003cimg class=\"size-medium wp-image-16523\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and kids.\u003c/p>\n\u003cp>Earlier this year, the \u003cem>\u003ca href=\"http://www2.lse.ac.uk/home.aspx\">London School of Economics and Political Science\u003c/a>\u003c/em> launched a massive survey of 25,000 children and their parents all across Europe about their practices and perspectives. Sonia Livingstone, social psychology professor and head of the department of media and communications, worked on the \u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf\">detailed report\u003c/a> -- as well as a more \u003cem>\u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/Press%20releases/Press%20release%20conference.pdf\">synthesized list of myths\u003c/a> \u003c/em> -- and came away with some thought-provoking recommendations for parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children are often happy to share with their parents and show them what they know.\"\u003c/aside>\n\u003cp>Livingstone was \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">interviewed by DML Central\u003c/a>, produced by the Digital Media and Learning Research Hub. It's worth reading the entire interview, but here are a few imperatives Livingstone recommends.\u003c/p>\n\u003cp>\u003cstrong>DON'T MAKE ASSUMPTIONS.\u003c/strong> We talk a lot about digital natives, and their aptitude in technical skills. While it's true that a lot of kids are savvy about navigating the Web -- and that they can figure out a lot on their own -- the parents' role is still vital. Livingston says that when she asked some kids to demonstrate setting up their privacy settings, they were at a loss. \"When you check out \u003c!--more-->their skills and their understanding, it’s less than they claim,\" she says \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">in the DML article\u003c/a>. \"They know they are being celebrated for being the digital natives, but there are many participatory skills, safety skills and creative and technical skills that they need input on and help with.\" Younger kids, especially, need support and help in developing digital skills.\u003c/p>\n\u003cp>\u003cstrong>OFFER TO SHARE, NOT SUPERVISE. \u003c/strong>Rather than insisting on being Facebook friends with kids in order to keep tabs, parents will get much further if they ask to become involved with kids' online lives, Livingston says. Of those asked in the survey about parent involvement, most kids said they don't think their parents are asking too many questions or being intrusive. \"I think kids are often quite proud of what they can do online,\" Livingston said. \"If parents feel the need to monitor their child’s online friends, then of course the child will not warm to this. But if a parent says 'I keep hearing about Facebook, and I don't understand it. Please show me how it works,' children are often happy to share with their parents and show them what they know.\u003cstrong>\"\u003c/strong>\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>KNOW THE DIFFERENCE BETWEEN RISK AND HARM. \u003c/strong>It might seem like just a semantic distinction, but recognizing the difference between risk and harm is important. Livingston contends that while the risk is real when it comes to being exposed to inappropriate material online, the probability of harm is low. \"The risk remains but the parents’ task is not to eliminate risk but do everything they can to make sure the low probability harm doesn't happen to their child,\" she says. \"Children have to encounter risks because it’s how they live and learn. It’s how they go out into the world and become resilient.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">full interview here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1323462267,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":559},"headData":{"title":"Kids Online: the Risks and the Realities | KQED","description":"TB The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Kids Online: the Risks and the Realities","datePublished":"2011-12-09T20:24:23.000Z","dateModified":"2011-12-09T20:24:27.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"17389 http://blogs.kqed.org/mindshift/?p=17389","disqusUrl":"https://ww2.kqed.org/mindshift/2011/12/09/kids-online-the-risks-and-the-realities/","disqusTitle":"Kids Online: the Risks and the Realities","path":"/mindshift/17389/kids-online-the-risks-and-the-realities","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/mixed-perceptions-about-kids-using-digital-media/jac/\" rel=\"attachment wp-att-16523\">\u003cimg class=\"size-medium wp-image-16523\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/10/Jac-300x200.jpg\" alt=\"\" width=\"300\" height=\"200\">\u003c/a>\n\u003cp class=\"wp-media-credit\">TB\u003c/p>\n\u003c/div>\n\u003cp>The Internet seems like another member of the family sometimes. It lives in our home and follows us wherever we go, it vies for our attention, and it entertains us. The habits we fall into around our online lives has a profound effect on our family relationships, especially when it comes to parents and kids.\u003c/p>\n\u003cp>Earlier this year, the \u003cem>\u003ca href=\"http://www2.lse.ac.uk/home.aspx\">London School of Economics and Political Science\u003c/a>\u003c/em> launched a massive survey of 25,000 children and their parents all across Europe about their practices and perspectives. Sonia Livingstone, social psychology professor and head of the department of media and communications, worked on the \u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/EUKidsOnlineIIReports/Final%20report.pdf\">detailed report\u003c/a> -- as well as a more \u003cem>\u003ca href=\"http://www2.lse.ac.uk/media@lse/research/EUKidsOnline/EU%20Kids%20II%20%282009-11%29/Press%20releases/Press%20release%20conference.pdf\">synthesized list of myths\u003c/a> \u003c/em> -- and came away with some thought-provoking recommendations for parents.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Children are often happy to share with their parents and show them what they know.\"\u003c/aside>\n\u003cp>Livingstone was \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">interviewed by DML Central\u003c/a>, produced by the Digital Media and Learning Research Hub. It's worth reading the entire interview, but here are a few imperatives Livingstone recommends.\u003c/p>\n\u003cp>\u003cstrong>DON'T MAKE ASSUMPTIONS.\u003c/strong> We talk a lot about digital natives, and their aptitude in technical skills. While it's true that a lot of kids are savvy about navigating the Web -- and that they can figure out a lot on their own -- the parents' role is still vital. Livingston says that when she asked some kids to demonstrate setting up their privacy settings, they were at a loss. \"When you check out \u003c!--more-->their skills and their understanding, it’s less than they claim,\" she says \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">in the DML article\u003c/a>. \"They know they are being celebrated for being the digital natives, but there are many participatory skills, safety skills and creative and technical skills that they need input on and help with.\" Younger kids, especially, need support and help in developing digital skills.\u003c/p>\n\u003cp>\u003cstrong>OFFER TO SHARE, NOT SUPERVISE. \u003c/strong>Rather than insisting on being Facebook friends with kids in order to keep tabs, parents will get much further if they ask to become involved with kids' online lives, Livingston says. Of those asked in the survey about parent involvement, most kids said they don't think their parents are asking too many questions or being intrusive. \"I think kids are often quite proud of what they can do online,\" Livingston said. \"If parents feel the need to monitor their child’s online friends, then of course the child will not warm to this. But if a parent says 'I keep hearing about Facebook, and I don't understand it. Please show me how it works,' children are often happy to share with their parents and show them what they know.\u003cstrong>\"\u003c/strong>\u003cstrong>\u003cbr>\n\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>\u003cstrong>KNOW THE DIFFERENCE BETWEEN RISK AND HARM. \u003c/strong>It might seem like just a semantic distinction, but recognizing the difference between risk and harm is important. Livingston contends that while the risk is real when it comes to being exposed to inappropriate material online, the probability of harm is low. \"The risk remains but the parents’ task is not to eliminate risk but do everything they can to make sure the low probability harm doesn't happen to their child,\" she says. \"Children have to encounter risks because it’s how they live and learn. It’s how they go out into the world and become resilient.\u003c/p>\n\u003cp>Read the \u003ca href=\"http://dmlcentral.net/newsletter/12/2011/risks-opportunities-and-realities-childrens-internet-usage-few-moments-sonia\">full interview here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/17389/kids-online-the-risks-and-the-realities","authors":["180"],"categories":["mindshift_192","mindshift_194"],"tags":["mindshift_31","mindshift_226","mindshift_30"],"featImg":"mindshift_16523","label":"mindshift"},"mindshift_15411":{"type":"posts","id":"mindshift_15411","meta":{"index":"posts_1591205157","site":"mindshift","id":"15411","score":null,"sort":[1316550586000]},"guestAuthors":[],"slug":"dispelling-myths-about-blocked-websites-in-schools","title":"Dispelling Myths About Blocked Websites in Schools","publishDate":1316550586,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1316550587,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":24,"wordCount":1531},"headData":{"title":"Dispelling Myths About Blocked Websites in Schools | KQED","description":"Larry Gonzalez I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator. Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Dispelling Myths About Blocked Websites in Schools","datePublished":"2011-09-20T20:29:46.000Z","dateModified":"2011-09-20T20:29:47.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"15411 http://blogs.kqed.org/mindshift/?p=15411","disqusUrl":"https://ww2.kqed.org/mindshift/2011/09/20/dispelling-myths-about-blocked-websites-in-schools/","disqusTitle":"Dispelling Myths About Blocked Websites in Schools","path":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignleft mceTemp\" style=\"width: 300px\">\u003cimg class=\"size-full wp-image-15416\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/09/10_11.15_newtech_06061-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\n\u003cp class=\"wp-media-credit\">Larry Gonzalez\u003c/p>\n\u003c/div>\n\u003cp>I'm at a small gathering of education journalists, policymakers and school leaders today, and in attendance is the Department of Education's Director of Education Technology, Karen Cator.\u003c/p>\n\u003cp>Cator told me that teachers continue to thank her for outlining these important clarifications about schools blocking access to Web sites. For those who haven't seen \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">the original article, \u003c/a>which followed an article about \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">surprising blocked Web sites\u003c/a>, here it is again.\u003c/p>\n\u003cp>Cator parsed the rules of the \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">Childrens Internet Protection Act\u003c/a>, and provided guidance for teachers on how to proceed when it comes to interpreting the rules. To that end, here are six surprising rules that educators, administrators, parents and students might not know about website filtering in schools.\u003c/p>\n\u003col>\n\u003cli>\u003cstrong>Accessing YouTube is not violating CIPA rules.\u003c/strong> “Absolutely it’s not circumventing the rules,” Cator says. “The rule is to block inappropriate sites. All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.”\u003c/li>\n\u003cli>\u003cstrong>Websites don’t have to be blocked for teachers\u003c/strong>. “Some of the comments I saw online had to do with teachers wondering why they can’t access these sites,” she says. “They absolutely can. There’s nothing that says that sites have to be blocked for \u003c!--more-->adults.”\u003c/li>\n\u003cli>\u003cstrong>Broad filters are not helpful\u003c/strong>. “What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game,” she said. “These broad filters aren’t actually very helpful, because we need much more nuanced filtering.”\u003c/li>\n\u003cli>\u003cstrong>Schools will not lose \u003ca href=\"http://www.fcc.gov/learnnet/\">E-rate\u003c/a> funding by unblocking appropriate sites. \u003c/strong>Cator said she’s never heard of a school losing E-rate funding due to allowing appropriate sites blocked by filters. See the excerpt below from the \u003ca href=\"http://www.ed.gov/technology/netp-2010\">National Education Technology Plan\u003c/a>, approved by officials who dictate E-rate rules.\u003c/li>\n\u003cli>\u003cstrong>Kids need to be taught how to be responsible digital citizens. \u003c/strong>“[We need to] address the topic at school or home in the form of education,” Cator says. “How do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space?”\u003c/li>\n\u003cli>\u003cstrong>Teachers should be trusted.\u003c/strong> “If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it,” she said. “Teachers need to impose their professional judgment on materials that are available to their students.”\u003c/li>\n\u003c/ol>\n\u003cp>Here’s the full transcript of my Q&A with Karen Cator.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Please describe what CIPA does and does not mandate.\u003c/strong>\u003c/em>\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>A. CIPA does require that any school that funds Internet access or their internal network connections with E-rate has to implement filters to block students’ access to content that could be harmful to minors.\u003c/p>\n\u003cp>The best way of thinking about this whole topic is in terms of “rules, tools and schools.”\u003cbr>\nThere are rules in place for a good reason. CIPA does require that we block or filter inappropriate sites, \u003cstrong>but if sites are found that are deemed appropriate they can be unblocked\u003c/strong>. So having the process in place for unblocking sites is definitely important.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Is it illegal for teachers to access these sites, too? \u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. These sites don’t have to be blocked for teachers. Some of the comments I saw online had to do with teachers wondering why they can’t access these sites. They absolutely can. There’s nothing that says that sites have to be blocked for adults.\u003c/p>\n\u003cp>\u003cstrong>Rules are in place to attempt to protect minors form inappropriate materials.\u003c/strong> We also need school-based rules – usually in the form of acceptable use policies that students sign that say, “I will use this computer or access the Internet, and I agree to abide by rules in my school.” Sometimes it will say that if you come across something inappropriate that you shut it down immediately and tell an adult.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>The second way to address this topic is by thinking about tools. These are technology tools that are put in place to filter sites that are inappropriate. These filters are getting better and better. What we have had is what I consider brute force technologies that shut down wide swaths of the Internet, like all of YouTube, for example. Or they may shut down anything that has anything to do with social media, or anything that is a game. These broad filters aren’t actually very helpful, because we need much more nuanced filtering. Better filters would be incredibly helpful.\u003c/p>\n\u003cp>The third way to address the topic is at school or home in the form of education.\u003cbr>\nHow do we educate this generation of young people to be safe online, to be secure online, to protect their personal information, to understand privacy, and how that all plays out when they’re in an online space. We also want students to be nice to each other, and not to engage in bullying, in an online space where their voice is amplified and persistent. We want students to grow up to be good digital citizen.\u003c/p>\n\u003cp>So there are rules that are in place, the technology tools in the form of more intelligent filters, and then it is an absolute necessity to provide good digital education for this generation of students. And that requires providing professional development for adults working with these students.\u003c/p>\n\u003cp>\u003cem>\u003cstrong>Q. Just to be clear, are schools or teachers circumventing rules if they show YouTube videos or other blocked sites to students?\u003c/strong>\u003c/em>\u003c/p>\n\u003cp>A. Absolutely it’s not circumventing the rules. The rule is to block inappropriate sites. If the technology fails us and filters something appropriate and useful, and if teachers in their professional judgment think it’s appropriate, they should be able to show it. Teachers need to impose their professional judgment on materials that are available to their students.\u003c/p>\n\u003cp>All sorts of YouTube videos are helpful in explaining complex concepts or telling a story, or for hearing an expert or an authentic voice — they present learning opportunities that are really helpful.\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>If a filtering system is not intelligent enough to sort sites out, then the teacher is the next best one to do so. If a site is blocked for a teacher, then the I.T. person can unblock it if that’s the way the network is set up.\u003c/p>\n\u003ch4>From the DOE’s National Education Technology Plan:\u003c/h4>\n\u003ch5>\u003cem>Balancing Connectivity and Student Safety on the Internet\u003c/em>\u003c/h5>\n\u003cblockquote>\u003cp>E-Rate is a federal program that supports connectivity in elementary and secondary schools and libraries by providing discounts on Internet access, telecommunications services, internal network connections, and basic maintenance. Schools, school districts, and consortia can receive discounts on these services ranging from 20 to 90 percent depending on their level of poverty and geographic location.\u003c/p>\n\u003cp>Schools’ eligibility for E-Rate money is contingent on compliance with several federal laws designed to ensure student privacy and safety on the Internet. The Children’s Internet Protection Act (CIPA) requires any school that funds Internet access or internal network connections with E-Rate money to implement filters that block students’ access to content that may be harmful to minors, including obscenity and pornography. CIPA also requires schools receiving E-Rate discounts to teach online safety to students and to monitor their online activities.\u003c/p>\n\u003cp>\u003cstrong>Ensuring student safety on the Internet is a critical concern, but many filters designed to protect students also block access to legitimate learning content and such tools as blogs, wikis, and social networks that have the potential to support student learning and engagement. \u003c/strong>More flexible, intelligent filtering systems can give teachers (to whom CIPA restrictions do not apply) access to educationally valuable content. On the other end of the spectrum, some schools and districts filter students’ online activities with proxy servers that meet CIPA requirements but are easy to get around, minimizing their utility for managing and monitoring students’ online activity.\u003c/p>\n\u003cp>CIPA also has posed challenges to accessing school networks through students’ own cell phones, laptop computers, and other Internet access devices to support learning activities when schools cannot afford to purchase devices for each student. Applying CIPA-required network filters to a variety of student-owned devices is a technical challenge that may take schools months or years to implement. However, districts such as Florida’s Escambia County Schools have created technical solutions and accompanying acceptable use policies (AUPs) that comply with CIPA regulations, allowing Web-based learning on student devices to run on networks supported by federal E-Rate funding.\u003c/p>\n\u003cp>Source: Universal Service Administrative Company 2008.\u003c/p>\u003c/blockquote>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/15411/dispelling-myths-about-blocked-websites-in-schools","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_227","mindshift_226","mindshift_221","mindshift_35"],"featImg":"mindshift_15416","label":"mindshift"},"mindshift_11829":{"type":"posts","id":"mindshift_11829","meta":{"index":"posts_1591205157","site":"mindshift","id":"11829","score":null,"sort":[1305916244000]},"guestAuthors":[],"slug":"aclu-blasts-schools-for-blocking-gay-teen-support-web-sites","title":"ACLU Blasts Schools for Blocking Gay Teen Support Web Sites","publishDate":1305916244,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/7259030@N07/4447262258\">\u003cimg class=\"size-medium wp-image-11830\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4447262258_417864e845-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aclu.org/\">American Civil Liberties Union\u003c/a> announced this week that it \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">notified Oroville Union High School\u003c/a> District in Northern California that the school is \"improperly configured to block access to Web content geared toward the lesbian, gay, bisexual and transgender communities.\"\u003c/p>\n\u003cp>Oroville Union isn't the first to receive this message from the ACLU -- a number of schools in Michigan, Kansas, and Missouri received similar notification \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">in March\u003c/a>. These actions are part of the ACLU's \"\u003ca href=\"https://secure.aclu.org/site/SPageServer?pagename=DontFilterMe&JServSessionIdr004=lr1wigkbz1.app223a\">Don't Filter Me\u003c/a>\" initiative, combating what the organization sees as the illegal censorship of LGBT educational information via schools' computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The school is perfectly fine letting kids see material... that is anti-gay, but they’re blocking students from seeing supportive websites.\"\u003c/aside>\n\u003cp>In its complaints against schools, ACLU challenges that districts' Internet filters have been set up to block access to LGBT Web content. The ACLU was prompted to send the letter to the school district when Melina Zancanella, a junior at Oroville High School and president of its gay-straight alliance club, was unable to access Web sites aimed at helping curb suicide among gay teens.\u003c!--more-->\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">Elizabeth Gill\u003c/a>, attorney for the ACLU of Northern California, school officials are often unaware that the software provided by filtering companies can censor LGBT-related materials that are not sexually explicit. The ACLU website offers a survey on its site asking high school students about what sort of content is filtered at their schools. \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">Joshua Block\u003c/a>, an ACLU attorney who works on the LGBT and AIDS project, notes that while these filters purportedly keep kids safe, \"at the same time, they’re letting in content that’s very harmful to LGBT students, like reparative therapy and ex-gay sites, and what’s happening is that because of these viewpoints [and] discriminatory filters, the school is perfectly fine letting kids see material about homosexuality that is anti-gay, but at the same time they’re blocking the students from seeing supportive websites.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>In the recent \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey\u003c/a>, students listed Web filtering as one of the major barriers to their technology usage at school. Students complain that they aren't able to access the information they need online in order to complete their assignments because important websites are blocked at school.\u003c/p>\n\u003cp>Although the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Children's Internet Protection Act\u003c/a> (CIPA) does mandate that schools and libraries have some sort of filter to protect students from images that are obscene, pornographic, or harmful to minors, many school districts go beyond those guidelines and employ filters that block a variety of content. Indeed, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">some teachers wonder why\u003c/a> certain sites, like \u003ca href=\"http://www.youtube.com\">YouTube\u003c/a>, \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, and \u003ca href=\"http://www.nationalgeographic.com\">National Geographic\u003c/a> are blocked by Internet filters. Although schools do need to formulate an Internet safety policy and decide what content to filter, broad filters and \"brute force technologies\" are not the best policy, as Department of Education’s Director of Education Technology, Karen Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">explained\u003c/a> about the schools' responsibilities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ACLU's Block told \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/3/?\">eSchoolNews\u003c/a> that the problem is easy to fix: adjust the filters. That may be easier said than done. The Oroville High School District has not yet commented on the ACLU's demands that it do just that.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305930775,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":535},"headData":{"title":"ACLU Blasts Schools for Blocking Gay Teen Support Web Sites | KQED","description":"The American Civil Liberties Union announced this week that it notified Oroville Union High School District in Northern California that the school is "improperly configured to block access to Web content geared toward the lesbian, gay, bisexual and transgender communities." Oroville Union isn't the first to receive this message from the ACLU -- a number","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"ACLU Blasts Schools for Blocking Gay Teen Support Web Sites","datePublished":"2011-05-20T18:30:44.000Z","dateModified":"2011-05-20T22:32:55.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11829 http://blogs.kqed.org/mindshift/?p=11829","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/20/aclu-blasts-schools-for-blocking-gay-teen-support-web-sites/","disqusTitle":"ACLU Blasts Schools for Blocking Gay Teen Support Web Sites","path":"/mindshift/11829/aclu-blasts-schools-for-blocking-gay-teen-support-web-sites","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/7259030@N07/4447262258\">\u003cimg class=\"size-medium wp-image-11830\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/4447262258_417864e845-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\u003c/p>\n\u003cp>The \u003ca href=\"http://www.aclu.org/\">American Civil Liberties Union\u003c/a> announced this week that it \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">notified Oroville Union High School\u003c/a> District in Northern California that the school is \"improperly configured to block access to Web content geared toward the lesbian, gay, bisexual and transgender communities.\"\u003c/p>\n\u003cp>Oroville Union isn't the first to receive this message from the ACLU -- a number of schools in Michigan, Kansas, and Missouri received similar notification \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">in March\u003c/a>. These actions are part of the ACLU's \"\u003ca href=\"https://secure.aclu.org/site/SPageServer?pagename=DontFilterMe&JServSessionIdr004=lr1wigkbz1.app223a\">Don't Filter Me\u003c/a>\" initiative, combating what the organization sees as the illegal censorship of LGBT educational information via schools' computers.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"The school is perfectly fine letting kids see material... that is anti-gay, but they’re blocking students from seeing supportive websites.\"\u003c/aside>\n\u003cp>In its complaints against schools, ACLU challenges that districts' Internet filters have been set up to block access to LGBT Web content. The ACLU was prompted to send the letter to the school district when Melina Zancanella, a junior at Oroville High School and president of its gay-straight alliance club, was unable to access Web sites aimed at helping curb suicide among gay teens.\u003c!--more-->\u003c/p>\n\u003cp>According to \u003ca href=\"http://www.sacbee.com/2011/05/19/3637998/aclu-challenges-schools-net-filter.html#mi_rss=Our%20Region\">Elizabeth Gill\u003c/a>, attorney for the ACLU of Northern California, school officials are often unaware that the software provided by filtering companies can censor LGBT-related materials that are not sexually explicit. The ACLU website offers a survey on its site asking high school students about what sort of content is filtered at their schools. \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/?\">Joshua Block\u003c/a>, an ACLU attorney who works on the LGBT and AIDS project, notes that while these filters purportedly keep kids safe, \"at the same time, they’re letting in content that’s very harmful to LGBT students, like reparative therapy and ex-gay sites, and what’s happening is that because of these viewpoints [and] discriminatory filters, the school is perfectly fine letting kids see material about homosexuality that is anti-gay, but at the same time they’re blocking the students from seeing supportive websites.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>In the recent \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/students-complain-about-archaic-internet-blocking-rules/\">Speak Up 2010 survey\u003c/a>, students listed Web filtering as one of the major barriers to their technology usage at school. Students complain that they aren't able to access the information they need online in order to complete their assignments because important websites are blocked at school.\u003c/p>\n\u003cp>Although the \u003ca href=\"http://www.fcc.gov/guides/childrens-internet-protection-act\">Children's Internet Protection Act\u003c/a> (CIPA) does mandate that schools and libraries have some sort of filter to protect students from images that are obscene, pornographic, or harmful to minors, many school districts go beyond those guidelines and employ filters that block a variety of content. Indeed, \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/eight-surprising-webites-schools-cant-access/\">some teachers wonder why\u003c/a> certain sites, like \u003ca href=\"http://www.youtube.com\">YouTube\u003c/a>, \u003ca href=\"http://www.dropbox.com\">Dropbox\u003c/a>, and \u003ca href=\"http://www.nationalgeographic.com\">National Geographic\u003c/a> are blocked by Internet filters. Although schools do need to formulate an Internet safety policy and decide what content to filter, broad filters and \"brute force technologies\" are not the best policy, as Department of Education’s Director of Education Technology, Karen Cator \u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/straight-from-the-doe-facts-about-blocking-sites-in-schools/\">explained\u003c/a> about the schools' responsibilities.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>The ACLU's Block told \u003ca href=\"http://www.eschoolnews.com/2011/03/28/aclu-demands-high-schools-remove-anti-gay-filters/3/?\">eSchoolNews\u003c/a> that the problem is easy to fix: adjust the filters. That may be easier said than done. The Oroville High School District has not yet commented on the ACLU's demands that it do just that.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11829/aclu-blasts-schools-for-blocking-gay-teen-support-web-sites","authors":["4352"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_424","mindshift_227","mindshift_226","mindshift_513"],"featImg":"mindshift_11830","label":"mindshift"},"mindshift_11801":{"type":"posts","id":"mindshift_11801","meta":{"index":"posts_1591205157","site":"mindshift","id":"11801","score":null,"sort":[1305842943000]},"guestAuthors":[],"slug":"how-well-are-schools-teaching-cyber-safety-and-ethics","title":"How Well Are Schools Teaching Cyber Safety and Ethics?","publishDate":1305842943,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_11814\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11814\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/to-go-with-afp-story-us-society-youth-ed/\">\u003cimg class=\"size-medium wp-image-11814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/73115597-300x209.jpg\" alt=\"\" width=\"300\" height=\"209\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learning about cyber safety and ethics.\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this week we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">proposed legislation in California\u003c/a> that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/#comment-206530965\">Several commenters\u003c/a> responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of matters.\u003c/p>\n\u003cp>But arguably, teachers can also help children learn responsible behavior online. A recent survey undertaken by the National Cyber Security Alliance, Microsoft, and Zogby/463, showed that 91% of teachers, 92% of tech coordinators, and 99% of administrators believed this should be taught. The survey examined administrators, teachers, and technology coordinators at the K-12 level about their thoughts on the cybersafety practices and curriculum in schools. (\u003ca href=\"http://www.staysafeonline.org/sites/default/files/resource_documents/2011%20National%20K-12%20Study%20Final_0.pdf\">Full survey results here\u003c/a>).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Only half of teachers surveyed believe their school does an adequate job of preparing students regarding online safety.\u003c/aside>\n\u003cp>This is the third year that the National Cyber Security Alliance has tested these attitudes, this year asking over 1000 teachers, 200 tech coordinators and 400 administrators a set of questions about online safety. \u003c!--more-->\u003c/p>\n\u003cp>Despite that agreement, the survey found a huge gulf between perceptions of how well and how often cyber-safety is taught. While 81% of tech coordinators and administrators felt that their schools and districts adequately taught the subject, only 51% of teachers agreed with the statement, \"My school/school district does an adequate job of preparing students regarding cyberethics, online safety, and computer security issues.\"\u003c/p>\n\u003cp>Moreover, while approximately 60-70% of administrators and tech coordinators said that teaching cyberethics, cybersecurity, and cybersafety were required, only about 30% of teachers agreed that was the case. Of those three subcategories -- cyberethics, cybersecurity, and cybersafety -- it's the latter, cybersafety, that the largest percentage of teachers said was required. But only by 33% of teachers responding to the survey.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey also found quite a disparate response among teachers, tech coordinators and administrators when it came to school policies. While 95% of tech coordinators said that their schools or districts required students to sign \"acceptable use\" policies, only 86% of administrators and 75% of teachers agreed.\u003c/p>\n\u003cp>A little over half of teachers or administrators said they felt equipped to talk to students about protecting their safety and privacy online and about cyberbullying. Interestingly, a higher percentage said they felt prepared to teach students the basics of cybersecurity, such as the need for back-ups, anti-virus software, and password protection. But when it comes to what was actually taught in the classroom about online ethics and safety, the common response by most teachers was \"nothing.\" One notable exception: about half of teachers said they'd talked with students about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet and plagiarism\u003c/a>.\u003c/p>\n\u003cp>The educators in the survey all expressed interest in more information on these issues and agreed that being able to address cybersafety and cyberethics in the classroom was a high priority for their professional development.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, do you teach cyber-safety or cyber-ethics in your class? Do you believe teachers have a role to play in this kind of education?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305842970,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":517},"headData":{"title":"How Well Are Schools Teaching Cyber Safety and Ethics? | KQED","description":"Earlier this week we looked at proposed legislation in California that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. Several commenters responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Well Are Schools Teaching Cyber Safety and Ethics?","datePublished":"2011-05-19T22:09:03.000Z","dateModified":"2011-05-19T22:09:30.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11801 http://blogs.kqed.org/mindshift/?p=11801","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/19/how-well-are-schools-teaching-cyber-safety-and-ethics/","disqusTitle":"How Well Are Schools Teaching Cyber Safety and Ethics?","path":"/mindshift/11801/how-well-are-schools-teaching-cyber-safety-and-ethics","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_11814\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-11814\" href=\"http://ww2.kqed.org/mindshift/2011/05/how-well-are-schools-teaching-cyber-safety-and-ethics/to-go-with-afp-story-us-society-youth-ed/\">\u003cimg class=\"size-medium wp-image-11814\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/73115597-300x209.jpg\" alt=\"\" width=\"300\" height=\"209\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Learning about cyber safety and ethics.\u003c/figcaption>\u003c/figure>\n\u003cp>Earlier this week we looked at \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/\">proposed legislation in California\u003c/a> that would change how social networking websites handle privacy and security -- not just for minors online but for all Internet users. \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/should-parents-have-the-backdoor-key-to-kids-facebook-accounts/#comment-206530965\">Several commenters\u003c/a> responded that, when it comes to children online, it should be up to parents, not legislators, to handle these sorts of matters.\u003c/p>\n\u003cp>But arguably, teachers can also help children learn responsible behavior online. A recent survey undertaken by the National Cyber Security Alliance, Microsoft, and Zogby/463, showed that 91% of teachers, 92% of tech coordinators, and 99% of administrators believed this should be taught. The survey examined administrators, teachers, and technology coordinators at the K-12 level about their thoughts on the cybersafety practices and curriculum in schools. (\u003ca href=\"http://www.staysafeonline.org/sites/default/files/resource_documents/2011%20National%20K-12%20Study%20Final_0.pdf\">Full survey results here\u003c/a>).\u003c/p>\n\u003caside class=\"pullquote alignleft\">Only half of teachers surveyed believe their school does an adequate job of preparing students regarding online safety.\u003c/aside>\n\u003cp>This is the third year that the National Cyber Security Alliance has tested these attitudes, this year asking over 1000 teachers, 200 tech coordinators and 400 administrators a set of questions about online safety. \u003c!--more-->\u003c/p>\n\u003cp>Despite that agreement, the survey found a huge gulf between perceptions of how well and how often cyber-safety is taught. While 81% of tech coordinators and administrators felt that their schools and districts adequately taught the subject, only 51% of teachers agreed with the statement, \"My school/school district does an adequate job of preparing students regarding cyberethics, online safety, and computer security issues.\"\u003c/p>\n\u003cp>Moreover, while approximately 60-70% of administrators and tech coordinators said that teaching cyberethics, cybersecurity, and cybersafety were required, only about 30% of teachers agreed that was the case. Of those three subcategories -- cyberethics, cybersecurity, and cybersafety -- it's the latter, cybersafety, that the largest percentage of teachers said was required. But only by 33% of teachers responding to the survey.\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 survey also found quite a disparate response among teachers, tech coordinators and administrators when it came to school policies. While 95% of tech coordinators said that their schools or districts required students to sign \"acceptable use\" policies, only 86% of administrators and 75% of teachers agreed.\u003c/p>\n\u003cp>A little over half of teachers or administrators said they felt equipped to talk to students about protecting their safety and privacy online and about cyberbullying. Interestingly, a higher percentage said they felt prepared to teach students the basics of cybersecurity, such as the need for back-ups, anti-virus software, and password protection. But when it comes to what was actually taught in the classroom about online ethics and safety, the common response by most teachers was \"nothing.\" One notable exception: about half of teachers said they'd talked with students about the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/05/how-the-internet-affects-plagiarism/\">Internet and plagiarism\u003c/a>.\u003c/p>\n\u003cp>The educators in the survey all expressed interest in more information on these issues and agreed that being able to address cybersafety and cyberethics in the classroom was a high priority for their professional development.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Educators, do you teach cyber-safety or cyber-ethics in your class? Do you believe teachers have a role to play in this kind of education?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11801/how-well-are-schools-teaching-cyber-safety-and-ethics","authors":["4352"],"categories":["mindshift_194"],"tags":["mindshift_73","mindshift_226"],"featImg":"mindshift_11814","label":"mindshift"},"mindshift_11662":{"type":"posts","id":"mindshift_11662","meta":{"index":"posts_1591205157","site":"mindshift","id":"11662","score":null,"sort":[1305588141000]},"guestAuthors":[],"slug":"parents-kids-and-the-internet-the-problem-of-juvenoia","title":"Parents, Kids, and the Internet: the Problem of \"Juvenoia\"","publishDate":1305588141,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cimg class=\"size-medium wp-image-11707\" title=\"UTCLibrary2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/UTCLibrary2-300x307.jpg\" alt=\"\" width=\"300\" height=\"307\">\u003c/p>\n\u003cp>It's hard to find stories in the media about kids and the Internet that don't propagate\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/\"> fearful messages\u003c/a>. Parents are bombarded with stories about \u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">depression\u003c/a> and \u003ca href=\"http://www.nytimes.com/2010/05/02/fashion/02BEST.html\">isolation\u003c/a>, and the imminent dangers lurking behind the screen.\u003c/p>\n\u003cp>Ann Collier's \u003ca href=\"http://www.netfamilynews.org\">NetFamilyNews\u003c/a> blog provides a refreshing antidote. Collier writes with insight and depth about parents' negotiating the tricky territory between allowing kids freedom enough to learn on their own and their instinct to protect kids from harm.\u003c/p>\n\u003cp>Recently, Collier raised some intriguing questions about Dr. David Finkelhor's presentation called \"\u003ca href=\"http://www.vimeo.com/16900027\">The Internet, Youth Deviance and the Problem of Juvenoia\u003c/a>.\" Finkelhor is \u003ca href=\"http://www.unh.edu/ccrc/researchers/finkelhor-david.html\">the director of the Crimes Against Childrens Research\u003c/a> Center.\u003c/p>\n\u003cp>Collier summarized a few of Finkehor's points -- which we rarely hear hear or read -- about the benefits of kids using the Internet:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> \u003cstrong>Reduction of boredom and alienation\u003c/strong> – the Internet is engaging to kids; it may help distract them from negative emotional states; those who don’t feel a sense of mastery in other environments may feel mastery online….\u003c/li>\n\u003cli> \u003cstrong>Changing patterns of independence exploration\u003c/strong> – armchair adventuring; the actual risks/dangers may be less immediate online; on the Internet, a few more steps need to occur before things happen, “interactions are more drawn out, given to less impulsiveness”\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> Increased deviance detection\u003c/strong> – the offense, whatever it is, has a trail of evidence; bullying becomes not just a rumor or hearsay; maybe because of anxiety lots of parents are having more norms-improving discussions with kids than they’ve had before\u003cstrong>.\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Surveillance effect\u003c/strong> – we’ve all had to abdicate some degree of privacy, but that may not be all bad; the knowledge you can be tracked has discouraged deviance as well. It allows parents to be more in touch with children and children with one another, which might reduce some kinds of dangers.\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>Finkelhor emphasizes the point that most harm to kids \"occurs at the hands of intimates and offenders known to children\" and \"how little harm is at the hand of strangers.\" Then why the focus on stranger danger? \"Strangers are always easier to demonize than friends and family,\" he says.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Collier explains that parents might feel trepidation about the \"new environments where they have little influence\" partly because they buy into the \"predator panic\" and that the \"so-called unknown territory becomes the focus of our fears.\"\u003c/p>\n\u003cp>Collier ends her two-part series on this subject with sage advice:\u003c/p>\n\u003cblockquote>\u003cp>The No. 1 online-safety and fear-amelioration tip has always been and will always be: Talk with your kids. In person is always best, but it can really help to do so on cellphones, in Facebook, on Xbox Live, and in virtual worlds too now. And if you feel hesitant for any reason, parents and educators, your kids would probably be happy to walk you through how to do that, which would be good for them too!\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1305660195,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":12,"wordCount":487},"headData":{"title":"Parents, Kids, and the Internet: the Problem of \"Juvenoia\" | KQED","description":"It's hard to find stories in the media about kids and the Internet that don't propagate fearful messages. Parents are bombarded with stories about depression and isolation, and the imminent dangers lurking behind the screen. Ann Collier's NetFamilyNews blog provides a refreshing antidote. Collier writes with insight and depth about parents' negotiating the tricky territory","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Parents, Kids, and the Internet: the Problem of \"Juvenoia\"","datePublished":"2011-05-16T23:22:21.000Z","dateModified":"2011-05-17T19:23:15.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"11662 http://blogs.kqed.org/mindshift/?p=11662","disqusUrl":"https://ww2.kqed.org/mindshift/2011/05/16/parents-kids-and-the-internet-the-problem-of-juvenoia/","disqusTitle":"Parents, Kids, and the Internet: the Problem of \"Juvenoia\"","path":"/mindshift/11662/parents-kids-and-the-internet-the-problem-of-juvenoia","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-medium wp-image-11707\" title=\"UTCLibrary2\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/05/UTCLibrary2-300x307.jpg\" alt=\"\" width=\"300\" height=\"307\">\u003c/p>\n\u003cp>It's hard to find stories in the media about kids and the Internet that don't propagate\u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/stirring-up-facebook-fear/\"> fearful messages\u003c/a>. Parents are bombarded with stories about \u003ca href=\"http://www.cbsnews.com/stories/2011/03/28/earlyshow/living/parenting/main20047775.shtml\">depression\u003c/a> and \u003ca href=\"http://www.nytimes.com/2010/05/02/fashion/02BEST.html\">isolation\u003c/a>, and the imminent dangers lurking behind the screen.\u003c/p>\n\u003cp>Ann Collier's \u003ca href=\"http://www.netfamilynews.org\">NetFamilyNews\u003c/a> blog provides a refreshing antidote. Collier writes with insight and depth about parents' negotiating the tricky territory between allowing kids freedom enough to learn on their own and their instinct to protect kids from harm.\u003c/p>\n\u003cp>Recently, Collier raised some intriguing questions about Dr. David Finkelhor's presentation called \"\u003ca href=\"http://www.vimeo.com/16900027\">The Internet, Youth Deviance and the Problem of Juvenoia\u003c/a>.\" Finkelhor is \u003ca href=\"http://www.unh.edu/ccrc/researchers/finkelhor-david.html\">the director of the Crimes Against Childrens Research\u003c/a> Center.\u003c/p>\n\u003cp>Collier summarized a few of Finkehor's points -- which we rarely hear hear or read -- about the benefits of kids using the Internet:\u003c/p>\n\u003cul>\n\u003cblockquote>\n\u003cli> \u003cstrong>Reduction of boredom and alienation\u003c/strong> – the Internet is engaging to kids; it may help distract them from negative emotional states; those who don’t feel a sense of mastery in other environments may feel mastery online….\u003c/li>\n\u003cli> \u003cstrong>Changing patterns of independence exploration\u003c/strong> – armchair adventuring; the actual risks/dangers may be less immediate online; on the Internet, a few more steps need to occur before things happen, “interactions are more drawn out, given to less impulsiveness”\u003c!--more-->\u003c/li>\n\u003cli>\u003cstrong> Increased deviance detection\u003c/strong> – the offense, whatever it is, has a trail of evidence; bullying becomes not just a rumor or hearsay; maybe because of anxiety lots of parents are having more norms-improving discussions with kids than they’ve had before\u003cstrong>.\u003c/strong>\u003c/li>\n\u003cli>\u003cstrong>Surveillance effect\u003c/strong> – we’ve all had to abdicate some degree of privacy, but that may not be all bad; the knowledge you can be tracked has discouraged deviance as well. It allows parents to be more in touch with children and children with one another, which might reduce some kinds of dangers.\u003c/li>\n\u003c/blockquote>\n\u003c/ul>\n\u003cp>Finkelhor emphasizes the point that most harm to kids \"occurs at the hands of intimates and offenders known to children\" and \"how little harm is at the hand of strangers.\" Then why the focus on stranger danger? \"Strangers are always easier to demonize than friends and family,\" he says.\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>Collier explains that parents might feel trepidation about the \"new environments where they have little influence\" partly because they buy into the \"predator panic\" and that the \"so-called unknown territory becomes the focus of our fears.\"\u003c/p>\n\u003cp>Collier ends her two-part series on this subject with sage advice:\u003c/p>\n\u003cblockquote>\u003cp>The No. 1 online-safety and fear-amelioration tip has always been and will always be: Talk with your kids. In person is always best, but it can really help to do so on cellphones, in Facebook, on Xbox Live, and in virtual worlds too now. And if you feel hesitant for any reason, parents and educators, your kids would probably be happy to walk you through how to do that, which would be good for them too!\u003c/p>\u003c/blockquote>\n\u003cp>\u003c/p>\n\u003cp>\u003cem> \u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/11662/parents-kids-and-the-internet-the-problem-of-juvenoia","authors":["180"],"categories":["mindshift_194"],"tags":["mindshift_31","mindshift_226"],"featImg":"mindshift_11707","label":"mindshift"},"mindshift_10147":{"type":"posts","id":"mindshift_10147","meta":{"index":"posts_1591205157","site":"mindshift","id":"10147","score":null,"sort":[1302023398000]},"guestAuthors":[],"slug":"students-complain-about-archaic-internet-blocking-rules","title":"Students Complain About Being Shut Out of the Internet","publishDate":1302023398,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these sites.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1302031669,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":759},"headData":{"title":"Students Complain About Being Shut Out of the Internet | KQED","description":"Project Tomorrow has just released the results of its Speak Up 2010 survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Students Complain About Being Shut Out of the Internet","datePublished":"2011-04-05T17:09:58.000Z","dateModified":"2011-04-05T19:27:49.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"10147 http://blogs.kqed.org/mindshift/?p=10147","disqusUrl":"https://ww2.kqed.org/mindshift/2011/04/05/students-complain-about-archaic-internet-blocking-rules/","disqusTitle":"Students Complain About Being Shut Out of the Internet","path":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.tomorrow.org\">\u003c/a>\u003c/p>\n\u003cp>\u003ca href=\"http://www.flickr.com/photos/husky/22167426/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-10155\" title=\"Husky\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/04/Husky-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cstrong>Project Tomorrow\u003c/strong>\u003cstrong> has just released the results\u003c/strong> of its \u003ca href=\"http://www.tomorrow.org/speakup/speakup_congress.html\">Speak Up 2010\u003c/a> survey that asked over 300,000 students (and 43,000 parents, 35,000 teachers, and 3,500 administrators) about their thoughts on technology and learning in the classroom. The results confirm what many of us already know: Children have access to a wide variety of technologies, both at home and at school.\u003c/p>\n\u003caside class=\"pullquote alignleft\"> Those rules were \"not created to keep students stuck in the past, educated in a disconnected environment that shares little resemblance to the real world.\"\u003c/aside>\n\u003cp>Take for example, these statistics comparing 6th graders today with those from just five years ago. In 2005, half of the 6th graders surveyed said they own a cellphone. Today, that same statistic holds true, but now an additional one-third say they own a smart phone. Almost 73% say they own an MP3 player, compared to just a third in 2005. Half of all 6th graders take tests online and three times as many have taken an online class as did in 2005.\u003c/p>\n\u003cp>Almost half of 6th grade girls and over a third of 6th grade boys say they regularly update their social networking profiles - up over 125% from five years ago. This, despite the fact that most 6th graders are not old enough to legally register on many of these 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 here is the statistic I found particularly striking. In 2005, the 6th graders complained that the Internet at their school was too slow. Today, their number one complaint is that school filters and firewalls block the websites they need to do their school work. It wasn't just the main complaint of 6th graders -- 71% of high school students and 62% of middle school students said that greater access to the Internet was the number one thing their school could do to make it easier to use technology.\u003c/p>\n\u003cp>Of course, removing filters and blocks at school is easier said than done. \u003ca href=\"http://www.fcc.gov/cgb/consumerfacts/cipa.html\">CIPA\u003c/a>, the Children's Internet Protection Act, requires that schools and libraries receiving federal E-rate funding have protective measures in place when it comes to students' Internet access. But there's often a gap between the mandate for and the practice of filtering and blocking.\u003c/p>\n\u003cp>CIPA requires institutions have an Internet safety policy that addresses blocking or filtering access to images that are obscene, child pornography or harmful to minors (for computers that are accessed by minors). It requires a method for monitoring (not tracking) activities.\u003c/p>\n\u003cp>CIPA, along with the other regulations that are frequently invoked in discussions of blocking (namely \u003ca href=\"http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html\">FERPA\u003c/a> and \u003ca href=\"http://www.coppa.org/\">COPPA\u003c/a>, both of which address data privacy), is meant to protect children online. But as teacher-educator Tom Whitby argues in a \u003ca href=\"http://tomwhitby.wordpress.com/2011/04/02/world%E2%80%99s-simplest-online-safety-policy/\">blog post\u003c/a>, \"World's Simplest Online Safety Policy,\" these regulations \"were not created to keep students stuck in the past, educated in a disconnected school environment that shares little resemblance to the real world for which we should be preparing our children. These acts do not say we can’t publish online student’s names, videos, work, pictures, etc. They do not prevent us from using social media, YouTube, email, or any of those things that may be blocked in many school districts. An important goal of education is to strive for \u003ca href=\"https://docs.google.com/document/d/1lTWnUyhcjRjTJlNdAt8OnwDNIdWA3t6fpf0wjNmpC6Q/21st%20century%20educators%20don't%20say%20hand%20it%20in,%20they%20say%20publish%20it\">creation and publication of content by students\u003c/a>. In today’s world technology and the Internet are an essential components of that process.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">There's often a gap between the mandate for and the practice of filtering and blocking.\u003c/aside>\n\u003cp>Based on the results from the Speak Up 2010 survey, students seem to realize that, even if schools and districts are reluctant to do so. As students' access to Internet -- for better or worse -- may be unrestricted at home, they are increasingly frustrated to find the tools they use the most are unavailable at school. Not surprisingly, many students also listed restrictions on cellphones as a major barrier to their technology usage at school. And while cellphones offer a lot of things (including, of course, access to teens' favorite communication platform, text-messaging), a data plan also means that a student can have access to sites that a school may block on its network.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Blocking and banning, Whitby argues, are just the \"easy way out,\" and schools need to do more to help teach kids how to behave and search responsibly online. How can schools navigate what seem to be very challenging waters, balancing the demands of students for more open access and fears from adults that they're not ready for it?\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/10147/students-complain-about-archaic-internet-blocking-rules","authors":["4352"],"categories":["mindshift_192"],"tags":["mindshift_427","mindshift_428","mindshift_227","mindshift_226","mindshift_429","mindshift_430"],"featImg":"mindshift_10155","label":"mindshift"},"mindshift_5166":{"type":"posts","id":"mindshift_5166","meta":{"index":"posts_1591205157","site":"mindshift","id":"5166","score":null,"sort":[1294784066000]},"guestAuthors":[],"slug":"8-social-media-sites-just-for-kids","title":"8 Social Media Sites Just for Kids ","publishDate":1294784066,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1300907762,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":535},"headData":{"title":"8 Social Media Sites Just for Kids | KQED","description":"Flickr: P i c t u r e Y o u t h By Sara Bernard Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates. But kids under 13 don't have to be left out of the social media","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"8 Social Media Sites Just for Kids ","datePublished":"2011-01-11T22:14:26.000Z","dateModified":"2011-03-23T19:16:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"5166 http://blogs.kqed.org/mindshift/?p=5166","disqusUrl":"https://ww2.kqed.org/mindshift/2011/01/11/8-social-media-sites-just-for-kids/","disqusTitle":"8 Social Media Sites Just for Kids ","path":"/mindshift/5166/8-social-media-sites-just-for-kids","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\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>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/5166/8-social-media-sites-just-for-kids","authors":["4351"],"categories":["mindshift_195"],"tags":["mindshift_73","mindshift_31","mindshift_227","mindshift_226","mindshift_225","mindshift_30","mindshift_223"],"featImg":"mindshift_5449","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. Michel Martin hosts on the weekends.","airtime":"MON-FRI 1pm-2pm, 4:30pm-6:30pm\u003cbr />SAT-SUN 5pm-6pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/All-Things-Considered-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.npr.org/programs/all-things-considered/","meta":{"site":"news","source":"npr"},"link":"/radio/program/all-things-considered"},"american-suburb-podcast":{"id":"american-suburb-podcast","title":"American Suburb: The Podcast","tagline":"The flip side of gentrification, told through one town","info":"Gentrification is changing cities across America, forcing people from neighborhoods they have long called home. Call them the displaced. Now those priced out of the Bay Area are looking for a better life in an unlikely place. American Suburb follows this migration to one California town along the Delta, 45 miles from San Francisco. But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. 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. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. 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