Category Archives: Social Media
This past week I had an interesting thing happen with my oldest daughter. She was playing with a couple of her friends at the neighborhood pool when some teen boys thought it would be funny if they took out their phones and recorded the girls and put them on social media. “Now do some silly dances!” the boys shouted. My daughter, immediately turned and left saying “you can’t record me and post it. You don’t have my permission.” The other two girls stayed and started dancing saying “maybe I’ll be go viral on YouTube!”
There are a lot of lessons to be learned from the above interaction. While I was extremely proud of my 10-year old’s decision to trust her instincts and leave the situation, I wondered about the other girls and even the teen boys. While I didn’t know the boys, I did know a bit about her friends and their backgrounds. Both of her friends come from safe, secure households with responsible parents. One of the girls attends a school that has some technology. The other attends a school that bans technology. My daughter has been at a school with her own device since kindergarten.
Now, in the case of the above example, I believe my daughter’s “instinct” was actually implanted in her at a young age. Starting with her use of a device in kindergarten both at home and at school, she’s received hundreds of hours of discussion around appropriate use and digital etiquette. What would happen if I never let her near or around technology? Would these discussions still have meaning or relevance?
There is a strong movement afoot in certain communities to ban the use of all technology in schools, especially at the elementary level. It seems that piling on technology with kids is an easy target for various blogs, OpEds, and 60 Minutes specials. While I know the story of my daughter and her friends is an EXTREMELY small sample size, it made me ponder the following question – What teachable moments and challenging discussions are we taking from kids when we ban technology from their existence because “screen time is bad” or “it’s just easier”?
As with many important topics in life, I believe it is wise to enlist the thoughts and beliefs of those within our community. In my case, I have both a physical community (neighborhood) and my social community (Twitter and Facebook). I posted this idea that banning tech might do more harm than good and it quickly became a lightning rod issue.
Before I dive too deep into this, let me start by saying there are a lot of generalizations being made out there when it comes to the use of technology and devices. I’m going to make a few as well, but I do recognize that there are individual circumstances that may dictate a different path. I’m not here to preach or even “force” the use of technology 24/7. This post is based on my thoughts and beliefs that have been accrued through 21+ years in education and 10+ years as a parent.
Before we get into the opportunities lost, I think it’s important to look at the top excuse behind why schools and families chose to ban devices from their kids. What follows below are the top arguments I’ve been presented with over my time as an educational administrator and parent.
The Silicon Valley executive parent anti-screen argument
This is probably the most popular arguments against technology is the “some Silicon Valley Executives put their kids in non-tech schools so they must know something” argument. I’ll get into the rational behind this argument in a minute, but I want to first point out that there is no great data around this. In fact, all I can find are stories about how one CEO or one set of parents (who happen to work in Silicon Valley) are sending their kid to a non-tech school.
Let’s put this into context. If there was a celebrity that all of the sudden told us not to vaccinate our kids because….wait….bad example. Ok, let’s look at this scientifically. There are 39 Fortune 1000 tech companies in Silicon Valley. They have, on average, over 2000 executives or managerial level employees (Google and Apple probably push this number even higher). Out of those 80,000 executives (again, a small number considering the population of Silicon Valley is close to 4 million) let’s say 1000 send their kids to non-tech schools (a generous estimate). That number is approximate as I was only able to find a little more than a dozen stories not involving the same Silicon Valley parents in my research.
There are 3 main “non-tech” type schools in the Silicon valley area, each with an average enrollment of 500. Let’s assume that most (2/3) of those kids come from Silicon Valley Exec parents (certainly possible considering the high tuition costs). So taking the 1000 students out of the 80,000 parents means that 1.2% of Silicon Valley Execs actually do this. And remember, my numbers are skewed to help with the argument here, it’s probably much lower.
So essentially, the anti-tech parent is saying that because 1.2% of Silicon Valley execs do this, the rest of the world should follow suit, regardless of what’s best for the kid or learning. This is a classic case of selection bias and confirmation bias– where you chose a small sample size to prove your narrative. As a parent, it gives you some cover because you can say, “See, if those parents do it, it must be the right thing to do.”
Screens are addictive and have similar dopamine release of doing heroin
I think the use of heroin as an example here is meant to really push the fear factor. Other things that release dopamine: running, holding your infant child, kissing your loved one – but no one would ever be scared of screens if the headline – “Looking at Your Screen has Similar Dopamine Releases as Looking at Your Infant Child.”
I came across this post in Psychology Today that details how we have all fallen prey to the “because…well…dopamine” argument. Don’t get me wrong, there are some companies that spend millions trying to figure out ways to get you hooked onto their particular app, but looking at Facebook for 20 minutes and taking an intense opioid are extremely different physical and mental experiences.
Should we monitor our screen time usage? Absolutely. Is it the “same” as doing heroin, not even close. Does screen time have an affect on the brain and mental health of our kids that could affect their well being? YES….But you know what has a stronger affect on well being? Eating breakfast. In this Oxford study, there was “very minimal” correlation to regular screen time and teenager mental health. (I will note that excessive amounts of screen time do have a larger effect….everything in moderation) In fact, it found that there items like eating potatoes or wearing corrective lenses had an even worse association with teen mental health.
As the research study (done with over 300,000 adolescents in the US and UK) tries to demonstrate, sometimes we cherry pick results in order to prove a point. In this case, there is a bit of observer bias and omitted variable bias taking place – cherry picking statistics that support our hypothesis and ignoring those that don’t. So yes, screens do have an affect on the developing brain, but so does sleeping, eating, relationships, exercise, etc.
It’s too distracting and kids need to learn how to be bored
In my twitter post, one middle school teacher said “how do I compete with their phones and snapchat? It’s just easier to ban them.” While I agree, that it is easier to ban them, is that what’s best for kids and their development?
Teachers (and parents) have a role to play here. I often hear schools touting a “whole child” approach, which would mean that teaching kids how to manage their phones would be a part of that. To defend teachers for a moment, I would say that the amount of 20th century curriculum they are teaching is impacting their teaching of 21st century behaviors.
In my response to the teacher on twitter, I shared that in classrooms where I see technology being used best and with the most purpose are classrooms that are largely project-based. In these highly engaging classrooms, students are using their devices to collaborate and solve real-world problems. In largely lecture-based classrooms, learning and focusing is a struggle for many students which is why they drift towards their phones for distraction.
I know what some adults are thinking right now, “well they should be able to just sit there and listen.” For those adults, I would challenge them to do try and do the same thing and walk in the students’ shoes. In my #Student4aDay challenge in 2014, I found that even as an adult, it was hard to sit and listen in the full lecture-based classrooms. While I do think there are times to put tech away, we need to also teach kids how to focus and when it’s appropriate to take out a device and when not to. Banning devices, robs us of that opportunity.
What opportunities are lost with a ban?
The above excuses are rooted in some form of fact skewed with bias towards what ultimately amounts to the “easy button” decision of banning technology. Eliminating one variable in certain environments doesn’t fix the problem. In fact, it keeps us from addressing it all together. We’ve all had the talk with our kids about “don’t take a ride from a stranger”, but then at the same time we do it all the time with Uber.
This is a much more complex issues that warrants deeper conversations in and out of schools. The easy button is broken and we need to act rather than ignore to raise future digital citizens with empathy.
Teaching Digital Etiquette & Wellness
Many families raise their kids and teach them phrases of etiquette. Things like “say thank you and please” have been a part of our lives for multiple generations. Now, more than ever, we need to start doing the same thing with digital etiquette. We need to teach our kids how to interact with each other online. We need to demonstrate times when they need to put their device away. We need to have the crucial conversation around times when it’s not appropriate to take someone’s photo and post it online.
And we need to do this sooner rather than later.
In many of the student and parent workshops I give around the country around “Digital Wellness”, I’m always surprised by how much kids already think they know around interacting online. Many mention already having social media accounts before they turn 13 and almost all have little to no structure or family guidelines around their technology use (with the great exception being the rule around no devices at the dinner table).
Over the years, I’ve found that having these talks with 4th and 5th graders (9-11 year olds) proves to be more fruitful and impactful than waiting until they become teens. Some teens have already begun some bad habits when it comes to posting. Others have started to associate their self-worth to the amount of likes they have. Regardless of what the issue is, they all have questions about different scenarios that have popped up in their lives. Questions, that sadly never get asked because of the stigma around using technology is negative in their lives.
One of my favorite moments of my student talks happens after the talk is over. After EVERY single student talk I’ve given, I get approached by a handful of students, each with stories to tell and questions to ask. Some of them saw something inappropriate online and don’t know how to approach their parents. Others have heard or seen things from older siblings and wonder what social media is really all about. They are filled with questions and starving for answers, and while my talks help bring some of that to light, it’s important that the conversation continue at home and in the classroom long after I leave. Banning technology in schools allows educators and parents to “kick the can” down the road to high school, which I feel is too late.
Digital Parenting 101
I’ve taught online courses and written a book about parenting in this digital age. There are so many fears and concerns about what’s out there that parents opt to just hide it all from their kids as a fail safe. The ironic thing about parenting in the digital age is that the same basic rules apply to parenting in the pre-digital age. One example I like to share at parent workshops is the following:
You just baked a dozen cupcakes and put them on the counter to cool. Just at that moment, your angelic little child floats into the room to ask if he/she can have one. What is your response? Do you say, “sure, have as many as you want”? Or do you say “you can’t look at these cupcakes until you are in 8th grade”? Common Sense Media (one of my favorite resources) posted a guideline for parents around technology use in the home. In it, they call out the idea of becoming a “media mentor”. The idea is, that you don’t enable your kids to do what ever they want with tech, but you also don’t restrict tech out of their lives.
While it’s much easier to be a parent when you just let them do whatever they want or restrict them from ever doing anything, the truth is, we need to be raising adults, not kids. There is no easy button. Teaching them the balance with technology (as well as modeling it) is a challenging thing. Many of the parents I talk to at my workshops bring up the fact that devices in their home are a source of “extreme tension” and anxiety. I hear words like “fight” and “struggle” mentioned often. I too, have felt the fight and struggle with devices in my home, however, with the right guidance and discussion, it doesn’t have to always be a fight. This doesn’t happen if you ban it all.
I’ll leave you with a couple of quotes that I feel are really poignant for this extremely important discussion around “to ban, or not to ban”. One is from H.P. Lovecraft:
“The oldest and strongest emotion of mankind is fear, and the oldest and strongest kind of fear is fear of the unknown.”
We are all experiencing this 4th industrial revolution together. Taking augmented and virtual realities and mixing them with artificial intelligence and throw in dash of data privacy makes up a recipe of what is to come, but we aren’t sure what that will ultimately “taste” like. It’s ok to acknowledge that we don’t know what happens in the future, but we do know that technology will likely play a major role in that future. Which leads to my next quote from John Dewey:
“If we teach today’s kids as we taught yesterday, we rob them of tomorrow.”
We need to bring this conversation around digital wellness to the forefront of both our homes and schools. Burying your head in the sand or banning it because of a wide variety of excuses does not ultimately help kids in their future. It just makes the present for adults much easier.
On the first day of #SXSWedu I went to a panel session around media literacy. The panel consisted of educators and representatives from KQED and PBS. During the course of the discussion, one of the panelists mentioned that the term “media literacy” is really built around new forms of media.
When becoming literate in film, artificial intelligence, augmented reality, social media, etc, it’s about learning new forms of media. The term “literacy” is still centered around reading and writing. Thus, anything listed as “Media” literacy must be new.
I looked up the official definition of “literate” on Merriam-Webster’s website and this was the result:
In this definition, reading and writing is tied to literacy. However, some of the other definitions like “having knowledge or competence” is an interesting angle that is used with media literacy. Adding the word “media” as stated in the definition would mean you would have knowledge or competence of the media.
A different panelist brought up the point that if you have an Alexa or Google Home in your house, that you’ve just included a new form of media (A.I.) to learn and become literate in. That said, many people add these tools without thoughts of learning how to really use or leverage them. They don’t think about the long-term consequences of a tool capturing your verbal data over time. As I wrote about last year, one of my main parenting fails was buying and Echo Dot for each of my kids, so this really hit home with me.
That said, I think that banning or turning away all new forms of media is also not productive or a good long-term solution. Becoming literate in a tool, as by the definition above, means you understand the downsides as well as the positives to using such a tool. That’s what we need to be teaching kids.
I threw out this concept around the term media literacy on Twitter during the event:
Here were a few of the responses:
Patrick’s thought here is where I was leaning originally and would be more in line with the Merriam-Webster definition. Just list items that have tech in them as media items that we need to become literate in, but then list the more traditional (books) as literacy. However, when he mentions digital or analog, it starts to throw me off a bit as digital means technology. In an attempt to summarize: Not all technology is media, but some could be considered literacy. Here’s a series of thoughts that I grouped together:
All of the above tweets refer to how the term can influence certain thoughts. This is where I really started to have a conundrum. In some ways, the way I was posting and gathering this data on Twitter is considered a form of (social) Media literacy. The idea that reading=consuming media and writing=creating media seems to make the most sense to me.
Using those ideas and removing the term “media” would insinuate that the person that has set up an AI home assistant would know how to “consume” it (have it play you music, give you a joke) as well as “create” with it (have it add to a shopping list or program it to flash your lights when a message comes in).
This new form literacy in the AR/VR world looks fairly weighted at the moment to the consumptive side of literacy. We are interacting and consuming virtual worlds or augmented material, but very few are actually creating in this space. My thinking is, as this becomes much more user-friendly through apps like ARMakr or Panoform, we’ll start to create with these tools and become more literate in their use as a result.
After writing all of this, I’m now beginning to wonder if the definition of literacy or to be literate needs to be rexamed. One of our amazing middle school teachers shared this:
It’s clear in the future, that students (and adults) will need to interact with multiple forms of media. Becoming literate in those forms of media will not hurt them, it can only help to give them an advantage in the future work place. Knowing that, we would be doing a disservice to the future of our students to not show them how to interact with multiple forms of media. Making them literate, thoughtful, empathetic and impactful members of society is one of the most powerful things we can do as an institution.
Creating this literacy doesn’t happen without the right tools, teachers, leaders, and mindsets when it comes to using all of this “media” in our world.
Just in time for the Halloween season comes this post inspired by Wes Fryer (@wfryer). A few months ago I noticed a change on Wes’ Twitter profile to now include the job title of “Technology Fear Therapist”. See below:
Annually, I travel to all the booster club meetings and church groups around my district giving talks around technology, social media, and our kids. His title change, while arguably un-subtle, struck a chord with me when it comes to those in my role in a school district. I’d say this same role applies to the teacher that uses technology meaningfully in their classroom or the parent that uses it as a tool in their homes.
We have entered an age of extremism in some ways. Everything is good or everything is bad. It’s either black or white, there is no grey area. Technology, being fairly new on the scene, has seen the brunt of this extremism as you can scan articles, blog posts, Facebook rants, tweets, and even commercials like this one here that are intended to subtly shame people for having their phones out. Parents and schools are feeling judged, whether justified or not, about their usage of technology and that of their kids. What’s interesting is, I don’t see the same level of judgment when it comes to a kid that reads too much or a kid that paints too much. However, once that kid reads or creates on a screen, judgment ensues.
This reminds me of an H.P. Lovecraft quote that I use quite often is:
“The oldest and strongest emotion of mankind is fear, and the oldest and strongest kind of fear is fear of the unknown”
This fear of the unknown has affected how we approach technology usage with our kids and could debilitate the future wellness of our kids. As with anything in life, balance is what we should be trying to achieve. Being fearful of technology or social media or banning it all together doesn’t help with that balance. My hope in this article and the accompanying talks is to empower parents and schools to work with kids on this balance. To do so, we need to first look at what is creating or increasing the fear and then determine how do we turn that around so that we can embrace the changes around us.
A Disclaimer on “Research”
Know this, research can be used negatively or positively to persuade an audience. Part of the extremism I mentioned above around technology is usually accompanied by a line that looks something like this: “More and more research is showing that [insert tech term here] is bad for kids.” Let’s unpack that for a moment. The first part of that sentence isn’t fact-based at all, it’s an opinion to the person writing it that they perceive an increase in research towards one direction or another. The truth is, there is more research out there (which happens over time naturally), but it’s in both directions and sides of the argument (again, remember the extremism).
I recently had an enlightening discussion with a colleague (Dr. Holly Moore) around research and how it’s viewed and used. Essentially, saying the words “there is research out there” supporting a side to an argument doesn’t really make it so (obviously). However, linking to research in the form of scholarly research articles that have been vetted at a university or medical level can be powerful. Links to a New York Times post or a blog post don’t qualify as actually vetted research, those are just the opinions of the writer, meant to persuade readers or increase readership.
Let’s look at the following example that was recently shared with me: A Dark Consensus on Screens and Kids. The title gives me pause immediately as it implies there is some sort of national agreement on what follows. Then take a look at the tag-line “I am convinced the devil lives in our phones” – that’s a major red flag and should add some level of skepticism about what is to follow unless….it supports your own narrative. Looking over the article, it’s riddled with anecdotes and stories from a handful of people. Another red flag – This article includes ZERO links to actual research. At the end, there are some links about some big name Silicon Valley people that made choices around their own kids and technology usage. Note that the attribution to Mark Zuckerberg isn’t actually Mark, it’s an associate at his former company. There is a link to Melinda Gates where she actually talks about working to balance tech with her kids and even the Steve Jobs article where he talks about he limited technology use at home. That’s a much different story than “consensus of Silicon Valley figure heads is that screens are bad.” But you can see why the title is so attractive and why for some, it helps support their narrative.
It reminds me of a post I wrote earlier this year – EVERYONE Who Reads This Blog Becomes Smarter, Study Shows – as a way to lure in readership. Even in the cases of research that is not just an opinion piece like the NYTimes article above, you have to look at who is sponsoring the research as it may be used to push an agenda in one direction or the other. The larger concern as a community is that people read these articles and consider them to be absolute truth. This only expands the technology fear and is exacerbated by the following two effects.
The Echo Chamber Effect
We are creating our own echo chambers around all sorts of topics (especially politics at the moment). Whether it be on Facebook or chatting with other parents at our kid’s soccer game, our conversations influence our actions and reactions. However, our conversational circles are extremely closed and lack, in many cases, a diversity of thought or opinion. We tend to surround ourselves with like-minded people that share our morals and beliefs. This also means when someone from our trusted circle brings forth an example or blog post that supports our beliefs, we believe to be a hard fact even if it isn’t. This “Echo Chamber Effect” leads to an increase of the next Technology Fear Factor…
The Anecdotal Evidence Multiplier
Someone saw someone once do something inappropriate with technology. Someone heard from a friend that a kid was having behavioral problems due to screen time. Someone shared an article like the NYTimes one posted above that is really just a series of anecdotes, but cause for concern. This story or situation is shared and re-shared in the trusted circle which therefore causes the human mind to feel it must be widespread when in fact, it’s a single situation shared multiple times. This isn’t unique to technology by the way, but lately it seems that tech is the largest passenger on the Anecdotal Express. Whenever I hear of someone struggling with their kids and technology, I try to remember there are two sides to every story and there are multiple other factors that might be having an affect on the child (family environment, sleep, diet, expectations, etc.) before I take it in as fact.
Hearing a story, even from someone in your trusted circle, doesn’t mean it’s 100% fact. The culmination of many of the above effects is evidenced by this recent findings from an Australian company called Reachout. (somewhat similar to our CommonSenseMedia here in the states) One of the lead findings is that 45% of parents worry about social media usage with their teens more so than the 25% who worry about drug, tobacco and alcohol usage with teens. Technology has now become more dangerous in these parents’ minds than things that actually do physical damage to the body. That’s not to say there isn’t the possibility of emotional and psychological damage due to social media (more on that in a minute), but that we are more worried about the unknown of social media versus the known vices we all grew up around prior to adult life.
As you can tell by the above data, social media can seem like a scary place for some. Despite all of its perceived ills, there are some positives as well. According to a Pew Internet Study (May 2018), the feelings of teens when it comes to social media is pretty mixed. While 24% feel that social media negatively impacts their lives, 31% feel it adds some benefit. The rest fall in the middle of either indifference or no impact.
So whether we like it or not, it does have an effect on kids’ lives. As educators, we need to work with students on this impact and teach them how to balance its effect so that positive number is increased (or at least lower the negative one). As parents, we need to have open and ongoing discussions with our own kids around situations that arise on social media, just like real life.
Our district has spent the last two years investing heavily in curriculum and resources around social emotional learning. Technology and social media are intrinsically tied to this initiative. That said, there are some very intriguing resources available to the general public around the topics of social media, mindfulness, and tech-life balance (scroll to the bottom for these resources).
The debate around screen time has been happening since the 1950’s and the invention of the television. It’s not a new argument, but as we have seen an increase in screens entering our lives, there has also been an increase on research around their effect on our eyes and minds. The American Academy of Pediatrics has put out guidelines around screen time for the last several decades and recently updated some of their recommendations. Schools around the country are faced with a conundrum when it comes to screen time and kids, so keeping the recommendations of the AAP in mind are key when issuing school work on screens. In my parent talks, I reference the following graphic to show that screen time can fall into four quadrants and even within each quadrant is a continuum based on the media being used or consumed.
As a parent, teacher or school district, it’s important to discern how the screens are being used inside the classroom (a place that schools can control) and inside the home (a place where parents can control). Keeping on the same page as a community around this topic will strengthen the connections being made and help students learn balance and self-management as they age out of our programs.
A large amount of energy has been spent around the research and effects of social media and screen time and with good reason. These two topics even deserve their own sections in this post (above), so I think it’s important to note that these are two of the top issues weighing on the minds of parents. That said, sometimes I try to think and predict what’s next? A few trends I see globally that will have an effect on our kids are:
The Internet of Things (IoT): When we increase technology access, we increase the chances for something to happen (whether it be good or bad). On the smart home front, I had my own parenting flop recently when I gave all three of my daughter’s an Amazon Echo Dot in their room and then FAILED to set up any type of restrictions right away. While they didn’t get into anything too bad (turns out the Chordette’s song Lollipop has an alternate version by Lil’ Wayne), they were able to freely purchase anything they liked. “Alexa, send me some puppies” and “Echo, send me a pet from the Amazon” were a couple of requests which resulted in the strange delivery below appearing on my doorstep a few days later.
While the prank above did illicit a fair share of laughs around the Hooker household, it did make me pause and think. As parents in this world of the “Internet of Things”, we have to consider that anything with connectivity has potential benefit and detriment depending on the action of the user. Again, it’s all about the balance.
(for a quick laugh tied to this topic, see my post on “When Smart Homes Attack“)
Augmented and Virtual Reality: The increasing use of augmented and virtual realities in the everyday world will have a tremendous effect on the future of our kids. They’ll be able to pull up their phones or put on some glasses and instantly see shopping deals, directions, and traffic patterns to avoid. Doctors can already use augmented reality tools to locate veins and virtual reality is allowing doctors to train and practice delicate medical procedures.
We can already immerse ourselves in virtual parts of our world and even other worlds (read Earnest Cline’s Ready Player One to see the possibility of this). Just like with smart devices and the internet of things, the increase of technology also means that we’ll need to make sure we increase attention on keeping our tech-infused life balanced. While I see some tremendous benefit to these technologies, I also worry about over-use and misuse of these tools if left unchecked.
The Ever-Changing Role of the Parent
So what does all this mean for the role of parents? As a dad of three little girls, I am both excited and exhausted to think about what the future holds for them when it comes to technology. I know my role as a parent (just as the role of educator) is to help maintain and model what good digital wellness looks like. All three of my girls are different in many ways, but I see this a lot when it comes to their behavior and attitude around screen time (specifically the passive-entertainment based screen time from the graphic above). We have struggled with our middle child around this, but like anything else when it comes to parenting, consistency and communication are the key. We’ve spent a great deal of energy in helping her learn self-management. As the AAP puts it, we need to become media mentors for our kids.
This is NOT easy. The easier solution would be to not have any of our kids deal with technology at all, which is justified by anecdotes and fear-learning stories. Just make it a complete no-tech zone at home, problem solved right? This may be the easier solution in the short-term, but it’s not a long-term way to teach and raise our kids around these tools that will be with them the rest of their lives. Our role as parents and as educators is teaching them the right balance.
After all, we’re raising adults, not children, right?
Tools and Resources for Parents and Schools
This is in no way a comprehensive list, but a good start when it comes to tools and discussion points with parents and school communities around a balanced approach technology usage.
Common Sense Media – I’ve mentioned this in this post and several past posts. A great FREE resource for parents when it comes to apps, social media, movies, etc.
Note To Self Podcast – Manoush Zamarodi is an amazing podcast host who brings in people from a variety of industries to discuss how we keep life balanced in this every changing world.
TechHappyLife – A site created by Dr. Mike Brooks (a local Austinite) on tools and tips for balancing a “tech happy” life. I’ve also had the pleasure of watching Dr. Brooks speak and would say he’s a great person to consider brining in to your next parent group meeting. He’s even put out a book recently titled Tech Generation: Raising Balanced Kids in a Hyper-Connected World.
Dr. Devorah Heitner – I’ve become familiar with Devorah’s over the years and have seen her present at SXSW here in Austin. I also interviewed her for my own book series around this. He book ScreenWise is a tremendous resource for any parent and I see now that she’s even offering up a Phonewise Boot Camp for parents!
Center for Mindfulness & Human Potential – The Education Initiative out of UC-Santa Barbara has some potential for helping high school students when it comes to actual strategies and training around digital wellness and life-balance. Dr. Michael Mrazek and his team of researchers are discovering new ways to help schools with this and with the help of the Department of Education, hope to be reaching at least a million high school students yearly from now until 2025.
Right-Click: Parenting Your Teenager in a Digital Media World – This book came highly recommended to me from colleague Brianna Hodges and has many easy to digest scenarios and tools for parents of teens and pre-teens.
Kerry Gallagher – Kerry is another colleague that I’ve come to know over the years when researching digital wellness. She is a practitioner (she’s an AP at a school in the Northeast) and a tremendous speaker on a variety of topics but especially in the world of digital connection and our youth.
Mobile Learning Mindset: A Parent’s Guide to Supporting Digital Age Learners – (shameless plug alert) A 10-chapter book I wrote around this topic along with tools and scenarios for parents to consider. Got to pay the bills some way!
I’ve spoken with parents from all over the country. One item that constantly comes up is “how do I know what I don’t know?” when it comes to raising kids in the digital age. While I always emphasize that tech or no-tech, parenting is still largely about relationships, communication, honesty, feedback, rewards and consequences. When you add a layer of technology to parenting, there are some additional items to be aware of and some “tools” you should have in your digital parenting toolkit. I created the Digital Parenting Bingo card as a way to easily show some talking points for parents that are dealing with either school-issued devices and/or personal mobile devices. Listed below are the talking points listed out in greater detail. Feel free to use and share with your community!
Devices in a common space – whenever possible, try and keep devices in an open, common, shared space. Even with the best filters, it’s a good idea to not allow devices behind closed doors.
Check filter settings – While devices are filtered on campus, they are on your network at home. Check your filter settings with your Internet Service Provider. Many provide free filtering software or you could use a service like OpenDNS or Disney’s Circle to help monitor and regulate activity on your home network.
Turn off devices 30 minutes before bed – The brain comes equipped with a circadian rhythm that adjusts based on the day-night cycle of the sun. In his TED Talk, Dr. Russell Foster suggests that ideally, you should turn off bright lights and screens at least 30 minutes before bed to get a better night’s sleep.
Use Guided Access for focus – In the settings of your iOS device, scroll to General->Accessibility. There you find a tool called “Guided Access”. Once enabled, it will lock the user into an app until unlocked. The code used for take the device out of Guided Access is different from the one used to unlock the device. For more information, check this support page.
Charge the device nightly – One of the most common issues that affects learning with mobile devices, is forgetting to charge the device at night. Investigate setting up a centralized charging station in your home and try to avoid having your kids charge their devices in their bedrooms.
Rules at a friend’s house – A new variable when sending your child to a friend’s or neighbor’s house are reviewing what their policies are when it comes to the internet and mobile device use. Review these rules with your child and, if possible, with the family he/she is visiting.
Know their account information – You should have access to all your child’s accounts and passwords. This shouldn’t be set up as a way to “spy” on your kids as much as it is to help with openness and transparency about what your child is doing and posting online.
Be a good role model – Do you tell your kids how to act with their mobile device, but then you demonstrate the opposite? Imparting wisdom on your kids is important and much of that comes with how you model those best practices when it comes to your own mobile device.
No devices at dinner table – With our virtual world continually intermingling with our face-to-face world, many families use dinner as a sacred “no tech” time. A time to have conversation, reflect and discuss the happenings of members in the family.
Spot check the photo roll – Many of today’s social media apps are very photo-driven. Periodically, spot check items in the photo roll and also which apps are accessing the camera on the device.
What happens if they come across inappropriate content – Even the best filters fail. If your child comes across something inappropriate online, discuss what steps they should take to communicate this to parents. Sometimes these can turn into teachable moments, but not if your child is hiding it from you.
Discuss how the device is being used – Ask your child to share examples of how he/she uses the device in and out of school. Doing this allows you to switch roles with your child as you become the learner and he/she becomes the teacher.
Who are they sharing their data with? – Even as adults, we often quickly read through the ToS (terms of service) agreements with companies that access our data. Be sure to review which apps have access to your child’s personal information. Also, make sure they are not sharing their account information with friends or people they meet online.
Balance entertainment with educational screen time – While there needs to be a balance of screen time versus non-screen time, you should investigate how they are using their screen time as well. Educational, interactive screen time has a more positive effect on the brain versus passive entertainment-based screen time.
Check battery usage for which apps they are using – If your device’s battery is draining too fast, or you want to “see” what apps your child is using regularly on their device, look at the battery usage under settings. It will detail which apps have been on the screen the past 24 hours and 7 days.
Set limits – The average person spends over 4 hours on their mobile phone. At times, kids will need help monitoring both how and how often they use technology. Work with them on setting realistic limits as to how much time they spend on their mobile device.
Check browser history – If you suspect your child may be visiting inappropriate sites, check the browser history in either Chrome or Safari. If you notice the history is blank or they have been surfing in “private” or “incognito” mode, you might want to have a conversation with them about what sites they are visiting and why they would want to hide those from you.
Create a techie agreement with your child— Rather than come up with a set of rules and limits for you child, work with them to create a tech or media use agreement. There are several examples of these on the internet that you can start with, but it’s important your child takes ownership in creating the agreement.
Enable restrictions if necessary— If your child is having a hard time focusing or using the device appropriately, you have the ability to set additional restrictions on the device. Here are steps on how to set up parental restrictions on an iOS device.
Balance between tech and non-tech times— Too much continuous screen time and sedentary behavior can be unhealthy for people. Part of being a responsible user of technology is knowing when to take breaks throughout the day.
Encourage problem-solving— We want our children to ultimately be self-sufficient. There are times when a website or app isn’t work they way it should on your child’s device. Before running to a parent or teacher, encourage your child to troubleshoot first and try to solve the problem on their own.
Keep device protected— The majority of device damage comes during transport between classes or between home and school. Use the district-provided protected case whenever in transit and be careful when tossing backpacks on the ground as the impact could damage the device inside.
What happens when they come across an online stranger?— Just like when coming across inappropriate content, you want to encourage your child to share with you if they are ever approached by someone online that they don’t know.
Spot check email and social media accounts— Having access to their accounts is one step, but also occasionally spot-checking email, text messages and social media accounts can help keep you informed of what your child is posting. Ideally, this would also involve a conversation with your child about transparency and not necessarily involve you “spying” on their accounts.
The above list and bingo card are NOT meant to be a substitute for parenting. While some of the tools allow you to check-in or “spy” on what your kids are doing, I would always encourage you to have a conversation with your child on being transparent about what they are doing and saying online and on their devices.
Tim Ferriss, the renowned and often maligned podcaster and author, doesn’t make resolutions for the new year. Instead, he likes to reflect on the year that has been and look at what events in his life brings him joy and what events do not. Using that data, he then makes sure to schedule more of what brings him joy in the year to come. Not all of us have that freedom, but I do like the intent behind his reasoning in doing so.
For me, I too don’t make resolutions, I make predictions. Predictions that are not always that likely to come true, but may not be that far-fetched when it comes to technology and our classrooms. Consumerism and pop-culture certainly play a huge role in the creation of this list. For instance, the Netflix series Black Mirror and the book Ready Player One definitely had some influence on this year’s list as both propose alternate, but possible futures.
As Tim does, it’s always good to go back and reflect before moving forward. If you would like to go back and look at the previous 5 years worth of predictions, look here. While I try and stick to education and technology’s influence on learning, I do sometimes stray to the world of pop-culture, politics, and everyday life.
And with that, I present this year’s bold predictions sure to go wrong in 2018:
AR will help us “see” students’ level of engagement
A few years back, the Melon Band was looking for funding on Kickstarter and I wondered what the possibilities would be for kids in school. The premise- you can actually see what your focus looks like via an app on your smartphone. Now extrapolate that technology out a few years and add a level of augmented reality. I predict there will be a future where the teacher can hold up their phone or a tablet and instantly see what the level of student engagement is in their class. I bet with some upgrades, you could even change your voice to the Charlie Brown teacher voice, “Wah wah wah wahhhhh” and watch their engagement tank.
Digital badging will replace college degrees
In a future world where you need to be adaptable in an unpredictable work force, being badged as an expert in several different areas could be highly marketable. Rather than spending 4 years working on one field of study, why not spend a few weeks or months getting credentialed as an HTML5 coder or a social media guru? The other benefit (besides saving more than a trillion dollars in student loan debt), would be that current employees could use badging to continue to grow, learn and improve on their craft as well as other topics they are passionate about. The flexibility and targeted focus of micro-credentials could help a company improve in areas where they have weaknesses not by hiring more people, but by improving their existing work force.
A school will fully implement AI to help with learning disabilities
Sugata Mitra had the idea of putting a “computer in the wall” to help kids teach themselves through student agency back in 2005. While this concept showed that kids with proper motivation can learn just about anything, there were still some holes to fill. With artificial intelligence and enough data points, we could get to a future where schools and classrooms can immediately learn a student’s behaviors and preferences that help them learn. The role of the teacher would be more of a project manager and instructional designer for each student in their class as they use the data to create experiences that help their students expand their future ready skills both as an individual and as a member of team.
“4D” technology will help kids truly experience history
My friend and colleague Tim Yenca (@mryenca) just returned from a trip to Disney World and recounted his experience with the Pandora ride there. The ride involves the use of virtual reality goggles and physical experiences (such as the feel of the beast you are riding actually breathing on your legs) to immerse the player into the world. With improving VR technologies and high-end resolution, it’s only a matter of time before that experience is combined with some of haptic suit (via Ready Player One) to have your students truly experience an event in history. Imagine, being in the theater when President Lincoln was assassinated? Or being on the ground when the troops stormed the beaches at Normandy? That’s the kind of experience that you can’t get from reading a textbook.
A Presidential pardon will happen via Twitter
Really? Is this that hard to envision in today’s political climate?
This year #EdTechPoetrySlam becomes a thing
Shout out to Lisa Johnson (@techchef4u) for getting this idea started at the last iPadpalooza when we took 12 speakers from around the country and threw them on stage for 3 minutes without anything (no props!) except their words and microphone. I’ll admit this isn’t that bold of a prediction as I know there will be a version of this at Tech & Learning Live in Chicago (May 11) and also a soon-to-be announced exclusive after hours event during this year’s ISTE. Stay tuned for more details on that….
A ride-sharing app for parents will be invented
I have to give credit for this to my own local group of amazing community parents who brought up the need for this at a recent tech talk. Our students have tons of after school activities that they attend. You see a parent pick up their own kid to take them to the same place you are going with your kid after school. Rather than having parents play chauffeur to their kids and never have time to run other errands, why not coordinate all of that in an Uber-meets-NextDoor type app? This app would allow parents in a community to coordinate driving kids to similar activities thus cutting back on traffic and helping connect people with similar interests. Of course, the old fashioned way to do this would be just to go talk to another parent about this, but who does that these days?
Oprah will run for President
Just making sure you were still paying attention, but she did deliver a powerful Golden Globes speech!
Drones in education could be a thing
While the rules and regulations around drones seem to be ever-changing and all over the map, the role of these devices in our future is certainly going to be disruptive. Knowing that these devices will play a part, what do we need to teach kids about it? How can we use this technology to give us a different view on learning? This is more than a lesson on how to build a drone for sure. The sky’s the limit….(get it?)
“The Learning Festival” aka LearnFest launches with some unexpected twists
This past year was the last of our iPadpalooza event. The rebranding of this event into “LearnFest” has been a long time coming and this year will only feature a smaller prototype version of the event (LearnFest launches to the public in June of 2019). That said, there are a couple of ideas we’ll be trying that I can promise you have NEVER been done at a conference or learning event. Keep alert for special invites to this year’s event by following the @TheLearnFest twitter account or this blog.
My new children’s book gets a publisher and is actually published!
This is less a prediction and more of a call for help. Maybe I should launch it on Kickstarter….
A Boba Fett movie will be announced
Just making sure you read until the end. It’s been rumored but this is the year it becomes official! 🙂
Happy 2018 everybody!
Tags: 2018, AI, app, AR, black mirror, bold predictions, carl hooker, digital badging, drones, ed tech, education, engagement, ISTE, learnfest, learning, learning festival, mrhooker, parents, poetry slam, predictions, ready player one, technology, vr
The Netflix phenomenon “13 Reasons Why” based on the Jay Asher novel of the same name has captivated the teens of the nation. There are countries banning it and others applauding it because of its awareness (and graphic nature) of teen suicide, sexual assault and “slut shaming.” The National Association of School Psychologists (NASP) even released a white paper about the show. I asked my Facebook friends what their thoughts were on the series. The responses ranged from this:
The reality is each child is different and this is ultimately an entertainment series, albeit a dark one. The fervor around this show does highlight a larger issue when it comes to modern media and our kids….we parents don’t understand it and as a result, don’t want to talk to them about it.
Here are my 13 reasons why you should “talk tech” with your kids:
1. Device Responsibility
Kids are getting smart phones earlier and earlier in life. Whether you give your kid a phone in 1st grade or 8th grade, there needs to be some level of discussion around the responsibility of such a device. One mom I spoke with recently gave her daughter a responsibility test by giving her an old iPhone with wireless access only. She explained that she expected it to be plugged charged every night and to know where it is at all times. If she was able to do this for 6 months, then she earned the responsibility to own a working phone. Within 2 weeks, her daughter had lost it. We need to remember the financial and social responsibility around these devices and have a discussion BEFORE we hand them the power of the world at their fingertips.
2. Give them room to grow
When we give our child a bicycle, we put training wheels on them so they won’t fall until they learn their balance. The same should be true with technology BUT we also don’t want to keep the training wheels on too long. If you do, the second they turn 18 and leave your house, the training wheels come off and they fall down for the first time without your support. Another analogy a student shared is “social media is like water, you can either teach us to swim or we will drown.” If your teen is interested in social media, don’t just let them run wild with multiple accounts, but also don’t shut them out completely as they’ll never learn how to swim in that world.
3. 24-hour rule
So now your kid has a device and a social media account almost immediately they get into some mischief. It might be a good time to talk about the 24-hour rule. The Federal Aviation Administration (FAA) instituted a “24-hour rule” when it came to an air traffic controller making a mistake. If they make a mistake (that didn’t result in a fatality) they have 24 hours to admit and report the mistake without any punishment. The thinking being that the FAA can learn from the mistakes if they are reported. Instituting a similar rule with kids could come in handy when it comes to reporting wrong-doings and learning from them. The alternative would be NOT reporting something they did wrong for fear of punishment which doesn’t give them the opportunity to discuss and learn from the mistake. In the show 13 Reasons Why, many of the kids have drama in their life that they don’t feel like they can discuss with their parents.
4. Crowdsource household rules
Creating some household rules with input from your entire family is important for them to take on ownership. You might have to massage in some common sense rules covertly, but if your kids have input in the rules and punishments, they’ll be more likely to follow them.
5. Rules are a two-way street
Don’t forget that household rules apply to everyone in the household if they are to truly have meaning. If you have a rule of “no technology” at the table, that should apply to mom and dad too. I used to struggle with this for years and had an awakening moment when my daughters told me that they thought I’d rather pay attention to my phone than them.
6. Experience vs. Newness
When my niece started her SnapChat account in 2015, I wasn’t sure what it was and how it worked. (I could argue that’s still the case) However, I asked her to show me the features and the ideology behind it. I then used that moment of me as learner and her as teacher to flip the script. This was an opportunity to share my wisdom and life experience with her while she shared her social media experience with me. Never pass up the opportunity to have these discussions with kids. Letting them teach you something also opens up their receptors to your words of wisdom.
You’d be surprised what kids have to say when I ask them, “If you wanted me to tell your parents something about social media, what would you want me to tell them?” The response is generally the same, “They share too much.” Parents can be equally guilty of oversharing too much information online as kids. Have a discussion with your kids about when, what and why you should share images, posts, and links on your social media accounts. You might be surprised with what they have to say.
8. Digital permanence
When the SnapChat phenomenon launched, there was a tremendous amount of excitement around the idea that photos would magically disappear within seconds. Of course this was immediately proven false by the ability to take screen shots on phones. One thing I shared with my niece was the fact that photos don’t magically travel from phone to phone(see images below). They go from phone to internet to server to internet and then back down to phone. Along that path an image is captured and retained on that server. Always a good reminder that nothing shared digitally is truly temporary. In the show, one of the many reasons for the young girl’s suicide revolves around the fact that there is an inappropriate image of her making the rounds.
9. Sleep is good
In his TED talk, Dr. Russell Foster mentions that teenagers need 9-hours of sleep at a minimum but many get less than 6. Part of what affects that sleep is the circadian rhythms that are upset by bright lights and screens. A child that doesn’t get enough sleep is prone to frustration, anxiety and ultimately, depression. Making a house rule of “no devices in the bedroom” can help with this as there is less temptation to check in with friends and have late night texting conversations between friends.
10. Ask about their interests
The show highlights the fact that parents are generally too busy to chat with their kids except for a few drive-by conversations at dinner or breakfast. Keeping involved in your child’s interests on more than a passing basis will help build a stronger relationship and also alert you when there is a change or sudden lack of interest in a hobby or sport that they previously were gangbusters about.
11. Likes don’t equal self-worth
Recent research about teens (especially girls) shows that some are affected emotionally by the attention (or lack there of) of their posts. If they dont’ get enough “likes” or “hearts” or “favorites” on their social media posts, then you must not be important. I’ve spoken with some teens who mention that they’ll pull a photo off Instagram if it doesn’t get enough likes right away. There is a lot of social pressure already in the world today, adding a layer of social media pressure can cause teens to do or post things they shouldn’t which could add even more drama to their lives. A lack of self-worth can lead to depression, so it’s an important conversation to have with your kids when they enter this world.
12. Immediacy and empathy
In my interview with Devorah Heitner (author of the book Screenwise), she mentions a story about an 11-year old girl being completely distraught because of her friend’s lack of response to a text message. In today’s age of instant-gratification, we all tend to lack patience when waiting for someone to respond. In the case of the 11-year old, she started to send multiple messages asking for a response, each message adding stress to her life that her friend wasn’t happy with her. After a couple of hours and a complete melt-down, she gets a response – “My parents don’t let me text during dinner.” One thing I liked about the show was that it really highlighted the lack of empathy for the main character. It’s something that becomes even more important in today’s fast-paced world.
13. Reflection and mindfulness
There is a lot of research out there about the balance of our connected lives with our non-connected lives. Professor David Levy at University of Washington actually has a course on “Mindful Tech” where he teaches his students how to mediate, reflect and just “be”. There are some tremendous mental health benefits associated with movement, the outdoors, and sitting and reflecting on a day gone by. When my youngest was 6 months old, I remember vividly feeding her a bottle and checking Twitter on my phone at the same time. I was missing one of the most important things in my life and it was right in front of me just to stay connected. While it’s important to talk with kids about meaningful use of technology, we also need to help them train their brain to be still and enjoy the “now”.
Discussing these 13 reasons may or may not help your child cope with a social-media, tech-crazed world. But I can tell you one thing for sure, you never know until you try.
Unless you have been living under a rock, the last several months in the U.S. has meant an onslaught of news stories around our election and the political aftermath that followed a Trump presidency. As someone who works closely with students and teachers, I’ve been traveling to various schools both in and out of my district to talk about a great many things surrounding social media. Lately, many of these talks have turned towards “fake news” and the premise of what is real and what isn’t.
As kids learn and grow up in the 21st century, they quickly realize that information is cheap. Unlike hundreds of years ago, where only the literate could relay information (sometimes with their own spin), now we have everyone, including the leader of our country sending messages directly to the masses in 140-characters or less. While this level of direct communication may seem like a great way to filter out the “fake news” types, it also means that news is not being vetted as it reaches our inbox or Twitter feed. Students (and adults) today now need to take every post, tweet, or website with a grain of salt. Kids may be able to get information freely and instantly, but it takes work to determine what is real and what isn’t.
“Fake news” isn’t new
In 1938, Orson Welles decided to get behind the microphone of his radio show and realistically re-enact an invasion from aliens in a show he called “The War of the Worlds”. As people believed that anything from the radio was true, hearing this tale of aliens taking over the planet created a state of mass-hysteria. Back then, as the radio was the only means of mass communication, it meant that intermingling news with entertainment happened from time to time. People not privy to this fact were indeed sent into hysterics as they ran outside their homes looking up for the UFOs that would surely be landing at any moment. Making it seem real was what made it so believable.
Images drive historical and modern media
Thousands of years ago, ancient civilizations told their stories by drawing pictures on walls in the form of hieroglyphics. We are now experiencing a revitalization of that image-driven movement on the web. Memes, animated gifs, and infographics now clog most of our social media feeds as an eye-catching way to get a click. Look on most major websites and you’ll see links to several stories with sensational titles and an image to make us click. Headlines like “What happened next will shock you” with an image of a man with a shark behind him seem to crowd my “recommended stories” section of most websites I visit. This too, isn’t a new thing with mass media. The National Enquirer in some ways was the original “click bait” before the internet even existed on a wide scale. Grocery store shoppers standing in the check-out isle would see the headline about batboy or the latest from Brad-gelina and be tempted to purchase just to see more details inside.
Most sources have a spin
Between the direct messages we can receive on social media, there are also professionally published news stories that reach our stream one way or another. A couple of months ago this image went viral as it broke down various news agencies based on range of complex to sensationalist vertically and liberal to conservative viewpoints horizontally. This is a great image to share with students because it shows that while all of these websites, newspapers and broadcast shows are technically “news” they do come with their own biases. Vanessa Otero actually created the original infographic and has a great breakdown of the Reasoning and Methodology Behind the Chart that really is worth the read. She even points out that she created the graphic because we are in a day and age where we don’t read everything and that we are more and more visually driven (see previous point).
So how do we teach kids about all of this?
Teaching kids to think critically about all of this can seem like a monumental task. During my talks with 4th and 5th graders this month, I’ll show them a series of websites and images and ask them to determine if they are fake or real. One of the best recent resources I’ve discovered comes out of a study taken last year from Stanford University. The study (executive summary here), shows a variety of activities shared with high school students to determine whether or not a news story is real or not. One example that I’ve used from the study is the Fukushima nuclear flower picture and post below:
Many students immediately say the picture is fake or photoshopped. When I reveal to them that it is actually a real photograph, most claim that it must be a true photo and probably happened new Fukushima, Japan. However, when I ask them how they know it was near Fukushima, they realize that they poster of the image could have made that up, especially given that the site imgur lets anyone upload and comment on images without vetting the sources.
Having these sort of activities with students can cause them to pause and be skeptical of sources and not just take them at face value. And while sites like Snopes are essential in the critical thinking tool kit, students should still check multiple sources before validating and image or resource. Need help getting the conversation started in your class or school? Check out this 2:10 video on how to quickly fact check fake news sites via Channel 4 FactCheck to help kick off discussion.
As I’ve shared, this isn’t a new phenomenon, but now the variety of channels of mass media and a contentious presidential election has brought this issue to the forefront and it’s time we started having these discussions with our students. Seriously. Let’s get real.
Other resources on this topic:
My slides from my Elementary “Tech Talks” with 4th and 5th graders
The Problem with Fake News (and how our students can solve it) – (video via John Spencer @spencerideas)
I’m not a Millennial, but I work with them. I’m not a Baby Boomer, but I work with them too. As a member of “Generation X”, I remember living through some of the turmoil that seems to be plaguing our Millennial generation today. We were labeled as unmotivated slackers that would rather spend our time in record shops wearing grunge clothing while having meaningless pop-culture conversations. There are any numbers of movies out there showing our cynicism and slacker-ness from Reality Bites to Empire Records to Singles.
“Why don’t you have ambition?” the older generations would ask. “Do you just want to work at a coffee shop your whole life?”
Fast forward a couple of decades and now many of my Gen-X counterparts find ourselves in a unique position of being caught in the middle of the two largest generations in our country. And, much like two decades ago, the older generations are at it again (with some Gen-Xers adding to the mix), this time turning their ire toward those under the age of 30.
“You can’t all be CEOs.” we say. “You think you are entitled to everything. You should go to college, get a job, and own a house like we do. Do that before you change the world.”
Over the last couple of months, I’ve spoken with many different people of retirement age and it’s almost like an itch they can’t help but scratch. “Look at that kid with their face in their phone. These Millennials are so disconnected. Why can’t they just talk to each other!?”
Recently, Simon Sinek (@simonsinek), a man I’ve come to respect and who’s work I’ve studied and even quoted in my books, released his own video slamming Millennials in the workplace and in life. Sinek paints a bleak picture of the kids today and the jobs they are heading into. He makes them out to be helpless kids that are addicted to their phones. He even claims that phones should be treated like addictive drugs and alcohol because they release dopamine. You know what else releases dopamine Simon?
Should we get rid of those too?
I’ve been guilty lately of feeling like an old fogey when I start saying “these kids today…” and then I stop and think. What’s the point of what follows that statement? Is it to make me feel smarter and more superior than the generation that follows me? Is it to make them feel inferior or deficient? What is the point?
Here are just a few common quotes I hear from older generations quite a bit regarding Millennials.
Warning: Sweeping generalizations to follow!
“This generation is way too ambitious”
In Sinek’s video he blames the parents for their blind ambition. I don’t know if that’s necessarily true, but if you juxtapose the differences between Gen-X as “slackers” and Millennials as “wild, entitled dreamers” it’s almost like every generation has to be one extreme of this argument. If they have ambition and hope to aspire to be CEO of their own company one day, they are considered un-realistic for not “putting in the time.” The whole idea of “getting a job at the coffee shop” was considered a negative towards my generation (as we lacked ambition) and amazingly now turned into a suggestion for the current generation (which has too much ambition). You can’t win Millennials.
“This group is so self-centered and selfish”
This criticism is largely a perception around the way Millennials use social media and as Cathy Hunt (@art_cathyhunt) calls it, “selfie-shaming.” Older generations see tons of kids taking pictures of themselves and quickly assume it is self-centeredness. While I can’t dismiss what that looks like on the surface level, I will say that I’ve come to know more and more kids from this generation that are extremely generous with their time and energy. They are being raised in a globally-connected world unlike the previous generations and they are seeing that they have to do something about to keep us all from self-destructing under melted ice caps.
“They just need to learn cursive and how to balance a checkbook”
I love how we want younger generations to go through and learn the things that we were taught, almost like a right of passage (or sufferance). But let me ask you a question: When was the last time you balanced a checkbook? When was the last time you wrote in cursive? Was it when you signed the checkbook? There’s any number of these types of remarks when it comes to the current state of education. The truth is, they should be learning how to balance a budget and save for their future, since the previous generations will soak up anything left from that old savings account known as “social security.” (remember, you were warned about sweeping generalizations)
“But if they can’t do cursive how will they read historical documents? Plus, I hear it helps with their brain development.”
Why isolate historical documents written in English here? Because it fits YOUR narrative. There are also historical documents written in Hebrew, but I don’t see older generations bemoaning that they should learn Hebrew. The second part of this statement is dripping with some truth. I do agree that there are positive connections between brain development and physical fine-motor movement, but why stop at cursive? I love the sketch-noting movement for this very reason. I’m sure somewhere in 39 A.D. there was a Gen-A person complaining about how the “millennials” at that time weren’t learning sanskrit and calligraphy any more.
“They are on their phones way too much”
When I was a kid growing up in the 80’s, I heard this EXACT same argument for when my sister would spend hours on the phone talking to her boyfriend. In actually though, it wasn’t talking. It was more like listening to each other breathe. Back then, you were limited by a cord that confined you to a room, now you can move anywhere and actually exercise, shop, and many other things while talking (i.e. texting) on the phone. Our phones are also alarm clocks, flashlights, radios, computers, cameras, and many other things. If you combine all the time you are on all those other devices, it would probably equate to the amount of time they are on their phone. At least now they are moving, right?
“…but it makes them anti-social”
Yes, we do need to teach kids AND adults about appropriate times to have face to face conversation and when to be on your phone. I’ve seen this photo on the right making the rounds on social media the past couple of years showing that antisocial behavior is not new. It’s been happening for decades, except now the news is on our phones not on a giant piece of highly flammable carbon. That said, I do not think this is an accurate side-by-side comparison as newspapers don’t make beeping or vibrating sounds or notify you to look at them. As with anything in life, balance is the key.
“They just need to learn how to boil an egg and hammer a nail.”
Do you remember Home Ec? I remember learning how to sew a pillow and how to make a wooden race car for boy scouts. I enjoyed the hands-on aspect of this, but have no earthly clue how to do that again. At least, not without the help of YouTube. I once heard Brian Smith (@1to1Brian) speak and he said the greatest teachers in the United States are Google and YouTube. While there’s something to be said about the experience of trying, do we really need to spend an entire year learning how to boil an egg? Is that really preparing our kids for their future? If we are going to complain about them not doing enough hands on things in school, we should push for more robotics programs as that’s where their future lies.
Sometimes, Millennials do fight back. Like the time someone started the hashtag #Howtoconfuseamillennial on twitter, and they came back in full force like the examples below: (full Mashable post here)
Or this one:
I could go on and on, but you get the point. I think it’s time for the sport of Millennial-bashing to stop. It’s just not productive.
Rather than bash them, take a moment to be empathic and see the world they are inheriting from their point of view.
The next time you catch yourself saying, “these kids today….” stop and actually think. Rather than criticizing how they don’t do things that emulate your childhood, think about all the great things they will do to help you in your senior years.
Because like it or not, they are going to be the ones to take care of us in the decades to come.
In honor of the return of the hit TV show The Walking Dead and my general love of zombie lore, I thought I would post this somewhat tongue-in-cheek “A Zombie’s Survival Guide to Schools.”
As a zombie limping through the world looking for a good meal, a school may seem like a good place to start. Lots of people trapped in a building for an entire day sounds very appetizing, but you might need to beware of some traps. Follow these tips and you might be able to survive.
Tip #1 – All-in-One desks are traps!
I’ve written an obituary for these pieces of common classroom furniture in the past, but as a zombie, you might want to be aware. These devices are meant for restraint and order, so if you should stumble into a classroom and make your way into one of these desks, you might never get out. Try and find some classrooms with more flexible and mobile furniture. Not only will the brains be more engaged and tasty, you won’t fall into any of those old deathtraps known as the all-in-one desk.
Tip #2 – Brains taste better after movement
Like I said above, any zombie looking for good brain always knows that they have a fresher taste after the bodies that accompany them have some sort of movement. In a traditional classroom with those all-in-one desks, this might be hard to find, but with recent research about the positive effects of movement and the brain, more and more classrooms are integrating #brainbreaks into their daily routine. Look for these classrooms as you groan your way through the halls of the school.
Tip #3 – Watch out for No. 2 pencils
One of the best ways to kill a zombie is a sharp stick or knife to the skull. As weapons aren’t allowed in schools, this means there are fertile feeding grounds to safely roam and moan through the halls. Except for one time of year…standardized testing season. Not only are the brains less tasty then (see above comment) but the students come armed with super sharp No. 2 pencils to bubble in their scantrons. Sure there are other times throughout the school year where kids use pencils for learning, writing, sketching and creating, but during this time of year, with the brains pretty well drained, it might be best to avoid visiting a school during testing season. Don’t believe me? Watch my mini-keynote about #Undeadlearning.
Tip #4 – Avoid the bathrooms
This survival tip is actually the same for the living as it is for the dead. I don’t know what happens in there, but it’s almost impossible to leave without some sort of combo-stench of urine and lysol. Don’t be an embarrassment to your other undead friends by dragging through the halls with a piece of toilet paper stuck to your gnarled foot.
Tip #5 – Technology in the Classroom can be good (or bad) depending on your viewpoint
More and more classrooms are putting mobile devices in the hands of their students. This can be a great thing for students, but sometimes the way the devices are used can make them more powerful (and dangerous for zombies). In classrooms where they are only used for consumptive tasks, you can venture safely. However, if the students are using them for research and creative pursuits….beware. They may discover a ways to survive the zombie apocalypse which would mean the end for you. A student with an open mind, a problem to solve, and a piece of mobile technology can be a dangerous thing for zombies.
Tip #6 – Stay off of social media
While you might think it’s cute to take a “Zelfie” with your latest victim, remember, what you post online sticks with you long after you have died, even a second time. Best to just keep focused on your prey. Besides, there are clowns on there now and they are even more creepy than zombies.
Tip #7 – Beware of the copy/break room
Most schools come equipped with rooms that contain a large number of paper (which can either cause multiple paper cuts or set fire to you) or worse, the dreaded paper cutter – a large machete essentially secured to a piece of wood. Some even have pots of two-to-three day old scalding hot black liquid that humans like to drink called “coffee” (and they make fun of us eating brains). Luckily most modern copy rooms no longer contain the deadly odor of Risograph ink (unfortunate for the teachers that liked the smell, but good for you), but you’ll still need to proceed with caution. Teachers can get moody waiting for their copies or their coffee, so you’ll want to steer clear of many of these rooms while in school.
Tip #8 – There’s an app for that
Of course, technology can help you during your visit into schools. A couple of the most popular apps out there amongst the zombie youth. If you are looking to lose a little weight after your latest meal, why not download the Zombies, Run! app for your smartphone (assuming the battery isn’t DEAD). Or if you really want to fit in, try something that combines augmented reality with the latest robotic/STEM movement and download the “Rolling Dead” by Sphero. It’s entertaining and you might learn a thing or two about coding while you are at it. Who ever said a dead brain can’t learn?
These tips are intended to help you survive your stay in the schools today.
Ultimately, it’s up to you whether you take my advice.
Best of luck and break another leg.
It’s interesting what we think of when the words “Social Media” are mentioned. For parents, our minds drift to a couple of different places mainly; Facebook and bad things with teens. For kids, it’s actually a very different experience. Looking at the definitions above (courtesy Merriam-Webster), the technical definition of social media is “Spending time together interacting and communicating(social) through a system which can be spread to a large number of people(media).”
This past month, I had multiple opportunities to host discussions with students of all ages when it comes to social media and technology. The first opportunity was with my very own Westlake High School students. The second was with the students of Casady School in Oklahoma City, OK (home of EdTech guru Wes Fryer @wfryer. Here’s a link to his post about my visit). I wanted to use these opportunities as a chance to not only have conversations with kids about social media, but also pick their brain about what they think is happening online and better yet, what they think adults think about their use of social media.
Given this dedicated time with students who live and breathe in this world, I wanted to make the most of it. Here’s a break down of some of the challenges I did with students during our time together.
In teams of 3 or 4, I challenged the students to name as many social media platforms as they could in 2 minutes. While I knew this would bring about some silly answers, I also knew that the competitiveness would kick in at some point. Many of the teams had more than 25 different responses, including 32 from one team of middle school students. I did my best to collect these quickly and have students explain the ones I didn’t get.
Here are a couple of the lists from the Westlake group (excuse my bad handwriting):
Some of the usual suspects were shared by both groups:
Facebook, Twitter, Instagram, Snapchat, YouTube, Hangouts, Skype,Vine, Reddit and Tumblr
Some of the messaging faves:
Kik, WhatsApp, GroupMe, Text Free
Some not so usual suspects:
Google+, Pinterest, LinkedIn, Omegle, Soundcloud, MySpace, Weibo, 4Chan
There were some mentions of dating sites as social media:
FarmersOnly, Tinder, Christian Mingle
There were some sites I have never heard of:
And some we warn our kids about:
Yik Yak, Brighten, AfterSchool
Then things got interesting.
One of the students stood up and said “Amazon”. I went to write it down and paused….”You mean, like the place you go to buy stuff?”
Yes. The student began to explain his thinking. He says that if you recommend something you can actually use that space to interact with customers and companies. Therefore making it “social” in nature. Looking at our definition of social media stated above, I would say he’s actually on to something here. At that point students began to mention many other platforms and places where they are social online.
Social media sites we don’t consider as social media:
Amazon, NES (Nintendo Entertainment System), Google Docs, XBox Connect, Yelp, Text Messaging
This left me somewhat floored. Not only were these lists growing, but now EVERYTHING could be social media? It actually reminded me this video that Wes had shared with me a month ago:
(Note: This is satire…not everything on the internet is real)
Using comment sections on any site instantly turn it into a social media site. I don’t know about you, but I want to check out this new “Happy Fast Kitchen” site.
The second activity we participated in was a game I call “Love/Hate” or “Agree/Disagree”. In this case, I asked students to stand or move to one side of the room if they agreed with the statement. If they disagreed, I asked them to stay seated or move to the other side of the room. Here are the questions and some of the results:
Statement 1: Cyberbullying is getting worse.
At Casady school, as it was done in a large performance hall, I used my CatchBox to elicit audience response. It’s always a dangerous thing to give a teenager a microphone in a large crowd, but the kids at Casady were honest and respectful when answering. Here’s what it looked like: (thanks again to Wes Fryer for capturing this)
Responses: Many of the students agreed with the statement with the rationale that because there are so many more social media sites out there, there must be more cyberbullying. Some students mentioned the ease with which you could be anonymous now on many of these platforms, which makes it easier to cyberbully. Those that disagreed said that they felt their generation is much more aware of the permanence of their actions online and how everything has a trace, even if you think it’s anonymous. According to this report by U.S. News, it’s actually been on a steady decline since 2005.
Statement 2: You can post a photo, then delete it and it will be gone forever.
Apparently students at both campuses have heard this loud and clear. Not a single student even stood up as a joke. They know that if it’s online it could be accessed. However, when I relayed my story about my niece Jordan and her first run in with SnapChat, it made some of them squirm in their seats. I told Jordan that I could hack the SnapChat server (like this guy) and access all the user accounts, including their photos. Her face began to turn pale as did the faces of many of the kids in the audience when I relayed that story. So while they believe in this statement, their actions may not necessarily follow suit when it comes to posting “temporary” photos.
Statement 3: Adults don’t understand what teens do on social media.
This one and the next statement had the groups the most divisive. Those that agreed with the statement mentioned in some cases that parents hear a negative story about an app or a kid on social media and assume that means only terrible things are happening online. Another mentioned that his parents just don’t take the time to ask and understand what an app is and how he is using it. One student summed it up by saying, “Imagine if their (adults) parents told them to stay off the phone because someone could potentially prank call them. That’s how we feel sometimes when it comes to social media and our parents.” For those that disagreed, they mentioned that parents are much more tech-savvy these days. They have smartphones, access to other parents easily (via social media ironically) and can Google search just about anything.
Statement 4: I think my social media use could help me get into college or land my first job.
Another statement that had the groups split right down the middle. In fact, it was almost corollary with the previous statement in terms of who agreed and who disagreed. Those that disagreed with the statement claimed that it depends on the type of job, which might make this statement false. They also said that they had been made so scared to get on social media that they hoped it didn’t hurt them in the future. Many of the students that agreed mentioned how it could help build their online profile and make connections with them that would help in the future. One precocious 12-year old girl shared that “more and more colleges and businesses are looking at your online profile everyday. That means their is a great opportunity to use that profile to help you land a job or get into college.”
I relayed my own story of how I screen our Ed Tech applicants through social media. While it doesn’t hurt the applicants not to have anything online, it doesn’t help them either. This CareerBuilder.com press release goes into great detail about how many companies are looking at social media profiles and what they are finding that is either helping or hurting prospective employees.
Google Yourself Challenge
For the final challenge, I asked the students if they have ever “Googled Themselves”? Most of the students raised their hands. When I asked some of the students to share what they discovered, there were some amazing and hilarious stories. One of the students mentioned that his name comes up as a local car dealership for Mini-Coopers. Another shared that he shares the name (and look) of a famous soccer player. When I asked them how many had googled their teachers, about half the hands were raised (along with some snickers and giggles). About the same amount admitted to Google searching their parents, where one teen mentioned that she discovered that her dad had been part of a pretty famous rock band before her time.
As part of their “homework”, I asked the kids to consider things they could do to improve their online profile and also ways that they could use social media for good. I also asked those kids that were sitting during the statement about parents “not understanding” about social media that they use this as an opportunity to have a discussion with mom and dad about all the good things they are doing online. (I asked the parents to do the same at a parent talk later in the evening)
I’m sharing all of this because I think schools need to be having these conversations with kids and parents. We can bring in an Assistant DA to scare kids and parents away from social media, but the reality is, we need to work together on ways to understand these new methods of interacting, communicating and well, being social. That doesn’t happen when you tell kids what they should be doing. It happens when you ask kids what they think they should be doing. I’m hoping that if you’ve read this far, that you will try something similar with the kids in your school or neighborhood. Please post comments below and share your social media story.
When we share, we learn!