NetSmartz® Workshop is a program of the National Center for Missing & Exploited Children®. NetSmartz partnered with Sprint to create NSTeens.org, a website with Internet safety resources for tweens. The newest NSTeens video, “Mike-Tosis” helps tweens understand how quickly and how widely information may be disseminated via online applications and cell phones. When children put personal or inappropriate information online, they run the risk of having it spread throughout their schools, communities, or even worldwide.
When Allie accidentally lets it slip that she has a crush on Mike Chang, the news spreads around her school through text messages, social networking sites, and online comments. Suddenly, it’s a mad dash through NS High, with Allie trying to outrace online communications and reach Mike Chang before her secret does.
NSTeens.org contains short animated videos, peer response videos, a webcomic, a game, and safety tips for tweens. Each of the animated videos is accompanied by an activity card that teachers can use to reinforce the videos’ lessons. In addition to the animated shorts like “Mike-Tosis,” NSTeens.org hosts Teens Talk Back, a peer response video series. This series can be used in tandem with the animations, allowing children to see their peers sharing stories of online experiences and the “drama” that may arise from sharing information online.
Can it be? Teens so hooked on their wireless phones that they actually sleep with them? Teens so immersed in texting that they send over 100 messages a day? Shocking as the news may — or may not– be, teens can’t seem to part with their phones, according to the Pew Internet and American Life Project, which has just released its latest report on Teens and Mobile Phones.
Here’s the overview of the report:
Daily text messaging among American teens has shot up in the past 18 months from 38% of teens texting friends daily in February of 2008, to 54% of teens texting daily in September 2009. And its not just frequency – teens are sending enormous quantities of text messages a day. Half of teens send 50 or more text messages a day, or 1,500 texts a month and one in three send more than 100 texts a day, or more than 3,000 texts a month. Older teen girls ages 14-17 lead the charge on text messaging, averaging 100 messages a day for the entire cohort. The youngest teen boys are the most resistant to texting – averaging 20 messages per day.
Text messaging has become the primary way that teens reach their friends, surpassing face-to-face, email, instant messaging and voice calling as the go-to daily communication tool for this age group. However, voice calling is still the preferred mode for reach parents for most teens.
And here are some interesting media pieces that round out the report’s findings with commentary that can help place the research in a broader context:
As always, concerned parents and educators can turn to bNetS@vvy for advice on how to help children/teens use social technology (like mobile phones) in a safe and responsible manner.
How can we — parents and educators — teach children to practice appropriate social-tech behavior? What guidelines can we use? What rules can we enforce?
It would be nice to have clear answers to those questions — and I believe they exist — but there seems to be more confusion than clarity on the subject of what constitutes “appropriate” social-tech behavior. In theory many adults can differentiate between what’s acceptable and what’s rude, but in practice rude seems to rule. Increasingly adults seem to be modeling inappropriate social-tech behavior — making it harder for parents and educators to guide young children. And etiquette isn’t the only issue — there are developmental, educational, and health concerns to consider. Can multi-tasking students learn and develop (mentally, socially, emotionally) as well as those who aren’t distracted by laptops and smart phones?
Two recent articles take on these topics: one, in the Washington Post, about whether or not teachers should ban laptops in classrooms, and the other, in Slate, on the rules of social-tech etiquette. The Post piece ends on a not-so-hopeful note: ”[UVA professor Siva] Vaidhyanathan, an Internet scholar, senses a losing battle. In an era of iPhones and BlackBerrys, Internet-ready cellphones have become just as prevalent in classrooms as laptops, and equally capable of distraction. If professors had hoped to hermetically seal their teaching space by banning laptops, they might be about three years too late.”
And the Slate article ends with no conclusion, only more questions, thrown out to the reading public: ”That’s where you come in, dear readers. Perhaps the best way to solve the problem of the Internet’s intrusion into our daily lives is to use the Internet’s power of collaborative thinking. Let’s work together to come up with a concise, easy-to-understand, and logical rule that anyone could apply in any social situation to determine when to reach for the phone and when to keep it hidden in the deepest recesses of one’s pocket or purse.” Might be worth checking back to see if Slate readers come up with any worthwhile suggestions.
As the Internet evolves, so will our rules — and disagreements about rules — regarding its integration into our lives. Maybe in this Web 2.0 (3.0?) world the paradigm of adults teaching kids won’t quite work — maybe we’ll all be learning together.
Feeling guilty about letting your child play computer games, watch TV, and use a smart phone? Trying to balance your concerns about safety with your desire to let your kids enjoy themselves (and your desire to get a break yourself)? Then check out the following.
The “Room for Debate” section of the New York Times features a panel of experts asked to respond to the recent Kaiser Family Foundation findings that children between the ages of 8 and 18 spend a daily average of more than seven and a half hours on electronic devices (computers, TV, wireless phones, etc.). The Times piece asks: “If American parents are distressed by these findings, why don’t they do anything to change their children’s behavior? Are they being inattentive, or even negligent? Or is the portrait of media overload more complicated yet less daunting than it seems?” Featured panelists include:
As parents and educators, many of us are aware of and concerned about the risks of social technology. Cyberbullying, sexting, privacy violations — these are all topics we cover frequently here at bNetS@vvy, topics that concern the safety and well-being of children.
But a recent New York Times article focuses on a social technology danger that affects adults and children, a risk so obvious that we don’t really think it: walking while talking or texting on a mobile device. According to the article, “The era of the mobile gadget is making mobility that much more perilous, particularly on crowded streets and in downtown areas where multiple multitaskers veer and swerve and walk to the beat of their own devices.”
Injuries from distracted walking are on the rise, says the Times, and young people in particular are most at risk. So give the article a read, make a mental note to add “distracted walking” to your list of potential social tech hazards, and make sure your child knows to put the mobile device away before walking (remind yourself as well).
Today’s cybersafety rule: look both ways — and put the mobile down — before crossing the street.
Poker’s popularity hit a new high when the World Series of Poker, the games most illustrious event, became a staple on cable television and was broadcast into millions of homes. Online poker quickly became part of the dark side of online gambling. An unfortunately expected side-effect was the popularity among students and the ability for individuals under the age of 21 to access off-shore gambling websites and open their own personal poker accounts via credit cards.
Many parents have found out the hard way that their child has accrued a debt from playing online poker. It has evolved since finding such success online, going mobile by moving to smart phones, and becoming even more popular.
What can you do?
1. If your child has a smart phone, talk to them about the applications that they are installing
2. Set guidelines to make sure you stay aware of their online behavior
4. Review receipts of applications, even free smart phone applications create a receipt that is emailed to the master account
The bNetS@vvy team certainly enjoys playing poker and what makes it enjoyable is that we’ve all learned to play responsibly. We encourage you to talk to your kids about online gambling and want to empower you with information that makes that conversation easier and effective.
If you are a parent that has faced this situation, please comment below. We would love to hear your story!
Could it be that the much-reviled and oft-banned cellphone is experiencing a warm welcome in the nation’s schools?Yes indeed, according to afascinating article in the current issue ofEducation Week, which reports: “A growing number of teachers, carefully navigating district policies and addressing their own concerns, are having students use their personal cellphones to make podcasts, take field notes, and organize their schedules and homework.”
The article goes on to give specific examples of cell-phone driven lessons that secondary-school teachers have used successfully, from creating polls and podcasts to interviewing research subjects.It also makes the point that using cellphones to teach computing has economic advantages for cash-strapped schools:“Indeed, more educators are concluding that cellphones may be the only realistic way their schools can offer the 1-to-1 computing experiences that better-funded schools provide with laptops.”
I urge you to check out this piece – it’s heartening to read about educators who, instead of resisting technology, are using it safely and brilliantly.I am so excited after reading this story, and I can’t wait to check out some of the resources it mentions.
When the Internet exploded into public use in the late 1990s, the initial concerns of youth Internet use were generally focused on three issues: privacy, pornography, and predators. Strategies were developed in good faith to address these concerns. Today’s virtual world is increasingly interactive and we know more about youth risk online. Based on my work with schools and review of research literature, I have suggestions for adults to update our approach to Internet safety at home and at school.
What is Web 2.0?
Web 1.0 was largely one-directional Internet use-Web as an information source. In the Web 2.0 environment, the emphasis is on publication and participation. All users can easily post information online and interact with others. Web 2.0 is also highly mobile, shifting from desktop computers to personal digital devices, wireless phones, and even hand-held games.
Web 2.0 it brings with it incredible opportunities for interactive learning and educational activities-along with some new risk management concerns. Web 2.0 safety strategies should empower young people, giving them knowledge of the risks together with effective ways to prevent unsafe situations, and to detect and respond to them if they arise.
Responding to a Complex and Interactive World
For younger children, it is important to provide protected online environments, but teens need practical messages that reflect their realities. Here are some strategies to help teens become Web 2.0 savvy.
Avoiding Fear-Based Tactics
Some common messages delivered to teens are: “Online strangers are dangerous and will try to deceive you.” “If you meet in person with an online stranger, this person will try to harm you.” “If you provide personal information online, a stranger who wants to harm you will use this information to track you down.”
The reality is that “stranger-danger” warnings and fear-based prevention approaches are not likely to be effective with teens. Sexual solicitation can occur without posting personal contact information. Furthermore, teens know many adults do not understand the Internet-which makes teens likely to dismiss “online stranger danger” messages as evidence that adults fear what they do not understand.
Teens’ widening social web. Teens will have increasing engagement with online strangers, just as they are always meeting new people in the real world. The reality is that sometimes teens will want to meet in-person with someone they have first met online-for example, a friend of a friend. Teens must learn how to assess the safety of someone met online by closely reviewing their profile, postings, and friends. They must know how to arrange for a safe meeting in a public place with a trustworthy friend or parent nearby.
Teens with a history of physical, sexual, and emotional abuse and who take other risks on- and off-line are particularly at risk for entering into inappropriate sexual relationships with people they meet online. Boys who are gay or questioning are also at increased risk. Teens who post sexy pictures online or talk with online strangers about sex are clearly at risk.
All teens should know to watch out for anyone – adult or teen, stranger or not – who appears to be trying to manipulate them by offering excessive complements, gifts, or opportunities, or wanting to establish a “special” relationship.
Understanding Personal Disclosure
A common safety message is: “Don’t post personal information online.”
While this is an important message for younger children, teens may legitimately ask: “How do I register on a site? How do I purchase something on iTunes or eBay without providing my name and address? How can I have fun on MySpace without sharing information about who I am? I have a private login, so is it okay to post pictures of myself on the beach?”
Many teens appear to have limited understanding of potential harm or damage from inappropriate information disclosure. Given that a major part of social networking is sharing information about who you are online, teens need greater guidance on how to manage various kinds of personal information. This includes certain personal contact, financial, intimate or reputation-damaging material, and information about others.
It’s important to convey the message that anything put into electronic form and sent or posted can easily become very public and very permanent. Teens should understand that while they should use privacy protection features of social networking sites, the material they post is still not entirely private because their “friends” have access to it. Further, they should learn to read and interpret privacy policies and recognize when market profilers are seeking personal information.
Encouraging Communication
Another standard Internet safety message is: “If you feel uncomfortable about something that happens online, tell an adult.”
While this is important advice, teens are much less likely to tell adults about online concerns if they think adults may not know what to do or are likely to overreact, blame them or restrict their online access. It is essential that we do a better job of educating adults-especially parents and teachers-to effectively respond to online concerns. We can also equip and engage teens themselves as effective peer mentors (see below).
Curbing Addictive Access
Addictive access is an excessive amount of time spent using the Internet resulting in a lack of healthy engagement in other areas of life. Social networking sites can be very addictive for some teens. For others, social networking is simply an extension of their active social lives. Online gaming sites and multiplayer role-playing games can be highly addictive, in part because leaving the game can result in letting your online “team” down. Addictive access is likely a significant new cause of poor school performance. Adults must help teens learn to keep their lives in balance.
Boosting Information Literacy
Anyone can post anything online. Some sites may try to influence the attitudes and behavior of others. People tend to judge the accuracy of information based on the appearance of the Web site, which can be deceiving. Assessing the accuracy of material online is an essential information-age skill.
Problem-Solving and Peer Leadership
Because teens are participating in online environments where there are frequently no adults present, it is our job to equip teens to engage in effective and responsible problem-solving to address cyberbullying and sexual harassment, accidental access to pornographic materials, and unsafe or dangerous online communities. Teens also need to learn about responsible online publishing, including attribution of source, respect for copyright, and respect for others when posting information online.
We can develop effective peer leadership by encouraging these savvy teens to provide assistance to their peers and report online concerns to adults.
Teens often learn best by role-playing. In discussions about online risks, provide scenarios about students who have gotten into risky or difficult situations or are engaging in risky, irresponsible, or illegal behavior. Inspire students to problem-solve about how they would respond if a friend, peer, or even a stranger were at risk online-what would they advise? What would they do if this person appeared to be unwilling or unable to respond effectively to the risk?
Social Web Safety Tips for Teens
Be your own person. Don’t let friends or strangers pressure you to be someone you aren’t. And know your limits. You may be Net-savvy, but people and relationships change, and unexpected stuff can happen on the Internet.
Be nice online. Or at least treat people the way you’d want to be treated. People who are nasty and aggressive online are at greater risk of being bullied or harassed themselves. It’s a vicious cycle you really don’t want to get into.
Think about what you post. Sharing provocative photos or intimate details online, even in private emails, can cause you problems later on. Even people you consider friends can use this info against you, especially if they become ex-friends. And don’t post photos or videos of others without their permission.
Read between the “lines.” It may be fun to check out new people for friendship or romance, but be aware that, while some people are nice, others act nice because they’re trying to get something. Flattering or supportive messages may be more about manipulation than friendship or romance.
Don’t talk about sex with strangers. Be cautious when communicating with people you don’t know in person, especially if the conversation starts to be about sex or physical details. Don’t lead them on — you don’t want to be the target of a predator’s grooming. If they persist, call your local police or contact CyberTipline.com.
Avoid in-person meetings. The only way someone can physically harm you is if you’re both in the same location, so to be 100 percent safe, don’t meet them in person. If you really have to get together with someone you “met” online, don’t go alone. Have the meeting in a public place, tell a parent or some other solid backup, and bring some friends along.
Be smart when using a wireless phone. All the same tips apply with phones as with computers-except that phones are with you wherever you are, often away from home and your usual support systems. Be careful whom you give your number to and how you use GPS and other technologies that can pinpoint your physical location.
Nancy E. Willard is a former special education teacher and a lawyer who focuses on youth risk online and advises schools about the safety, legal, and ethical issues related to Internet use. She is the author of two books on Internet safety and cyberbullying prevention. She directs the Center for Safe and Responsible Internet Use: http://csriu.org.
Alex T., 14, is a ninth grader in Los Angeles. He began playing World of Warcraft online when he was in eighth grade. Concerned that it was becoming his main interest-outpacing physical activity, homework and time with friends-his parents first tried to limit his gaming to weekends, and then decided to take it away altogether. Here’s what he says about his experience.
So Alex, I understand you were playing World of Warcraft? Can you tell me about it and how it works?
World of Warcraft is this massive, multi-role playing game. You’re on servers with thousands of people and you interact and play. There are sides you choose, and races and classes within the races. You customize your character-like how it looks, whether you are a member of the Horde or Alliance, and you name it and give it a level.
Is there a lot of interaction with other players?
There are 70 levels, when you get to level 70 you do things called raids, which are like 10 to 25 people and you kill world bosses and stuff, or another thing called “player versus player,” where you go into different battle grounds and if you’re Horde you face against the Alliance and fight them.
There are different chat channels so can privately message another player. You can also invite people into a party. There are up to 40 people in a raid or your guild, and you can speak within your guild or with whomever you want.
Also, there’s this thing that most people use when there are 25 people in a group or a battle ground with other people you know. It’s called Ventrilo and it’s kind of like Skype-you can speak directly to people over the computer so you don’t have to type while you’re playing. I used it sometimes, I guess, when I did raids and stuff.
Did you know the players in real life?
My stepbrother played for a little while, and so did people I knew from school. But you don’t always end up with the people you know because there are 150 different realms. In my realm, I only knew one other person, one of my friends.
Were there every any uncomfortable interactions?
No, not for me. People who play the game are kind of nerdy. [Laughs] They usually don’t want to talk to you, they just want to focus on the game. Most people, unless you’re spoken to, you don’t usually talk.
Did you spend a lot of time playing it online?
It was crazy. I spent lots of time playing it. For a while, it was really addicting but then after a while I kind of lost interest. My parents made me stop playing, but I was basically done by then anyway.
Why did they make you stop playing?
It didn’t really make sense. I was getting really good grades and still doing everything-football and hanging out with my friends and stuff.
I played from eighth grade to the beginning of ninth grade. I had straight As until I got a B in the last semester. When I go to this new school, which is like crazy hard, my grades went down a bit. But now I’m getting them back up again.
Did you feel like it was addictive?
That was really the first video game I liked, something about it was really awesome. You lose track of time, kind of. An hour feels like 20 minutes. It’s weird.
I am a procrastinator in general, so I’d save [homework and assignments] for the last minute and do them at the end. But even when I played, what I had to do was in the back of my mind the whole time. Sometimes, I didn’t do things exactly thoroughly, so I’d have more time to play or be online.
Do you have rules or limits for the amount of time you spend online?
For Warcraft I did. I couldn’t play during the week at all, and couldn’t play Sundays. I had limited times on Fridays and Saturdays. Not really for the Web. I use the Internet for school and for fun, and they don’t really time that as much.
What else do you do online? Do you email?
No, mostly iChat and use Facebook. I listen to a lot of music and download songs.
Do your friends or classmates play e-games a lot?
Yeah, when I heard about other people, me compared to them I barely played at all. Some kids spend their whole day doing that, and nothing but. Most of my friends don’t play video games so much, but some kids in my class talk about and I overhear how much they’re playing.
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