By the Numbers: Teachers, Tech, and the Digital Divide
Why "Googling It" Is Not Enough
Beyond Texts and Tweets, Young People Still Love to Read Books
Doomed or Lucky? Predicting the Future of the Internet Generation
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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_29982":{"type":"posts","id":"mindshift_29982","meta":{"index":"posts_1591205157","site":"mindshift","id":"29982","score":null,"sort":[1373979639000]},"guestAuthors":[],"slug":"how-do-tech-tools-affect-the-way-students-write","title":"How Do Tech Tools Affect the Way Students Write?","publishDate":1373979639,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1374253706,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":900},"headData":{"title":"How Do Tech Tools Affect the Way Students Write? | KQED","description":"For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments. This fluid use of writing for both personal and school work is being fueled by technology, and a Pew Research","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"How Do Tech Tools Affect the Way Students Write?","datePublished":"2013-07-16T13:00:39.000Z","dateModified":"2013-07-19T17:08:26.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"29982 http://blogs.kqed.org/mindshift/?p=29982","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/16/how-do-tech-tools-affect-the-way-students-write/","disqusTitle":"How Do Tech Tools Affect the Way Students Write?","path":"/mindshift/29982/how-do-tech-tools-affect-the-way-students-write","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/30330906@N04/8424456795/in/photolist-dQrxv6-8BF4Gs-LWPjg-drswmN-drsmrK-7TVFjb-7TSrEM-7TSs86-7TSrwv-7TSs4R-7TVFrs-7TVFof-7TSrW2-7TSs1B-7TSryP-7TSrTz-7TSrHV-7TSs9g-7TSrHi-7TSs5X-7TVEV9-7TSrDi-7TVFnh-7TSrFt-7TVEWN-7TSrDT-7TSrXa-7TVFaE-7TSrZ2-7TVFd7-7TSrJn-7TSs2v-7TVEZ1-7TSrQi-7TVEXA-7TSrXV-7TVFc1-7TSrMk-7TSrNi-7TSrUZ-7TSrLK-7TSrBg-7TSrSZ-f84PiB-dQwTnU-dQrDLV-5Rbrzf-6DkLys-8VVs6V-ecmzqr-boaJCZ\">\u003cimg src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg\" alt=\"8424456795_ac6f3f8c80_z\" width=\"640\" height=\"360\" class=\"size-full wp-image-29997\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/8424456795_ac6f3f8c80_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003c/p>\n\u003cp class=\"dropcap-serif\">For many current middle and high school students, writing takes shape in all kinds of forms. They send texts, write on social media sites, update their own blogs, and of course, write for school assignments.\u003c/p>\n\u003cp>This fluid use of writing for both personal and school work is being fueled by technology, and a \u003ca href=\"http://www.pewinternet.org/\">Pew Research\u003c/a> report released today showed just how significant an effect technology has on how students write.\u003c/p>\n\u003cp>The 2,462 educators surveyed, who were either Advanced Placement teachers or National Writing Project teachers, largely agreed that technology positively impacts students with their writing, personal expression, and creativity, and facilitates collaboration. The ability to share work with a wider audience beyond the classroom is particularly engaging, with 96 percent of teachers responding that digital technologies make it more possible.\u003c/p>\n\u003cp>“The results definitely indicate mixed impacts on students writing, many positives and many negatives,” said Kristen Purcell, lead author of the Pew study, \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">The Impact of Digital Tools on Student Writing and How Writing Is Taught in Schools\u003c/a>. “But we got the sense that teachers felt able to address the negatives, and take advantage of the positives.”\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>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful.” \u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>“In my experience the extended audience provided by online writing encourages students to be more deliberate and thoughtful,” said one teacher surveyed. On the other hand, another noted that “the informality of the written word and how students use the language is the downside of technology, but the upside is that students are communicating in the written form much more than I ever did at their age,” said another teacher.\u003c/p>\n\u003cp>Many teachers reported that students are more willing to offer feedback and advice to peers through a shared document. And they approach the writing process more fluidly. “I have seen students more willing to go back and revise or improve their work in order to provide more clarity when using digital tools than when they are writing it on paper,” a teacher said.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/should-schools-still-teach-cursive/\">Should Schools Still Teach Cursive?\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>At the same time, the ubiquitous presence of technology and the dominant ways students use it have had some negative impacts on writing. Teachers report that students blend formal and informal writing, often having trouble choosing a deliberate writing “voice” or “register” based on audience. And as the digital tools push for truncated communication, teachers report that in some cases students struggle to write longer, more complex pieces. But writing formally is still important to teachers; 92 percent of those surveyed replied that “formal writing” is an essential skill for students to learn; while 91 percent said “writing effectively” is essential.\u003c/p>\n\u003cp>“The organization and critical thinking skills that must be employed when students write a longer, more formal piece are skills that will [help] students to become better, more engaged citizens,” a surveyed teacher said in one of the focus groups included as part of the study. “The processes of brainstorming, researching, evaluating, selecting, analyzing, synthesizing, revising are all skills that help students become more critical citizens, more discerning consumers, and better problem-solvers.”\u003c/p>\n\u003cp>Another teacher highlighted the importance of making a coherent point: “I think that when we delve deeply into a topic and have to provide an argument or exploration then we must be able to write logically and coherently and be able to develop a point without getting off track.”\u003c/p>\n\u003cfigure id=\"attachment_29987\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-technology-and-writing\">\u003cimg class=\"size-medium wp-image-29987\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/pie-chart-300x348.jpg\" alt=\"pie-chart\" width=\"300\" height=\"348\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>Shorter attention spans made it more challenging for some students to work on longer, focused writing and reading. Sixty-eight percent of teachers in the survey report that digital tools make their students more likely to take short cuts. Another 48 percent reported that the tools make students write quickly and carelessly.\u003c/p>\n\u003cp>What's more, many teachers felt students don't have a good understanding of fair use and copyright laws, and don’t digest complicated texts well. In both categories, more than two-thirds of teachers rated their students “fair” or “poor.” Students have difficulty discerning the original source of online content and citing it properly.\u003c/p>\n\u003cp>But teachers are responding to those challenges. Eighty-eight percent reported that they go over how to cite Internet sources and what constitutes plagiarism. Another 77 percent say they spend class time on fair use and copyright rules. Still, it’s tricky for teachers to teach responsible citation practices when they are learning alongside their students.\u003c/p>\n\u003cp>“Not only are teachers concerned about students' facility with these issues, but they point out that many adults also struggle with how to properly use and cite digital content,” Purcell said. “It’s an issue we all face every day.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>It’s worth noting that many of the educators surveyed for this report work with some of the country’s most advanced students, and not necessarily representative of all teachers and classrooms, especially given that many schools don’t have access to the same technology tools in the first place. However, some of the findings, like a tendency for students to blend informal and formal writing styles or to find writing and synthesizing longer texts difficult could be seen in less advanced students as well.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/29982/how-do-tech-tools-affect-the-way-students-write","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_821","mindshift_30","mindshift_917","mindshift_851"],"featImg":"mindshift_29997","label":"mindshift"},"mindshift_28876":{"type":"posts","id":"mindshift_28876","meta":{"index":"posts_1591205157","site":"mindshift","id":"28876","score":null,"sort":[1369240878000]},"guestAuthors":[],"slug":"what-teens-feel-about-privacy-and-social-media","title":"What Teens Feel About Privacy and Social Media","publishDate":1369240878,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","status":"publish","parent":0,"modified":1369351692,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":3,"wordCount":1130},"headData":{"title":"What Teens Feel About Privacy and Social Media | KQED","description":"A new Pew Research study of teenagers and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. \r\n\r\n","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"What Teens Feel About Privacy and Social Media","datePublished":"2013-05-22T16:41:18.000Z","dateModified":"2013-05-23T23:28:12.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"28876 http://blogs.kqed.org/mindshift/?p=28876","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/22/what-teens-feel-about-privacy-and-social-media/","disqusTitle":"What Teens Feel About Privacy and Social Media","path":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28883\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-full wp-image-28883\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg\" alt=\"christopherfrierbrown-300x3001\" width=\"300\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001.jpg 300w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/christopherfrierbrown-300x3001-75x75.jpg 75w\" sizes=\"(max-width: 300px) 100vw, 300px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cem>\u003c/em>A new \u003ca href=\"http://www.pewinternet.org/Reports/2013/Teens-Social-Media-And-Privacy.aspx?utm_source=Mailing+List&utm_campaign=4ec852c5ce-Teens_SocialMedia_Privacy_05_21_2013&utm_medium=email&utm_term=0_79a7fe984b-4ec852c5ce-398527965\">Pew Research study\u003c/a> of 802 teenagers ages 12-17 and their parents reveals that teenagers are sharing more information on social networking sites than in the past, even as they carefully monitor and manage their profiles. And, while the number of social media sites and ways to share has grown, most teens aren’t concerned with third parties having access to their personal information.\u003c/p>\n\u003cp dir=\"ltr\">Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Today’s teens are sharing more personal information on social media sites: \u003cstrong>91% share a photo\u003c/strong> of themselves with their profile (up from 79% in 2006), \u003cstrong>92% use their real name\u003c/strong> on their most-used profile, and \u003cstrong>20% include their cell phone number.\u003c/strong> And while older teens are more likely to share information like photos of themselves, school names and relationship status than younger teens, boys and girls “generally share personal information... at the same rates.” However, cell phone numbers are a key exception - boys are much more likely to share their cell phone numbers (26%) than girls (14%).\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Twitter use has grown significantly among teens\u003c/strong>, rising in popularity from 16% in 2011 to 24% in 2012. African-American teens are more likely to use Twitter than white teens, 39% to 23%, respectively, and Twitter users are much more likely than Facebook users to make their posts public.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>“The typical \u003cstrong>teen Facebook user has 300 friends\u003c/strong>, while the typical teen Twitter user has 79 followers.” Girls and older teens (ages 14-17) have larger networks on social media, and also have a larger variety of friends, drawing from different groups. Younger teens (ages 12-13) are less likely to friend people they don’t know, kids who attend different schools, or teachers and coaches. \u003cstrong>Girls are more likely than boys (37% to 23%) to be Facebook friends with teachers\u003c/strong> and coaches, and African-American teens are “twice as likely as whites” to be Facebook friends with celebrities, professional athletes and musicians (48% to 25%).\u003c/li>\n\u003c/ul>\n\u003cp dir=\"ltr\">One of the most fascinating findings from the study’s focus groups was teens’ “waning enthusiasm for Facebook.” Reasons for the shift include increased adult presence on Facebook, friends’ need \u003c!--more-->to share too much information or “inane details,” and negative reactions to “drama” that frequently occurs on the site between friends. Yet most online teens still use the site, as they believe they need to be there for socializing and not missing out: “While Facebook is still deeply integrated in teens’ everyday lives, it is sometimes seen as a utility and an obligation rather than an exciting new platform that teens can claim as their own.”\u003c/p>\n\u003cp dir=\"ltr\">The study “wanted to understand the broader context of teens’ online lives beyond Facebook and Twitter,” and found that, overall, teens report more positive social media experiences than negative ones: 52% of teens say they had an experience online “that made them feel good about themselves,” and 33% report having an online experience that made them feel closer to another person. But some teens are also having negative experiences. One in six have been contacted online by a stranger in a “way that made them feel scared or uncomfortable,” and online girls are more than twice as likely as boys to report unwanted contact from strangers (24% vs. 10%).\u003c/p>\n\u003cfigure id=\"attachment_28880\" class=\"wp-caption left\" style=\"max-width: 389px\">\u003ca href=\"http://www.pewinternet.org/Infographics/2013/Teens-Social-Media-And-Privacy.aspx\">\u003cimg class=\"size-large wp-image-28880\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/large-620x1629.png\" alt=\"large\" width=\"389\" height=\"1024\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch4>Privacy Settings, Sharing and Third Parties\u003c/h4>\n\u003cp dir=\"ltr\">According to the report, 60 percent of teen Facebook users keep their profiles private, with girls being “substantially more likely” than boys to restrict profile access. More than half of all teens, \u003cstrong>56%, say it’s “not difficult at all”\u003c/strong> to manage privacy settings on their Facebook accounts, and a majority allow their parents and friends to see the same information in their Facebook feeds -- \u003cstrong>only 5% of teens take steps to limit what parents can see.\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">“Pruning and revising online profile content is an important part of teens’ online identity management.” Focus groups revealed a need from teens to curate posts and photos in order to manage their online reputation. A strong majority of teens (74%) report having deleted friends from their list, and majorities also report deleting or editing comments or photos they’ve posted in the past (59%), or untagging themselves from photos (45%). But pruning profiles and content also happens to gain or maintain social status: “likes” serve as a “strong proxy for social status,” and teens were shown to remove photos that don’t get a certain number of “likes.”\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>Just 9% of teens report being “very concerned” about third-party access to their personal information,\u003c/strong> while 60% report they are “not too concerned.” Their parents, however, feel just the opposite: when asked how they felt about how much advertisers can glean from their child’s online behavior, 81% of parents reported being “very” or “somewhat” concerned. Nearly one in three teens report they’ve received advertising that was “clearly inappropriate” for their age.\u003c/p>\n\u003cp dir=\"ltr\">Teens who are more likely to engage in pruning and managing their profiles are also more likely to be concerned about third party access. For teens who reported they were “very” or “somewhat” concerned about third party information access, 61% reported having edited or deleted comments from others, and 52% have untagged themselves in photos.\u003c/p>\n\u003cp dir=\"ltr\">Larger networks of Facebook friends for teens are associated with more personal information sharing, larger network variety, and more overall social network use. For teens with over 600 friends,\u003cstrong> 65% say they visit social networking sites several times a day\u003c/strong>, compared to 27% with 150 friends or fewer. The larger the friend network, the more teens manage their profile: teens with large numbers of friends are more likely to delete or block friends, untag photos of themselves, and edit or delete comments.\u003c/p>\n\u003cp dir=\"ltr\">Small numbers of teens report negative behaviors on Facebook and Twitter. Only 4% say they posted something that got them or a family member in trouble, or in trouble at school. Fifty-seven percent of teens say they have decided \u003cem>not\u003c/em> to post something online because they were concerned about their reputations.\u003c/p>\n\u003cp dir=\"ltr\">The report also notes that, as the number of social media sites grows, teens seem interested in diversifying the ways they share online. While there are significantly fewer teens on Instagram and Snapchat than Facebook and Twitter, in focus groups they were mentioned repeatedly, leading researchers to believe that teens may use different sites for different kinds of groups of friends as well as different types of online interactions.\u003c/p>\n\u003cp dir=\"ltr\">Read the full report \u003ca href=\"http://www.pewinternet.org/~/media//Files/Reports/2013/PIP_TeensSocialMediaandPrivacy_FINAL.pdf\">here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28876/what-teens-feel-about-privacy-and-social-media","authors":["4445"],"categories":["mindshift_192"],"tags":["mindshift_31","mindshift_821","mindshift_117","mindshift_30","mindshift_1038","mindshift_32"],"featImg":"mindshift_28883","label":"mindshift"},"mindshift_27411":{"type":"posts","id":"mindshift_27411","meta":{"index":"posts_1591205157","site":"mindshift","id":"27411","score":null,"sort":[1362081653000]},"guestAuthors":[],"slug":"by-the-numbers-teachers-tech-and-the-digital-divide","title":"By the Numbers: Teachers, Tech, and the Digital Divide","publishDate":1362081653,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_27419\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27419\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/153534472-2-620x277.jpg\" alt=\"153534472 2\" width=\"620\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">Pew Research survey\u003c/a> of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it's also brought new challenges -- including the possibility of creating a bigger rift between low-income and high-income students.\u003c/p>\n\u003cp>A few highlights from the report:\u003c/p>\n\u003cul>\n\u003cli>While 92% of these teachers say the internet has a “major impact” on their ability to \u003cstrong>access content, resources, and materials for their teaching\u003c/strong>, 75% say the internet and other digital tools have \u003cstrong>added new demands\u003c/strong> to their lives by increasing the range of content and skills about which they must be knowledgeable. And 41% report a “major impact” by requiring more work on their part to be an effective teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>73% of AP and NWP teachers say that they and/or their students \u003cstrong>use their mobile phones in the classroom or to complete assignments,\u003c/strong> and 45% report they or their students use e-readers and 43% use tablet computers in the classroom or to complete assignments.\u003c/li>\n\u003cli>Overall, 62% of AP and NWP teachers feel their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and \u003cstrong>68% say their school provides formal training\u003c/strong> in this area. (But that's the average -- there's a bigger discrepancy when those numbers are broken down between high-income and low-income schools). Still, \u003c!--more-->85% of these teachers seek out their own opportunities to learn new ways to effectively incorporate these tools into their teaching.\u003c/li>\n\u003cli>Despite their heavy tech use, 42% of AP and NWP teachers say their \u003cstrong>students usually know more than they do\u003c/strong> when it comes to using new digital technologies. Just 18% feel they know more than their students. This is despite the fact that over half of AP and NWP teachers (56%) are “very confident” when it comes to learning how to use the latest digital tools, and another 39% say they are “somewhat confident.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>THE DIGITAL DIVIDE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A large majority of these teachers (84%) agree to some extent with the statement that “Today’s digital technologies are l\u003cstrong>eading to greater disparities between affluent and disadvantaged schools\u003c/strong> and school districts.” However, asked whether today’s digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>These teachers see disparities in access to digital tools having at least some impact on their students. More than half (54%) say all or almost all of their students have sufficient access to digital tools \u003cem>at school\u003c/em>, but only a fifth of these teachers \u003cstrong>(18%) say all or almost all of their students have access to the digital tools they need \u003cem>at home\u003c/em>\u003c/strong>.\u003c/li>\n\u003cli>Access to devices is noticeably different between higher and lower and income schools. More than half of teachers -- 55% -- of higher income students say they or their\u003cstrong> students use e-readers in the classroom\u003c/strong>, compared with 41% teaching in low income areas. And 52% of teachers of upper and upper-middle income students say their students \u003cstrong>use cell phones to look up information in class\u003c/strong>, compared with 35% of teachers of the lowest income students.\u003c/li>\n\u003cli>Apart from access to devices, knowing \u003cem>how\u003c/em> best to use them is also a problem for low-income students. The survey showed that 39% of AP and NWP teachers of low income students say their school is “behind the curve” when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area.\u003c/li>\n\u003cli>And when it comes to blocking sites, 49% of teachers of students living in low income households say their school’s \u003cstrong>use of internet filters has a major impact on their teaching\u003c/strong>, compared with 24% of those who teach better off students who say that.\u003c/li>\n\u003cli>In the same vein, 33% of teachers of lower income students say their \u003cstrong>school’s rules about classroom cell phone use by students\u003c/strong> have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>Read the \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">full report here\u003c/a>.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1362081654,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":5,"wordCount":722},"headData":{"title":"By the Numbers: Teachers, Tech, and the Digital Divide | KQED","description":"A new Pew Research survey of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it's also brought new challenges -- including the possibility of creating a bigger rift between low-income and high-income students. A few highlights from the report: While 92%","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"By the Numbers: Teachers, Tech, and the Digital Divide","datePublished":"2013-02-28T20:00:53.000Z","dateModified":"2013-02-28T20:00:54.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"27411 http://blogs.kqed.org/mindshift/?p=27411","disqusUrl":"https://ww2.kqed.org/mindshift/2013/02/28/by-the-numbers-teachers-tech-and-the-digital-divide/","disqusTitle":"By the Numbers: Teachers, Tech, and the Digital Divide","path":"/mindshift/27411/by-the-numbers-teachers-tech-and-the-digital-divide","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_27419\" class=\"wp-caption alignright\" style=\"max-width: 620px\">\u003cimg class=\"size-large wp-image-27419\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/02/153534472-2-620x277.jpg\" alt=\"153534472 2\" width=\"620\" height=\"277\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A new \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">Pew Research survey\u003c/a> of more than 2,400 middle school and high school teachers released today shows that, while teachers believe technology has helped with their teaching, it's also brought new challenges -- including the possibility of creating a bigger rift between low-income and high-income students.\u003c/p>\n\u003cp>A few highlights from the report:\u003c/p>\n\u003cul>\n\u003cli>While 92% of these teachers say the internet has a “major impact” on their ability to \u003cstrong>access content, resources, and materials for their teaching\u003c/strong>, 75% say the internet and other digital tools have \u003cstrong>added new demands\u003c/strong> to their lives by increasing the range of content and skills about which they must be knowledgeable. And 41% report a “major impact” by requiring more work on their part to be an effective teacher.\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>73% of AP and NWP teachers say that they and/or their students \u003cstrong>use their mobile phones in the classroom or to complete assignments,\u003c/strong> and 45% report they or their students use e-readers and 43% use tablet computers in the classroom or to complete assignments.\u003c/li>\n\u003cli>Overall, 62% of AP and NWP teachers feel their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and \u003cstrong>68% say their school provides formal training\u003c/strong> in this area. (But that's the average -- there's a bigger discrepancy when those numbers are broken down between high-income and low-income schools). Still, \u003c!--more-->85% of these teachers seek out their own opportunities to learn new ways to effectively incorporate these tools into their teaching.\u003c/li>\n\u003cli>Despite their heavy tech use, 42% of AP and NWP teachers say their \u003cstrong>students usually know more than they do\u003c/strong> when it comes to using new digital technologies. Just 18% feel they know more than their students. This is despite the fact that over half of AP and NWP teachers (56%) are “very confident” when it comes to learning how to use the latest digital tools, and another 39% say they are “somewhat confident.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>THE DIGITAL DIVIDE\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>A large majority of these teachers (84%) agree to some extent with the statement that “Today’s digital technologies are l\u003cstrong>eading to greater disparities between affluent and disadvantaged schools\u003c/strong> and school districts.” However, asked whether today’s digital technologies are narrowing or widening the gap between the most and least academically successful students, 44% say technology is narrowing the gap and 56% say it is widening the gap.\u003c/li>\n\u003cli>\u003cstrong>\u003c/strong>These teachers see disparities in access to digital tools having at least some impact on their students. More than half (54%) say all or almost all of their students have sufficient access to digital tools \u003cem>at school\u003c/em>, but only a fifth of these teachers \u003cstrong>(18%) say all or almost all of their students have access to the digital tools they need \u003cem>at home\u003c/em>\u003c/strong>.\u003c/li>\n\u003cli>Access to devices is noticeably different between higher and lower and income schools. More than half of teachers -- 55% -- of higher income students say they or their\u003cstrong> students use e-readers in the classroom\u003c/strong>, compared with 41% teaching in low income areas. And 52% of teachers of upper and upper-middle income students say their students \u003cstrong>use cell phones to look up information in class\u003c/strong>, compared with 35% of teachers of the lowest income students.\u003c/li>\n\u003cli>Apart from access to devices, knowing \u003cem>how\u003c/em> best to use them is also a problem for low-income students. The survey showed that 39% of AP and NWP teachers of low income students say their school is “behind the curve” when it comes to effectively using digital tools in the learning process; just 15% of teachers of higher income students rate their schools poorly in this area.\u003c/li>\n\u003cli>And when it comes to blocking sites, 49% of teachers of students living in low income households say their school’s \u003cstrong>use of internet filters has a major impact on their teaching\u003c/strong>, compared with 24% of those who teach better off students who say that.\u003c/li>\n\u003cli>In the same vein, 33% of teachers of lower income students say their \u003cstrong>school’s rules about classroom cell phone use by students\u003c/strong> have a major impact on their teaching, compared with 15% of those who teach students from the highest income households.\u003c/li>\n\u003c/ul>\n\u003cp> \u003c/p>\n\u003cp>Read the \u003ca href=\"http://pewinternet.org/Reports/2013/Teachers-and-technology/Summary-of-Findings.aspx\">full report here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/27411/by-the-numbers-teachers-tech-and-the-digital-divide","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_252","mindshift_821","mindshift_65"],"featImg":"mindshift_27419","label":"mindshift"},"mindshift_24869":{"type":"posts","id":"mindshift_24869","meta":{"index":"posts_1591205157","site":"mindshift","id":"24869","score":null,"sort":[1352487537000]},"guestAuthors":[],"slug":"why-googling-it-is-not-enough","title":"Why \"Googling It\" Is Not Enough","publishDate":1352487537,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1480641302,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":9,"wordCount":614},"headData":{"title":"Why \"Googling It\" Is Not Enough | KQED","description":"Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “How Teens Do Research in the Digital World.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,”","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Why \"Googling It\" Is Not Enough","datePublished":"2012-11-09T18:58:57.000Z","dateModified":"2016-12-02T01:15:02.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24869 http://blogs.kqed.org/mindshift/?p=24869","disqusUrl":"https://ww2.kqed.org/mindshift/2012/11/09/why-googling-it-is-not-enough/","disqusTitle":"Why \"Googling It\" Is Not Enough","path":"/mindshift/24869/why-googling-it-is-not-enough","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"dropcap-serif\">Has the Internet changed the way students conduct research? Yes, and not always for the better, reports to a study released last week by the Pew Research Center, “\u003ca href=\"http://pewinternet.org/Reports/2012/Student-Research\">How Teens Do Research in the Digital World\u003c/a>.” According to a survey of more than 2,000 middle and high school teachers, “research” for today’s students means “Googling,” and as a result, doing research “has shifted from a relatively slow process of intellectual curiosity and discovery to a fast-paced, short-term exercise aimed at locating just enough information to complete an assignment.”\u003c/p>\n\u003cp>While teachers in the survey acknowledge the benefits of the web for students—great depth and breadth of information, material presented in engaging multimedia formats, and the opportunity to become self-directed and self-reliant researchers—many of them express concern that easily-distracted students with short attention spans are not developing the skills required to do deep, original research.\u003c/p>\n\u003cp>From the report: \"Some 77% of advanced placement (AP) and National Writing Project (NWP) teachers surveyed say that the internet and digital search tools have had a 'mostly positive' impact \u003c!--more-->on their students’ research work. At the same time, 76% of teachers surveyed 'strongly agree' with the assertion that internet search engines have conditioned students to expect to be able to find information quickly and easily.”\u003c/p>\n\u003cp>Here are a few ways teachers, parents and others can help students go beyond Google.\u003c/p>\n\u003cp>\u003cstrong>PROMOTE DIGITAL LITERACY -- AND TRADITIONAL LITERACY, TOO. \u003c/strong>In the Pew survey, a majority of teachers agreed that “today’s technologies make it harder for students to find credible sources of information.” \u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Instruction in digital literacy techniques\u003c/a>can show students how to\u003c/p>\n\u003caside class=\"pullquote alignleft\">\n\u003ch5>RELATED READING\u003c/h5>\n\u003cul>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/03/building-good-search-skills-what-students-need-to-know/\">Building Good Search Skills: What Every Student Needs to Know\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/12/12-ways-to-be-more-search-savvy/\">12 Ways to Be More Search Savvy\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/why-every-student-should-learn-the-skills-of-a-journalist/\">Why Every Student Should Think Like a Journalist\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>determine whether an online reference is legitimate and how to check its claims against other sources. But what students really need to navigate the inaccuracies and flat-out falsehoods so common on the web is a store of knowledge saved on the original hard drive: their own minds. Students must possess abundant factual knowledge in order to evaluate what they encounter on the web, and the best way to acquire content knowledge is still reading nonfiction books.\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>ENCOURAGE STUDENTS TO FACT-FIND FACE-TO-FACE. \u003c/strong>Young people who’ve grown up in the digital age often have the impression that everything anyone needs to know is located somewhere on the web—so devise assignments that show them it isn’t so. Ask them to find a book in the library that hasn’t yet been scanned by Google Books; require them to consult with a research librarian, who will give them a sense of how many and varied non-digital resources are available; have them conduct an oral history project, collecting stories from living people that can’t be found on a website.\u003c/p>\n\u003cp>\u003cstrong>GUIDE THEM TO SEARCH DEEPER.\u003c/strong>The Internet is not the enemy of careful research; after all, historians, scientists and other experts rely heavily on the web in their work. But they’re using their computers to access in-depth resources like online databases and academic journals—not only Yahoo and Wikipedia. Make sure students know that the results turned up by a search engine are only the topmost layer of information about their subject: from there, they’ve got to do a lot of digging. Google isn’t the end of their search, in other words—it’s just the beginning.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24869/why-googling-it-is-not-enough","authors":["4355"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_968","mindshift_821","mindshift_695"],"featImg":"mindshift_24892","label":"mindshift"},"mindshift_24494":{"type":"posts","id":"mindshift_24494","meta":{"index":"posts_1591205157","site":"mindshift","id":"24494","score":null,"sort":[1351026027000]},"guestAuthors":[],"slug":"beyond-texts-and-tweets-young-people-still-love-to-read-books","title":"Beyond Texts and Tweets, Young People Still Love to Read Books","publishDate":1351026027,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_24499\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-24499\" title=\"istock_000019839192small\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/istock_000019839192small_custom-1e1d57caaa5163a5cb7066ff75885ce77db747a0-s51-300x380.jpg\" alt=\"\" width=\"300\" height=\"380\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>[audio:http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02]\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\"We heard from e-book readers in general [that] they don't want e-books to replace print books. They see them as part of the same general ecosystem; e-books supplement their general reading habits. And we heard from a lot of younger e-book readers about how e-books just fit into their lives — how they can read when they're waiting in line for class, or waiting in line for lunch. One reader in particular told us that when he has a book that he loves, he wants to be able to access it in any format. So with the Harry Potter series and the [Song of Ice and Fire] series, he's actually bought all of those books as print books and as e-books, just because they matter that much to him ...\u003c/p>\n\u003cp>\"We haven't seen for younger readers that e-books are massively replacing print books. That might happen in the future, but right now we're just seeing them sort of as a more convenient \u003c!--more-->supplement.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE CHANGING ROLE OF LIBRARIES FOR YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\"We found that [younger people are] very interested in the idea of preloaded e-readers — being able to check out an e-reader at a library that already has some popular titles on it. And a lot of libraries are really looking at how they can engage with this younger age group, especially with Americans in their teens and early 20s. And so a lot of libraries are looking at ways to sort of give them their own space in the libraries, have activities just for them. Some libraries even have diner-style booths for the teens where they can just socialize and hang out, and so that they can think of the library as a space of their own.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the \u003ca href=\"http://www.npr.org/2012/10/23/163414069/americas-facebook-generation-is-reading-strong?utm_source=npr&utm_medium=facebook&utm_campaign=20121023\">entire story here\u003c/a>.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1351018301,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":489},"headData":{"title":"Beyond Texts and Tweets, Young People Still Love to Read Books | KQED","description":"By NPR Staff In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Beyond Texts and Tweets, Young People Still Love to Read Books","datePublished":"2012-10-23T21:00:27.000Z","dateModified":"2012-10-23T18:51:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24494 http://blogs.kqed.org/mindshift/?p=24494","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/23/beyond-texts-and-tweets-young-people-still-love-to-read-books/","disqusTitle":"Beyond Texts and Tweets, Young People Still Love to Read Books","path":"/mindshift/24494/beyond-texts-and-tweets-young-people-still-love-to-read-books","audioUrl":"http://blogs.kqed.org/mindshift/files/2012/10/20121023_me_02.mp3","audioDuration":null,"audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_24499\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-24499\" title=\"istock_000019839192small\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/istock_000019839192small_custom-1e1d57caaa5163a5cb7066ff75885ce77db747a0-s51-300x380.jpg\" alt=\"\" width=\"300\" height=\"380\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003ch5>By NPR Staff\u003c/h5>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"audio","attributes":{"named":{"label":":http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02"},"numeric":[":http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/20121023_me_02.mp3|titles=20121023_me_02"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp class=\"dropcap-serif\">In what may come as a pleasant surprise to people who fear the Facebook generation has given up on reading — or, at least, reading anything longer than 140 characters — a new report from the Pew Research Center's Internet and American Life Project reveals the prominent role of books, libraries and technology in the lives of young readers, ages 16 to 29. Kathryn Zickuhr, the study's main author, joins NPR's David Greene to discuss the results.\u003c/p>\n\u003cp>\u003cstrong>ON THE READING HABITS OF YOUNG AMERICANS\u003c/strong>\u003c/p>\n\u003cp>\"We found that about 8 in 10 Americans under the age of 30 have read a book in the past year. And that's compared to about 7 in 10 adults in general, American adults. So, they're reading — they're more likely to read, and they're also a little more likely to be using their library.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE USE OF E-BOOKS AMONG YOUNG READERS \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>\"We heard from e-book readers in general [that] they don't want e-books to replace print books. They see them as part of the same general ecosystem; e-books supplement their general reading habits. And we heard from a lot of younger e-book readers about how e-books just fit into their lives — how they can read when they're waiting in line for class, or waiting in line for lunch. One reader in particular told us that when he has a book that he loves, he wants to be able to access it in any format. So with the Harry Potter series and the [Song of Ice and Fire] series, he's actually bought all of those books as print books and as e-books, just because they matter that much to him ...\u003c/p>\n\u003cp>\"We haven't seen for younger readers that e-books are massively replacing print books. That might happen in the future, but right now we're just seeing them sort of as a more convenient \u003c!--more-->supplement.\"\u003c/p>\n\u003cp>\u003cstrong>ON THE CHANGING ROLE OF LIBRARIES FOR YOUNG READERS \u003c/strong>\u003c/p>\n\u003cp>\"We found that [younger people are] very interested in the idea of preloaded e-readers — being able to check out an e-reader at a library that already has some popular titles on it. And a lot of libraries are really looking at how they can engage with this younger age group, especially with Americans in their teens and early 20s. And so a lot of libraries are looking at ways to sort of give them their own space in the libraries, have activities just for them. Some libraries even have diner-style booths for the teens where they can just socialize and hang out, and so that they can think of the library as a space of their own.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Listen to the \u003ca href=\"http://www.npr.org/2012/10/23/163414069/americas-facebook-generation-is-reading-strong?utm_source=npr&utm_medium=facebook&utm_campaign=20121023\">entire story here\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24494/beyond-texts-and-tweets-young-people-still-love-to-read-books","authors":["4354"],"categories":["mindshift_192","mindshift_194","mindshift_193"],"tags":["mindshift_941","mindshift_198","mindshift_895","mindshift_821"],"featImg":"mindshift_24499","label":"mindshift"},"mindshift_19456":{"type":"posts","id":"mindshift_19456","meta":{"index":"posts_1591205157","site":"mindshift","id":"19456","score":null,"sort":[1330550412000]},"guestAuthors":[],"slug":"doomed-or-lucky-predicting-the-future-of-the-internet-generation","title":"Doomed or Lucky? Predicting the Future of the Internet Generation","publishDate":1330550412,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1330550414,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1800},"headData":{"title":"Doomed or Lucky? Predicting the Future of the Internet Generation | KQED","description":"Looking into the proverbial crystal ball, a slew of technology experts weighed in on the Future of the Internet V survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated. Asked to consider the future of the Internet-connected world between now and 2020 and to choose from","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Doomed or Lucky? Predicting the Future of the Internet Generation","datePublished":"2012-02-29T21:20:12.000Z","dateModified":"2012-02-29T21:20:14.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"19456 http://blogs.kqed.org/mindshift/?p=19456","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/29/doomed-or-lucky-predicting-the-future-of-the-internet-generation/","disqusTitle":"Doomed or Lucky? Predicting the Future of the Internet Generation","path":"/mindshift/19456/doomed-or-lucky-predicting-the-future-of-the-internet-generation","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_19511\" class=\"wp-caption center\" style=\"max-width: 600px\">\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/doomed-or-lucky-predicting-the-future-of-the-internet-generation/275691675_c575e2c118_z-3/\" rel=\"attachment wp-att-19511\">\u003cimg class=\"size-full wp-image-19511\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg\" alt=\"\" width=\"600\" height=\"390\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2.jpg 600w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-400x260.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2012/02/275691675_c575e2c118_z2-320x208.jpg 320w\" sizes=\"(max-width: 600px) 100vw, 600px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Looking into the proverbial crystal ball, a slew of technology experts weighed in on the \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">Future of the Internet V \u003c/a>survey conducted by Pew Research and Elon University, and came up with a predictably mixed scenario: It's complicated.\u003c/p>\n\u003cp>Asked to consider the future of the Internet-connected world between now and 2020 and to choose from two statements, of the total 1,021 responses, 55% agreed with this optimistic view:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020 the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields helpful results. They do not suffer notable cognitive shortcomings as they multitask and cycle quickly through personal- and work-related tasks. Rather, they are learning more and they are more adept at finding answers to deep questions, in part because they can search effectively and access collective intelligence via the Internet. In sum, the changes in learning behavior and cognition among the young generally produce positive outcomes.\"\u003c/p>\n\u003cp>But 42% were less enthusiastic about the impact of wired life:\u003c/p>\n\u003cp style=\"padding-left: 30px\">\"In 2020, the brains of multitasking teens and young adults are \"wired\" differently from those over age 35 and overall it yields baleful results. They do not retain information; they spend most of their energy sharing short social messages, being entertained, and being distracted away from deep engagement with people and knowledge. They lack deep-thinking \u003c!--more-->capabilities; they lack face-to-face social skills; they depend in unhealthy ways on the Internet and mobile devices to function. In sum, the changes in behavior and cognition among the young are generally negative outcomes.\"\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>These points of view are presented in the context of statistics that show Internet and media use completely permeating young people's lives. From the Pew Internet Project: \"95% of teens ages 12-17 are online, 76% use social networking sites, and 77% have cell phones. Moreover, 96% of those ages 18-29 are internet users, 84% use social networking sites, and 97% have cell phones. Well over half of those in that age cohort have smartphones and 23% own tablet computers like iPads.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/aside>\n\u003cp>Focusing the work of educators on shaping students' use of and attitude towards technology is crucial in paving the way for a more positive outcome, many respondents said. “The changes in behavior and cognition in the future depend heavily upon how we adapt our pre-school-through-college curricula to encompass new techniques of learning and teaching,” wrote Hugh F. Cline, an adjunct professor of sociology and education at Columbia University who was formerly a senior research scientist at a major educational testing company based in Princeton, NJ. “If we simply continue to use technologies to enhance the current structure and functioning of education, our young people will use the technologies to entertain themselves and engage in online socializing and shopping. We will have missed enormous opportunities to produce independent life-long learners.”\u003c/p>\n\u003cp>Some educators who took the survey were critical of the effect of technology on their students \"hyper-connected\" lives.\u003c/p>\n\u003cp>\"I have seen a general decline in higher-order thinking skills in my students over the past decade,\" wrote one respondent. \"What I generally see is an over-dependence on technology, an emphasis on social technologies as opposed to what I'll call ‘comprehension technologies,’ and a general disconnect from deeper thinking. I’m not sure that I attribute this to the so-called ‘re-wiring’ of teenage brains, but rather to a deeper intellectual laziness that the Web has also made possible with the rise of more video-based information resources (as opposed to textual resources).”\u003c/p>\n\u003cp>\u003cimg class=\"alignright size-full wp-image-19477\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Elon.jpg\" alt=\"\" width=\"240\" height=\"187\">Another respondent who has been a college-level professor for 12 years weighed in: \"Students do not know how to frame a problem or challenge. They do not know how to ask questions, and how to provide enough detail to support their answers (from credible sources). Technology is playing a big part in students not only not being able to perform as well in class, but also not having the desire to do so.”\u003c/p>\n\u003cp>But the writers of the survey posed an important question about why educators noted these negative impacts: \"Is this at least partially due to the fact that they are still trying to educate these highly connected young people through antiquated approaches? Perhaps those who have argued for education reform would think so.\"\u003c/p>\n\u003cp>The need for instant gratification and shallow learning and interactions were the main negative points made about impacts of tech-dependent lives. \"Technology is taking our collective consciousness and ability to conduct critical analysis and thinking, and, in effect, individual determinism in modern society,” said cyber-security expert Richard Forno. “My sense is that society is becoming conditioned into dependence on technology in ways that, if that technology suddenly disappears or breaks down, will render people functionally useless. What does that mean for individual and social resiliency?”\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"How we can help today's kids to prepare for the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/aside>\n\u003cp>Alexandra Samuel, director of the Social + Media Centre in Vancouver, Canada, offered a less tentative, more proactive approach and thinking about the issues: “If we can stop fretting about what we’re losing we can make room to get excited about what we’re gaining: the ability to multitask, to feel connected to ‘strangers’ as well as neighbours, to create media unselfconsciously, to live in a society of producers rather than consumers,” she said. “The question we face as individuals, organizations, educators and perhaps especially as parents is how we can help today's kids to prepare for that world—the world they will actually live in and help to create—instead of the world we are already nostalgic for.”\u003c/p>\n\u003cp>Other highlights from the study:\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Barry Chudakov, a Florida-based consultant and a research fellow in the McLuhan Program in Culture and Technology at the University of Toronto\u003c/strong>: \"Technology will be so seamlessly integrated into our lives that it will effectively disappear. The cognitive challenge children and youth will face (as we are beginning to face now) is integrity, the state of being whole and undivided. There will be a premium on the skill of maintaining presence, of mindfulness, of awareness in the face of persistent and pervasive tool extensions and incursions into our lives. Is this my intention, or is the tool inciting me to feel and think this way? That question, more than multitasking or brain atrophy due to accessing collective intelligence via the internet, will be the challenge of the future.”\u003c/li>\n\u003c/ul>\n\u003cul>\n\u003cli>\u003cstrong>Alvaro Retana, a technologist with Hewlett-Packard.\u003c/strong> “The people who will strive and lead the charge will be the ones able to disconnect themselves to focus on specific problems.”\u003c/li>\n\u003cli>\u003cstrong>Jessica Clark, a media strategist and senior fellow for two U.S. communications technology research centers:\u003c/strong> “Every new generation finds creative and groundbreaking ways to use the new technologies to explore and illuminate human truths and to make dumb, sexist, horrifying schlock. Multitasking young adults and teens will be fine; they'll be better at certain types of tasks and worse at others. Their handwriting will be horrendous. Their thumbs will ache. Life will go on.”\u003c/li>\n\u003cli>\u003cstrong>Communications scholar Sandra Braman of the University of Wisconsin:\u003c/strong> \"Are the deep skills acquired by those with a lot of gaming experience transferable to the meat flesh world? That is, do those who can track multiple narratives simultaneously practice that same skill in environments that aren't animations and have buttons to push? The second is will. Do those who can, to stick with the same example, track and engage with multiple narratives simultaneously choose to do the same with the meat-flesh political environment? The incredibly important research stream that we have not seen yet would look at the relationship between gaming and actual political activity in the meat-flesh world. My hypothesis is that high activity in online environments, particularly games, expends any political will or desire to effectively shape the environment so that there is none of that will left for engaging in our actual political environment.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003cstrong>REGARDING THE DIGITAL DIVIDE:\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Tin Tan Wee, an internet expert based at the National University of Singapore:\u003c/strong>\u003c/em> \"Current educational methods evolved to their current state mostly pre-internet. The same goes for a generation of teachers who will continue to train yet another generation of kids the old way. The same goes for examination systems, which carry out assessment based on pre-internet skills. This mismatch will cause declension in a few generations of cohorts. Those who are educated and re-educable in the internet way will reap the benefits of the first option. Most of the world will suffer the consequence of the second. The intellectual divide will increase. This in turn fuels the educational divide because only the richer can afford internet access with mobile devices at effective speeds.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING WIRING OF THE BRAIN\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>Communications professor Jeff Jarvis:\u003c/strong>\u003c/em> “I do not believe technology will change our brains and how we are ‘wired.’ But it can change how we cognate and navigate our world. We will adapt and find the benefits in this change.”\u003cstrong>\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003cstrong>REGARDING THE NOTION OF DIGITAL NATIVES\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Ellis, director of communications studies at York University in Toronto:\u003c/strong>\u003c/em> “I don’t think there’s anything inherently bad or anti-social about smartphones, laptops, or any other technology. I do, however, believe we are entering an era in which young adults are placing an inordinately high priority on being unfailingly responsive and dedicated participants in the web of personal messaging that surrounds them in their daily lives. For now, it seems, addictive responses to peer pressure, boredom, and social anxiety are playing a much bigger role in wiring Millennial brains than problem-solving or deep thinking.”\u003c/p>\n\u003cp>\u003cstrong>REGARDING HUMAN EVOLUTION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px\">\u003cem>\u003cstrong>David Weinberger, senior researcher at Harvard University’s Berkman Center for Internet & Society\u003c/strong>\u003c/em>: “Whatever happens, we won't be able to come up with an impartial value judgment because the change in intellect will bring about a change in values as well.” Alex Halavais, an associate professor and internet researcher at Quinnipiac University: “We will think differently, and a large part of that will be as a result of being capable of exploiting a new communicative environment,” he noted.\u003c/p>\n\u003cp>It's a fascinating read, with lots of thought-provoking perspectives from experts, students, and educators. Be sure to read the report in \u003ca href=\"http://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx\">full here\u003c/a>.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19456/doomed-or-lucky-predicting-the-future-of-the-internet-generation","authors":["180"],"categories":["mindshift_192","mindshift_194","mindshift_195","mindshift_193","mindshift_1"],"tags":["mindshift_273","mindshift_380","mindshift_821"],"featImg":"mindshift_19511","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. 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. 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