Presentation slides for METC session, Citizenship in the Digital Age

1. Citizenship in the Digital Age Jeff Suzik, ChrissyLaycob, Patrick Woessner Mary Institute & St. Louis Country Day School 2/8/2010 1

2. 2 Teens, Technology & Us(we’ve been here before…) Millennials “…have grown up mastering rapidly changing technology and constant multitasking. For them, a world without cell phones or Internet access is unimaginable. With family and friends only a few buttons or keystrokes away, telephoning or emailing—if only to discuss something as mundane as the weather—is such an ingrained habit, it’s almost second nature.”

3. 3 Howe and Strauss, Millennials Rising: “For those parents who, as children, spent whole weekends away from home, the thought of not knowing what their nine-year-old is doing for eight hours at a stretch is unfathomable today.” Neil Howe and William Strauss, quoted by Bridget Booher, “Helicopter Parents.” Duke Magazine online, January-February 2007. http://www.dukemagazine.duke.edu/cgi-bin/printout.pl?date=010207&article=parents (accessed January 3, 2008).

4. 4 Generational Fears/Concerns about Youth Are not new! Late-19th-century industrialization and urbanization led to a new pattern for relations between “teens” and their parents Emergence of the comprehensive public high school in the early 20th century The long-term effects of the G.I. Bill and Post-World War II affluence on teen/adult relations Invention of the “Teen-ager” Development of a broad-based “youth culture”

5. 5 Since the turn-of-the-twentieth century, then—and lasting right up until today—generation after generation of young people and adults have increasingly come into conflict, and it probably is not going to change anytime soon!

6. 6 Example #1: What was it?? It “encourages isolation and splitting”of families, and “puts children on a narrowly defined developmental path, and contributes little to social skills.” It is “corrupting our youth”and “is not wholesome”.It “mesmerizes our children…teaches gambling and breeds aggressive behavior.”

7. 7 VIDEO GAMES (1980s) Glenn Collins, “Video Games: A Diversion or a Danger?” New York Times, February 17, 1983, p. C1. Mrs. Ronnie Lamm, quoted by William E. Geist, in “The Battle For America’s Youth.” New York Times, January 5, 1982, p. B2.

8. 8 Example #2: What was it?? It “exerts a harmful influence…upon the public mind and morals, and particularly upon the minds of youth and children.” and it has “steeped the youth of our country in filth and degradation.”

9. 9 MOVIES (1930s) Central Conference of American Rabbis, quoted in “Rabbis Denounce ‘Harmful’ Movies.” New York Times, June 19, 1934, p. 24. Reverend Dr. S. Parkes Cadman, quoted in “Cadman at Drexel Denounces Movies.” New York Times, June 19, 1934, p. 15.

10. 10 Example #3: What was it?? It “may well be…an insidious force that causes children to be more aggressive, fearful, materialistic and callous, while at the same time makes them more passive, less robust and damages their educational potential.”

11. 11 TELEVISION (1970s) Richard Flaste, “Screening TV For Uncritical Young Eyes.” New York Times, March 11, 1977, p. 31.

12. 12 Example #4: What was it?? is “a communicable disease”is “cannibalistic and tribalistic”and just “another form of adolescent rebellion.”

13. 13 ROCK-N-ROLL (1950s) “Rock-and-Roll called ‘Communicable Disease’.” New York Times, March 28, 1956, p. 33.

14. 14 What do all of these examples have in common? Young people embracing new forms of technology/activity that adults do not understand or know about (early adopters) New technologies/activities involving thematic content with which adults are uncomfortable Through these new technologies/activities, young people form “community” and speak a “language” that is theirs & theirs alone Adults feel confused and left out of the picture, begin to worry and/or get angry about their loss of influence over “kids today”

15. 15 SOUND FAMILIAR???

16. 16 Millennials & Technology Today Like previous generations of 20th and early-21st century teens, Millennials embrace technological innovations and use technology far more readily than their parents and other adults However, having been born after 1990, Millennials have never really had to adapt to technologies of various types—technology has been a part of their world & their culture for their entire lives

17. 17 Millennials Gen.X/Boomers 55% have a social networking page 28% write blogs 27% have produced web pages 64% of teens 12-17 Have some personal online content 20% have a social networking page 8% write blogs 14% have produced web pages Pew Internet & American Life Project, cited by Rhonda Bodfield Bloom, “Grown-Ups Have Long Way to Go to Rival Teens’ Technology Grasp.” Arizona Daily Star online, January 3, 2008. http://www.azstarnet.com/business/218901 (accessed January 3, 2008).

18. 18 Why does this concern us? Safety Propriety Civility Uncomfortability with the “unknown” & the “unmonitorable”

19. Parent Education

21. It IS a parent’s Responsibility! Don’t expect that children and teens will “make good choices” Get involved as much as possible Set the standards immediately and when your children are young. Don’t leave the parenting to monitoring software

22. How much do parents know? 93% of parents felt they knew what their children were doing on the internet. 41% of students grades 5-12 said they do NOT share information with their parents about what they are doing online. (I-Safe, 2005-2006)

23. Moral Development Adolescence is the time to develop moral identity Moral Development closely tied to brain development Moral Identity Personal, internalized values about what is safe and unsafe, right vs. wrong Online World = Lack of inhibition Do things online you would never do in person You can’t see me, I can’t see you Need to develop standards and values for safe and responsible online choices

24. Developing Moral Compass Online Focus on values and standards you have established – do you talk openly about them? Shift away from rules and threats to emphasis on values and standards. What happens when values and standards are violated – can cause harm to self or others. Help child understand how actions can cause harm even if you don’t see person.

25. Online Moral Development (Cont.) Discuss pitfalls of making decisions when emotional Challenge unhealthy values and standards in the media Teach ethical decision-making guidelines Is it kind and respectful to others? How would I feel if someone did this to me? What would a trusted adult think if they saw this? Would I do this in the real world, face to face?

26. Tips for Parents

27. How can Parents monitor their kids online? Start as early as possible Make it an enjoyable experience Ask questions Find out who they are talking to and what are they posting online Be positive about the good choices they make The goal is to have your child regularly invite you into their online world.

28. What about privacy? There is no such thing as privacy online! Yes, even with privacy features. All their activities should be under your open and direct supervision. Your children should be able to earn the right to greater privacy as they get older.

29. Establishing a Digital Citizenship Program

30. A Comparison of Frameworks Framework Comparison Matrix

31. A Closer Look: Digital Citizenship in Schools

33. School Environment and Student Behavior Digital Security and Safety: electronic precautions to guarantee safety/physical well-being in a digital technology world Digital Etiquette: electronic standards of conduct or procedure Digital Rights and Responsibilities: those freedoms extended to everyone in a digital world

34. Student Life Outside the School Environment Digital Commerce: electronic buying and selling of goods Digital Health and Wellness: physical and psychological well-being Digital Law: rights and restrictions

35. A Closer Look: Protecting Students in the 21st Century

37. The MICDS Framework AUP Ethnics Cyber Safety Cyber Security Cyber-bullying Copyright and Fair Use Electronic Communication Social Networking and ORM Grades 5-8 MICDS Framework with Activities

38. Program Resources

39. Lessons Learned Utilize a variety of instructional strategies; a standard format is simple but not always effective Need to weigh benefits/drawbacks of large vs. small group setting; consistency or intimacy Scope, sequence, and timeframe; how much, how deep, and how often

40. Questions or Comments? Session Wiki with Additional Information Jeff Suzik: jsuzik@micds.org ChrissyLaycob: claycob@micds.org Patrick Woessner: pwoessner@micds.org