Wednesday, March 10, 2010
How Americans 13+ use their cellphones
Labels: cellphones, comScore, mobile technology, social media research
Tuesday, March 09, 2010
Cellphones & school: A great mix
If you have any doubts about mobile learning at school, I have two suggestions: 1) Take about 5 minutes to watch college freshman Travis Allen of Fayetteville, Ga., demonstrate how iPhones can be used in school, from classroom applications to keeping track of homework to student-teacher-parent communications in a video on YouTube, and 2) check out the iSchool Initiative, a nonprofit organization Allen founded as a "partnership of students, teachers, school administrators, and software application developers" designed to help all parties "comprehend each others' needs" and help students themselves advocate for the intelligent use of technology at school.
It all started, Allen says in his blog, when his parents got him an iPod Touch for Christmas of 2008. Now at Kennesaw State University, he says the Initiative has "three primary objectives: raising awareness for the technological needs of the classroom, providing collaborative research on the use of technology in the classroom, and guiding schools in the implementation of this technology." He's not alone. See, for example, this tutorial on YouTube from Radford University in Virginia showing teachers step-by-step how to create a quiz on the iPod Touch so the class can take the quiz and together go over the results in the same class.
Why cellphones, not textbooks?
Qualcomm has been looking into just that question, funding field research such as Project K-Nect in rural North Carolina, where remedial math on iPod Touches has helped students increase proficient by 30%. Writing in Radar, Marie Bjerede, Qualcomm's vice president of wireless education technology, says the project has turned up four reasons why it helps to teach with cellphones:
1. Multimedia in their hands. Each set of math problems starts with a little animated video showing how to work the problem. "You could theorize that this context prepares the student to understand the subsequent text-based problem better. You could also theorize that watching a Flash animation is more engaging (or just plain fun)," Bjerede writes.
2. Instruction is personalized. So "students need to compare solutions" not answers. "How did you get that" replaces "what did you get?"
3. Collaborative math. "Students are asked to record their solutions on a shared blog and are encouraged to both post and comment. Over time, a learning community has emerged that crosses classrooms and schools and adds the kind of human interaction that an isolated, individual drill (be it textbook or digital) lacks and that a single teacher is unlikely to have the bandwidth to provide to each student."
4. Unanticipated participation: "Students who don't like to raise their hands use the devices to ask questions or participate in collaborative problem solving [with blogging and instant messaging]. There appears to be something democratizing about having a 'back channel' as part of the learning environment."
Related links
Labels: cellphones, iSchool Initiative, Joan Ganz Cooney Center, mobile learning, Qualcomm, school policy, Travis Allen
Monday, March 08, 2010
Drivers, don't text!: New campaign
Labels: ATT, cellphones, mobile communications, text messages, texting while driving, Verizon Wireless
Wednesday, January 27, 2010
'Sext education': US- and Canada-based resources
[The new US data the CBC refers to is from the just-released Kaiser Family Foundation study I blogged about and linked to in "Major study on youth & media: Let's take a closer look."]
Labels: cellphones, John Dvorak, mobile technology, Nancy Willard, sexting, sexting legislation, texting, Tips to Prevent Sexting
Friday, January 22, 2010
Texting good 4 spelling & reading: Study
Labels: cellphones, grades, mobile technology, social media research, test scores, texting
Tuesday, January 19, 2010
Haiti mobile-relief update
Labels: cellphones, earthquake relief, Haiti, mobile technology, Red Cross
Tuesday, January 05, 2010
US's mobile Web: Data snapshot
Labels: cellphones, mobile phones, mobile Web, Nielsen, smartphones, video-sharing
Big sign of increasingly mobile Web
Labels: Android, cellphones, Google, mobile Web, Nexus One
Friday, December 18, 2009
'Teens would ignore texting-while-driving laws'
Labels: cellphones, connected teens, mobile technology, texting while driving
Monday, December 14, 2009
iPod Touches in the classroom
Labels: 21st century learning, cellphones, iPod Touch, mobile learning, mobile technology
Monday, November 30, 2009
Tiny computers, er, phones proliferating
Labels: Acer, cellphones, mobile technology, mobile Web
Tuesday, November 17, 2009
Teen texting while driving: Data
Labels: cellphones, connected teens, mobile phones, texting while driving
Thursday, November 12, 2009
Social lives, media in their pockets
For parents' own views, see also a piece in the Washington Post about when texting becomes nagging; "When Dad banned text messaging" in a New York Times blog; and another mom's view of her kids' texting at TMCnet.com.
Labels: adolescent development, cellphones, mobile technology, parenting, social media research, texting
Tuesday, October 20, 2009
Sweeping parental-control product for phones
In an email, I asked the company's CEO, Jay Lacny, if they include in their marketing the importance of talking with one's kids about all these features if used. He responded, "Yes, that is the most important thing. We really don’t like the term 'Parental Controls' but have yet to come up with a fresher word. This is engaging your kids and the need to know to be a caring parent. Kids will be exposed to alcohol, drugs, sex unless you live by yourself in the wilderness. We don't want to tell parents how to parent but need to give them the “data.... Parents can spend years instilling their belief systems into a child and have them broken by peer pressure. It’s difficult to have parents wake up to this." Do you agree? How many of this tool's features would you use, and which would you find most useful (or not)? Pls post a comment here or email me via anne[at]netfamilynews.org.
Labels: cellphones, mobile phones, mykidissafe, parental controls
Tuesday, September 22, 2009
How mobile is Facebook?
Labels: cellphones, Facebook, mobiles, smart phones
Friday, September 11, 2009
Teen drivers: Take a 'text stop'
Following the news that people who text on their cellphones while driving are 23 times more likely to crash than "nondistracted drivers" (see this earlier post), Detective Dannahey and other members of a great group of researchers and children's advocates recently had an email discussion about how to educate teens on this subject. One suggested that training include the gauge-your-distraction game written up in the New York Times recently. Another that teens be shown the very graphic, frightening accident video out of the UK that has been circulating the Net lately (and can be found, with a caveat, at the bottom of ConnectSafely.org co-director Larry Magid's CNET post on the subject).
But I appreciated the tip from Dannahey combined with some wisdom from other discussants particularly in response to the graphic video suggestion. Patti Agatston, a counselor in the Cobb County (Ga.) School District, wrote that "those of us who work in the prevention field have learned that smashed up cars in front of high schools during red ribbon week and ... have had little impact in changing youth behavior. I have been in an audience where a health practitioner showed actual car crash slides with dead bodies and actually heard kids cheer. (Remember - they are often desensitized to violence and have watched many slasher movies, so the effect is not always as intended.)"
Stan Davis of Stop Bullying Now in Maine said that we do need to come up with "new ways to deal with [young people's] fear of being out of touch.... Just saying 'don't do it!' is not much help.... The other elements of success involve peers communicating a norm in a positive way, portrayal of the positive rather than the risky behaviors in media, and activities that give teens a chance to practice the safe behaviors and thus develop self-efficacy about them."
At face value, handing the phone to a "designated texter" in the car would seem like a good idea, but Detective Dannahey cautioned against training kids to pass their phones around. The person at the other end might feel misled about who the texter at the other end is. Even if meant as a joke, impersonation can lead to hurt feelings. And it can be abused, as we know happens in social network sites. Bad things can happen when kids pass around personal communication devices and the passwords into them. Passwords, especially, need to be private (see our tips for creating strong passwords). I loved this suggestion from psychologist Elizabeth Englander, who directs the Massachusetts Aggression Reduction Center in Bridgewater, Mass., that we teach our kids: "Rule your phone, don’t let your phone [or your friends] rule you."
While we're on the subject, ArsTechnica.com reports that the Governors Highway Safety Association is now proposing banning texting while driving.
Labels: cellphones, driver safety, teen drivers, text messages, texting while driving
Friday, September 04, 2009
From 'digital disconnect' to mobile learning
And the disconnect is "alive and well ... and growing," was the finding of the latest Speak Up, which surveyed 281,500 students, 29,644 teachers, 3,114 administrators, 21,309 parents, and 4,379 schools in 868 districts in all 50 states and some in other English-speaking countries. "Students say they 'step back in time' when they enter the school building each morning - despite overwhelming agreement among parents, teachers and principals that the effective implementation of technology in schools is crucial to student success," Project Tomorrow says in its release of last fall's survey.
Cellphones everywhere
The Speak Up study found that about 77% of students in grades 9-12 have mobile phones (55% have access to laptops), indicating that leveraging that installed base by teaching with cellphones would be economical in terms of both time and money.
"Cell phones can be powerful computers. They can do just about everything laptops can do for a fraction of the price. And many students are bringing them to school anyway," says University of Michigan education professor Elliot Soloway.
Still, barriers to adoption remain, including adult biases against technology for "serious" use; a diversity of cellphone products in the marketplace; phones' physical features (screen size, battery life, etc.); and schools' fears about student distraction and lack of responsibility toward the equipment, according to the 2009 Joan Ganz Cooney Center study "Pockets of Potential" (here's my post on the report).
Responsible use the norm
About that last and crucial barrier, though, school districts that do incorporate cellphones and other handheld devices into classroom work find that student engagement and responsible use are actually the norm.
North Carolina math teacher Suzette Kliwer said her students are so eager to use phones in an educational setting that irresponsible use of them has not been a problem. She was one of several educators presenting their districts' experience in a recent Project Tomorrow Webinar on mobile learning. Jeff Billings, an Arizona school district's director of technology, echoed that: "When you engage students and put a pro who can guide them on the instruction piece, good things happen," he said.
How they're teaching with phones
"The mobile device is a case of digital tools at your disposal. It can provide an ultra-portable portfolio" of teacher's and students' work, said David Whyley of Learning2Go, the UK's four-year-old "largest collaborative mobile learning project," focusing on the British equivalent of grades K-6.
A recent story in USATODAY tells how Ohio students in grades 3-5 work with handheld devices. Using educational apps created by GoKnow!, a company co-founded by University of Michigan professor Elliot Soloway, they take and draw pictures, keep journals, write essays, work in spelling, and do math. "Students took the phones on a museum field trip where they took photos, uploaded them to a server where the teacher could view the assignment and wrote blurbs about what they saw," the article says.
Tech coordinator and middle school teacher Samantha Morra in New Jersey put together a program for classroom iPod Touches with which students store, produce, organize, share, and access media such as podcasts and videos, access sources on the Web, take quizzes, work with flashcards, and discuss and collaborate in different configurations of users: one on one with their teacher, in small groups, and as a class. "Students devour engaging, customized curricula when it’s delivered on the iPod. Phones are a familiar and essential part of their lives now, Morra emailed me.
How can ed add value to tech?
Which points to a question I think we all need to be asking: "It is not a question of whether these technologies add value somehow to education, but the reverse, can education add value to the communications and information technologies of our present day world, and its future?" That's from Ira Socol at Michigan State University, a comment he wrote in Saskatchewan tech educator Dean Shareski's blog, IdeasandThoughts.org. Think about how education has added value to the book! (See "School & social media: Uber big picture.")
Here's how students themselves told Project Tomorrow they want to use mobile devices to support learning: for communications (email teachers and classmates and access personal Web sites); collaborations (projects and calendars); creativity (create/share documents, videos, educational games); and productivity (research, downloads, and to get alerts and reminders).
Why mobile learning?
In its "Pockets of Potential" review of mobile learning projects in eight countries (schools in some countries are way ahead of this whole discussion), the Cooney Center lists "5 key opportunities in mobile learning." It...
1. Encourages “anywhere, anytime” learning - learning in a real-world context and bridging home, school and other environments.
2. Reaches underserved children - low-cost devices and tech many children already have, especially in disadvantaged communities & developing countries.
3. Improves 21st-century social interactions - fostering constructive and constructivist (collaborative) use
4. Fits with diverse learning environments - highly accessible communication and content-delivery devices
5. Enables personalized learning experiences for diverse student populations and learning styles.
Back in 2006, kicking off the multiyear, MacArthur Foundation-funded, $50 million Digital Youth Project, media professor Henry Jenkins wrote, "Educators must work together to ensure that every American young person has access to the skills and experiences needed to become a full participant, can articulate their understanding of how media shapes perceptions, and has been socialized into the emerging ethical standards that should shape their practices as media makers and participants in online communities." (my post on Jenkins's paper back then).
Related links
Labels: cellphones, digital disconnect, education technology, Elliot Soloway, Henry Jenkins, Ira Socol, Learning2Go, mobile learning, Pockets of Potential, Project Tomorrow, Samantha Morra, Speak Up
Sexting: The peer pressure factor
In related news, two 13-year-old boys in Tucson face charges of "use of a telephone to offend, harass or intimidate" for passing around a nude photo of a 13-year-old girl with their cellphones, the Arizona Daily Star reports. They're misdemeanor charges "because in all likelihood, the teens were not aware of the implications of their actions, officials said."
Labels: cellphones, nude photo sharing, peer pressure, sexting
Friday, August 28, 2009
Parental disconnect: Good, bad & increasingly nonexistent?
But how different are kids' "digital lives" from their real ones? As far back as the beginning of 2007, Pew/Internet reported that 91% of teens were socializing online with people they see a lot in real life. They're not "social networking"; they're just socializing – online, offline, at school, on phones, on Xbox Live, in virtual worlds, on computers, wherever. And there always has been a developmentally normal disconnect between parents and teens, where the latter's social lives are concerned. We can't and shouldn't know every detail of what they're up to when socializing with peers. They need some privacy, psychologists say – growing degrees of it, as they mature – because it's their job to disconnect from us as they become adults. To mix metaphors horribly, I hope that survey conclusion won't stoke the fires of helicopter parenting.
Teen social lives more visible than ever. Because so much of their socializing is visible on the social Web, parents actually have an historically unprecedented opportunity to know what's going on in their children's social lives (does the appeal of cellphone texting as kids' counter-measure surprise anyone?). Common Sense says that, "as our kids increasingly communicate through social networks, parents are cut out of the process of hearing how and what they say to each other." I'm sure that's true, but it's not the advent of social networking that's cutting them out; it's more because parents aren't engaging with their kids about how they're using social sites and technologies (though this has to be changing, now that research shows half of all Americans now use social network sites - see this USATODAY blog post). The need for parental engagement is probably what Common Sense (an organization I think highly of) is trying to get across, but I suspect many readers "hear" more of a blame-the-technology message.
The two points in Common Sense's conclusion that I think deserve much more attention are these:
1. "Social networks and mobile communication connect our kids to their friends 24/7." We really need to think about the implications of this for our kids. My younger child, my first one "texting-enabled" as he entered middle school (my older one "just" had instant messaging in middle school, which isn't entirely different, but it required a less-mobile computer). I'm observing that, for kids with texting, there just are no breaks from the drama. They're literally inundated with gossip or running commentary on their peers' inner and outer lives. Much more easily than their parents, who only had 2-3 phones in the house and often had to ask to use one, our children can be caught up in and sometimes emotionally carried away by this collective drama, their own school community's on-campus, off-campus, 24-7, highly personalized "reality-TV show." At the very least it can be distracting, and sometimes emotionally overwhelming. It can have tragic consequences it involves bullying. I'd love to have a parent summit where parents, psychologists, educators, school counselors, social workers, and teens who've been there can together think through the implications of 24x7 drama.
2. "When teens communicate either anonymously or through a disguised identity, the doors are left wide open for them not to be held accountable." Yup. We're talking about the impact of online anonymity and the "disinhibition" to which it gives rise (borne out in the "skank blogger" story I blogged about earlier this week, and these were grownups). Our "social intelligence" – ability to see, hear, or intuit the impact of our behavior – is impaired somewhat when we're online and on phones (see "Social intelligence & youth"). What happens when social intelligence goes down while social information goes up (or floods one's mental scene!)? We all need to be talking more about what mitigates disinhibition, which what's behind so much online harassment and bullying: training students in empathy and citizenship; showing them that they're not really anonymous online; helping them (and us) "get" that those are human beings with feelings behind those profile comments, text messages, and avatars; maybe all of the above? [See also "Digital risk, digital citizenship".]
Then there's the media literacy piece to parenting the digitally literate. Right from the start of their exposure to media online and offline, we can show our children how to take what they read with a grain of salt , think about who the source is and what his, her, or its goal or intention might be, etc. YPulse's Anastasia Goodstein models this traditional media literacy in her commentary on the Common Sense study. When you turn the figures upside down, as she did, you get quite a different takeaway from the survey:
New media literacy's an ever more important part of parenting (and education) too – the kind that uses and models critical thinking about what we say, produce, and upload as much as what we see, read, and download. That, too, is protective and mitigates disinhibition.
I would love your input on all this. Please comment here or in the ConnectSafely.org forum – or send an email to anne(at)netfamilynews.org.
Related link
"They're Old Enough to Text. Now What?" in which the New York Times's John Biggs looks at what type of texting device is appropriate for what age level - about LeapFrog's Text and Learn, Kajeet, Peek Pronto, and T-Mobile's Sidekick (not the very popular iPhone, interestingly)
Labels: Anastasia Goodstein, cellphones, Common Sense Media, digital disconnect, Jack Loechner, mobile socializing, parenting, social networking, YPulse
Thursday, August 20, 2009
Fresh look at teen cellphone use: Pew memo
As a parent, I thought for sure they were all texting more than talking, but maybe that's only recently (on pins and needles for the new Pew mobile study). [Nielsen Mobile did report last fall that Americans as a whole sent more text messages than made phone calls, starting the first quarter of 2007, according to a New York Times item I blogged about.] In Pew's 2008 numbers, 94% of teens had used their mobile phones to call friends and 76% have sent text messages, about 20% of them sending text messages daily.
But cellphones aren't teens' only social tool, of course. About a quarter (26%) of all teens "send messages (emails, instant messages, group messages) through social-networking sites," Pew says, "and 43% of teens who use social networks send messages daily. Similarly, another 26% of teens send and receive instant messages on a daily basis and 16% send email every day. And beyond social networking, "77% of teens own a game console like an Xbox or a PlayStation, 74% own an iPod or mp3 player," 60% use a desktop or laptop computer, and 55% own a handheld gaming device, Pew reports. [Meanwhile, moms haven't been left in the dusty - they're flocking to smartphones like iPhones and BlackBerries, CNET reports. Smartphones are the fastest-growing category of phones, and "about 14% of all wireless users who identified themselves as mothers said they owned a smartphone," up from 8.3% in the first quarter of 2008, CNET adds, citing Nielsen Mobile figures.]
Labels: cellphones, mobile phones, Pew/Internet, smartphones, teen communicators, texting talking
Cellphone: A kid's other computer
Labels: 3G phones, cellphones, house rules for texting, smart phones, texting
Wednesday, July 29, 2009
Texting & teen sleep deprivation
Labels: cellphones, house rules for texting, sleep deprivation, teenage brain development, texting
Texting + driving = bad news: Study
Labels: cellphones, driving, texting, Virginia Tech Transportation Institute
Thursday, July 23, 2009
Surfing by phone: Significant growth
Labels: cellphones, mobile Web, Pew Internet
Monday, June 22, 2009
Cellphones in class: New study on cheating
But back to the important academics question. The other side of this needing to be addressed is what testing should look like in the digital age. As my ConnectSafely co-director Larry Magid writes in the San Jose Mercury News today, "Cheating is cheating regardless of whether you use technology or old-fashioned paper notes. But in addition to admonishing kids about why it's wrong to cheat, perhaps it's also time to rethink what it means to evaluate students in the age of the Internet and omnipresent mobile devices." Here's the San Francisco Chronicle on the Common Sense study, mentioning the organization's great new work in media literacy). [Here's my earlier post on the Nielsen teen-texting figure.]
Labels: cellphones, cheating, Common Sense Media, digital citizenship, digital ethics, mobile communications, new media literacy, plagiarism, texting
Thursday, June 04, 2009
Phone bans don't work: Oz expert
Labels: cellphones, international online safety, mobile communications, school policy
Tuesday, May 05, 2009
The role of betrayal in sexting
Labels: cellphones, dating abuse, mobile phones, sexting
Wednesday, March 18, 2009
Cellphones in the classroom
Labels: cellphones, education technology, mobile phones
Tuesday, March 17, 2009
Cellphones = wireless connected computers
Labels: cellphones, Facebook, landlines, mobile social networking, mobile technology, MySpace
Monday, March 16, 2009
Kids as inadvertent child pornographers
Labels: cellphones, mobile security, naked photo sharing, sexting
Monday, December 29, 2008
Americans' cellphone texting costs
Labels: cellphones, mobile technology, mobile trends, text messages
Monday, December 22, 2008
Japan's cellphone novels
Anyway, they're serial text messages - sometimes 20 screens or 10,000 words a day - posted by mobile phone to a blogging site. Cumulatively, they become full-blown romance novels that, in book format, would be several hundred pages long. The best of them do become published books. By the end of last year, cellphone novels "held four of the top five positions on [Japan's] literary best-seller list," The New Yorker reports. [Though there is some controversy in Japan over the use of that word "literary," some argue that the world-famous Tale of Genji, written more than 1,000 years ago, was the original cellphone novel.] Maho i-Land (meaning "Magic Island"), "is the largest cellphone-novel site" with 1 million+ titles. Besides the potential readership and - possibly - income, part of the appeal for their writers may be that they can be written in bed (hmm, think about that too, English teachers). ReadWriteWeb.com reports that the site - kind of a literary version of Blogger.com - "provides tools for people to write their own mobile phone novels." US versions of Magic Island, both in beta, are Quillpill.com and textnovel.com, according to The New Yorker.
Interestingly, they're not hurting book sales; they've added a whole new genre, printed in gray or colored text and left to right on the page, as on a phone screen, according to The New Yorker (which adds that 82% of Japanese 10-to-29-year-olds have their own cellphones). One mobile novel (or keitai shousetsu) publisher speculated for ReadWriteWeb that the book versions are like "keepsakes" for the blog readers, many of whom had posted suggestions and critiques to the novel bloggers and "end up feeling as if they had a hand in helping craft the novel."
The stories they tell are strangely at the same time empowering to their writers and demeaning of women (the latter because so culturally conservative: depicting women "suffering passively, the victims of their emotions and their physiology; [yet] true love prevails"). The market for this is seemingly bottomless. The moral of one best-seller-cum-box-office smash hit: "not that sex leads to all kinds of pain, and so should be avoided, but that sex leads to all kinds of pain, and pain is at the center of a woman's life."
Two more of many fascinating cultural and literary notes in The New Yorker piece: 1) the anti-fame attitude and m.o. of even the most popular authors, shy of posting photos of themselves with their content (which is "consistent with the ethos of the Japanese Internet"); and 2) "In the classic iteration, the novels, written by and for young women, purport to be autobiographical and revolve around true love, or, rather, the obstacles to it that have always stood at the core of romantic fiction: pregnancy, miscarriage, abortion, rape, rivals and triangles, incurable disease. The novels are set in the provinces - the undifferentiated swaths of rice fields, chain stores, and fast-food restaurants that are everywhere Tokyo is not—and the characters tend to be middle and lower middle class. Specifically, they are Yankees, a term with obscure linguistic origins (having something to do with 1950s America and greaser style) which connotes rebellious truants - the boys on motorcycles, the girls in jersey dresses, with bleached hair and rhinestone-encrusted mobile phones." I used to see this greaser look among some of the thousands of young people who gathered at Hachiko in Shibuya weekend evenings when I lived there even back in the late '80s.
It'll be interesting to see how much cellphone authorship takes off on this side of the Pacific - a mainstream or vertical interest like anime? We've seen teen bloggers become book authors, so why not teen texters? And will this be done in the classroom, along with podcasts, wikis, social networking, blogs, and virtual worlds? I'll keep you posted on what turns up!
Do cellphone novels repel or intrigue you? Post in the forum or email your thoughts to anne[at]netfamilynews.org!
Labels: cellphones, international, mobile technology
Thursday, October 09, 2008
13-year-old detained on child-porn charges
Labels: cellphones, naked photo sharing, teen-distributed child porn
Wednesday, October 08, 2008
Felony charges for teen nude-photo sharer
Labels: at-risk teens, cellphones, mobile phones, naked photo sharing
Tuesday, October 07, 2008
Where do these parents come from?!
Labels: cellphones, email, naked photo sharing, parenting
Friday, October 03, 2008
Texting in traffic - careful, people!
Labels: cellphones, public safety, text messages, texting, traffic safety
Teen uber-texters
Labels: cellphones, teen communicators, texting
Tuesday, September 30, 2008
Mobile Web's arrived
Labels: cellphones, mobile communications, mobile phones, mobile socializing, mobile Web
Wednesday, September 17, 2008
Cellphones for social status: Teen survey
Labels: cellphones, mobile technology, tech fashion, teens
Wednesday, August 20, 2008
Microblogging: Heads up
Labels: cellphones, micro blogging, Plurk, social networking, social Web, twitter
Wednesday, July 23, 2008
'Friending' against school policy
Labels: cellphones, friending, online safety, school policy, social networking, texting
Wednesday, June 18, 2008
Dealing with cellphone spam
Labels: cellphone spam, cellphones, mobile phones, porn spam
Thursday, April 24, 2008
Do you Twitter?
Labels: blogging, cellphones, social networking, twitter
Monday, April 21, 2008
'Running l8, luv, mom'
Labels: cellphones, parenting, texting
Friday, January 18, 2008
'Grooming' by phone too
Labels: cellphones, grooming, predation
Wednesday, December 12, 2007
Fresh data on phone-based porn
Labels: adult content, cellphones, mobile technology
Thursday, December 06, 2007
Mobile Web: We're on the cusp
Labels: cellphones, mobile social networking, mobile technology
Friday, June 15, 2007
Cellphone safety
Labels: cellphones, mobile social networking, safety
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