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.
Our focus in education has always (or at least should always) been on the kids. They are the reasons the school building exists. However, we’ve blurred the lines in modern education between school and home. Once you start inviting technology into your school (via BYOD) or you start supplying the technology (via 1:1) you instantly put some pressure on parents to not only comply but be on board.
Where most districts fail (and where we failed initially) is that thinking a “parent night” type meeting or newsletter would be enough to notify parents of this disruptive change. I use the word “disruptive” here not as hyperbole, but to really drive home the point that many parents are not ready for the digital world that lies ahead for their teens. Whether you are doing any type of mobile device initiative or not, there NEEDS to be conversations taking place on your campuses about this from elementary through high school.
I feel like as a district, we’ve improved from the unidirectional communication methods to more of a collaborative conversation with our parents around technology usage and their kids. I’ve written in the past about our Digital Parenting 101 course. This semester’s 6-week course had over 130 parents involved and one of the best parts of the course is the discussion forums. As an administrator it’s such a blessing to be able to have insight on the struggles of the community with screen time, gaming addiction and social media troubles. It helps me stay informed as well as finding resources to help parents in this digital era.
Yesterday, we took the discussion a step further.
With the help of a parent (Jeff Brantley – father of 3 boys and a guru at facilitating discussion) and a couple of my team members (Tim Yenca and Kacy Mitchell), we started our first of many parent-led collaborative workshops. In the spirit of sharing, here’s just a few highlights and a fabulous infographic that Kacy designed to summarize the meeting.
Sticker Dot Activity (before the meeting begins) –
As parents walked into the meeting they were presented with some sticker dots. Around the room, we had posted the top 5 biggest issues for parents (based on the discussions in the iTunesU course and informal discussions with community members). Those 5 issues were:
We gave every parent 5 stickers and told them they could place as many as they wanted on the posters. In retrospect I would have only given them 3, which would have forced them to decide on just their top three topics. Doing this tells the facilitators which topics are the most pressing for the parents.
Following some brief introductions, we asked parents to line-up based on how “Social Media Savvy” they felt they were. I first saw this done by Tim Lauer at iPadpalooza last summer. Once the line was successfully flattened (they tend to group in the middle) we folded the line in half so that the least savvy person was paired up with the most savvy person. Once in partners, they discussed their views on social media both with themselves and their kids. After a few minutes, we had the pairs group into quads and continue the discussion. This served a couple of purposes:
1. It forced the parents to be in groups with people other than their friends, thus avoiding the “echo chamber effect.”
2. It opened up discussion amongst each other around ideas and strategies when it comes to social media.
Staying in their teams of 4, the groups then went to one of the 5 topic posters around the room. It worked out that there were 5 teams in the room, but you could have them combine if there are more. Once at their poster they were given three different color post-it notes to relay either strategies, problems, or quotes they hear around their house about these topics.
The discussions within these groups were incredible! After rotating every 5 minutes and insuring that every group had time in front of a station, we had them come back and regroup for a final activity.
Final Report Out:
Now that parents had spent time in at a station, we let them choose the one that they were most concerned with and regroup with “like-troubled” parents. The final group’s job was to discuss the problems and report out some final strategies that parents can use to solve the challenges presented. While we didn’t solve everything we did open up several connections within the community and came away with a wealth of discussion and resources.
Here’s an amazing infographic that Kacy Mitchell captured and created to synthesize the day’s activities:
I’m looking forward to continuing these parent-led collaborative workshops throughout the year and the data that they will yield. One word of caution is that it may be necessary to frame the day for parents prior to starting. Mentioning the goals of the workshop are to find solutions rather than ranting about issues would be a good thing. It could be easy for one or two parents to turn this from a positive experience to a negative one if they have an axe to grind so going over norms would be good.
Part of having any type of success in a school is to have the support of parents. While some schools can overcome a lack of parent involvement or support, most depend on the idea that “it takes a village” to raise a child. The same is true of any successful mobile device initiative. I’ve had over 50 talks/discussions/trainings with community members and parents in our district since the launch of the LEAP iPad Initiative in Fall of 2011, and that’s still not enough.
We’ve hosted panels of parents discussing their concerns and values with technology use. We’ve brought in experts on cyber-bullying and internet safety. We’ve even had back-to-school nights where we’ve invited parents to see and use the device as a child in the classroom would.
Knowledge is a powerful thing and lately, many parents are looking for more and more materials on what to avoid online, what to turn off and restrict, and how to help “stay ahead” of their kids digitally. The hard truth is parents will never be able to stay ahead of their kids digitally. Kids have more time and much less responsibility on their hands which means they can spend their free time trying to figure out ways to “game” the system and push limits.
As parents, our job has never been so important, but at the same time, so challenging. We must now manage the lives of our actual kids and the virtual life they portray online. One of my darkest moments during our 1:1 initiative was also one of my finest hours. Following a highly attended parent orientation, I was encircled by about a dozen angry parents asking why we were “doing this to them.” In their worlds, they (thought) they had control over screen-time, online behavior, obsessive gaming, etc. Now the district has placed a device in the hand of every student and completely disrupted that well-maintained home life.
As the parents pointed their fingers angrily and voiced their frustrations over this disruption…a strange smile crept over my face.
“HOW CAN YOU BE SMILING?!?” they shouted.
My answer was simple, “I’m actually happy we are having this discussion right here, right now, when we can all do something about it.” I calmly stated. “In a few years, when your child has left for college, there is nothing I can do to help them with their digital lives. But because they all have devices from our district, we can now join forces with parents to better educate our students. After all, we aren’t raising children. We are raising adults.”
Flash-forward a couple of years to this past spring. While parent turn-out at “Digital Parent nights” and various other events were good, we were still missing a large chunk of parents who couldn’t attend due to their own schedule. We decided to LiveStream several of these events, which helped with exposure, but I wasn’t sure we were really reaching those parents struggling to “keep up” with their kids.
After much bantering on my part, I finally decided to blackmail myself and set a date by which parents could sign up and be a part of an online course for digital parenting. Publishing that date and sign up forced me to create the course, hence “blackmailing myself.”
I created the course in iTunesU and did so for a couple of reasons:
1. iTunesU is super-easy to manage. The only time consuming part is gathering content and resources.
2. I wanted the parents to use their student’s iPad if possible to take the course. This helped model some of the educational expectations of the device at home.
So, on February 17th, I launched a 6-week iTunesU course titled: Digital Parenting 101. I broke the course into 6 sections and rolled out content each week to parents that were enrolled in the course (I ended up with 43 parents enrolled). My sections were broken out into the following categories:
Week 1 – Digital Wellness in the 21st Century
Week 2 – Internet Safety, filters, restrictions & security
Week 3 – Screen time & the Brain
Week 4 – Social Media & Gaming
Week 5 – Guidelines for the Household
Week 6 – Building a Digital Footprint
At the end of each week’s content (designed to take 2-3 hours a week), I gave a brief 10-question quiz to check for understanding. Parents that scored 80% or higher were emailed a ‘secret code’ that they would use to enter in the final exam to prove they completed each section. In addition, I used a free platform called Moot.it to create a discussion forum for Q&A and to stimulate some discussion over the weekly topics.
All in all, the course went very well, but still needs some room for improvement. I’ve asked the “students” in the course to email me feedback and will use that to craft the next course I offer in the fall.
That said, I’ve been asked by several colleagues to share the course with the public. So, with a little iTunesU magic, I duplicated the course, removed the links to the private forums, and made it public for anyone to use. I share this backstory and course with you in the hopes that you’ll continue to work with parents on educating them about their children’s digital future. I also find a course like this strengthens the bond between school and parent in collectively raising their child.
Tags: 101, children, cyber bully, devices, digital footprint, digital parent, digital wellness, eanes, filters, gaming, guidelines, ipads, kids, parent, parenting, restrictions, safety, screen time, social media, students, training