Cellphones & school: A great mix

Today, two views on mobile learning: that of an 18-year-old social entrepreneur and school-reform activist in Georgia and that of a research guest-blogging at O'Reilly's Radar....

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

A teacher's iPod Touch proposal (to her school tech director) is linked to in this blog post about her – Sonya Woloshen, a new teacher who uses mobile and other technologies in the classroom but whose focus is on "the meaningful engagement of students ... learning transferable skills and teaching each other as they learned," writes blogger and Vancouver, B.C. vice-principal David Truss. Here's another educator's blog post about Sonya, including a video interview with her about teaching with students' "Personally Owned Devices" (PODs) – Hey, it's 2010. They're in their pockets! Sonya says. And stop with the excuses, like, "They don't all have one." They don't all have to; they can share in class; they have splitters that allow five to listen at the same time!

Touchscreen phone data: Gartner says the market for touchscreen phones like the iPhone, Droid, and Nexus One will nearly double this year. It says the worldwide market "will surpass 362.7 million units in 2010, a 96.8 percent increase from 2009 sales of 184.3 million units," and they'll account for 58% of mobile device sales worldwide "and more than 80% in developed markets such as North America and Western Europe."

Two important studies on this from the Joan Ganz Cooney Center in New York: "Pockets of Potential: Using Mobile Technologies to Promote Children's Learning" and "The Digital Promise: Transforming Learning with Innovative Uses of Technology."

My last feature on this at the beginning of this school year: "From digital disconnect to mobile learning," linking to some important data and mobile-learning projects and drawing from compelling research by Project Tomorrow

Kids experiencing less bullying, sexual assault: Study

Schools, keep up the good work! A new national study by the Crimes Against Children Research Center found that bullying, sexual assault, and other violence against US children ages 2-17 "declined substantially" between 2003 and 2008, the University of New Hampshire's CACRC reports. The study's lead author, David Finkelhor, credits schools' and other prevention efforts to reduce bullying and sexual assault as part of the explanation for the declines, though adding that "children's victimization is still shockingly high." In the past year, physical bullying decreased from 22% of youth to 15%, and sexual assault from 3.3% to 2%, the CACRC study found. Certainly we all have more work to do – and not just schools: The authors "did not find declines in physical abuse and neglect by caregivers, but [they] did find a decline in psychological abuse. Thefts of children’s property also declined, but robbery was one of the few offenses to show an increase." This page at the UNH site has a link to the full study, "Trends in Childhood Violence and Abuse Exposure," in Archives of Pediatrics & Adolescent Medicine. Here's coverage today in the Atlanta Journal-Constitution; thanks to Cobb County School District risk-prevention specialist Patti Agatston in the Atlanta area for pointing the Journal-Constitution article out. Later added: the Wall Street Journal's coverage.

Students on bullying: Important study

Having someone, especially a peer, really listen and be there for them seems to help bullying victims more than anything, according to students themselves. A new study of nearly 12,000 US students in grades 5-12 offers important insights into bullying victims' own views on what causes bullying, how it affects them, and what does and doesn't work in dealing with it. The students, surveyed by the Youth Voice Project, represent 25 schools in 12 states across the US.

The Project's authors, Stan Davis and Charisse Nixon, PhD, write that about a fifth of respondents (22%) reported regular victimization (two or more times a month), and that victimization was broken down this way: Of those 22%, 46% characterized the harassment as mild ("bothered me only a little"); 36% moderate ("bothered me quite a bit"); 11% severe ("I had or have trouble eating, sleeping, or enjoying myself because of what happened to me"); and 7% very severe ("I felt or feel unsafe and threatened because of what happened to me"). So the study extrapolated that 13% of the US's student population, or about 7 million students, are experiencing moderate-to-very-severe mistreatment by peers.

Who's being victimized: Middle school needs particular attention, since "the majority of traumatized students are in grades 6-8." Other characteristics: 54% are female, 42% male; about 6% of "traumatized students" (being moderately-to-very-severely mistreated) reported receiving special education assistance, and 10% "reported having some form of a physical disability." Ethnicity: The majority of "traumatized students" (moderate-to-very severe) described themselves as White, followed by Hispanic American and then Multi-Racial; 32% reported eligibility for free or reduced lunch; 9% of them had immigrated to the US within the past two years.

What bullies focus on: Look at what the results say about the importance of teaching tolerance, empathy, perspective-taking: "Looks" was the focus of 55% of moderate-to-very-severe mistreatment and "Body Shape" of 37%. The next highest focus was "Race," at 16%; "Sexual Orientation" and "Family Income" came next at 14% and 13%, respectively.

Make it safe to report: A higher percentage than I usually see (42%) say they report their moderate-to-very-severe mistreatment to an adult at school, but that's still less than half. So the authors write that it's "important to identify safe ways for students to communicate with adults at school about their negative peer interactions."

What helps most: Being heard and acknowledged seems to help victims more than most responses by both adults and peers. Adults first: The top three responses (to victims) "likely to lead to things getting better for the student than to things getting worse" were "listened to me," "gave me advice," and "checked in with me afterwards to see if the behavior stopped." Coming in at a noticeably distant 4th, interestingly, was "kept up increased adult supervision for some time." As for responses from peers (including friends), the top three were "Spent time with me," "Talked to me," and "Helped me get away." The authors add that "positive peer actions were strikingly more likely to be rated more helpful than were positive self actions or positive adult actions."

There are so many more really substantive insights in this report (and future ones Davis and Nixon are planning) that I truly recommend that you read it. But here are three key takeaways:

1. What victims are often advised - e.g., "tell the person how you feel," "walk away," "tell the person to stop," "pretend it doesn't bother you" – "made things worse much more often than they made things better."
2. The effectiveness of adult interventions depends a lot "on context, school culture, climate, as well as the way in which each intervention is carried out."
3. "Our students report that asking for and getting emotional support and a sense of connection has helped them the most among all the strategies we compared."

Related links

"Clicks & cliques: Really meaty advice for parents on cyberbullying"

"Clicks, cliques & cyberbullying, Part 2: Whole-school response is key"

"Cyberbullying & bullying-related suicides: 1 way to help our digital-age kids": What many bullying and cyberbullying cases seem to have in common is "the 24/7, non-stop nature of the harassment the teens faced – the tech-enabled constant drama of school life turning into 24/7 cruelty.... [They] indicate an urgent need for all of us to help our children come up for air, to maintain some perspective about the 'alternate reality' of school life, especially in the middle-school years."

"Social norming: So key to online safety"

"Bystanders can help when bullying happens"

How to teach Net safety, ethics, security? Blend them in!

US K-12 students aren't getting adequate instruction in "cyberethics, cybersafety, and cybersecurity," according to a just-released study sponsored by the National Cybersecurity Alliance and Microsoft released today. The survey, of more than 1,000 teachers, 400 administrators, and 200 tech coordinators, found that – although over 90% of administrators, teachers, and tech coordinators support teaching these topics in school – only 35% of teachers and just over half of school administrators say the topics are required in their curriculum. A bit of pass-the-buck thinking turned up in the results too – 72% of teachers said parents bear most of the responsibility for teaching these topics (51% of administrators say teachers do). They're both partly right; it's everybody's responsibility, the experts say (see this). But the thing is, most teachers are already teaching online safety (which includes ethics) and may not even know it. More on that in a moment....

The filtering hurdle

The biggest hurdle to Net-safety instruction may actually be school filters! Note this statement in the study's press release: "The survey also found a high reliance on shielding students instead of teaching behaviors for safe and secure Internet use. More than 90% of schools have built up digital defenses, such as filtering and blocking social network sites...." Then note UK education watchdog Ofsted's finding just last month – that schools using extensive or "locked down" filtering "were less effective in helping [students] to learn how to use new technologies safely." If schools could just teach a lot of what they've always taught, folding digital media in with traditional media (aka books, pencils, etc.), the academic ethics and citizenship they've always "taught" (hopefully modeled and encouraged) will naturally include "cyberethics," for example.

Citizenship is a verb!

A classroom is a community, as is a blog, a team, or the group of people working together on a Google Doc. How do participants/"citizens" treat one another in those various communities as well as in the classroom one? You can't *be* a citizen without a chance to practice citizenship in the community where you're supposed to be a citizen. The same goes for the digital sort; today's social media give us a whole array of opportunities to practice citizenship in online communities.

"Student leadership becomes an engine of citizenship," Sylvia Martinez of GenYes told me in a phone interview recently. I asked her what she meant by student leadership: "It's putting students in charge of something that matters [such as enlisting students to help integrate technology and digital media into the classroom, as GenYes programs do for schools] – giving them responsibility, then watching them, expecting them to do things that show they've accepted the responsibility, and then challenging them to do more," Martinez adds. "It's a cycle. Students are engaged [citizenship as civic engagement – or, in this case, classroom, task, or project engagement] because they're doing something important." So let students help with or run the incorporating of blogs, wikis, Google docs, and nings into class work!

Citizenship is protective

As for "cybersafety," that too is practiced naturally when people are thinking about citizenship (and ethics!) online and offline. How can I say that? Because the research shows that peer harassment and cyberbullying represent the most common risk to students, and aggressive behavior more than doubles the aggressor's risk of being victimized; so civility, respect for others, and citizenship represent the lion's share of safety online for students. [As for the predation risk, which is extremely low for students who are not already deemed "at risk youth," the research shows (see this), the don't-talk-to-strangers-online message and associated fears have gotten through to kids during several years of technopanic; a teacher in New Jersey recently told me that her middle school students are just as afraid of predators as their parents are.]

Media literacy – critical thinking about behavior as well as information in a blog, wiki, Ning, or virtual world – supports citizenship and safety, as students learn to think critically about the motives behind and accuracy of info, comments, photos, text messages, etc. they download and upload, whether the source is a friend, advertiser, or stranger. This is not rocket science!

Students involved in tech integration can also model and help teach good computer and network security practices – that third C in the study mentioned above, Cybersecurity. This, too, is an aspect of good citizenship: protecting our passwords, not being tricked by phishers and other manipulators, and knowing what's needed to protect our computers and networks. Critical thinking is key here, too, because social engineering, or manipulation, is a basic component of phishing and malicious hacking.

Basic ingredients, with or without a recipe

This kind of "online safety" education – learning to behave civilly and ethically online and offline and to respect one's own and others' passwords, identities, and intellectual and physical property at home and school – is not only protective, it's *relevant* to students because they enable all of us to function effectively in a 21st-century media environment.

Martinez told me that half the schools GenYes works with say they don't want a cybercurriculum, and about half very definitely do. So, hey, if any schools do want formal curricula or lesson plans for "cybersafety, cybersecurity, and cybercitizenship," there is no better material than Cybersmart's. Just don't let those big words make you think that this is all about new technology, some sort of add-on to students' life or education, or anything that we haven't all been thinking about and working on together for a very long time!

Related link

You only need one: educator Anne Bubnic's 2.5 pages of "digital citizenship" links, starting here.

Unruly schoolbus gets Wi-Fi, calms down

Clearly, what goes around comes around. I used to do homework on the schoolbus (we won't go into how long ago), and now – since so much homework involves the Internet, apparently – students can now do homework on schoolbuses. IF they're Wi-Fi-enabled, of course. And the Internet's presence, interestingly, on the bus seems to be having a calming effect – see "Wi-Fi Turns Rowdy Bus Into Rolling Study Hall" in the New York Times. "Behavioral problems [offline ones, anyway] have virtually disappeared," it adds, since a school in Vail, Ariz., "mounted a mobile Internet router to bus No. 92's sheet-metal frame." Now they're going to have to train bus drivers in digital citizenship instruction too!

Did school spy on student? FBI investigating

A Philadelphia-area family has filed a lawsuit against their child's school district for spying on students using Webcams on a school-supplied laptops inside students' homes, and the FBI is investigating, the Washington Post reports. "The FBI will explore whether Lower Merion School District officials broke any federal wiretap or computer-intrusion laws." The district supplies laptops to all 2,300 students at its two high schools, the Post added. At CNET, ConnectSafely's Larry Magid blogged that the remote Webcam monitoring (which the district said is now disabled) was a security measure activated only by the district's security and technology department when a laptop had been reported missing or stolen. "The tracking-security feature was limited to taking a still image of the operator and the operator's screen," Magid reported. The Post article says the district has acknowledged that Webcams had been activated "42 times in the past 14 months," and the activations had helped the school find 18 of the 42 missing computers. But the issue that led to the lawsuit so far doesn't seem to be theft-related. "According to the suit, Harriton vice principal Lindy Matsko told Blake on Nov. 11 that the school [one of the district's two high schools] thought he was 'engaged in improper behavior in his home.' She allegedly cited as evidence a photograph 'embedded' in his school-issued laptop," according to the Post. This is pretty chilling behavior on the part of school officials. "The case shows how even well-intentioned plans can go awry if officials fail to understand the technology and its potential consequences," the Post cites privacy experts as saying. Compromising images from inside a student's bedroom could fall into the hands of rogue school staff or otherwise be spread across the Internet, they said." For anyone worried about being watched remotely through their Webcam, here's some clarity in another piece by Larry Magid at CNET.

Clicks, cliques & cyberbullying, Part 2: Whole-school response is key

Cyberbullying is a serious problem that, according to research, is the most common online risk for young people, affecting about a third of US 13-to-17-year-olds, and has led to some tragic student suicides. Schools and courts are struggling to figure out how to deal with student behavior that occurs off school grounds but can have such a disruptive, sometimes destructive, effect on school.

All the discussion about the legal and First Amendment issues seems to be missing a key factor that points to how to handle cyberbullying: the media environment with which all these incidents are directly associated. The Internet, especially to youth, is now a) collegial or social/behavioral in nature and b) mirrors "real world" life and conditions – it's not something in addition to student or school life. Bullying online is not a whole new problem for schools and courts to deal with. It's a reflection of student relationships, and the bullying's context is largely the life of the school community, not the Internet (or cellphones or any other devices).

Cyberbullying prevention/intervention take a village too

"Because a bully's success depends heavily on context" – write Yale psychology professor Alan Yazdin and his co-author Carlo Rotella at Boston College in "Bullies: They can be stopped, but it takes a village" at Slate.com – "attempts to prevent bullying should concentrate primarily on changing the context rather than directly addressing the victim's or the bully's behavior." That, they add, involves "the entire school, including administration, teachers, and peers."

Author and educator Rosalind Wiseman agrees. In a 55-min. podcast interview she gave fellow educator and author Annie Fox, Wiseman recently said that dealing with cyberbullying "really speaks to a school's culture of dignity....

"Don't do a 45-minute assembly on cyberbullying," Wiseman said. "It's a waste of time. Have a faculty meeting, and then have a parent meeting, and tell the students this is what you're doing – not just a bullying assembly. Tell them 'we understand that this is about the whole culture of the school, and as part of that culture, you have to participate in this as well.'" Slightly tongue in cheek, Wiseman adds that this will increase "the chance of students believing you're not completely full of it."

Quick fixes don't exist

Schools will probably get plenty of eye-rolling and "whatever's" from the more socially aggressive students, but gradually things can turn around – particularly if there's disciplinary backup. [Note the word "backup": discipline is not the goal, but rather restoration of order – more on this below.] For example, when talking with a student suspected of having been the bully in an incident, the end of the conversation could go something like:

"I know we're on the same page, here: You're a person of honor, so I'm taking you on your word that this won't happen again. But you need to be clear that, if you walk out of here and, as a result of this meeting, the life of the target in any way becomes more difficult, then we are in a whole different situation – a whole different level of the problem. You need to be clear that, if that happens, you're taking a very big chance."

That conversation could also include the following. "I hope and expect that you'll be talking with your parents about this, because I'm going to be calling them within 24 hours." Wiseman tells teachers and administrators that of course the kids will talk to their parents, offering their own spin on the situation. "So it's very important to say to the parent, 'I wanted to include you from the beginning, that is why I talked with your child. I fully expected [him or her] to speak to you immediately and now I'm following up so we can work together and have this be a learning opportunity – a teachable moment – for your child."

Turning incidents into 'teachable moments'

Those words are crucial: "learning opportunity," "teachable moment." They are stepping stones on the way to building the school's "culture of dignity," as Wiseman put. Because it's merely logical that a one-time, sage-on-the-stage assembly will accomplish very little. It's also logical that involving all players and skill sets – students, parents, teachers, administrators, and counselors – creates the conditions for changing the school's culture (see this). The school is, in fact, creating a new social norm – as Elizabeth Englander, director of the Massachusetts Aggression Reduction Center and an adviser to state legislators working on bullying-education legislation, told Emily Bazelon at Slate.com – where the whole school community looks down on dissing, flaming, mean gossiping, and other social cruelty, hopefully including students' parents. The Slate piece links to some great resources for school strategizing. For example, here's a sexting investigation protocol from the Center for Safe & Responsible Internet Use offering the spectrum of sexting causes and intentions enabling school staff to ask students intelligent questions.

When an interdisciplinary group of us were working on that protocol, authored by Nancy Willard, it occurred to me that, because it lays out the spectrum of sexting's causes, it'll help school officials see why it's essential that schools not just reflexively hand off investigations to law enforcement (whose involvement some state laws require).

The goal of any incident investigation

"The immediate goal of the investigation is not discipline [and certainly not expediency] but rather support for the targeted student(s) [who may be experiencing psychological harm], and restoration of order. The ultimate goal is to create a learning opportunity for all involved. The learning opportunity should be on-the-spot, as well as school and community-wide, and focus on the areas of critical thinking, mindful decision-making, perspective-taking, and citizenship." That's a statement a couple of us worked up because we feel it's so important for everybody to understand that, in the social-media age, we can only change behavior – in schools and online communities – together, as "a village."

Here's Part 1 of this 2-part series: "Clicks & cliques: Really meaty advice for parents on cyberbullying".

Related links

In another Massachusetts incident, last week Boston-area police charged three students with identity theft reportedly for creating a fake Facebook profile and posting mean comments about a peer. In an editorial last Saturday (2/13), the Boston Globe applauded the police "for taking aggressive action against cyberbullying when so many others have failed to do so." There's the sad reality: that too often the "authority figure" taking over is the police. Law enforcement is only one piece of the multidisciplinary team that should be in place in schools and ready to step in when something comes up. The other essential roles are principal and counselor/psychologist.

"Cyberbullying better defined" – with links to two national studies showing that about one-third of teens

Finding of the Harvard Berkman Center's 2008 Internet Safety & Technical Task Force: "Bullying and harassment, most often by peers, are the most frequent threats that minors face, both online and offline" (p. 4 of Executive Summary)

The Fox-Wiseman podcast

ConnectSafely.org's Tips to Help Stop Cyberbullying

More online freedom for students=lower risk: UK watchdog

Students who are "given a greater degree of freedom to surf the Internet at school are less vulnerable to online dangers in the long-term," the BBC reports, citing a just-released study by Ofsted, the British government's education watchdog found. Ofsted looked at the state of online safety in 37 schools for students aged 5-18, finding that five of the schools had outstanding Net-safety conditions and instruction. The five shared some interesting characteristics: They had a whole-school-community approach to student Net safety, and they had "managed" rather than "locked down" systems for filtering and other safety measures. "'Managed' systems," Ofsted explains, "have fewer inaccessible sites than "locked down" systems and so require pupils to take responsibility themselves for using new technologies safely. Although the 13 schools which used 'locked down' systems kept their pupils safe while in school, such systems were less effective in helping them to learn how to use new technologies safely." The weakest area was Net-safety training for school staff, the report said. "Most training provided was 'one size fits all' and therefore did not always meet needs. There was very little evidence of schools drawing systematically on the views and concerns of pupils, their families or governors in identifying priorities for such training."

What Ofsted seems to be saying is that teaching students the critical thinking skills of media literacy ultimately lowers risk. The schools rated "outstanding" in online safety all had managed systems whereby "pupils were helped, from a very early age, to assess the risk of accessing sites. For example, at the elementary level in one of the top 5 schools, students are taught to ask themselves these questions:

"Who wrote the material on this site?"

"Is the information on it likely to be accurate or could it be altered by anybody?"

"If others click onto the site, can I be sure that they are who they say
they are?", and

"What information about myself should I not give out on the site?"

We would add a key 5th question for full social-Web safety (or "Online Safety 3.0"): "What impact will the information (photo, video, etc.) I give out on this site (or cellphone) have on my friends and my community?" We at ConnectSafely feel this question is essential because the preceding four excellent questions deal only with the impact of the info uploaded on the student himself/herself and, to move forward, we need all to understand that online well-being and safety in today's social new-media environment is, by definition, a collaboration – ideally starting in elementary school and broadening outward as a child matures. Interestingly, too, based on the research, posting negative or harassing info about others also increases risk to oneself (see this). [A pdf version of the full report can be downloaded from Ofsted's site here.]

Cyberbullying & bullying-related suicides: 1 way to help our digital-age kids

How do we help our children maintain some detachment from the drama, sometimes cruelty, of school life? This, I think, is the central question of online safety, if not child development, in the digital age. It has just become national news that 15-year-old Phoebe Prince of South Hadley, Mass., and very recently of western Ireland, committed suicide January 14 because of fellow students' social cruelty online and offline, in and out of school, according to ABC News and the Boston Herald. Last month the country learned of 13-year-old Florida student Hope Witsell's suicide last fall (I posted about that in ConnectSafely's forum here).

Detachment from 'The Drama'

Each of these cases is highly individual, but what they all seem to have in common is the 24/7, non-stop nature of the harassment the teens faced – the tech-enabled constant drama of school life turning into 24/7 cruelty. Phoebe's and Hope's tragedies indicate an urgent need for all of us to help our children come up for air, to maintain some perspective about the "alternate reality" of school life, especially in the middle-school years.

Technology mustn't be the focus of either blame or solution development because it's not the source of the problem; social cruelty is. But technology – if not used with a sense of perspective or balance – can "tether" a child to the cruel behavior. I get that word from MIT sociologist Sherry Turkle, who refers to today's communications tools (the social Web, cellphones, etc.) as "tethering technologies" in her paper about "The Tethered Self." She discusses how they remove us from our physical surroundings. I think their constant use can also affect our sense of context psychologically too – everybody's, not just kids', but adolescents have a lot to deal with just developmentally, so perspective can be extra helpful to them.

We hear a lot that we need to think about the implications of giving our children mobile devices that make them as available to their peers as they are to us. But let's look at one of the implications: Kids' and their peers' moment-by-moment mood changes, blow-by-blow gossip, and good and bad behavior mutually accessible as long as their communications devices are on. In other words, constant drama – often heightened by kids who enjoy fueling it, whether for entertainment, as a prank, or out of malice.

How we can help

What we don't hear enough is that there are ways we – parents, school personnel, police, and policymakers – can help our kids and teens. We can help them...

Get perspective and maybe a little mental detachment from peers as well as "the drama"

Do the identity exploration that's a key task of adolescence as themselves," as individuals, and not only or always in relation to their peers

Have a little time for reflection

Realize the importance of self-respect and know they have our respect.

In other words, we can help them to be able – when needed – psychologically to disengage just so they can think straight and actually see that their life is not that drama at school or online, and they are never the person any bullies could ever make them out to be.

Tampa-area schools are discussing (I think much-needed) parent-notification rules, the Tampa Tribune reports and Massachusetts lawmakers are "stepping up efforts to pass an anti-bullying measure," the Boston Globe reports. These are important pieces of the puzzle, but I hope that school officials, legislators, and parents 1) don't create policy and law based solely on the worst tragedies and 2) do help children learn how to maintain perspective, self-respect, and respect for others amid the info and behavioral overload of the digital age. This is the protective nature of social-media literacy and citizenship – the new online safety.

Related links

Whether or not they all make sense for your family, at least some of Marian Merritt's 7 household tech-use rules (at the bottom of her post) can help parents help kids keep "The Drama" under control. Merritt, Norton's Internet Safety Advocate, is blogging about the Kaiser Family Foundation study on US 8-to-18-year-olds' media use – I posted about it here.

Youth (and parent) mentor Annie Fox helps a girl having suicidal thoughts: "For teens: What can I do about these rumors?"

How the social Web helps stop suicide (in The Daily Beast) and an example of suicide averted, thanks to social networking

The National Suicide Prevention Lifeline says peers are the best source of referrals to the Lifeline, usually via social network sites, especially MySpace – not a toll-free phone number – but that number is 1-800-273-TALK. The Lifeline coordinates the work of more than 100 toll-free help centers around the US, getting calls and cases to the center nearest the person needing help, and help not just for suicidal crisis, but depression, domestic violence, and all sorts of needs (more people need to know about that).

"Online Safety 3.0: Empowering & Protecting Youth"

ConnectSafely.org's "Tips to Help Stop Sexting"

28 students suspended for cyberbullying

A Seattle middle school recently suspended 28 students for involvement in a Facebook page that put down another student, the Seattle Times reported. I'm not sure what suspension does to stop cyberbullying, but I was glad to read that 1) the hate page probably wasn't on Facebook for more than 24 hours and that 2) "school staff talked with [the suspended students] and their parents, and the principal plans to hold assemblies for students and meetings for parents to discuss appropriate and safe Internet use." Here's UPI's coverage. [See also "School cyberbully wins free-speech case" and "The power of play: Cyberbullying solution?".]

School cyberbully wins free-speech case

This week the Los Angeles Times told the story of an 8th grader who walked into her school counselor's office in tears, saying she just couldn't go to class. Another girl had posted a humiliating video about her in a video site and the targeted girl was sure half the school's 8th-grade class had seen it. After much discussion among school, district, and district lawyers, the school suspended the video's producer for a couple of days. She and her dad, a lawyer, sued the school for violating her free-speech rights, and a federal court in L.A. decided in favor of the degrading video's producer, saying that, by suspending the girl for her video, "the school had gone too far," the L.A. Times reports. In his 60-page opinion, US District Judge Stephen V. Wilson wrote that, "to allow the School to cast this wide a net and suspend a student simply because another student takes offense to their speech, without any evidence that such speech caused a substantial disruption of the school’s activities, runs afoul of Tinker" (referring to the widely cited 1969 case Tinker v. DesMoines Independent Community School District). This was "a disturbing decision in a cyberbullying case," says Nancy Willard, director of the Center for Safe & Responsible Internet Use, because the court placed too much emphasis on whether evidence could predict physical harm and substantial disruption, was dismissive of emotional harm to students, and failed to consider the video's impact on the victim's own "educational performance and right to feel secure at school, and thus her right to receive an education." She argues that, "in addition to the substantial disruption test, Tinker held that a school may regulate student speech that interferes with the 'the school’s work or [collides] with the rights of other students to be secure and be let alone'."

I couldn't agree more. Children who are being bullied online and offline need to be able to seek relief at school, especially when - for some children – school is the first line of defense. And schools have got to be able to intervene in cases where individual students are experiencing psychological as well as physical harm. But Willard says it much better than I can: "Research has consistently revealed that these incidents can be exceptionally emotionally traumatic and frequently are related to school failure, school avoidance, violence at school - and sometimes youth suicide. To protect the well-being of youth, school officials must have the authority to respond to these incidents and, if justified, remove offending students from school for a period of time." If we can get to that point, then maybe the discussion about cyberbullying can be less about avoiding litigation and more about helping kids. Here's Willard's analysis of J.C. v. Beverly Hills Unified School District, "There is No Constitutional Right to Cyberbully."

Sexting: New study & the 'Truth or Dare' scenario

Three up-to-the-minute developments – fresh data on sexting from Pew/Internet, an important podcast about technology & developmental behavior among teens, and a summit held by the National District Attorneys Association and the National Center for the Prevention of Child Abuse – offer important insights....

1. 4% of US teens have sent 'sext' messages

It's a significantly lower figure than two previous national studies, which arrived at 10% and 9% for youth who had sent sext messages (see links below). The Pew Internet & American Life Project today released a survey finding that only 4% of US 12-to-17-year-olds had sent a sexually suggestive nude or semi-nude photo or video of themselves via cellphone, and 15% had received one on their mobile from someone they know personally. The explanation for the lower figures may be that Pew focused solely on images on cellphones, not on text either via phones or other electronic means. "We chose this strategy because the policy community and advocates are primarily concerned with the legality of sharing images and because the mobile phone is increasingly the locus of teens’ personal, and seemingly private communication," Pew says in its report. In other key findings....

There was no gender difference in the sending of sexting images – boys and girls were equally engaged.

"Older teens are much more likely to send and receive these images."

More intense users of cellphones are more likely to receive sext images.

18% of teen cellphone owners with unlimited texting plans have received such images compared with 8% of teens on limited plans and 3% of teens who pay per message.

The teens who pay their own phone bills are more likely to send “sexts”: 17% of those who pay for their phones had done so, while 3% of teens who don't pay for their phones or pay for a portion of the cost had.

With the University of Michigan, Pew conducted six followup focus groups this fall with middle and high school students in three cities. The focus groups showed that "these images are shared as a part of or instead of sexual activity, or as a way of starting or maintaining a relationship with a significant other. And they are also passed along to friends for their entertainment value, as a joke or for fun," said the study's author, Amanda Lenhart.

[Here are links to my posts on previous sexting surveys, the MTV/AP study early this month and a Harris Interactive study for Cox/NCMEC last june.]

2. Digitally 'enhanced' Truth or Dare

It can sound a little clinical when researchers or law enforcement talk about sexting, so let's look at one scenario at the middle school level – which ideally has everybody (girls, boys, and parents) thinking about cellphone-"enabled" sleepovers.

Remember that classic adolescent game of "Truth or Dare"? Well, in a recent "Family Confidential" podcast with educator and author Annie Fox, author of Queen Bees and Wannabes Rosalind Wiseman told Fox, "When we were growing up and even just five years ago, if girls in the 6th, 7th and 8th grade [had] ... a sleepover and played the Truth or Dare game – a classic thing you'd do when you were in middle school, a lot of the dares being about testing what you were thinking about, your sexuality, about coming into your sexuality; it's developmentally appropriate. But back then, if you'd do something in the dare category, not many people would see it and it would have a limited life-span. But now, this school year, Truth or Dare for 7th and 8th graders can include, 'I dare you to take a picture of yourself naked and send it to the boy you like,' and of course that boy will forward it to everybody he knows.

"This developmentally appropriate moment," says Wiseman, "has become a huge weapon to humiliate a girl forever, in her mind ... so the impact and the ability to degrade people's ability to go through their sexual development in an appropriately uncomfortable but comfortable way is lost when we have these kinds of things happen." [That's at about 13:40 in the MP3 version of Fox's podcast.]

But we're not just talking about victims, of course. Later in the podcast (26:05), Fox comes back to this sexting situation, as she and Wiseman are talking about how these dares and other developmental tests and risk-taking "really go both ways," Wiseman said. These situations are very fluid and have tech-enhanced ripple effects.

Fox said, "The girl who was humiliated pushed Send." Rosalind agreed: "Yes she did, she needs to think about what was motivating her to capitulate – we have to talk about that that if we want the child to be able to stop it the next time it happens.... She also needs to think about why she was unable to hold her ground and wants attention from boys in a particular way. Why is that? It's partly that, for a girl growing up in this culture, the culture says that's how you get attention from boys, but this is an opportunity for reflection about the cost of doing that."

Scenarios like this can be great talking points for calm, supportive, nonconfrontational discussion at home and school about all kinds of issues: at school, the legal and psychological costs of caving to peer pressure and forgetting to treat self and others with respect; at home, whether our kids have felt or observed that kind of focused pressure from peers; how they handled it; how they'd like to be able to handle it; whether they'd feel comfortable coming to us about it and what their conditions for doing so would be; where technology comes into play (literally) and what we can do about it in specific situations; and so on. [A similar scenario played out in Indiana a few months ago (see "Students sue school for social Web-related discipline").]

3. The law enforcement piece

Social media researcher Sameer Hinduja told Slate.com after the just-ended meeting of the National District Attorneys Association that participants were "clamoring for research on who's most likely to be an offender, or a victim, what are the contributing factors, what are the consequences." Certainly more research is needed, but look at those terms "offenders" and "victims" in light of the snap-and-send "Truth or Dare" scene. Can the children at that sleepover reasonably be frozen in time as either "offender" or "victim"? Do you, too, see a disconnect between 7th-graders engaged in casual, developmental risk-taking and what the law requires of police and prosecutors, and sometimes schools, handling "cases"?

I hope against hope for two things: that 1) except in cases involving criminal intent, law enforcement can play an educational rather than prosecutorial role where sexting by minors is concerned (helping middle and high school students understand related law) and that 2) there will be more calm, respectful communication between parents and kids, between schools and families, and within whole school communities about all aspects of this issue. There is nothing to be gained and a great deal to be lost from dealing with sexting strictly as a legal issue. How can schools fear litigation less? How can we all acknowledge multiple perspectives? It may take time, but if we can collectively focus on respectful communication and effective prevention as well as response, maybe we'll have fewer sexting and cyberbullying "cases" develop. As difficult as this may be, youth and society will gain from the conscious, collaborative effort.

Please see Dr. Hinduja's own blog post about the summit (organized by National District Attorneys Association and the National Center for the Prevention of Child Abuse), where he, too, recommends "multidisciplinary prevention and response."

Related links

"Sexting as a form of relationship currency" is an important insight from the Pew study that the GetNetWise.org blog zooms in on.

This week the Virginia Crime Commission decided against recommending any changes in state child pornography laws in light of “sexting” by teens, with Commission Vice-Chair David Albo saying that "a well-intended change could prove to be 'a roadmap for freaks' on how to skirt the law," the Richmond Times-Dispatch reports. Vermont, on the other hand, revised state child-pornography law last summer so that "minors caught sexting would not be charged with a felony and forced to register as sex offenders" (see my post).

CNN's coverage of the Pew study - interesting that, in headline, it went for 15% of teens have received sext messages rather than 4% have sent

Audio interview with Pew/Internet's Amanda Lenhart on teens & sexting at Public Radio International

A bit more on peer pressure & sexting at NetFamilyNews

See also our tips for parents about sexting at ConnectSafely.org and Common Sense Media's video advice.

States' report card for school innovation

The US states' report card for innovation in education wasn't all bad news: For example, "Massachusetts, Colorado, and Rhode Island got gold stars for their policies to promote extended learning time in schools." But all of those states got Ds for tech innovation. The report – "Leaders and Laggards: A State-by-State Report Card on Educational Innovation" – was not pretty, with "most states earning Cs, Ds, or even Fs in such key areas as technology, high school quality, and removal of ineffective teachers," Education Week reports. Sponsored by the US Chamber of Commerce, the Center for American Progress, and the American Enterprise Institute, the report used "state data and existing and original research to assign letter grades to states." Technology grades were based on criteria such as teachers' technology proficiency, student access to tech, whether there are online schools in the state, and whether the state assesses return on investments in technology. Six states got As for technology: Louisiana, Maryland, Oklahoma, South Dakota, Virginia, and West Virginia. Twelve states got Bs; 14 Cs; 18 Ds (including the District of Columbia), and one – Nevada – got an F for tech innovation. A key critic of the report was the 1.4 million-member American Federation of Teachers, which said its recommendations fit with "the factory model of education." The full report can be downloaded from the US Chamber site in PDF format, and the Tech section starts on p. 46.

Filters for classroom management?

No. Really not a good use for filters, writes instructional technologist Bud Hunt at St. Vrain Valley School District in northern Colorado, where they've been filtering less since the beginning of the school year. Hunt's thoughtful response to requests from teachers and other staff to block resources that are distractions in the classroom is that "we will no longer use the Web filter as a classroom management tool. Blocking one distraction doesn’t solve the problem of students off task – it just encourages them to find another site to distract them. Students off task is not a technology problem – it’s a behavior problem." Hunt later adds that the best filters in a classroom are the people in it. I do agree. Here's why – but don't miss Bud's complete response to technological-classroom-management requests, linked to above. It's not that there's anything inherently wrong with filtering, just with uncritical use of it, or any technology. [See also "Filtering critics, issues in 3 countries."]

Students sue school for social Web-related discipline

The two Indiana girls who, during a sleepover before their sophomore year started this fall, posted some sexually suggestive photos in a MySpace profile set to private, thought of it as a joke among friends, says the ACLU, which filed the lawsuit on the girls' behalf. "The suit contends that someone copied the pictures and shared them with school officials, and they eventually were given to the principal," the Washington Post reports. "None of the photos made any reference to the school," it adds. The girls, athletes, were suspended from all "all extracurricular activities for the year" at first, but the school later "reduced the penalty to 25% of fall semester activities after the girls completed three counseling sessions and apologized to the coaches board." The school's attorney "said [the principal] was enforcing the northeast Indiana school's athletic code, which allows the principal to bar from school activities any student-athlete whose behavior in or out of school "creates a disruptive influence on the discipline, good order, moral or educational environment at Churubusco High School." Do you think the school's definition of "material disruption" (of students' ability to learn, a test that has been used in a number of cases involving student free speech and off-campus behavior in social media) is too broad? Your comments welcome, via email (anne[at]netfamilynews.org) or, better, posted in our forum at ConnectSafely.org.

UK teachers union chief: Un-ban cellphones in school

The head of Britain's largest head teachers' union said it's time to rethink the banning of cellphones at school. "Schools should be harnessing the fantastic educational opportunity children carry around in their pockets, instead of banning the phones with their cameras, voice recorders and internet access," The Guardian cites Mick Brookes, general secretary of the National Association of Head Teachers, as saying. As in the US, schools in the UK cite the potential abuses of the technology – and the need to protect children from them – as the reason for the mobile-phone ban most of them impose. However, educational technology consultant David Whyley told The Guardian that, "in schools where children were provided with handheld computers with phone and Internet access to use in lessons, teachers have reported very little misuse. His program, Learning2Go, has been in place for five years at 18 primary and secondary schools in Wolverhampton, the paper adds. See also "From 'digital disconnect' to mobile learning."

The case of the password-requiring coach

A coach requiring a team member's Facebook password is a serious problem all by itself. But this coach used that password to read private messages and then kick the team member off the squad for profanity Coach Tommie Hill found in the private message. I'm referring to a case in Pearl, Miss., cited in eSchoolNews. The student was nominated for a team spirit award "for the previous year, but the coaches said she did not deserve the honor. [She] also did not take certain academic courses because the cheerleading coaches taught them." The student and her family are now suing the coach and school for $100 million "for what the suit claims are violations of Jackson's right to privacy and freedom of speech."

What's wrong with this picture on the privacy front? Viewing students' public profiles is fine simply because they're public. But in terms of protecting one's identity, privacy, and intellectual property, sharing passwords is one of the most risky behaviors in the online risk spectrum (see ConnectSafely's password tips). I'm stating the obvious in saying that teachers, coaches, and other adult mentors should be modeling safe, ethical behavior, not the opposite. What Coach Hill's behavior teaches students to do is set up a network of "G-rated" profiles and give her those passwords to avoid any repercussions from the "real" profiles – or set up "real life" profiles in another social network site. If not these, then there are other workarounds. CNN Live covered a similar story involving a private school in Georgia, interviewing a few of us bloggers about it. For more on how adults, for their own sake too, could model better behavior in social media, see this at Forbes.

Houston schools 'just say no' to sexting

The Houston Independent School District, one of the US's biggest school districts, decided to adopt a new no-sexting rule "before some 200,000 students returned to classes after their summer vacation," Agence France Presse reports. Sharing nude photos by phone hasn't been much of an issue in the district, but some principals brought it up over the summer as an issue in the news and "wanted a policy on the books just in case it happens," the Dallas Morning News reports. The Mesquite, Texas, district joined Houston, but other districts, such as Dallas and Garland, felt their policies - against "sending, sharing, viewing or possessing pictures, text messages, e-mails or other material of a sexual nature in electronic or against distribution of obscene material via any electronic device" - about covered the issue. I'd say so. But I hope any sexting incidents are handled as "teachable moments" and not just further opportunity to suspend or expel students. Meanwhile, Forbes reports that New Hampshire lawmakers are considering a law against charging minors under the state's child pornography law for sexting when it's "part of a romantic partnerships." The discussion follows next-door neighbor Vermont's new law decriminalizing sexting by minors (see this).

Filtering critics, issues in 3 countries

Teachers, not students, are the people most affected by school filters, according to a commentary in the Washington Post - even though the US federal law requiring filtering by schools receiving federal connectivity funding (the Children's Internet Protection Act, or CIPA) is aimed at protecting students from inappropriate content. "Walk the halls of a public school, and students will readily share tips for evading filters, some of which would be good work-arounds for the Great Firewall of China," writes Justin Reich, a former high school teacher working on his PhD in education at Harvard. He tells of a high school student who recent showed him a Facebook group called "How to access Facebook from school" that has 187,000 members and offers simple methods for filter-free surfing and profile updating. A teacher told me once that, when she needs to get to a site that her school filter blocks, she just asks one of her students to help her.

So one question is, if this view of filtering as blunt-instrument solution is or becomes widespread, what replaces it? One idea might be school-network monitoring. More than 1,000 UK schools have monitoring software running on their networks (probably mostly alongside filtering software). Are US schools using this technology as much? Should monitoring become more of a focus in schools - to allow administrators to identify problem spots, have the "evidence" they need to work through cases of cyberbullying and harassment? What do you think? Is the choice blanket filtering (that's less than effective as a student-protection measure) or dealing with situations as they come up? See my slightly related post, "Zero tolerance = zero intelligence: Juvenile judge." (Post comments here or in the ConnectSafely.org forum, or you can always email me at anne (at) netfamilynews.org.)

And questions about filtering aren't being aired in the US only, of course. The BBC reports that, over in the UK, school regulatory body Becta just released a report which found that Net technology and devices is getting more sophisticated than the filters UK schools use, which often filter what's being downloaded only to computers (rather than mobile phones, iPod Touches, and other portable devices) and based solely on keyword, not image, detection. The report also pointed out that filters just block - they don't alert anybody to efforts to bypass the filtering. And in Australia, children's advocacy groups are criticizing the government for spending $33 million on mandatory nationwide household filtering, Australian IT reports. "Both Save the Children Australia and the National Children's & Youth Law Centre believe the resources could be better spent on law enforcement agencies battling to eradicate child pornography on the Internet."

FL school district's plans for sexting ed

The Miami-Dade school district aims to be a leader in teaching students the risks of cellphone sexting, the Miami Herald reports. Superintendent Alberto Carvalho wants to work with government and law enforcement to develop a curriculum for the coming school year, and he plans to put forth "a cutting-edge School Board policy" on the subject, the Herald adds. It looks like the superintendent is taking a solid multi-disciplinary approach; if the policy's approved, the district "will also begin conversations with local law enforcement and government agencies to review the existing laws." In the Miami-Dade district, students can have cellphones in school, but they have to be turned off during class. Here's UPI's coverage. Here's a little insight into one mother's tough experience with a school sexting incident. EdWeek.org reports that school officials are being urged to develop such policies and programs, and School Library Journal recently zoomed in on some intelligent thinking on the subject in Pennsylvania. Here are ConnectSafely.org's tips for dealing with sexting (see also "Meaty perspective on sexting").

Teacher's Facebook 'teachable moment'

I loved The Ethicist's answer to the question of how an 8th grade teacher, who has been "friended" by a lot of her students, should deal with issues like underage drinking when they come up in students' Facebook profiles: "She should carpe that diem," Randy Cohen writes in his New York Times column. "Were she simply to bust these online doofuses, she would squander a chance to convey something of lasting importance and leave them feeling that she had betrayed their trust. In short, her essential role is educator, not cop." I, too, wonder what suspension or other discussion-free discipline accomplishes, when there's an opportunity for students to add some life literacy to their tech literacy. [See also "Zero tolerance = zero intelligence: Juvenile judge," "Schools: How to handle group cyberbullying?," "Facebook: No. 1 tool for parenting? Maybe. Use wisely.", and "Anti-cyberbullying teachable moment."]

Md. students seek cellphone rules change

Cellphones are banned from Montgomery County (Md.) schools, but there's still plenty of texting going on in the classroom. So, since texting is so inextricable from their lives now, the students - led by Quratul-Ann Malik, a high school senior - are taking a resolution before the county school board, asking it to allow high school students to use cellphones during lunchtime, the Washington Post reports. "A Facebook group to promote her cause attracted 1,200 members in three days." But she faces "entrenched opposition," not only in Montgomery County. There and in nine surrounding counties, cellphone rules are pretty archaic, "written when few students carried cellphones and 'text' was not yet a verb. Today, they are difficult to enforce. The main problem is texting, which has supplanted talking and note-passing as the distraction of choice in many classrooms." I recently talked with some university law professors, who felt there was no way they could ask students to put away distracting technology in their classes. They said they need to embrace it - not as purely social or "distraction" tools, but as learning tools - and they are beginning to. Here are just two professors who are using social media to great advantage, Michael Wesch at Kansas State University and Jason Jones at at Connecticut State University. I know college and high school are very different environments, but progressive thinking occurring at both secondary and post-secondary levels will spread - though not far, maybe, before Qurantul-Ann graduates (if she hasn't already).

Phone bans don't work: Oz expert

After two girls were suspended from Ascham School - a boarding school for girls in an eastern suburb of Sydney - for harassing fellow students, "the school sent a letter to parents urging them to take their children's mobile phones away from them at night to try and stop abusive messages circulating," ABC News Australia reports. But ABC talked with the general manager of Kids Helpline, a free phone counseling service for Australians 5-25, who said that she's "wary about confiscating phones and warns parents they need to be careful not to alienate their children too much." She said bans can work against the victims as much as against the bullies. She told ABC that the victims could go "further inside themselves," which makes it tougher for caregivers and school officials to know what's going on with them, and "13- and 14-year-olds like the girls involved at Ascham are the most likely to be affected."

Schools as 'prison houses': Misunderstanding media

I'm not sure what the game of "conkers" is like but, at the gut level, UK Independent Schools Association chair John Gibson certainly resonates, probably with most parents, when he says that playing outside "as a child and taking part in activities such as putting an oily chain back on a bike, or playing conkers, exposes children to emotions such as disappointment which prepare them for adulthood," as the BBC reports. He told the Association's annual conference that "many children are living in a 'prison-like environment' surrounded by technology," according to the BBC. Part of that makes some sense - and echoes UK clinical psychologist Tanya Byron's suggestion that "kids are being raised in captivity" (see this) - but what Gibson says about technology is way too simplistic, if not incorrectly dismissive. He said, "When your life is lived through images constructed by a technical genius from Silicon Valley played on a high definition screen I just feel it will be more difficult to experience those important rehearsals for adult life." Equating virtual worlds, et al as images on a HD screen reflects a basic misunderstanding of social media as mere technology, an add-on to "real life," while social media are people's real-life producing and socializing 1) appearing on a screen and 2) extended onto the Web - not much like TV! The very "prison houses" of school and home Gibson refers to (and made so because of the fearful adult society Byron refers to) are what have made social media so compelling to youth!

Gibson told his audience, heads of independent schools in England and Wales, that they should offer children a diversity and excellence of experience to challenge the culture of technology in which they live outside school. Absolutely. But maybe word it a bit differently: to enrich, rather than "challenge," the cultures and interest groups they're participating in with the help of technology. Seems to me that, if schools could use social technologies to help teach social media literacy and citizenship, they will contribute to and enrich children's positive participation in participatory culture and society (moving full-steam ahead right now, largely without our education system). Just as school has helped make the use of books and other conventional media meaningful for youth for centuries, it can do so now with new media. [Meanwhile, the debate about whether the evolving Internet is hurting our children continues - see "Social networking infantilizing kids' brains?"]

Zero tolerance = zero intelligence: Juvenile judge

Most schools in the Atlanta area - "and across the nation" - have “zero-tolerance” policies where fighting's considered, the Atlanta Journal-Constitution reports. But Judge Steven Teske, president of the Council of Juvenile Court Judges of Georgia, told the Journal-Constitution that "zero tolerance is zero intelligence. It’s merely a political response, a knee-jerk reaction and often not put much thought is put into it.” Under that policy, both bully and victim are disciplined and schools don't find out who the primary aggressor and get to the bottom of the problem, which can help change behavior. Aaron Hansen, principal of a middle school in Ely, Nevada, reportedly has had success identifying and working with bullies at his school to change their behavior - see this report at Fox News.

Why technopanics are bad

Remember the predator panic? It's not over, of course - presentations with titles like "Facebook, the Sex Offenders' Catalog" and "MySpace the Predator's New Playground" (actual titles) are still being given at a time when we need to empower young social media users and their parents, not scare them to death (for more on this, see "A new online safety: The means, not the end").

Now we really need to prevent a sexting panic from developing. I really believe teens themselves will help us end the trend if they're given the facts about current child-porn laws (see "Tips to Prevent Sexting"), which hopefully will undergo revisions, where minors and adolescent behavior are concerned and criminal intent is not (see what's happening in Vermont along these lines).

"But why are technopanics bad, if there's a chance they'll scare people into safe behavior?" you might ask. For one thing because the Internet is ubiquitous, here to stay, a tool of participatory culture and democracy, and youth are its most active, fluent users - its drivers, in many ways. Young people aren't scared of technology. They know all the workarounds if we get scared and try to ban the Net from their lives. They can easily go "underground" (away from home, at friends' houses, public hot spots, using friends' very mobile connected devices, from smartphones to music and game players), which can actually put them at greater risk, because when they're in stealth mode, we're no longer in the equation, and they need us as backup in their online as well as offline lives.

And there are macro-level, national and global, reasons why panics are bad. Here's a list, a draft for which your comments and additions are welcome. Technopanics are bad because they...

Cause fear, which interferes with parent-child communication, which in turn puts kids at greater risk.

Cause schools to fear and block digital media when they need to be teaching constructive use, employing social-technology devices and teaching new media literacy and citizenship throughout the curriculum.

Turn schools into barriers rather than contributors to young people's constructive use.

Increase the irrelevancy of school to active young social-technology users via the sequestering or banning of educational technology and hamstringing some of the most spirited and innovative educators.

Distract parents, educators, policymakers from real risks - including, for example, child-pornography laws that do not cover situations where minors can simultaneously be victim and "perpetrator" and, tragically, become registered sex offenders in cases where there was no criminal intent (e.g., see this).

Reduce the competitiveness of US education among developed countries already effectively employing educational technology and social media in schools (for an international view, see Joan Ganz Cooney Center/Sesame Workshop's "Pockets of Potential: Using Mobile Technologies to Promote Children's Learning").

Reduce the competitiveness of US technology and media businesses practicing good corporate citizenship where youth online safety is concerned.

Lead to bad legislation, which aggravates above outcomes and takes the focus off areas where good laws on the books can be made relevant to current technology use.

Widen the participation gap for youth - technopanics are barriers for children and teens to full, constructive participation in participatory culture and democracy.

What am I missing? Please add to or comment the list - via the ConnectSafely forum, commenting here, or email to anne(at)netfamilynews.org. We are literally all in this together, don't you think?!

Related links

Prof. Henry Jenkins: "Confronting the Challenges of Participatory Culture: Media Education for the 21st Century," Fall 2006

"Living and Learning with New Media," a summary of findings (qualitative and quantitative) form the MacArthur Foundation-funded Digital Youth Project, by Ito, Mizuko, Heather A. Horst, Matteo Bittanti, danah boyd, Becky Herr-Stephenson, Patricia G. Lange, C.J. Pascoe, and Laura Robinson, Fall 2008.

"Critical Information Studies for a Participatory Culture," Dr. Jenkins's list of factors that block the full achievement of a more participatory society, 4/10/09 post on his blog

The skills of new media literacy

For a bit of history, see my first item on this, "'Predator panic'," in 2006 and "The latest technopanic" last August (before "sexting" was a word), linking to Alice Marwick's definitive paper on moral panics.

"Enhancing Child Safety & Online Technologies," the 12/31/08 report of the Internet Safety Technical Task Force at Harvard's Berkman Center for Internet & Society, and my post about it

"Pennsylvania case study: Social networking risk in context"

Anti-bullying & -cyberbullying reports, projects

So far this year there have been four suicides in the US because of bullying, writes Chicago mental health examiner Jerilyn Dufresne, marking the suicide of 11-year-old bullying victim Carl Joseph Walker-Hoover in The Examiner. His mother is asking her state government, Massachusetts, to investigate the school Carl attended, MassLive.com reports. The family of a 17-year-old bullying and suicide victim in Ohio is suing their school district for violating the boy's "civil right to safety, as well as the family's 14th Amendment rights to raise and educate Eric [Mohat] in a safe environment," the [northern Ohio] News-Herald reports. In the UK, counselors at BeatBullying, a nonprofit organization, have trained 700 teens to mentor bullying victims in both face-to-face meetings and through a new Web service called CyberMentors, Mirror.co.uk reports. YourCanterbury.co.uk adds that "over the next two years, the new CyberMentors project will be brought to other schools across the country as part of the national peer mentoring pilot announced by the Government." The New York Times recently zoomed in on Scarsdale [N.Y.] Middle School's strong emphasis on empathy training to reduce bullying. It refers to the Character Education Partnership, a nonprofit group in Washington, saying that "18 states - including New York, Florida, Illinois, Nebraska and California - require programs to foster core values such as empathy, respect, responsibility and integrity." Another such approach is the "CAPSULE" anti-bullying instruction program that has been tested in both US and UK schools (see my earlier post). And there's a new children's book out about cyberbullying, Don't Hit Send Just to Fit In. Here's background on US case law where cyberbullying and schools are concerned, from attorney and educator Kathleen Conn in Educational Leadership and London-based Childnet International's wonderful anti-cyberbullying resource (and moving video) at Digizen.org.

Asst. principal tells his own story

Two months after his boss, the principal of Freedom High School in Loudoun County, Va., told him to store a photo of a semi-naked girl on his computer "in case we needed it later," Asst. Principal Ting-Yi Oei was charged with "failure to report suspected child abuse" and put on administrative leave (he hadn't been able to ID the girl because the photo was taken from the neck down). That was last May, he writes in a commentary in the Washington Post. Only this month did his legal ordeal end, with the charges against him thrown out of court, as earlier reported (here's my post). Thought you'd like to get his take on what happened. It's a long story, so I'll leave the details of this latest misapplication of child-porn law in a sexting case to the teller.

School admin's legal nightmare in sexting case

The story of a high school assistant principal accused of possessing child pornography in a student sexting incident illustrates how unjustly child porn law can be applied. Even in the current "environment of prosecutorial excess, [this] case [of a 60-year-old former Fullbright exchange teacher, Peace Corps volunteer, and 30-year veteran educator] stands out as likely the first to entangle an adult who came in possession of an image that even police admit wasn't pornographic, and who did so simply in the course of doing his job," Wired blogger Kim Zetter reports. He "spent $150,000 and a year of his life defending himself in a ... legal nightmare triggered by a determined county prosecutor and nurtured by a growing hysteria over technology-enabled child porn at America's schools." It's a long, complicated story, so pls go to Zetter's post for the details, but she reports that a Virginia judge finally through the case out of court on March 31.

Social-media use in US schools: Study

Looking at the findings of social-media researchers, it's clear there's a growing gap between how kids consume information in school and the collaborative, media-rich way they gather and share information everywhere else. Given this, Lightspeed/NetTrekker sponsored some research to take a measure of where schools are with adoption of Web 2.0 tech such as online games, wikis, blogs, and virtual worlds (AKA virtual learning environments). The study found what we'd expect of user-driven media: In schools, too, adoption of these learning tools is from the ground up. Teachers are driving it, and their three top reasons are: to address students’ individual learning needs, engage students, and increase the accessibility of what they're teaching to their digital-native students. The study also found that, in 83% of school districts, very few or no teachers use online social networking for instruction; 40% of districts don't even allow use of social networking (I'm wondering why not Ning-style social sites that teachers create and control themselves?!); but almost half of districts have plans to allow teachers to share their content with Web 2.0 tools such as wikis (like using new-media tools to teach in old-media, top-down fashion, but it's a start). [The study's executive summary can be requested on this page.]

NJ to address bullying of gay students

The New Jersey Governor's Commission on Bullying will soon be looking into bullying, particularly against gay students, and what schools are doing to stop it, the Daily Record reports. Commission chair Stuart Green "said gay students are perhaps the most vulnerable when it comes to bullying, and that schools have not done enough to address the issue.... School officials have been saying for a couple of years that they have just begun to deal with gay and gender identity issues, long after other diversity issues had been addressed." The commission will consider what educational programs and teacher training are needed and - pointing to the online part of bullying - "whether school officials should do more to punish actions that take place outside of school but have an impact on the classroom, as allowed by state law."

Student free-speech decision

It may not be the last decision in a federal court on this case (Avery Doninger's lawyer said it may need to go to the Supreme Court). It was a mixed decision, reflecting how complicated student free-speech cases in the digital age are. In Doninger's case against Lewis S. Mills High School in Burlington, Conn., the Student Press Law Center reports, "US District Court Judge Mark Kravitz decided [Mills High School principal] Niehoff and Superintendent Paula Schwartz were entitled to qualified immunity, which protects 'public officials from lawsuits for damages, unless their actions violate clearly established rights'," the judge said in the ruling. Doninger, he said, hadn't clearly established her First Amendment right "to criticize her principal in an off-campus blog that used coarse language," the report added. Judge Kravitz cited two somewhat conflicting cases in his opinion: "Bethel School District v. Fraser, in which the Supreme Court ruled that a student's lewd and vulgar speech was not protected on-campus, and Tinker v. Des Moines Independent Community School District, which recognizes First Amendment protection for student speech on-campus as long as it does not substantially disrupt school, demonstrating a confusion among courts about which standard to apply to Internet student-speech cases," according to the Student Press Law Center. According to the Associated Press, the judge did let stand Doninger's claim that her right to free speech was "chilled" when the school "prohibited students from wearing T-shirts that read 'Team Avery' to a student council election assembly. That matter can proceed to trial."

UK students suspended for defaming teacher

Nearly 30 students were suspended for joining a Facebook group that disparaged a teacher at their school, a highly rated Church of England girls school, The Telegraph reports. A teachers' union called for their expulsion. The school's head teacher "said the vast majority of parents who had been to see her about the incident were supportive and understood why she had taken firm disciplinary action. But some of the pupils who received temporary exclusions have claimed that the punishment was too harsh." The Telegraph quotes students as saying members of the group had apologized but that the school took the comments about the teacher more seriously than they were meant. The group has been deleted from Facebook, but The Telegraph reports that "disparaging comments about the teacher remain posted on another website." At the end of the article it quotes several students and a former student as saying the teacher treats students demeaningly. In the US, incidents like this don't always end with school discipline. They sometimes lead to lawsuits about students' First Amendment rights, the latest such reported last month: "Student sues principal on free-speech grounds." See also a law professor on students' free-speech rights and "Free speech and student blogging."

More and more state cyberbullying laws

At least 13 US states have passed laws requiring school districts to develop policies on cyberbullying, the Washington Post reports, and "a handful of other states" are considering the same. Arkansas, Delaware, Idaho, Iowa, Michigan, Minnesota, Nebraska, New Jersey, Oklahoma, Oregon, South Carolina, and Washington are among those with laws already in place, and California just joined them at the turn of the year, San Francisco's KCBS radio reported. Developing cyberbullying policy is not easy for schools because of the need to balance students' protection with their free-speech rights. Such policymaking becomes a problem, civil liberties advocates say, when schools "try to control what students say outside of school," the Post reports. Where they can step in, courts have said, is when what students post off-campus disrupts the learning process at school or causes peers to avoid going to school out of fear. "John Halligan, whose son Ryan took his life in Essex Junction, Vt., after many years of bullying, some online, applauded the national movement to enact cyber-bullying laws. But, he said, laws alone cannot stop the problem," according to the Post. See also "Cyberbullying better defined," "Teaching students to help stop cyberbullying," and "Anti-cyberbullying teachable moment."

'The parents' fault. Not.'

Those are the words of tech educator Will Richardson, who in his blog tells of a conversation with a high school principal. Richardson had said in his presentation that no one was teaching young people how to use social-network sites well. So the principal told Richardson he was teaching them - when he hauls them into his office, shows them the nasty stuff he'd found on their profiles, and watches the "genuine astonishment" on their faces that he'd found their profiles. Clearly that cluelessness was their parents' fault, the principal indicated. Richardson thought not, but the solution is not the one-shot "parent awareness night" or "some type of scary Internet predator presentation by a state policeman." He continued: "For the life of me, I can't understand what is so hard about opening up the first and second and third grade curriculum and finding ways to integrate these skills and literacies in a systemic way. If you want kids to be educated about these tools and environments, then maybe we should, um, educate them." Hear, hear! But here's a literacy we can integrate into our kids' lives too: life literacy, learning how to function in community (online as well as offline), learning treat others as we'd like: Tech-etiquette basics like "no texting or talking during dinner." [See also "Cellphone etiquette."]