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Prior to joining the team in 2022, Marlena was an intern with the KQED Digital News Engagement team. She grew up in the Bay Area.\u003cem> \u003c/em>","avatar":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"arts","roles":["author"]},{"site":"news","roles":["contributor"]},{"site":"forum","roles":["editor"]}],"headData":{"title":"Marlena Jackson-Retondo | KQED","description":"Engagement Producer","ogImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/94ab429312e9a676559e31d1894130df?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/mjacksonretondo"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_64769":{"type":"posts","id":"mindshift_64769","meta":{"index":"posts_1716263798","site":"mindshift","id":"64769","score":null,"sort":[1727258442000]},"guestAuthors":[],"slug":"do-cellphone-bans-in-middle-schools-work-its-complicated","title":"Do Cellphone Bans in Middle School Work? It’s Complicated.","publishDate":1727258442,"format":"standard","headTitle":"Do Cellphone Bans in Middle School Work? It’s Complicated. | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Roosevelt Middle School in San Francisco, California introduced a campus-wide cellphone and smartphone ban. That meant devices are “off and away at all times while you’re on campus,” said Emily Leicham, Roosevelt Middle School’s principal. Among those in favor of the policy was Marta Lindsey, whose child started sixth grade at Roosevelt in fall 2024. She said that the phone policy was the reason her family chose the school as their first pick in the district’s lottery system. “I just feel super lucky that we got into this school…I don’t even care about anything else about this school except for this policy,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cellphone bans aren’t new to K-12 schools across the nation, but the past year has seen growing momentum for district and statewide bans. In a Pew Research survey, nearly three quarters of high school teachers and a third of middle school teachers said that \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">cellphones are a major distraction in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In media appearances related to his \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\">\u003cspan style=\"font-weight: 400\">bestselling book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Anxious Generation\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, social psychologist Jonathan Haidt has called for \u003c/span>\u003ca href=\"https://www.theatlantic.com/ideas/archive/2023/06/ban-smartphones-phone-free-schools-social-media/674304/\">\u003cspan style=\"font-weight: 400\">phone-free schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kff.org/mental-health/issue-brief/a-look-at-state-efforts-to-ban-cellphones-in-schools-and-implications-for-youth-mental-health/\">\u003cspan style=\"font-weight: 400\">seven states have banned or restricted cellphone use\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools for the 2024-25 school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, not everyone is enthusiastic about cellphone and electronics bans in middle schools. \u003c/span>\u003ca href=\"https://x.com/RCulatta\">\u003cspan style=\"font-weight: 400\">Richard Culatta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO of the International Society for Technology in Education (ISTE), and \u003c/span>\u003ca href=\"https://www.tannerhiggin.com/\">\u003cspan style=\"font-weight: 400\">Tanner Higgin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a senior educational technology researcher at WestEd, support a more nuanced approach to technology use in schools. Instead of a permanent ban on cellphones, Culatta and Higgin suggested that schools teach digital citizenship and develop technology policies that foster healthy electronic use among students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Implementing a cellphone ban\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Roosevelt Middle School, the policy worked immediately, according to Leicham. She said she confiscated 40 to 50 phones, airpods and smartwatches on the first day of the cellphone ban in 2023. The second day, she only confiscated two devices. The new system and school policy took years to develop, with parents initiating the conversation during Leicham’s first year as principal in the 2021-22 school year. While parents drove a lot of the interest in a cellphone free school campus, Leicham made sure to include students and teachers in the conversation. Students were given the opportunity to discuss the potential of a cellphone policy during their advisory periods, and teachers had ongoing conversations during staff meetings about their concerns and anticipated challenges, said Leicham.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Roosevelt expanded the policy to cover all electronics, including Google Chromebooks when not directly in use in a classroom. Additionally, the policy allows no room for warnings. Once a student’s electronic is spotted by a teacher or administrator, it is placed in the front office for the day. Students collect confiscated phones after school. This eliminates power struggles between teachers and students, according to Leicham.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Melanie Buntichai said that it was a challenge for individual teachers to enforce their own classroom cellphone policies before the ban. If she engaged with a student who was using their phone inappropriately in class it could take up to ten minutes away from class time. Since Roosevelt implemented a schoolwide policy, “the students don’t fight back as much,” and interruptions became less time consuming, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leicham said students interact with each other more during lunchtime now. “It’s nice to see them, you know, being kids; hanging out with each other,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Roosevelt requires \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">\u003cspan style=\"font-weight: 400\">Common Sense Media’s digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> lessons for students during advisory classes. According to Leicham, for the 2024-25 school year, Roosevelt aims to have students complete four lessons. The school also provides Common Sense Media resources for parents that covers appropriate and responsible tech use. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student and parent responses\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While parents have been on board with the electronics policy at Roosevelt, students have been harder to win over. Leicham said that transparency helps when explaining to students why smartphones and other devices don’t belong on campus. “Middle school is the time to build relationships with others,” and middle schoolers “need less screen time and more interaction with others,” Leicham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Psychologist Jacqueline Nesi thinks there is some truth to this. But “it’s not always the case that when students are using screens in general, that they are not socializing at all,” said Nesi, who studies the effects of technology on children. Increased focus on social interactions is a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">hallmark of early adolescent development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Nesi. However, when it comes to fitting in, smartphones can be both a source of disconnection and connection for middle schoolers. On one hand, a student can feel left out if they don’t have access to the same technology that their peers do. On the other hand, a student who feels “marginalized in their offline community” might find belonging through technology “even if it’s in an online environment,” said Nesi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like it did for Lindsey, Roosevelt’s cellphone policy attracted Eiko Sugano to the school. She also hoped to enroll her child there for sixth grade, but he ended up at another school further down on their lottery list. For Sugano, a full cellphone and electronics ban is what initially drew her to Roosevelt. “It was definitely one of my top factors,” she said. Sugano’s son does not have a cellphone. She prefers that he engages in-person rather than on a device, and learns to navigate everyday challenges, like missing a bus, without the help of a smartphone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids need “increasing independence as they age [and] there’s value in giving them opportunities to solve problems,” said Nesi. There is no one-size-fits-all approach to parenting decisions about which devices to allow adolescents to use and when, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lindsey held an on-campus and online community conversation for families about cellphone and electronics policies at her child’s elementary school last year. “Parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">\u003cspan style=\"font-weight: 400\">feeling so alone in this\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said. Coming together as a school community provided a much needed space for “information sharing between parents about how they’re navigating things or what they’re worried about,” she continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although Lindsey is hopeful for the future of students’ cellphone use both in school and outside of school, she wants these conversations and electronics to happen at a more rapid pace because kids are struggling right now. “I can’t even think of a bigger issue right now that parents are having to navigate,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>No to outright bans, yes to guided practice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bans on cellphones and electronic devices are taking off beyond Roosevelt. Some large school districts like Los Angeles Unified School District and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work\">\u003cspan style=\"font-weight: 400\">New York City Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are looking to or have already implemented \u003c/span>\u003ca href=\"https://www.k12dive.com/news/safety-concerns-school-cell-phone-bans-mental-health/726668/#:~:text=According%20to%20KFF%2C%20seven%20states,restrict%20both%20use%20and%20possession\">\u003cspan style=\"font-weight: 400\">district-wide cellphone bans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Culatta, the ISTE CEO, thinks these bans are too hasty. He said banning phones removes students’ opportunities to learn appropriate and effective use of technology. While a ban might feel like a satisfying solution, “it doesn’t actually prepare kids to be successful down the road,” he said. If students aren’t learning digital etiquette in school, “where will they ever learn it?” Culatta asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, Culatta advocates for school electronics policies that consult students and “create healthy conditions” for technology use. Writing these expectations in plain and positive language is important. Instead of telling students all the things they can’t do, Culatta suggested that schools clearly lay out norms that students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> follow. At the bottom of these technology guidelines, there should also be clear guidance on what the expectations are when students have broken the code of conduct, said Culatta. The policy should be age-specific, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Culatta, having technology guidelines in place of a ban opens the opportunity for learning moments to remind students about responsible and appropriate technology use. No ban doesn’t mean no consequences, said Culatta. He also said that a temporary ban can help to jumpstart a more robust and nuanced technology policy. “It is totally appropriate to pause and say ‘timeout for a second, we need all the devices to go away for a minute while we talk about what the norms are, while we talk about what this looks like’ and then start to bring them back,” he said. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higgin, the WestEd researcher, believes that educators can incorporate conversations about technology use without necessarily bringing those technologies into the classroom. “Encourage students to think about their habits and uses of technology [and] how those uses align with their values and goals,” he said. To help with those conversations, he pointed teachers toward free resources provided by \u003c/span>\u003ca href=\"https://www.commonsense.org/education/back-to-school\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – where he used to work – and their partner \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">The Center For Digital Thriving at Harvard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003ca href=\"https://iste.org/digital-citizenship\">\u003cspan style=\"font-weight: 400\">ISTE’s digital citizenship curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"The past year has seen growing momentum for district and statewide bans on cellphones in schools. But not everyone is enthusiastic about such policies.","status":"publish","parent":0,"modified":1729134547,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1540},"headData":{"title":"Do Cellphone Bans in Middle School Work? It’s Complicated. | KQED","description":"The past year has seen growing momentum for district and statewide bans on cellphones in schools. But not everyone is enthusiastic about such policies.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"The past year has seen growing momentum for district and statewide bans on cellphones in schools. But not everyone is enthusiastic about such policies.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Do Cellphone Bans in Middle School Work? It’s Complicated.","datePublished":"2024-09-25T03:00:42-07:00","dateModified":"2024-10-16T20:09:07-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64769/do-cellphone-bans-in-middle-schools-work-its-complicated","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Last year, Roosevelt Middle School in San Francisco, California introduced a campus-wide cellphone and smartphone ban. That meant devices are “off and away at all times while you’re on campus,” said Emily Leicham, Roosevelt Middle School’s principal. Among those in favor of the policy was Marta Lindsey, whose child started sixth grade at Roosevelt in fall 2024. She said that the phone policy was the reason her family chose the school as their first pick in the district’s lottery system. “I just feel super lucky that we got into this school…I don’t even care about anything else about this school except for this policy,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cellphone bans aren’t new to K-12 schools across the nation, but the past year has seen growing momentum for district and statewide bans. In a Pew Research survey, nearly three quarters of high school teachers and a third of middle school teachers said that \u003c/span>\u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/\">\u003cspan style=\"font-weight: 400\">cellphones are a major distraction in the classroom\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In media appearances related to his \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\">\u003cspan style=\"font-weight: 400\">bestselling book, \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">Anxious Generation\u003c/span>\u003c/i>\u003c/a>\u003cspan style=\"font-weight: 400\">, social psychologist Jonathan Haidt has called for \u003c/span>\u003ca href=\"https://www.theatlantic.com/ideas/archive/2023/06/ban-smartphones-phone-free-schools-social-media/674304/\">\u003cspan style=\"font-weight: 400\">phone-free schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, and \u003c/span>\u003ca href=\"https://www.kff.org/mental-health/issue-brief/a-look-at-state-efforts-to-ban-cellphones-in-schools-and-implications-for-youth-mental-health/\">\u003cspan style=\"font-weight: 400\">seven states have banned or restricted cellphone use\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in schools for the 2024-25 school year. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, not everyone is enthusiastic about cellphone and electronics bans in middle schools. \u003c/span>\u003ca href=\"https://x.com/RCulatta\">\u003cspan style=\"font-weight: 400\">Richard Culatta\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, CEO of the International Society for Technology in Education (ISTE), and \u003c/span>\u003ca href=\"https://www.tannerhiggin.com/\">\u003cspan style=\"font-weight: 400\">Tanner Higgin\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a senior educational technology researcher at WestEd, support a more nuanced approach to technology use in schools. Instead of a permanent ban on cellphones, Culatta and Higgin suggested that schools teach digital citizenship and develop technology policies that foster healthy electronic use among students. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Implementing a cellphone ban\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">At Roosevelt Middle School, the policy worked immediately, according to Leicham. She said she confiscated 40 to 50 phones, airpods and smartwatches on the first day of the cellphone ban in 2023. The second day, she only confiscated two devices. The new system and school policy took years to develop, with parents initiating the conversation during Leicham’s first year as principal in the 2021-22 school year. While parents drove a lot of the interest in a cellphone free school campus, Leicham made sure to include students and teachers in the conversation. Students were given the opportunity to discuss the potential of a cellphone policy during their advisory periods, and teachers had ongoing conversations during staff meetings about their concerns and anticipated challenges, said Leicham.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This year, Roosevelt expanded the policy to cover all electronics, including Google Chromebooks when not directly in use in a classroom. Additionally, the policy allows no room for warnings. Once a student’s electronic is spotted by a teacher or administrator, it is placed in the front office for the day. Students collect confiscated phones after school. This eliminates power struggles between teachers and students, according to Leicham.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Math teacher Melanie Buntichai said that it was a challenge for individual teachers to enforce their own classroom cellphone policies before the ban. If she engaged with a student who was using their phone inappropriately in class it could take up to ten minutes away from class time. Since Roosevelt implemented a schoolwide policy, “the students don’t fight back as much,” and interruptions became less time consuming, she said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Leicham said students interact with each other more during lunchtime now. “It’s nice to see them, you know, being kids; hanging out with each other,” she said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Roosevelt requires \u003c/span>\u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">\u003cspan style=\"font-weight: 400\">Common Sense Media’s digital citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> lessons for students during advisory classes. According to Leicham, for the 2024-25 school year, Roosevelt aims to have students complete four lessons. The school also provides Common Sense Media resources for parents that covers appropriate and responsible tech use. \u003c/span>\u003c/p>\n\u003cp>\u003cb>Student and parent responses\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While parents have been on board with the electronics policy at Roosevelt, students have been harder to win over. Leicham said that transparency helps when explaining to students why smartphones and other devices don’t belong on campus. “Middle school is the time to build relationships with others,” and middle schoolers “need less screen time and more interaction with others,” Leicham said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Psychologist Jacqueline Nesi thinks there is some truth to this. But “it’s not always the case that when students are using screens in general, that they are not socializing at all,” said Nesi, who studies the effects of technology on children. Increased focus on social interactions is a \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">\u003cspan style=\"font-weight: 400\">hallmark of early adolescent development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, according to Nesi. However, when it comes to fitting in, smartphones can be both a source of disconnection and connection for middle schoolers. On one hand, a student can feel left out if they don’t have access to the same technology that their peers do. On the other hand, a student who feels “marginalized in their offline community” might find belonging through technology “even if it’s in an online environment,” said Nesi.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Like it did for Lindsey, Roosevelt’s cellphone policy attracted Eiko Sugano to the school. She also hoped to enroll her child there for sixth grade, but he ended up at another school further down on their lottery list. For Sugano, a full cellphone and electronics ban is what initially drew her to Roosevelt. “It was definitely one of my top factors,” she said. Sugano’s son does not have a cellphone. She prefers that he engages in-person rather than on a device, and learns to navigate everyday challenges, like missing a bus, without the help of a smartphone.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kids need “increasing independence as they age [and] there’s value in giving them opportunities to solve problems,” said Nesi. There is no one-size-fits-all approach to parenting decisions about which devices to allow adolescents to use and when, she added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lindsey held an on-campus and online community conversation for families about cellphone and electronics policies at her child’s elementary school last year. “Parents are \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">\u003cspan style=\"font-weight: 400\">feeling so alone in this\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">,” she said. Coming together as a school community provided a much needed space for “information sharing between parents about how they’re navigating things or what they’re worried about,” she continued.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Although Lindsey is hopeful for the future of students’ cellphone use both in school and outside of school, she wants these conversations and electronics to happen at a more rapid pace because kids are struggling right now. “I can’t even think of a bigger issue right now that parents are having to navigate,” she said.\u003c/span>\u003c/p>\n\u003cp>\u003cb>No to outright bans, yes to guided practice\u003c/b>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Bans on cellphones and electronic devices are taking off beyond Roosevelt. Some large school districts like Los Angeles Unified School District and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work\">\u003cspan style=\"font-weight: 400\">New York City Public Schools\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> are looking to or have already implemented \u003c/span>\u003ca href=\"https://www.k12dive.com/news/safety-concerns-school-cell-phone-bans-mental-health/726668/#:~:text=According%20to%20KFF%2C%20seven%20states,restrict%20both%20use%20and%20possession\">\u003cspan style=\"font-weight: 400\">district-wide cellphone bans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But Culatta, the ISTE CEO, thinks these bans are too hasty. He said banning phones removes students’ opportunities to learn appropriate and effective use of technology. While a ban might feel like a satisfying solution, “it doesn’t actually prepare kids to be successful down the road,” he said. If students aren’t learning digital etiquette in school, “where will they ever learn it?” Culatta asked.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead, Culatta advocates for school electronics policies that consult students and “create healthy conditions” for technology use. Writing these expectations in plain and positive language is important. Instead of telling students all the things they can’t do, Culatta suggested that schools clearly lay out norms that students \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">can\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> follow. At the bottom of these technology guidelines, there should also be clear guidance on what the expectations are when students have broken the code of conduct, said Culatta. The policy should be age-specific, too. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">According to Culatta, having technology guidelines in place of a ban opens the opportunity for learning moments to remind students about responsible and appropriate technology use. No ban doesn’t mean no consequences, said Culatta. He also said that a temporary ban can help to jumpstart a more robust and nuanced technology policy. “It is totally appropriate to pause and say ‘timeout for a second, we need all the devices to go away for a minute while we talk about what the norms are, while we talk about what this looks like’ and then start to bring them back,” he said. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Higgin, the WestEd researcher, believes that educators can incorporate conversations about technology use without necessarily bringing those technologies into the classroom. “Encourage students to think about their habits and uses of technology [and] how those uses align with their values and goals,” he said. To help with those conversations, he pointed teachers toward free resources provided by \u003c/span>\u003ca href=\"https://www.commonsense.org/education/back-to-school\">\u003cspan style=\"font-weight: 400\">Common Sense Media\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> – where he used to work – and their partner \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">The Center For Digital Thriving at Harvard\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, as well as \u003c/span>\u003ca href=\"https://iste.org/digital-citizenship\">\u003cspan style=\"font-weight: 400\">ISTE’s digital citizenship curriculum\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64769/do-cellphone-bans-in-middle-schools-work-its-complicated","authors":["11759"],"categories":["mindshift_195","mindshift_21848","mindshift_21579"],"tags":["mindshift_685","mindshift_866"],"featImg":"mindshift_64770","label":"mindshift"},"mindshift_64623":{"type":"posts","id":"mindshift_64623","meta":{"index":"posts_1716263798","site":"mindshift","id":"64623","score":null,"sort":[1726048812000]},"guestAuthors":[],"slug":"tips-for-reclaiming-your-time-as-a-first-year-teacher","title":"Tips for Reclaiming Your Time as a First-Year Teacher","publishDate":1726048812,"format":"standard","headTitle":"Tips for Reclaiming Your Time as a First-Year Teacher | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>During her first year of teaching, \u003ca href=\"https://x.com/TeachBacon\">Allison Bacon\u003c/a> cried until November. The amount of things that teachers juggle every day overwhelmed her. “You’re not thinking about anything else. You’re thinking about the kids, you’re thinking about the content, you’re thinking about the planning and the curriculum, the standards,” she said.\u003c/p>\n\u003cp>Bacon’s experience is not an anomaly, and for some, it leads to a change in career path. According to the \u003ca href=\"https://nces.ed.gov/pubs2024/2024039M.pdf\">National Center for Education Statistics\u003c/a>, 66% of teachers who left the profession after the 2020-2021 school year found a better work-life balance in roles outside of teaching. Bacon stayed and is now the coordinator of instructional technology for the Ossining Union Free School District in New York, where she helps teachers make use of digital tools in their classrooms. She said that \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">artificial intelligence tools\u003c/a> in particular can offer some relief to the overwhelm of the first year of teaching.\u003c/p>\n\u003cp>\u003ca href=\"https://miriamplotinsky.com/?page_id=23\">Miriam Plotinsky\u003c/a>, an instructional specialist and author, is also familiar with the immense workload teachers manage from her own classroom days. In her newest book, \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">\u003cem>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/em>\u003c/a>, Plotinsky shares tools to maximize teachers’ time both during planning and teaching.\u003c/p>\n\u003cp>\u003cstrong>AI in the classroom\u003c/strong>\u003c/p>\n\u003cp>For Bacon, who is entering her 24th year of teaching, AI isn’t just a gadget, but a tool that can be used to regain a work-life balance and help relieve pressure. Although there are \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">reasons\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">be skeptical\u003c/a> of AI in teaching, Bacon argues that these tools “could be the difference between this being the three [to] five year thing or a lifetime career.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Brisk Teaching and Gemini are two of her district’s most commonly used AI tools. Here’s how she helps teachers use them:\u003c/p>\n\u003cul>\n\u003cli>The Chrome extension \u003ca href=\"https://www.briskteaching.com/\">Brisk Teaching\u003c/a> and Google’s AI feature Gemini can generate quick and accurate translations for students who may not be proficient in English. Not only are these translation tools helpful to teachers, but they also \u003ca href=\"https://www.kqed.org/mindshift/63539/how-schools-can-better-support-teachers-of-newcomer-students\">help newcomer students to feel welcomed\u003c/a> and more engaged in the classroom, Bacon said.\u003c/li>\n\u003cli>Brisk Teaching also allows teachers to input an article and receive a grade-level appropriate version of the same article in a Google Doc. It can also translate the article into different languages. According to Bacon, this allows teachers to be flexible and topical with lesson plans.\u003c/li>\n\u003c/ul>\n\u003cp>Bacon likes to remind other educators that, ultimately, they hold the expertise, not AI. AI is just another tool to help set up a framework for a lesson plan or activity, she said. It is the responsibility of the teacher to modify what AI has generated and to determine how to use that content in the classroom.\u003c/p>\n\u003cp>According to Bacon, the International Society for Technology Educators (ISTE) offers support like free monthly \u003ca href=\"https://iste.org/learning-library/webinars\">webinars\u003c/a> for all teachers looking to learn more about edtech tools. \u003ca href=\"https://apps.apple.com/us/app/connect-ascd-iste/id6450966961\">The Connect app\u003c/a>, a collaboration between ISTE and the Association for Supervision and Curriculum Development (ASCD), features forums by topic where teachers can communicate with each other.\u003c/p>\n\u003cp>\u003cstrong>‘Small but mighty’ ways to use your time effectively\u003c/strong>\u003c/p>\n\u003cp>The amount of choices teachers make about instruction in a single day can feel exhausting, especially for new teachers. Plotinsky suggests “embracing less to accomplish more” as a way to prevent decision fatigue. “If [teaching] is something you’re truly passionate about doing and you want to have longevity in the profession, it means making some choices about what you need to do versus what you want to do,” she said.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Don’t overplan.\u003c/strong> While new teachers might want to feel prepared by mapping out lesson plans months in advance, Plotinsky said that doesn’t accommodate the moment-to-moment changes that are inevitable in a classroom. Instead, she recommended that new teachers have an overarching idea of lesson plans mapped out a few weeks in advance, and that new teachers are ready to adjust their plans along the way.\u003c/li>\n\u003cli>\u003cstrong>Talk less. \u003c/strong>One of the most transformative lessons that Plotinsky learned as a new teacher was “learning when to be quiet,” she said. She encouraged teachers to think about ways and places they can condense their active teaching to allow students “to show us what they know and how they’re approaching content.” For example, by reevaluating what she was giving students during the first 20 to 40 minutes of class, Plotinsky recognized that some students knew more than others about a topic before beginning a lesson. Using \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">activators\u003c/a> to draw out the knowledge that students already hold on a subject can even the playing field. Students can also contribute to developing activator questions and activities, which can save time during lesson planning for teachers.\u003c/li>\n\u003cli>\u003cstrong>Stack your habits. \u003c/strong>According to Plotinsky, habit stacking, the practice of “layering habits on top of one another, one at a time, to produce enduring results,” can help to increase brevity in the classroom. Plotinsky likes to use going to the gym for the first time as an example of habit stacking. First you have to drive to the gym, once you’ve parked, you’re more likely to go inside, and once you’re inside, you’re more likely to workout. Setting a goal to make a bigger change can’t be done all at once, “you have to break it into component parts,” she said. “For new teachers, it’s establishing routines and structures that are tenable for them, because if they don’t do that early and often, they are going to feel that sense of panic that just never stops.” Plotinsky recommended establishing designated methods for things like grading papers, and check-ins with students, as well as establishing designated time for yourself.\u003c/li>\n\u003cli>\u003cstrong>Get student feedback.\u003c/strong> Teaching consists of a lot of guesswork and intuitive thinking, said Plotinsky. That’s why asking for and listening to student voices can and save a lot of time. Asking students open-ended questions or having them ask the teacher open ended questions about class or a specific lesson can be a good formative assessment. It doesn’t need to happen daily, but when teaching new lessons, it helps to understand what your students do and don’t know, Plotinsky said. She encouraged teachers to be explicit with students about what they are doing and learning and why. However, she warned against asking yes or no questions and about underdelivering on student feedback. “Don’t ask if you don’t want to know,” she said. Implementing student feedback “should be a very authentic process or kids will lose interest really quickly.”\u003c/li>\n\u003c/ul>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Teachers shouldn’t expect themselves to be at the top of their game their first year, but “you’re supposed to try your best,” said Plotinsky, whose own first year teaching was difficult. “The question is, how do you just keep trying and bounce back and keep persisting because you will be okay. It’s just hard work.”\u003c/p>\n\n","blocks":[],"excerpt":"AI tools and habit stacking can offer some relief to the overwhelm of the first year of teaching.","status":"publish","parent":0,"modified":1729791893,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":1214},"headData":{"title":"Tips for Reclaiming Your Time as a First-Year Teacher | KQED","description":"AI tools and habit stacking can offer some relief to the overwhelm of the first year of teaching.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"AI tools and habit stacking can offer some relief to the overwhelm of the first year of teaching.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Tips for Reclaiming Your Time as a First-Year Teacher","datePublished":"2024-09-11T03:00:12-07:00","dateModified":"2024-10-24T10:44:53-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprStoryId":"kqed-64623","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64623/tips-for-reclaiming-your-time-as-a-first-year-teacher","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>During her first year of teaching, \u003ca href=\"https://x.com/TeachBacon\">Allison Bacon\u003c/a> cried until November. The amount of things that teachers juggle every day overwhelmed her. “You’re not thinking about anything else. You’re thinking about the kids, you’re thinking about the content, you’re thinking about the planning and the curriculum, the standards,” she said.\u003c/p>\n\u003cp>Bacon’s experience is not an anomaly, and for some, it leads to a change in career path. According to the \u003ca href=\"https://nces.ed.gov/pubs2024/2024039M.pdf\">National Center for Education Statistics\u003c/a>, 66% of teachers who left the profession after the 2020-2021 school year found a better work-life balance in roles outside of teaching. Bacon stayed and is now the coordinator of instructional technology for the Ossining Union Free School District in New York, where she helps teachers make use of digital tools in their classrooms. She said that \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">artificial intelligence tools\u003c/a> in particular can offer some relief to the overwhelm of the first year of teaching.\u003c/p>\n\u003cp>\u003ca href=\"https://miriamplotinsky.com/?page_id=23\">Miriam Plotinsky\u003c/a>, an instructional specialist and author, is also familiar with the immense workload teachers manage from her own classroom days. In her newest book, \u003ca href=\"https://ascd.org/books/small-but-mighty?variant=125003\">\u003cem>Small but Mighty: How Everyday Habits Add Up to More Manageable and Confident Teaching\u003c/em>\u003c/a>, Plotinsky shares tools to maximize teachers’ time both during planning and teaching.\u003c/p>\n\u003cp>\u003cstrong>AI in the classroom\u003c/strong>\u003c/p>\n\u003cp>For Bacon, who is entering her 24th year of teaching, AI isn’t just a gadget, but a tool that can be used to regain a work-life balance and help relieve pressure. Although there are \u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">reasons\u003c/a> to \u003ca href=\"https://www.kqed.org/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom\">be skeptical\u003c/a> of AI in teaching, Bacon argues that these tools “could be the difference between this being the three [to] five year thing or a lifetime career.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Brisk Teaching and Gemini are two of her district’s most commonly used AI tools. Here’s how she helps teachers use them:\u003c/p>\n\u003cul>\n\u003cli>The Chrome extension \u003ca href=\"https://www.briskteaching.com/\">Brisk Teaching\u003c/a> and Google’s AI feature Gemini can generate quick and accurate translations for students who may not be proficient in English. Not only are these translation tools helpful to teachers, but they also \u003ca href=\"https://www.kqed.org/mindshift/63539/how-schools-can-better-support-teachers-of-newcomer-students\">help newcomer students to feel welcomed\u003c/a> and more engaged in the classroom, Bacon said.\u003c/li>\n\u003cli>Brisk Teaching also allows teachers to input an article and receive a grade-level appropriate version of the same article in a Google Doc. It can also translate the article into different languages. According to Bacon, this allows teachers to be flexible and topical with lesson plans.\u003c/li>\n\u003c/ul>\n\u003cp>Bacon likes to remind other educators that, ultimately, they hold the expertise, not AI. AI is just another tool to help set up a framework for a lesson plan or activity, she said. It is the responsibility of the teacher to modify what AI has generated and to determine how to use that content in the classroom.\u003c/p>\n\u003cp>According to Bacon, the International Society for Technology Educators (ISTE) offers support like free monthly \u003ca href=\"https://iste.org/learning-library/webinars\">webinars\u003c/a> for all teachers looking to learn more about edtech tools. \u003ca href=\"https://apps.apple.com/us/app/connect-ascd-iste/id6450966961\">The Connect app\u003c/a>, a collaboration between ISTE and the Association for Supervision and Curriculum Development (ASCD), features forums by topic where teachers can communicate with each other.\u003c/p>\n\u003cp>\u003cstrong>‘Small but mighty’ ways to use your time effectively\u003c/strong>\u003c/p>\n\u003cp>The amount of choices teachers make about instruction in a single day can feel exhausting, especially for new teachers. Plotinsky suggests “embracing less to accomplish more” as a way to prevent decision fatigue. “If [teaching] is something you’re truly passionate about doing and you want to have longevity in the profession, it means making some choices about what you need to do versus what you want to do,” she said.\u003c/p>\n\u003cul>\n\u003cli>\u003cstrong>Don’t overplan.\u003c/strong> While new teachers might want to feel prepared by mapping out lesson plans months in advance, Plotinsky said that doesn’t accommodate the moment-to-moment changes that are inevitable in a classroom. Instead, she recommended that new teachers have an overarching idea of lesson plans mapped out a few weeks in advance, and that new teachers are ready to adjust their plans along the way.\u003c/li>\n\u003cli>\u003cstrong>Talk less. \u003c/strong>One of the most transformative lessons that Plotinsky learned as a new teacher was “learning when to be quiet,” she said. She encouraged teachers to think about ways and places they can condense their active teaching to allow students “to show us what they know and how they’re approaching content.” For example, by reevaluating what she was giving students during the first 20 to 40 minutes of class, Plotinsky recognized that some students knew more than others about a topic before beginning a lesson. Using \u003ca href=\"https://www.kqed.org/mindshift/60094/strategies-for-building-deeper-relationships-with-students-through-academic-content\">activators\u003c/a> to draw out the knowledge that students already hold on a subject can even the playing field. Students can also contribute to developing activator questions and activities, which can save time during lesson planning for teachers.\u003c/li>\n\u003cli>\u003cstrong>Stack your habits. \u003c/strong>According to Plotinsky, habit stacking, the practice of “layering habits on top of one another, one at a time, to produce enduring results,” can help to increase brevity in the classroom. Plotinsky likes to use going to the gym for the first time as an example of habit stacking. First you have to drive to the gym, once you’ve parked, you’re more likely to go inside, and once you’re inside, you’re more likely to workout. Setting a goal to make a bigger change can’t be done all at once, “you have to break it into component parts,” she said. “For new teachers, it’s establishing routines and structures that are tenable for them, because if they don’t do that early and often, they are going to feel that sense of panic that just never stops.” Plotinsky recommended establishing designated methods for things like grading papers, and check-ins with students, as well as establishing designated time for yourself.\u003c/li>\n\u003cli>\u003cstrong>Get student feedback.\u003c/strong> Teaching consists of a lot of guesswork and intuitive thinking, said Plotinsky. That’s why asking for and listening to student voices can and save a lot of time. Asking students open-ended questions or having them ask the teacher open ended questions about class or a specific lesson can be a good formative assessment. It doesn’t need to happen daily, but when teaching new lessons, it helps to understand what your students do and don’t know, Plotinsky said. She encouraged teachers to be explicit with students about what they are doing and learning and why. However, she warned against asking yes or no questions and about underdelivering on student feedback. “Don’t ask if you don’t want to know,” she said. Implementing student feedback “should be a very authentic process or kids will lose interest really quickly.”\u003c/li>\n\u003c/ul>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Teachers shouldn’t expect themselves to be at the top of their game their first year, but “you’re supposed to try your best,” said Plotinsky, whose own first year teaching was difficult. “The question is, how do you just keep trying and bounce back and keep persisting because you will be okay. It’s just hard work.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64623/tips-for-reclaiming-your-time-as-a-first-year-teacher","authors":["11759"],"categories":["mindshift_195","mindshift_21848","mindshift_193"],"tags":["mindshift_608","mindshift_21567"],"featImg":"mindshift_64625","label":"mindshift"},"mindshift_64373":{"type":"posts","id":"mindshift_64373","meta":{"index":"posts_1716263798","site":"mindshift","id":"64373","score":null,"sort":[1722691927000]},"guestAuthors":[],"slug":"a-historic-new-law-would-protect-kids-online-and-hold-tech-companies-accountable","title":"A Historic New Law Would Protect Kids Online and Hold Tech Companies Accountable","publishDate":1722691927,"format":"standard","headTitle":"A Historic New Law Would Protect Kids Online and Hold Tech Companies Accountable | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n","blocks":[],"excerpt":"A new law would require tech companies to limit children's exposure to dangerous online content. The last time Congress legislated on kids online safety was before social media and smartphones.","status":"publish","parent":0,"modified":1722866852,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":33,"wordCount":1161},"headData":{"title":"A Historic New Law Would Protect Kids Online and Hold Tech Companies Accountable | KQED","description":"A new law would require tech companies to limit children's exposure to dangerous online content. The last time Congress legislated on kids online safety was before social media and smartphones.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"A Historic New Law Would Protect Kids Online and Hold Tech Companies Accountable","datePublished":"2024-08-03T06:32:07-07:00","dateModified":"2024-08-05T07:07:32-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Windsor Johnston","nprStoryId":"nx-s1-5057818","nprHtmlLink":"https://www.npr.org/2024/08/02/nx-s1-5057818/kids-online-safety-act-cyberbullying-children-internet-social-media","nprRetrievedStory":"1","nprPubDate":"2024-08-03T05:00:00-04:00","nprStoryDate":"2024-08-03T05:00:00-04:00","nprLastModifiedDate":"2024-08-03T05:00:52.615-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64373/a-historic-new-law-would-protect-kids-online-and-hold-tech-companies-accountable","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat.\u003c/p>\n\u003cp>“Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat,” Bride says. “The last search on his phone before he ended his life was for hacks to find out who was doing this to him.”\u003c/p>\n\u003cp>Shortly after her son’s death, Bride joined \u003ca href=\"https://www.parentssos.org/\">Parents for Safe Online Spaces\u003c/a>, an organization of families who lost their children after they were exposed to toxic online content. Some died by suicide after cyberbullying or sextortion; others after participating in viral challenges involving self-harm or taking drugs sold by online dealers.\u003c/p>\n\u003cp>Bride is also part of an ongoing effort on Capitol Hill to craft legislation that would hold social media sites and other tech companies \u003ca href=\"https://www.kqed.org/mindshift/60788/3-reasons-why-seattle-schools-are-suing-big-tech-over-a-youth-mental-health-crisis\">accountable\u003c/a> for keeping minors safe online.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Fe3%2F1d%2Fb09b7a2c413babd07b647e2a62e2%2Fkosa-kids-online-safety-act-2529.jpg\" alt=\"Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. 'Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat.\">\u003cfigcaption>Kristin Bride lost her 16-year-old son, Carson, to suicide in 2020. She says shortly before he took his own life he was bullied on the social media site Snapchat. “Carson received over 100 harassing and sexually explicit texts from his high school classmates through an anonymous messaging app on Snapchat. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Last year, a group of bipartisan senators introduced the Kids Online Safety Act, a groundbreaking piece of legislation addressing \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">growing concern from parents\u003c/a> about the \u003ca href=\"https://www.kqed.org/mindshift/61026/10-things-to-know-about-how-social-media-affects-teens-brains\">impact of online and social media platforms\u003c/a> on children and teens.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The legislation passed the Senate with strong bipartisan support earlier this week, and the measure now heads to the Republican-led House.\u003c/p>\n\u003ch3>New law will require companies to limit harmful content\u003c/h3>\n\u003cp>The last time Congress passed a law to protect children on the internet was in 1998 — before Facebook, Instagram, Snapchat and \u003ca href=\"https://www.kqed.org/mindshift/62004/so-your-tween-wants-a-smartphone-read-this-first\">smartphones\u003c/a>. The legislation would require tech companies to implement measures to help protect kids from exposure to harmful content.\u003c/p>\n\u003cp>For example, companies would be prohibited from using algorithms to push content that underage users did not specifically search for. This addresses a huge concern of parents and advocates: that kids are targeted with content that promotes harmful behavior, such as eating disorders, sexual exploitation and substance abuse.\u003c/p>\n\u003cp>The bill would also raise the maximum age of children covered under the law to 17; ban companies from collecting data from minors, including biometric indicators such as fingerprints, voiceprints and facial imagery; and improve parental controls.\u003c/p>\n\u003cp>Josh Golin is the executive director of \u003ca href=\"https://fairplayforkids.org/\">Fairplay\u003c/a>, a nonprofit working to protect kids from marketing and dangerous online content from Big Tech.\u003c/p>\n\u003cp>“For the first time ever, social media and other online platforms will have a legal responsibility to consider how they are impacting children,” Golin says.\u003c/p>\n\u003cp>Golin says it’s important for online platforms and members of Congress to recognize that regulating the use of social media for their kids has become overwhelming for families.\u003c/p>\n\u003cp>No parent is looking for “another full-time job,” he says.\u003c/p>\n\u003cp>“We need to put the responsibility back on where it belongs, which is on these companies who are the ones controlling what these kids are seeing. We need to ensure that these kids are not being sent down such dangerous rabbit holes,” says Golin.\u003c/p>\n\u003ch3>Advocates hope new law will help fight cyberbullying\u003c/h3>\n\u003cp>Parent advocates of the bill say the new requirements will make it easier to protect their kids from becoming victims of cyberbullying. They say more parent-friendly user settings will make it easier to control what their kids are exposed to online.\u003c/p>\n\u003cp>Kristin Bride says the anonymous messaging feature on Snapchat ultimately led to her son’s death.\u003c/p>\n\u003cp>“I absolutely believe that my son would be alive if this legislation was in place at the time,” she says.\u003c/p>\n\u003cp>While cyberbullying is not directly called out in the legislation, its impacts — \u003ca href=\"https://www.kqed.org/mindshift/61671/teens-say-social-media-is-stressing-them-out-heres-how-to-help-them\">anxiety, depression, suicidal and self-harming behaviors\u003c/a> — are addressed, says Vaishnavi J., founder of Vyanams Strategies, an organization that advises companies on how to create safer tech products for children.\u003c/p>\n\u003cp>“Cyberbullying is a really challenging issue to navigate because it’s so coded and it’s constantly evolving,” says J.\u003c/p>\n\u003cp>J. notes that cyberbullying disproportionately impacts girls and young women of color.\u003c/p>\n\u003cp>“They are typically under-represented from marginalized communities. They aren’t getting the range of societal support they deserve,” J. says. “That tends to extend to online as well.”\u003c/p>\n\u003cp>J. also says \u003ca href=\"https://www.kqed.org/mindshift/63456/6-ways-educators-can-bolster-boys-social-skills\">boys are under-represented\u003c/a> in the research when it comes to cyberbullying, something that she says isn’t talked about enough.\u003c/p>\n\u003cp>Boys “don’t tend to tell you that they’re being harassed or bullied. Instead, they choose to suffer in silence … and that’s a real problem,” she says.\u003c/p>\n\u003cp>All 50 states have laws against bullying, and every state — except Wisconsin and Alaska — include specific references to cyberbullying. Currently, there are no federal laws that criminalize cyberbullying.\u003c/p>\n\u003ch3>More challenges lie ahead\u003c/h3>\n\u003cp>Along with the safety bill, the Senate also passed online privacy legislation that would prohibit online companies from collecting personal information from kids under the age of 17 without their consent.\u003c/p>\n\u003cp>Even though the online safety bill has broad bipartisan support, some lawmakers argue that the legislation could violate free speech rights. Others are concerned that the new regulations could \u003ca href=\"https://www.npr.org/2024/07/30/nx-s1-5056195/its-taken-2-years-to-get-the-kids-online-safety-act-to-this-point\">prevent some kids from accessing information on LGBTQ+ issues\u003c/a> or reproductive rights.\u003c/p>\n\u003cp>Social media companies including Microsoft, X and Snapchat have voiced support for the measure, while TikTok and Meta have called it unconstitutional.\u003c/p>\n\u003cfigure class=\"wp-block-image size-large\">\u003cimg decoding=\"async\" src=\"https://npr.brightspotcdn.com/dims3/default/strip/false/crop/3360x5040+0+0/resize/1200/quality/75/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F2f%2F47%2F210528074694b25d0cf6103e5e7c%2Fkosa-kids-online-safety-act-2525.jpg\" alt=\"Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying.\">\u003cfigcaption>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. \u003ccite> (Erika Layne Salazar)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>Senate Majority Leader Chuck Schumer says there’s still more work to be done to regulate online protections for kids, but the new online safety law would be a step in the right direction. The bill now heads to the Republican-led House where Speaker Mike Johnson has signaled support for the legislation.\u003c/p>\n\u003cp>Maurine Molak is among the families who worked with the Senate to get the bill passed. She lost her 16-year-old son, David, to suicide after months of relentless online threats and cyberbullying. Molak is urging every House member to vote in favor of what she says is a game-changing bill.\u003c/p>\n\u003cp>“It’s game-changing for young people. It’s game-changing for families,” she says. “I hear it over and over again that it’s like a game of Whac-A-Mole. As soon as parents figure out to keep their kids safe on one platform — three more pop up.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64373/a-historic-new-law-would-protect-kids-online-and-hold-tech-companies-accountable","authors":["byline_mindshift_64373"],"categories":["mindshift_21445","mindshift_195","mindshift_21280","mindshift_21385","mindshift_20874"],"tags":["mindshift_21093","mindshift_377","mindshift_73","mindshift_30","mindshift_1038"],"featImg":"mindshift_64374","label":"mindshift"},"mindshift_64321":{"type":"posts","id":"mindshift_64321","meta":{"index":"posts_1716263798","site":"mindshift","id":"64321","score":null,"sort":[1722247220000]},"guestAuthors":[],"slug":"5-ways-to-teach-disability-history-in-social-studies-class","title":"5 Ways to Teach Disability History in Social Studies Class","publishDate":1722247220,"format":"standard","headTitle":"5 Ways to Teach Disability History in Social Studies Class | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, curriculum specialist Richard Cairn showed a photo from the World War II era to two young men he was working with on \u003c/span>\u003ca href=\"https://www.easterseals.com/ma/get-involved/advocacy/teach-disability-history/\">\u003cspan style=\"font-weight: 400\">a campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to promote teaching disability history. The \u003c/span>\u003ca href=\"https://www.loc.gov/item/2017693399/\">\u003cspan style=\"font-weight: 400\">image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows a man with multiple disabilities processing airplane parts in an American defense plant. Cairn said the two volunteer leaders, who live with multiple disabilities, were surprised by the image. “They were excited to learn that people with disabilities had been involved in helping to fight fascism during World War II and upset that this had not been discussed in their high school history class,” Cairn said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The young men’s excitement turned the photo into Cairn’s favorite image from disability history — and he has many to choose from. Cairn is one of the creators of \u003c/span>\u003ca href=\"https://www.emergingamerica.org/disability-history-curriculum\">\u003cspan style=\"font-weight: 400\">Reform to Equal Rights\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free K-12 disability history curriculum that features 250 primary sources in its lesson plans. The curriculum is a project of the nonprofit \u003c/span>\u003ca href=\"https://www.collaborative.org/\">\u003cspan style=\"font-weight: 400\">Collaborative for Educational Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where Cairn works, and was supported by grants from the \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/about-this-program/teaching-with-primary-sources-partner-program/tps-regional-grant-program/\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://masshumanities.org/\">\u003cspan style=\"font-weight: 400\">Mass Humanities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a state affiliate of the National Endowment for the Humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cairn often speaks with teachers about disability history at educator events, such as the National Council for the Social Studies annual conference. When he asks teachers how disability history comes up in their courses, he usually gets two responses: Helen Keller or Franklin Delano Roosevelt. In other words, if disability history comes up at all in K-12 social studies, it’s usually a passing mention. That approach neglects the richness of disability history, which is part of every major era in social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Katherine Anderson Benson is a special education administrator. In her classroom teaching days, she often taught aspects of disability history to her students in a residential treatment facility for teens with mental illness and multiple disabilities. “All kids should know this history, and all kids should value the disability community and what it has to offer,” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Benson is one of about a dozen educators who advised on the Reform to Equal Rights curriculum. According to Cairn, teachers don’t need to create entirely new units or courses to cover disability history. The curriculum offers lessons and primary sources to incorporate into commonly taught subjects from the Civil War to civics.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. The U.S. Civil War\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American Civil War left about half a million veterans injured or disabled and without systems to support them. According to Emerging America, veterans organizations “\u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability/disabled-civil-war-veterans-background\">\u003cspan style=\"font-weight: 400\">demanded and won\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the creation of a national system of hospitals and soldiers homes, and payment of pensions to disabled veterans.” These events are important precursors to the ways Americans and the government viewed and responded to disability since then.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lessons from Reform to Equal Rights and an accompanying \u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability\">\u003cspan style=\"font-weight: 400\">online exhibit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> introduce students to this aspect of the Civil War through photos and writing by civil war soldiers and nurses. The lessons also examine the \u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability/civil-war-nurses-and-disabled-veterans-biographies\">\u003cspan style=\"font-weight: 400\">institutions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that were created to serve disabled veterans and encourage students to consider the \u003c/span>\u003ca href=\"https://www.loc.gov/collections/veterans-history-project-collection/serving-our-voices/impact-of-service/disabled-veterans/\">\u003cspan style=\"font-weight: 400\">experiences of disabled veterans today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Immigration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.loc.gov/pictures/resource/stereo.1s46118/\">\u003cspan style=\"font-weight: 400\">1913 photograph from Ellis Island\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows a line of immigrants waiting as a U.S. inspector conducts eye exams. According to Cairn, this photo is often used in teaching immigration history without acknowledging that it’s also a disability story. Pointing that out can spark discussions that strengthen students’ historical thinking skills. “Why would they keep people out? Because they have an eye disease,” Cairn explained. “And so, tracing that back and saying, well, where was the where did that come from? How was that set up? Then you can go back to the legislation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Reform to Equal Rights \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Wm3bCt1EVj13x4-3gTZ_Rcol3soYjVXvUZWU5f4hciM/edit\">\u003cspan style=\"font-weight: 400\">lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that includes this photo recommends that students also analyze a photo of immigrants traveling by ship, a political cartoon, an excerpt from the 1882 Immigration Act, and a photo of the chalk marks used by Ellis Island inspectors to identify physical or mental health issues.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Eugenics in the Progressive Era\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 20th century, state agencies \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2016/03/07/469478098/the-supreme-court-ruling-that-led-to-70-000-forced-sterilizations\">\u003cspan style=\"font-weight: 400\">forcibly sterilized 70,000 people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with mental illness or disabilities, though those labels were often dubious. Forced sterilization came into practice through efforts of the American eugenics movement and was upheld as legal in the \u003c/span>\u003ca href=\"https://www.oyez.org/cases/1900-1940/274us200\">\u003cspan style=\"font-weight: 400\">1927 Supreme Court case Buck v. Bell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Eugenicists used flawed science to promote the idea of societal “improvement” by controlling who could reproduce. These practices continued into the 1970s in some states. A Reform to Equal Rights lesson for high school students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YQqnosK2F-SJResVUr-2s7T8E2qV6jgVmRsTp7gWSAQ/edit\">\u003cspan style=\"font-weight: 400\">explores eugenics history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through news articles and other historical documents with arguments for and against forced sterilization. It also touches on North Carolina’s recent program to \u003c/span>\u003ca href=\"https://www.doa.nc.gov/about-doa/special-programs/welcome-office-justice-sterilization-victims\">\u003cspan style=\"font-weight: 400\">compensate victims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of forced sterilization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cairn said these resources have been used by teachers who hadn’t been teaching about eugenics when covering the Progressive Era, as well as teachers who wanted to add information about resistance to eugenics. “I don’t expect teachers to be adding a whole bunch of content,” he said. “But thinking about, ‘OK, can I tweak what I do on the Progressive Era and come at it from this perspective?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ross Newton is a history teacher who advised on the Reform to Equal Rights curriculum. He has taught his students at \u003c/span>\u003ca href=\"https://www.collaborative.org/youth-and-families/hec-academy/\">\u003cspan style=\"font-weight: 400\">HEC Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a special education high school in Massachusetts, the eugenics movement.\u003c/span> \u003cspan style=\"font-weight: 400\">Newton acknowledged that some parts of disability history, like this one, “can be rather bleak.” But that doesn’t mean young people don’t want to learn it. “I think the students were really intrigued to learn kind of the hard history and the connection to the present,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making connections to the present can include reading about ongoing efforts to memorialize victims, some of whom are still alive, as well as what Newton called “student-led civic and research projects.” These projects, which can be done for any topic in disability history, can explore such questions as:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– Where did this occur in my community?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How did activists and allies respond?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How does this history relate to ongoing struggles for civil rights by persons with disabilities?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How can we share these stories?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After teaching his students about the eugenics movement, Newton asks them why it’s important to learn. Many respond that the policies and practices were dehumanizing or that they don’t want history to be repeated. “It’s this emotional response for students,” Newton said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Civics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Civics presents many opportunities to teach disability history. Wendy Harris, a teacher at Metro Deaf School in Minnesota and advisor on the Reform to Equal Rights curriculum, teaches her civics students about a month-long sit-in known as the \u003c/span>\u003ca href=\"https://www.nps.gov/articles/000/504-protest-disability-community-and-civil-rights.htm\">\u003cspan style=\"font-weight: 400\">504 protest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In her classroom, it’s part of larger discussions on how people make change in society.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In April 1977, people with various disabilities occupied federal office buildings to demand action on section 504 of the Rehabilitation Act of 1973. That law required federally funded programs to ensure equal access to employment and education for individuals with disabilities. But three years later, regulations for enforcing the law had not been published. The 504 protest started in multiple cities, and in San Francisco it lasted 26 days before the Carter Administration signed the regulations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris has used photos, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13877373/now-playing-crip-camp-recalls-coming-of-age-through-activism\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and newspaper clips to help bring the 504 protest to life for students. They ask questions like: How did people shower during the sit-in? How did they get food? (The Black Panther Party \u003c/span>\u003ca href=\"https://disabilityhistory.org/2021/12/19/the-504-protests-and-the-black-panther-party/\">\u003cspan style=\"font-weight: 400\">helped\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with that one.) Learning those kinds of details can lead to deeper connections for her students. “There are some video clips [where] there’s Deaf people, and they’re like, ‘Wait a minute, they’re signing,’” Harris said. “It didn’t occur to them because I didn’t say it was a Deaf protest. I said it was people who couldn’t access the building, couldn’t access jobs. But it’s the intersectionality. It’s the cross-identity movement that sometimes surprises students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newton agreed that primary sources bring stories of disability activism to life in the classroom. “It’s really powerful to read the words. It’s really powerful to look at images of people in a sit-in and ask, what are they doing? Why are they doing this?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That perspective also allows students to see the agency of individuals with disabilities throughout history, according to Cairn. “There are so many great stories of people with disabilities who have taken the leadership in their communities on all kinds of levels to help make the world a better place for people with disabilities,” he said. “For [students] to be able to see that … really enriches an understanding of civic life.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Education history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Rights to Equal Reform curriculum includes lessons about the 19th century \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1oRmMM75faqa63eXgERnuETu4Ze0FApp0BYy3OKtBlM4/edit\">\u003cspan style=\"font-weight: 400\">origins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YUOWRvwdKDy5D_hDjMlRQZy69J9n5Apxp0YbVrF46cc/edit\">\u003cspan style=\"font-weight: 400\">criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of four types of institutions: asylums for people with mental illness, schools for people with developmental disabilities, schools for the Deaf and schools for the blind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Benson, the special education administrator, that history was very present when she started her career teaching in a residential facility, which had a connection to a former state hospital. Though she taught English, Benson loved history. She began researching the institutions that had previously housed and educated people with disabilities in her community and shared what she learned with students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was important for them to understand why we were where we were, how we got there, and what things had been like prior for kids who had the same issues that they did and what things could have looked like,” Benson said. “That gave them a better understanding of how to relate to their own disability and how to advocate for themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her early teaching years, Benson’s students often weren’t aware that they had individualized education plans or what that meant. So she taught them about each section of the plans and what resources were available to them. “They were teenage boys, so they responded like teenage boys,” Benson recalled. But years later, many of them came back to her and said the resources she taught them about helped them go to college, get on-the-job training or ask for disability accommodations at work. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson is now \u003c/span>\u003ca href=\"https://www.bssfriends.org/about\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a historical preservation nonprofit connected to a former state school for disabled students. She said that seeing students advocate for themselves or others is a big motivator for preserving and sharing disability history: “That’s part of the push to teach disability history is normalizing that conversation about disability and what that means to everyone, whether you have a disability or not, and how knowing the history can then support how you move forward with individuals who have a disability.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Disability history often only gets a passing mention in K-12 curriculum, but it is part of every major era in American history.","status":"publish","parent":0,"modified":1722268015,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1867},"headData":{"title":"5 Ways to Teach Disability History in Social Studies Class | KQED","description":"Disability history often only gets a passing mention in K-12 curriculum, but it is part of every major era in American history.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64322","twTitle":"","twDescription":"","twImgId":"mindshift_64322","socialDescription":"Disability history often only gets a passing mention in K-12 curriculum, but it is part of every major era in American history.","schema":{"@context":"http://schema.org","@type":"Article","headline":"5 Ways to Teach Disability History in Social Studies Class","datePublished":"2024-07-29T03:00:20-07:00","dateModified":"2024-07-29T08:46:55-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprStoryId":"kqed-64321","excludeFromSiteSearch":"Include","articleAge":"0","path":"/mindshift/64321/5-ways-to-teach-disability-history-in-social-studies-class","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">A few years ago, curriculum specialist Richard Cairn showed a photo from the World War II era to two young men he was working with on \u003c/span>\u003ca href=\"https://www.easterseals.com/ma/get-involved/advocacy/teach-disability-history/\">\u003cspan style=\"font-weight: 400\">a campaign\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> to promote teaching disability history. The \u003c/span>\u003ca href=\"https://www.loc.gov/item/2017693399/\">\u003cspan style=\"font-weight: 400\">image\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows a man with multiple disabilities processing airplane parts in an American defense plant. Cairn said the two volunteer leaders, who live with multiple disabilities, were surprised by the image. “They were excited to learn that people with disabilities had been involved in helping to fight fascism during World War II and upset that this had not been discussed in their high school history class,” Cairn said. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The young men’s excitement turned the photo into Cairn’s favorite image from disability history — and he has many to choose from. Cairn is one of the creators of \u003c/span>\u003ca href=\"https://www.emergingamerica.org/disability-history-curriculum\">\u003cspan style=\"font-weight: 400\">Reform to Equal Rights\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a free K-12 disability history curriculum that features 250 primary sources in its lesson plans. The curriculum is a project of the nonprofit \u003c/span>\u003ca href=\"https://www.collaborative.org/\">\u003cspan style=\"font-weight: 400\">Collaborative for Educational Services\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, where Cairn works, and was supported by grants from the \u003c/span>\u003ca href=\"https://www.loc.gov/programs/teachers/about-this-program/teaching-with-primary-sources-partner-program/tps-regional-grant-program/\">\u003cspan style=\"font-weight: 400\">Library of Congress\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://masshumanities.org/\">\u003cspan style=\"font-weight: 400\">Mass Humanities\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a state affiliate of the National Endowment for the Humanities.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cairn often speaks with teachers about disability history at educator events, such as the National Council for the Social Studies annual conference. When he asks teachers how disability history comes up in their courses, he usually gets two responses: Helen Keller or Franklin Delano Roosevelt. In other words, if disability history comes up at all in K-12 social studies, it’s usually a passing mention. That approach neglects the richness of disability history, which is part of every major era in social studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Katherine Anderson Benson is a special education administrator. In her classroom teaching days, she often taught aspects of disability history to her students in a residential treatment facility for teens with mental illness and multiple disabilities. “All kids should know this history, and all kids should value the disability community and what it has to offer,” she said. \u003c/span>\u003cspan style=\"font-weight: 400\">Benson is one of about a dozen educators who advised on the Reform to Equal Rights curriculum. According to Cairn, teachers don’t need to create entirely new units or courses to cover disability history. The curriculum offers lessons and primary sources to incorporate into commonly taught subjects from the Civil War to civics.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>1. The U.S. Civil War\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The American Civil War left about half a million veterans injured or disabled and without systems to support them. According to Emerging America, veterans organizations “\u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability/disabled-civil-war-veterans-background\">\u003cspan style=\"font-weight: 400\">demanded and won\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> the creation of a national system of hospitals and soldiers homes, and payment of pensions to disabled veterans.” These events are important precursors to the ways Americans and the government viewed and responded to disability since then.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Lessons from Reform to Equal Rights and an accompanying \u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability\">\u003cspan style=\"font-weight: 400\">online exhibit\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> introduce students to this aspect of the Civil War through photos and writing by civil war soldiers and nurses. The lessons also examine the \u003c/span>\u003ca href=\"https://www.emergingamerica.org/exhibits/how-civil-war-veterans-transformed-disability/civil-war-nurses-and-disabled-veterans-biographies\">\u003cspan style=\"font-weight: 400\">institutions\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that were created to serve disabled veterans and encourage students to consider the \u003c/span>\u003ca href=\"https://www.loc.gov/collections/veterans-history-project-collection/serving-our-voices/impact-of-service/disabled-veterans/\">\u003cspan style=\"font-weight: 400\">experiences of disabled veterans today\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>2. Immigration\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">A \u003c/span>\u003ca href=\"https://www.loc.gov/pictures/resource/stereo.1s46118/\">\u003cspan style=\"font-weight: 400\">1913 photograph from Ellis Island\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> shows a line of immigrants waiting as a U.S. inspector conducts eye exams. According to Cairn, this photo is often used in teaching immigration history without acknowledging that it’s also a disability story. Pointing that out can spark discussions that strengthen students’ historical thinking skills. “Why would they keep people out? Because they have an eye disease,” Cairn explained. “And so, tracing that back and saying, well, where was the where did that come from? How was that set up? Then you can go back to the legislation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Reform to Equal Rights \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1Wm3bCt1EVj13x4-3gTZ_Rcol3soYjVXvUZWU5f4hciM/edit\">\u003cspan style=\"font-weight: 400\">lesson\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that includes this photo recommends that students also analyze a photo of immigrants traveling by ship, a political cartoon, an excerpt from the 1882 Immigration Act, and a photo of the chalk marks used by Ellis Island inspectors to identify physical or mental health issues.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>3. Eugenics in the Progressive Era\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the 20th century, state agencies \u003c/span>\u003ca href=\"https://www.npr.org/sections/health-shots/2016/03/07/469478098/the-supreme-court-ruling-that-led-to-70-000-forced-sterilizations\">\u003cspan style=\"font-weight: 400\">forcibly sterilized 70,000 people\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with mental illness or disabilities, though those labels were often dubious. Forced sterilization came into practice through efforts of the American eugenics movement and was upheld as legal in the \u003c/span>\u003ca href=\"https://www.oyez.org/cases/1900-1940/274us200\">\u003cspan style=\"font-weight: 400\">1927 Supreme Court case Buck v. Bell\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Eugenicists used flawed science to promote the idea of societal “improvement” by controlling who could reproduce. These practices continued into the 1970s in some states. A Reform to Equal Rights lesson for high school students \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YQqnosK2F-SJResVUr-2s7T8E2qV6jgVmRsTp7gWSAQ/edit\">\u003cspan style=\"font-weight: 400\">explores eugenics history\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> through news articles and other historical documents with arguments for and against forced sterilization. It also touches on North Carolina’s recent program to \u003c/span>\u003ca href=\"https://www.doa.nc.gov/about-doa/special-programs/welcome-office-justice-sterilization-victims\">\u003cspan style=\"font-weight: 400\">compensate victims\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of forced sterilization.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Cairn said these resources have been used by teachers who hadn’t been teaching about eugenics when covering the Progressive Era, as well as teachers who wanted to add information about resistance to eugenics. “I don’t expect teachers to be adding a whole bunch of content,” he said. “But thinking about, ‘OK, can I tweak what I do on the Progressive Era and come at it from this perspective?’”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Ross Newton is a history teacher who advised on the Reform to Equal Rights curriculum. He has taught his students at \u003c/span>\u003ca href=\"https://www.collaborative.org/youth-and-families/hec-academy/\">\u003cspan style=\"font-weight: 400\">HEC Academy\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a special education high school in Massachusetts, the eugenics movement.\u003c/span> \u003cspan style=\"font-weight: 400\">Newton acknowledged that some parts of disability history, like this one, “can be rather bleak.” But that doesn’t mean young people don’t want to learn it. “I think the students were really intrigued to learn kind of the hard history and the connection to the present,” he said.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Making connections to the present can include reading about ongoing efforts to memorialize victims, some of whom are still alive, as well as what Newton called “student-led civic and research projects.” These projects, which can be done for any topic in disability history, can explore such questions as:\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– Where did this occur in my community?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How did activists and allies respond?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How does this history relate to ongoing struggles for civil rights by persons with disabilities?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">– How can we share these stories?\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">After teaching his students about the eugenics movement, Newton asks them why it’s important to learn. Many respond that the policies and practices were dehumanizing or that they don’t want history to be repeated. “It’s this emotional response for students,” Newton said.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>4. Civics\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Civics presents many opportunities to teach disability history. Wendy Harris, a teacher at Metro Deaf School in Minnesota and advisor on the Reform to Equal Rights curriculum, teaches her civics students about a month-long sit-in known as the \u003c/span>\u003ca href=\"https://www.nps.gov/articles/000/504-protest-disability-community-and-civil-rights.htm\">\u003cspan style=\"font-weight: 400\">504 protest\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In her classroom, it’s part of larger discussions on how people make change in society.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In April 1977, people with various disabilities occupied federal office buildings to demand action on section 504 of the Rehabilitation Act of 1973. That law required federally funded programs to ensure equal access to employment and education for individuals with disabilities. But three years later, regulations for enforcing the law had not been published. The 504 protest started in multiple cities, and in San Francisco it lasted 26 days before the Carter Administration signed the regulations.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Harris has used photos, \u003c/span>\u003ca href=\"https://www.kqed.org/arts/13877373/now-playing-crip-camp-recalls-coming-of-age-through-activism\">\u003cspan style=\"font-weight: 400\">video\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and newspaper clips to help bring the 504 protest to life for students. They ask questions like: How did people shower during the sit-in? How did they get food? (The Black Panther Party \u003c/span>\u003ca href=\"https://disabilityhistory.org/2021/12/19/the-504-protests-and-the-black-panther-party/\">\u003cspan style=\"font-weight: 400\">helped\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> with that one.) Learning those kinds of details can lead to deeper connections for her students. “There are some video clips [where] there’s Deaf people, and they’re like, ‘Wait a minute, they’re signing,’” Harris said. “It didn’t occur to them because I didn’t say it was a Deaf protest. I said it was people who couldn’t access the building, couldn’t access jobs. But it’s the intersectionality. It’s the cross-identity movement that sometimes surprises students.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Newton agreed that primary sources bring stories of disability activism to life in the classroom. “It’s really powerful to read the words. It’s really powerful to look at images of people in a sit-in and ask, what are they doing? Why are they doing this?”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That perspective also allows students to see the agency of individuals with disabilities throughout history, according to Cairn. “There are so many great stories of people with disabilities who have taken the leadership in their communities on all kinds of levels to help make the world a better place for people with disabilities,” he said. “For [students] to be able to see that … really enriches an understanding of civic life.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>5. Education history\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Rights to Equal Reform curriculum includes lessons about the 19th century \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1oRmMM75faqa63eXgERnuETu4Ze0FApp0BYy3OKtBlM4/edit\">\u003cspan style=\"font-weight: 400\">origins\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://docs.google.com/document/d/1YUOWRvwdKDy5D_hDjMlRQZy69J9n5Apxp0YbVrF46cc/edit\">\u003cspan style=\"font-weight: 400\">criticisms\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of four types of institutions: asylums for people with mental illness, schools for people with developmental disabilities, schools for the Deaf and schools for the blind.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For Benson, the special education administrator, that history was very present when she started her career teaching in a residential facility, which had a connection to a former state hospital. Though she taught English, Benson loved history. She began researching the institutions that had previously housed and educated people with disabilities in her community and shared what she learned with students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“It was important for them to understand why we were where we were, how we got there, and what things had been like prior for kids who had the same issues that they did and what things could have looked like,” Benson said. “That gave them a better understanding of how to relate to their own disability and how to advocate for themselves.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In her early teaching years, Benson’s students often weren’t aware that they had individualized education plans or what that meant. So she taught them about each section of the plans and what resources were available to them. “They were teenage boys, so they responded like teenage boys,” Benson recalled. But years later, many of them came back to her and said the resources she taught them about helped them go to college, get on-the-job training or ask for disability accommodations at work. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Benson is now \u003c/span>\u003ca href=\"https://www.bssfriends.org/about\">\u003cspan style=\"font-weight: 400\">president\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> of a historical preservation nonprofit connected to a former state school for disabled students. She said that seeing students advocate for themselves or others is a big motivator for preserving and sharing disability history: “That’s part of the push to teach disability history is normalizing that conversation about disability and what that means to everyone, whether you have a disability or not, and how knowing the history can then support how you move forward with individuals who have a disability.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64321/5-ways-to-teach-disability-history-in-social-studies-class","authors":["11487"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_21409","mindshift_21635","mindshift_21471","mindshift_21718","mindshift_21203","mindshift_20615"],"featImg":"mindshift_64322","label":"mindshift"},"mindshift_64139":{"type":"posts","id":"mindshift_64139","meta":{"index":"posts_1716263798","site":"mindshift","id":"64139","score":null,"sort":[1720432832000]},"guestAuthors":[],"slug":"researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","title":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom","publishDate":1720432832,"format":"standard","headTitle":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"The testing organization that administers the SAT analyzed more than 13,000 essays and found that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading.","status":"publish","parent":0,"modified":1720030680,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":20,"wordCount":1518},"headData":{"title":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED","description":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"In an essay grading study, AI penalized Asian American students more than other students — but researchers don’t know why.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom","datePublished":"2024-07-08T03:00:32-07:00","dateModified":"2024-07-03T11:18:00-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">When ChatGPT was released to the public in November 2022, advocates and watchdogs warned about the potential for racial bias. The new large language model was created by harvesting \u003c/span>\u003ca href=\"https://www.sciencefocus.com/future-technology/gpt-3\">\u003cspan style=\"font-weight: 400\">300 billion words\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> from books, articles and online writing, which include racist falsehoods and reflect writers’ implicit biases. Biased training data is likely to generate biased advice, answers and essays. Garbage in, garbage out. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Researchers are starting to document how AI bias manifests in unexpected ways. Inside the research and development arm of the giant testing organization ETS, which administers the SAT, a pair of investigators pitted man against machine in evaluating more than 13,000 essays written by students in grades 8 to 12. They discovered that the AI model that powers ChatGPT penalized Asian American students more than other races and ethnicities in grading the essays. This was purely a research exercise and these essays and machine scores weren’t used in any of ETS’s assessments. But the organization shared its analysis with me to warn schools and teachers about the potential for racial bias when using ChatGPT or other AI apps in the classroom.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>AI and humans scored essays differently by race and ethnicity\u003c/b>\u003c/h2>\n\u003cfigure id=\"attachment_64143\" class=\"wp-caption aligncenter\" style=\"max-width: 1226px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64143\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png\" alt=\"\" width=\"1226\" height=\"664\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1.png 1226w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-800x433.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-1020x552.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-160x87.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image1-768x416.png 768w\" sizes=\"(max-width: 1226px) 100vw, 1226px\">\u003cfigcaption class=\"wp-caption-text\">“Diff” is the difference between the average score given by humans and GPT-4o in this experiment. “Adj. Diff” adjusts this raw number for the randomness of human ratings. \u003ccite>(Source: Table from Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Take a little bit of caution and do some evaluation of the scores before presenting them to students,” said Mo Zhang, one of the ETS researchers who conducted the analysis. “There are methods for doing this and you don’t want to take people who specialize in educational measurement out of the equation.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">That might sound self-serving for an employee of a company that specializes in educational measurement. But Zhang’s advice is worth heeding in the \u003ca href=\"https://www.kqed.org/mindshift/62462/8-free-ai-powered-tools-that-can-save-teachers-time-and-enhance-instruction\">excitement to try new AI technology\u003c/a>. There are potential dangers as teachers save time by offloading \u003ca href=\"https://www.kqed.org/mindshift/63901/writing-researcher-finds-ai-feedback-better-than-i-thought\">grading work to a robot\u003c/a>.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In ETS’s analysis, Zhang and her colleague Matt Johnson fed 13,121 essays into one of the latest versions of the AI model that powers ChatGPT, called GPT 4 Omni or simply \u003c/span>\u003ca href=\"https://openai.com/index/hello-gpt-4o/\">\u003cspan style=\"font-weight: 400\">GPT-4o\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. (This version was added to ChatGPT in May 2024, but when the researchers conducted this experiment they used the latest AI model through a different portal.) \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A little background about this \u003c/span>\u003ca href=\"https://zenodo.org/records/8221504\">\u003cspan style=\"font-weight: 400\">large bundle of essays\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">: Students across the nation had originally written these essays between 2015 and 2019 as part of state standardized exams or classroom assessments. Their assignment had been to write an argumentative essay, such as “Should students be allowed to use cell phones in school?” The essays were collected to help scientists develop and test automated writing evaluation.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Each of the essays had been graded by expert raters of writing on a 1-to-6 point scale with 6 being the highest score. ETS asked GPT-4o to score them on the same six-point scale using the same scoring guide that the humans used. Neither man nor machine was told the race or ethnicity of the student, but researchers could see students’ demographic information in the datasets that accompany these essays.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">GPT-4o marked the essays almost a point lower than the humans did. The average score across the 13,121 essays was 2.8 for GPT-4o and 3.7 for the humans. But Asian Americans were docked by an additional quarter point. Human evaluators gave Asian Americans a 4.3, on average, while GPT-4o gave them only a 3.2 – roughly a 1.1 point deduction. By contrast, the score difference between humans and GPT-4o was only about 0.9 points for white, Black and Hispanic students. Imagine an ice cream truck that kept shaving off an extra quarter scoop only from the cones of Asian American kids. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Clearly, this doesn’t seem fair,” wrote Johnson and Zhang in an unpublished report they shared with me. Though the extra penalty for Asian Americans wasn’t terribly large, they said, it’s substantial enough that it shouldn’t be ignored. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The researchers don’t know why GPT-4o issued lower grades than humans, and why it gave an extra penalty to Asian Americans. Zhang and Johnson described the AI system as a “huge black box” of algorithms that operate in ways “not fully understood by their own developers.” That inability to explain a student’s grade on a writing assignment makes the systems especially frustrating to use in schools.\u003c/span>\u003c/p>\n\u003cfigure id=\"attachment_64142\" class=\"wp-caption aligncenter\" style=\"max-width: 780px\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"size-full wp-image-64142\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png\" alt=\"\" width=\"780\" height=\"552\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2.png 780w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-160x113.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/07/image2-768x544.png 768w\" sizes=\"(max-width: 780px) 100vw, 780px\">\u003cfigcaption class=\"wp-caption-text\">This table compares GPT-4o scores with human scores on the same batch of 13,121 student essays, which were scored on a 1-to-6 scale. Numbers highlighted in green show exact score matches between GPT-4o and humans. Unhighlighted numbers show discrepancies. For example, there were 1,221 essays where humans awarded a 5 and GPT awarded 3. \u003ccite>(Source: Matt Johnson & Mo Zhang “Using GPT-4o to Score Persuade 2.0 Independent Items” ETS, June 2024 draft)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cspan style=\"font-weight: 400\">This one study isn’t proof that AI is consistently underrating essays or biased against Asian Americans. Other versions of AI sometimes produce different results. A separate analysis of essay scoring by researchers from University of California, Irvine and Arizona State University found that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/63809/ai-essay-grading-could-help-overburdened-teachers-but-researchers-say-it-needs-more-work\">\u003cspan style=\"font-weight: 400\">AI essay grades were just as frequently too high as they were too low\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That study, which used the 3.5 version of ChatGPT, did not scrutinize results by race and ethnicity.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">I wondered if AI bias against Asian Americans was somehow connected to high achievement. Just as Asian Americans tend to score high on math and reading tests, Asian Americans, on average, were the strongest writers in this bundle of 13,000 essays. Even with the penalty, Asian Americans still had the highest essay scores, well above those of white, Black, Hispanic, Native American or multi-racial students. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In both the ETS and UC-ASU essay studies, AI awarded far fewer perfect scores than humans did. For example, in this ETS study, humans awarded 732 perfect 6s, while GPT-4o gave out a grand total of only three. GPT’s stinginess with perfect scores might have affected a lot of Asian Americans who had received 6s from human raters.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">ETS’s researchers had asked GPT-4o to score the essays cold, without showing the chatbot any graded examples to calibrate its scores. It’s possible that a few sample essays or small tweaks to the grading instructions, or prompts, given to ChatGPT could reduce or eliminate the bias against Asian Americans. Perhaps the robot would be fairer to Asian Americans if it were explicitly prompted to “give out more perfect 6s.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The ETS researchers told me this wasn’t the first time that they’ve noticed Asian students treated differently by a robo-grader. Older automated essay graders, which used different algorithms, have sometimes done the opposite, giving Asians higher marks than human raters did. For example, an ETS automated scoring system developed more than a decade ago, called e-rater, tended to inflate scores for students from Korea, China, Taiwan and Hong Kong on their essays for the Test of English as a Foreign Language (TOEFL), according to a \u003c/span>\u003ca href=\"https://doi.org/10.1080/08957347.2012.635502\">\u003cspan style=\"font-weight: 400\">study published in 2012\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. That may have been because some Asian students had memorized well-structured paragraphs, while humans easily noticed that the essays were off-topic. (The \u003c/span>\u003ca href=\"https://www.ets.org/erater/about.html\">\u003cspan style=\"font-weight: 400\">ETS website\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> says it only relies on the e-rater score alone for practice tests, and uses it in conjunction with human scores for actual exams.) \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Asian Americans also garnered higher marks from an automated scoring system \u003c/span>\u003ca href=\"https://github.com/NAEP-AS-Challenge/reading-prediction\">\u003cspan style=\"font-weight: 400\">created during a coding competition in 2021\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and powered by BERT, which had been the most advanced algorithm before the current generation of large language models, such as GPT. Computer scientists put their experimental robo-grader through a series of tests and discovered that it \u003c/span>\u003ca href=\"https://link.springer.com/chapter/10.1007/978-3-031-11644-5_69\">\u003cspan style=\"font-weight: 400\">gave higher scores than humans did to Asian Americans’ open-response answers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> on a reading comprehension test. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">It was also unclear why BERT sometimes treated Asian Americans differently. But it illustrates how important it is to test these systems before we unleash them in schools. Based on educator enthusiasm, however, I fear this train has already left the station. In recent webinars, I’ve seen many teachers post in the chat window that they’re already using ChatGPT, Claude and other AI-powered apps to grade writing. That might be a time saver for teachers, but it could also be harming students. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-asian-american-ai-bias/\">\u003ci>\u003cspan style=\"font-weight: 400\">AI bias\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64139/researchers-warn-of-potential-for-racial-bias-in-ai-apps-in-the-classroom","authors":["byline_mindshift_64139"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_1023","mindshift_20818","mindshift_21511"],"featImg":"mindshift_64149","label":"mindshift"},"mindshift_64133":{"type":"posts","id":"mindshift_64133","meta":{"index":"posts_1716263798","site":"mindshift","id":"64133","score":null,"sort":[1719692647000]},"guestAuthors":[],"slug":"new-york-city-is-moving-to-ban-phones-from-school-will-it-work","title":"New York City Is Moving to Ban Phones From School. Will It Work?","publishDate":1719692647,"format":"standard","headTitle":"New York City Is Moving to Ban Phones From School. Will It Work? | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>It may soon be phones down for students in New York City, the largest school district in the nation.\u003c/p>\n\u003cp>David Banks, the chancellor of New York City Public Schools, announced Wednesday that he and Mayor Eric Adams plan to ban the use of phones in the coming weeks, saying phones have gone from a distraction to an addiction for many of the city’s more than 900,000 students.\u003c/p>\n\u003cp>“They’re not just a distraction, kids are fully addicted now to phones,” Banks said \u003ca href=\"https://www.fox5ny.com/news/nyc-schools-ban-cellphones\">in an interview\u003c/a> with local Fox affiliate WNYW. “And many parents will understand this because even when kids are not in school, it’s very hard to get them to even talk to each other anymore. They’re buried in their phones 20 hours out of the day.”\u003c/p>\n\u003cp>News of the ban — which Banks said could take effect as early as January — follows the decision by the Los Angeles Unified School District earlier this month to ban student cellphone and social media use \u003ca href=\"https://laist.com/news/education/lausd-los-angeles-unified-cellphone-ban-use-on-campus\">starting next year\u003c/a>. And it comes as \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">parents\u003c/a>, \u003ca href=\"https://x.com/MattRKay/status/1780376984415252698\">educators\u003c/a> and policymakers alike voice growing concern not only about the challenges phones can present for students’ academic achievement, but also their overall well-being.\u003c/p>\n\u003cp>Many of those fears were underscored this month, when U.S. Surgeon General Vivek Murthy called on Congress to require a surgeon’s general warning on social media, citing the potential harm to children and teens in particular. “The warning label I’m calling for,” Murthy \u003ca href=\"https://www.npr.org/2024/06/17/nx-s1-5008816/u-s-surgeon-general-calls-for-tobacco-style-warning-labels-for-social-media\">told NPR\u003c/a>, “… would help make sure that parents know what we know, as public health and medical professionals, which is that there really is an association here between social media use and \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">mental health harms\u003c/a> for adolescents.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>With New York and Los Angeles now poised to become the two largest districts to address those concerns with new bans, here’s a look at where else bans are happening and what we know about how well they work.\u003c/p>\n\u003ch3>How much are kids on their phone anyway?\u003c/h3>\n\u003cp>A lot. In one \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">study\u003c/a> last year from the group Common Sense Media, researchers found that on a typical day, kids between the ages of 11 and 17 were on their phones for a median of almost 4 1/2 hours per day. And while some kids only used their phones for a few minutes, others averaged more than 16 hours a day.\u003c/p>\n\u003cp>A good share of that screen time is happening at school. The same Common Sense study found that 97% of kids use their phones during school hours for a median of about 43 minutes per day — roughly the length of one full classroom lesson.\u003c/p>\n\u003cp>For educators, \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">all that distraction\u003c/a> can make their work much, much harder. One-third of public K-12 teachers say that students being distracted by their cellphones is a “major problem,” according to a survey conducted last year \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">by the Pew Research Center\u003c/a>. And the older students are, the worse the problem seems to get. Just 6% of elementary school teachers saw phone use as a major problem in the study, but by middle school the figure rose to 33%. By high school, some 72% of teachers said phones were a major problem.\u003c/p>\n\u003ch3>Where are the bans happening?\u003c/h3>\n\u003cp>The history of phone bans go back at least 35 years. In 1989, Maryland ushered in one of the first with a ban on pagers and “cellular telephones,” which lawmakers passed in part in response to a spike in illegal drug sales. But in the wake of the 1999 Columbine High School massacre, many school districts began to rethink the bans in order to help students and their parents reach one another in an emergency.\u003c/p>\n\u003cp>In recent years, the pendulum has started to swing back in the other direction, as concerns about distracted students and the risks of social media use among children have continued to grow. Today, roughly three-quarters of schools have some form of policy prohibiting the non-academic use of cellphones in the classroom, \u003ca href=\"https://nces.ed.gov/pubs2024/2024043.pdf\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Individual school districts have mostly led the charge when it comes to passing limits or outright bans, but states have increasingly begun to enter the fray. Last year, Florida became the first state to crack down on phones in public schools with a law that bans student cellphone use during class time. The law also blocks access to social media for students on district Wi-Fi.\u003c/p>\n\u003cp>Indiana passed \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">a similar law\u003c/a> earlier this year, and states including Kansas, Louisiana, New York, Ohio, Oklahoma, Pennsylvania and Vermont are also eying what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>In a time of deep political division, the issue is one that has garnered rare bipartisan support. In December, Republican Sen. Tom Cotton of Arkansas and Democratic Sen. Tim Kaine of Virginia, introduced a bill that would require a federal study on the effects of cellphone use in schools and the effects it is having on students’ mental health and academic achievement.\u003c/p>\n\u003ch3>What do the bans look like in practice?\u003c/h3>\n\u003cp>On the individual district level, bans can take many different forms. In some districts, like in Flint, Mich., phones are not allowed anywhere or at any time during the school day. Students can’t even have them with them \u003ca href=\"https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4307/FCS/3768044/Student_Code_of_Conduct_2023-2024.pdf\">on the bus\u003c/a>. In other schools, like the City on a Hill Circuit Street charter school in Boston, students are forced to hand their phones to administrators at the start of the day. The devices are then stuffed into pouches \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">and locked\u003c/a> until dismissal time.\u003c/p>\n\u003cp>Other districts will allow devices during lunch or in hallways. Or they may restrict them for elementary students, but have more relaxed policies for students in middle or high school.\u003c/p>\n\u003cp>The bans can be tough to police, though. Students naturally don’t love them. Even many parents are opposed, saying it’s important to preserve a line of communication with their children in case of an emergency. One recent national survey found \u003ca href=\"https://nationalparentsunion.org/wp-content/uploads/2024/02/National-Parents-Union-February-2024-Survey-Topline.pdf\">70%\u003c/a> of parents were opposed to completely banning phones in schools outright.\u003c/p>\n\u003cp>Given the resistance, policing these policies can prove challenging. Thirty percent of teachers whose schools or districts have cellphone policies say they are either very or somewhat difficult to enforce, \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">according to Pew\u003c/a>.\u003c/p>\n\u003cp>“The most successful bans tend to be the ones where there’s strong leadership that’s really supporting teachers in enforcing the bans,” said Liz Kolb, a clinical professor in teacher education and learning technologies at the University of Michigan. “So it really comes from leadership, being able to support teachers and also encourage teachers to not shirk the ban in order to get good favor with students or parents.”\u003c/p>\n\u003ch3>How effective are they?\u003c/h3>\n\u003cp>The results seem to be mixed. In one 2016 study from the U.K., \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0927537116300136\">researchers found\u003c/a> that cellphone bans helped lead to increased test scores among high school students. A separate \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4735240\">study\u003c/a> out of Norway found that smartphone bans in middle schools were associated with higher test scores for girls, but not for boys. (The researchers guessed that’s because girls spent more time on their phones).\u003c/p>\n\u003cp>In other areas, the research is similarly murky. Research from Spain has shown that cellphone bans were linked to \u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/html\">a reduction in cyberbullying\u003c/a>. But \u003ca href=\"https://nces.ed.gov/pubs2019/2019053.pdf\">a federal survey\u003c/a> of U.S. principals published in 2016 found that rates of cyberbullying were actually higher in schools that had bans than they were in schools without such restrictions. (The report did not offer any explanation as to why).\u003c/p>\n\u003cp>There are other potential drawbacks as well. Some critics point out that banning phones in the classroom can make it more difficult for educators to engage with students about \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">healthy ways to be using their devices\u003c/a>.\u003c/p>\n\u003cp>Others argue that bans can disproportionately harm students from lower socioeconomic households — many of whom rely on their phones as their main device for accessing resources and tools because they may not have access to a laptop. Such concerns are part of the reason New York City rolled back a previous cellphone ban \u003ca href=\"https://www.reuters.com/article/idUSKBN0KG1IR/\">in 2015\u003c/a>.\u003c/p>\n\u003cp>Kolb says it’s important for educators and parents alike to remember that a ban in and of itself is not a magic solution, and that for restrictions to work, schools need to right-size their policies.\u003c/p>\n\u003cp>“There’s both positive and potential harmful impacts,” she said. “If you ban it, it’s not going to immediately cure all the cyberbullying. It’s not going to immediately take a D student to an A student. There’s a lot more factors involved in it. And so you have to really make sure that when you ban cellphones, that it’s not just a symptom of a bigger problem that might be happening.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n","blocks":[],"excerpt":"New York may soon be the largest school district in the U.S. to ban phones from the classroom. “They’re not just a distraction, kids are fully addicted now to phones,\" says the city's schools chancellor. ","status":"publish","parent":0,"modified":1719780080,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":28,"wordCount":1513},"headData":{"title":"New York City Is Moving to Ban Phones From School. Will It Work? | KQED","description":"New York may soon be the largest school district in the U.S. to ban phones from the classroom.","ogTitle":"","ogDescription":"","ogImgId":"mindshift_64134","twTitle":"","twDescription":"","twImgId":"mindshift_64134","socialDescription":"New York may soon be the largest school district in the U.S. to ban phones from the classroom.","schema":{"@context":"http://schema.org","@type":"Article","headline":"New York City Is Moving to Ban Phones From School. Will It Work?","datePublished":"2024-06-29T13:24:07-07:00","dateModified":"2024-06-30T13:41:20-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jason Breslow","nprStoryId":"nx-s1-5021605","nprHtmlLink":"https://www.npr.org/2024/06/28/nx-s1-5021605/school-cellphone-bans-new-york-city","nprRetrievedStory":"1","nprPubDate":"2024-06-28T08:30:00-04:00","nprStoryDate":"2024-06-28T08:30:00-04:00","nprLastModifiedDate":"2024-06-28T08:30:22.28-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It may soon be phones down for students in New York City, the largest school district in the nation.\u003c/p>\n\u003cp>David Banks, the chancellor of New York City Public Schools, announced Wednesday that he and Mayor Eric Adams plan to ban the use of phones in the coming weeks, saying phones have gone from a distraction to an addiction for many of the city’s more than 900,000 students.\u003c/p>\n\u003cp>“They’re not just a distraction, kids are fully addicted now to phones,” Banks said \u003ca href=\"https://www.fox5ny.com/news/nyc-schools-ban-cellphones\">in an interview\u003c/a> with local Fox affiliate WNYW. “And many parents will understand this because even when kids are not in school, it’s very hard to get them to even talk to each other anymore. They’re buried in their phones 20 hours out of the day.”\u003c/p>\n\u003cp>News of the ban — which Banks said could take effect as early as January — follows the decision by the Los Angeles Unified School District earlier this month to ban student cellphone and social media use \u003ca href=\"https://laist.com/news/education/lausd-los-angeles-unified-cellphone-ban-use-on-campus\">starting next year\u003c/a>. And it comes as \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">parents\u003c/a>, \u003ca href=\"https://x.com/MattRKay/status/1780376984415252698\">educators\u003c/a> and policymakers alike voice growing concern not only about the challenges phones can present for students’ academic achievement, but also their overall well-being.\u003c/p>\n\u003cp>Many of those fears were underscored this month, when U.S. Surgeon General Vivek Murthy called on Congress to require a surgeon’s general warning on social media, citing the potential harm to children and teens in particular. “The warning label I’m calling for,” Murthy \u003ca href=\"https://www.npr.org/2024/06/17/nx-s1-5008816/u-s-surgeon-general-calls-for-tobacco-style-warning-labels-for-social-media\">told NPR\u003c/a>, “… would help make sure that parents know what we know, as public health and medical professionals, which is that there really is an association here between social media use and \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">mental health harms\u003c/a> for adolescents.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>With New York and Los Angeles now poised to become the two largest districts to address those concerns with new bans, here’s a look at where else bans are happening and what we know about how well they work.\u003c/p>\n\u003ch3>How much are kids on their phone anyway?\u003c/h3>\n\u003cp>A lot. In one \u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/2023-cs-smartphone-research-report_final-for-web.pdf\">study\u003c/a> last year from the group Common Sense Media, researchers found that on a typical day, kids between the ages of 11 and 17 were on their phones for a median of almost 4 1/2 hours per day. And while some kids only used their phones for a few minutes, others averaged more than 16 hours a day.\u003c/p>\n\u003cp>A good share of that screen time is happening at school. The same Common Sense study found that 97% of kids use their phones during school hours for a median of about 43 minutes per day — roughly the length of one full classroom lesson.\u003c/p>\n\u003cp>For educators, \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">all that distraction\u003c/a> can make their work much, much harder. One-third of public K-12 teachers say that students being distracted by their cellphones is a “major problem,” according to a survey conducted last year \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">by the Pew Research Center\u003c/a>. And the older students are, the worse the problem seems to get. Just 6% of elementary school teachers saw phone use as a major problem in the study, but by middle school the figure rose to 33%. By high school, some 72% of teachers said phones were a major problem.\u003c/p>\n\u003ch3>Where are the bans happening?\u003c/h3>\n\u003cp>The history of phone bans go back at least 35 years. In 1989, Maryland ushered in one of the first with a ban on pagers and “cellular telephones,” which lawmakers passed in part in response to a spike in illegal drug sales. But in the wake of the 1999 Columbine High School massacre, many school districts began to rethink the bans in order to help students and their parents reach one another in an emergency.\u003c/p>\n\u003cp>In recent years, the pendulum has started to swing back in the other direction, as concerns about distracted students and the risks of social media use among children have continued to grow. Today, roughly three-quarters of schools have some form of policy prohibiting the non-academic use of cellphones in the classroom, \u003ca href=\"https://nces.ed.gov/pubs2024/2024043.pdf\">according to the U.S. Department of Education\u003c/a>.\u003c/p>\n\u003cp>Individual school districts have mostly led the charge when it comes to passing limits or outright bans, but states have increasingly begun to enter the fray. Last year, Florida became the first state to crack down on phones in public schools with a law that bans student cellphone use during class time. The law also blocks access to social media for students on district Wi-Fi.\u003c/p>\n\u003cp>Indiana passed \u003ca href=\"https://www.kqed.org/mindshift/63470/indiana-lawmakers-ban-cellphones-in-class-now-its-up-to-schools-to-figure-out-how\">a similar law\u003c/a> earlier this year, and states including Kansas, Louisiana, New York, Ohio, Oklahoma, Pennsylvania and Vermont are also eying what is becoming known as “phone-free schools” legislation.\u003c/p>\n\u003cp>In a time of deep political division, the issue is one that has garnered rare bipartisan support. In December, Republican Sen. Tom Cotton of Arkansas and Democratic Sen. Tim Kaine of Virginia, introduced a bill that would require a federal study on the effects of cellphone use in schools and the effects it is having on students’ mental health and academic achievement.\u003c/p>\n\u003ch3>What do the bans look like in practice?\u003c/h3>\n\u003cp>On the individual district level, bans can take many different forms. In some districts, like in Flint, Mich., phones are not allowed anywhere or at any time during the school day. Students can’t even have them with them \u003ca href=\"https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4307/FCS/3768044/Student_Code_of_Conduct_2023-2024.pdf\">on the bus\u003c/a>. In other schools, like the City on a Hill Circuit Street charter school in Boston, students are forced to hand their phones to administrators at the start of the day. The devices are then stuffed into pouches \u003ca href=\"https://www.npr.org/2018/01/11/577101803/a-schools-way-to-fight-phones-in-class-lock-em-up\">and locked\u003c/a> until dismissal time.\u003c/p>\n\u003cp>Other districts will allow devices during lunch or in hallways. Or they may restrict them for elementary students, but have more relaxed policies for students in middle or high school.\u003c/p>\n\u003cp>The bans can be tough to police, though. Students naturally don’t love them. Even many parents are opposed, saying it’s important to preserve a line of communication with their children in case of an emergency. One recent national survey found \u003ca href=\"https://nationalparentsunion.org/wp-content/uploads/2024/02/National-Parents-Union-February-2024-Survey-Topline.pdf\">70%\u003c/a> of parents were opposed to completely banning phones in schools outright.\u003c/p>\n\u003cp>Given the resistance, policing these policies can prove challenging. Thirty percent of teachers whose schools or districts have cellphone policies say they are either very or somewhat difficult to enforce, \u003ca href=\"https://www.pewresearch.org/short-reads/2024/06/12/72-percent-of-us-high-school-teachers-say-cellphone-distraction-is-a-major-problem-in-the-classroom/?_hsmi=312016766\">according to Pew\u003c/a>.\u003c/p>\n\u003cp>“The most successful bans tend to be the ones where there’s strong leadership that’s really supporting teachers in enforcing the bans,” said Liz Kolb, a clinical professor in teacher education and learning technologies at the University of Michigan. “So it really comes from leadership, being able to support teachers and also encourage teachers to not shirk the ban in order to get good favor with students or parents.”\u003c/p>\n\u003ch3>How effective are they?\u003c/h3>\n\u003cp>The results seem to be mixed. In one 2016 study from the U.K., \u003ca href=\"https://www.sciencedirect.com/science/article/abs/pii/S0927537116300136\">researchers found\u003c/a> that cellphone bans helped lead to increased test scores among high school students. A separate \u003ca href=\"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4735240\">study\u003c/a> out of Norway found that smartphone bans in middle schools were associated with higher test scores for girls, but not for boys. (The researchers guessed that’s because girls spent more time on their phones).\u003c/p>\n\u003cp>In other areas, the research is similarly murky. Research from Spain has shown that cellphone bans were linked to \u003ca href=\"https://www.emerald.com/insight/content/doi/10.1108/AEA-05-2021-0112/full/html\">a reduction in cyberbullying\u003c/a>. But \u003ca href=\"https://nces.ed.gov/pubs2019/2019053.pdf\">a federal survey\u003c/a> of U.S. principals published in 2016 found that rates of cyberbullying were actually higher in schools that had bans than they were in schools without such restrictions. (The report did not offer any explanation as to why).\u003c/p>\n\u003cp>There are other potential drawbacks as well. Some critics point out that banning phones in the classroom can make it more difficult for educators to engage with students about \u003ca href=\"https://www.kqed.org/mindshift/63441/10-hacks-to-boost-teens-executive-function-skills-and-manage-screen-time\">healthy ways to be using their devices\u003c/a>.\u003c/p>\n\u003cp>Others argue that bans can disproportionately harm students from lower socioeconomic households — many of whom rely on their phones as their main device for accessing resources and tools because they may not have access to a laptop. Such concerns are part of the reason New York City rolled back a previous cellphone ban \u003ca href=\"https://www.reuters.com/article/idUSKBN0KG1IR/\">in 2015\u003c/a>.\u003c/p>\n\u003cp>Kolb says it’s important for educators and parents alike to remember that a ban in and of itself is not a magic solution, and that for restrictions to work, schools need to right-size their policies.\u003c/p>\n\u003cp>“There’s both positive and potential harmful impacts,” she said. “If you ban it, it’s not going to immediately cure all the cyberbullying. It’s not going to immediately take a D student to an A student. There’s a lot more factors involved in it. And so you have to really make sure that when you ban cellphones, that it’s not just a symptom of a bigger problem that might be happening.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work","authors":["byline_mindshift_64133"],"categories":["mindshift_194","mindshift_195"],"tags":["mindshift_866","mindshift_21116","mindshift_20816","mindshift_393","mindshift_21926"],"featImg":"mindshift_64134","label":"mindshift"},"mindshift_64071":{"type":"posts","id":"mindshift_64071","meta":{"index":"posts_1716263798","site":"mindshift","id":"64071","score":null,"sort":[1719223254000]},"guestAuthors":[],"slug":"this-is-your-brain-this-is-your-brain-on-screens","title":"This Is Your Brain. This Is Your Brain on Screens","publishDate":1719223254,"format":"standard","headTitle":"This Is Your Brain. This Is Your Brain on Screens | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Scientists are studying differences in brain activity that could explain why reading comprehension is better on paper than screens.","status":"publish","parent":0,"modified":1718987277,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":1297},"headData":{"title":"This Is Your Brain. This Is Your Brain on Screens | KQED","description":"Scientists are studying differences in brain activity that could explain why reading comprehension is better on paper than screens.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Scientists are studying differences in brain activity that could explain why reading comprehension is better on paper than screens.","schema":{"@context":"http://schema.org","@type":"Article","headline":"This Is Your Brain. This Is Your Brain on Screens","datePublished":"2024-06-24T03:00:54-07:00","dateModified":"2024-06-21T09:27:57-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64071/this-is-your-brain-this-is-your-brain-on-screens","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Studies show that students of all ages, from elementary school to college, tend to absorb more when they’re reading on paper rather than screens. The advantage for paper is a small one, but it’s been replicated in \u003c/span>\u003ca href=\"https://onlinelibrary.wiley.com/doi/abs/10.1111/1467-9817.12269\">\u003cspan style=\"font-weight: 400\">dozens of laboratory experiments\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, particularly when students are reading about science or other nonfiction texts.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Experts debate why comprehension is worse on screens. Some think the glare and flicker of screens tax the brain more than ink on paper. Others conjecture that students have a tendency to skim online but read with more attention and effort on paper. \u003ca href=\"https://www.kqed.org/mindshift/63519/distracted-students-understanding-these-3-myths-of-attention-span-can-help\">Digital distraction\u003c/a> is an obvious downside to screens. But internet browsing, texting or TikTok breaks aren’t allowed in the controlled conditions of these laboratory studies.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Neuroscientists around the world are trying to peer inside the brain to solve the mystery. Recent studies have begun to document salient differences in brain activity when reading on paper versus screens. None of the studies I discuss below is definitive or perfect, but together they raise interesting questions for future researchers to explore. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One Korean research team documented that young adults had lower concentrations of oxygenated hemoglobin in a section of the brain called the prefrontal cortex when reading on paper compared with screens. The prefrontal cortex is associated with working memory and that could mean the brain is \u003c/span>\u003ca href=\"https://www.mdpi.com/2076-3425/14/1/76\">\u003cspan style=\"font-weight: 400\">more efficient\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> in absorbing and memorizing new information on paper, according to a study published in January 2024 in the journal Brain Sciences. An experiment in Japan, published in 2020, also noticed \u003c/span>\u003ca href=\"https://www.sciencedirect.com/science/article/pii/S1877050920320457?via%3Dihub\">\u003cspan style=\"font-weight: 400\">less blood flow in the prefrontal cortex \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">when readers were recalling words in a passage that they had read on paper, and more blood flow with screens.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But it’s not clear what that increased blood flow means. The brain needs to be activated in order to learn and one could also argue that the extra brain activation during screen reading could be good for learning. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Instead of looking at blood flow, a team of Israeli scientists analyzed electrical activity in the brains of 6- to 8-year-olds. When the children read on paper, there was more power in high-frequency brainwaves. When the children read from screens, there was more energy in low-frequency bands. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Israeli scientists interpreted these frequency differences as a sign of better concentration and attention when reading on paper. In their \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0283863\">\u003cspan style=\"font-weight: 400\">2023 paper\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, they noted that attention difficulties and mind wandering have been associated with lower frequency bands – exactly the bands that were elevated during screen reading. However, it was a tiny study of 15 children and the researchers could not confirm whether the children’s minds were actually wandering when they were reading on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Another group of neuroscientists in New York City has also been looking at electrical activity in the brain. But instead of documenting what happens inside the brain while reading, they looked at what happens in the brain just after reading, when students are responding to questions about a text. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The study, \u003c/span>\u003ca href=\"https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0290807#pone.0290807.ref033\">\u003cspan style=\"font-weight: 400\">published in the peer-reviewed journal PLOS ONE in May 2024\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, was conducted by neuroscientists at Teachers College, Columbia University, where The Hechinger Report is also based. My news organization is an independent unit of the college, but I am covering this study just like I cover other educational research. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the study, 59 children, age 10 to 12, read short passages, half on screens and half on paper. After reading the passage, the children were shown new words, one at a time, and asked whether they were related to the passage they had just read. The children wore stretchy hair nets embedded with electrodes. More than a hundred sensors measured electrical currents inside their brains a split second after each new word was revealed.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For most words, there was no difference in brain activity between screens and paper. There was more positive voltage when the word was obviously related to the text, such as the word “flow” after reading a passage about volcanoes. There was more negative voltage with an unrelated word like “bucket,” which the researchers said was an indication of surprise and additional brain processing. These brainwaves were similar regardless of whether the child had read the passage on paper or on screens. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">However, there were stark differences between paper and screens when it came to ambiguous words, ones where you could make a creative argument that the word was tangentially related to the reading passage or just as easily explain why it was unrelated. Take for example, the word “roar” after reading about volcanoes. Children who had read the passage on paper showed more positive voltage, just as they had for clearly related words like “flow.” Yet, those who had read the passage on screens showed more negative activity, just as they had for unrelated words like “bucket.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">For the researchers, the brainwave difference for ambiguous words was a sign that students were engaging in “deeper” reading on paper. According to this theory, the more deeply information is processed, the more associations the brain makes. The electrical activity the neuroscientists detected reveals the traces of these associations and connections. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Despite this indication of deeper reading, the researchers didn’t detect any differences in basic comprehension. The children in this experiment did just as well on a simple comprehension test after reading a passage on paper as they did on screens. The neuroscientists told me that the comprehension test they administered was only to verify that the children had actually read the passage and wasn’t designed to detect deeper reading. I wish, however, the children had been asked to do something involving more analysis to buttress their argument that students had engaged in deeper reading on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Virginia Clinton-Lisell, a reading researcher at the University of North Dakota who was not involved in this study, said she was “skeptical” of its conclusions, in part because the word-association exercise the neuroscientists created hasn’t been validated by outside researchers. Brain activation during a word association exercise may not be proof that we process language more thoroughly or deeply on paper.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">One noteworthy result from this experiment is speed. Many reading experts have believed that comprehension is often worse on screens because students are skimming rather than reading. But in the controlled conditions of this laboratory experiment, there were no differences in reading speed: 57 seconds on the laptop compared to 58 seconds on paper – statistically equivalent in a small experiment like this. And so that raises more questions about why the brain is acting differently between the two media. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“I’m not sure why one would process some visual images more deeply than others if the subjects spent similar amounts of time looking at them,” said Timothy Shanahan, a reading research expert and a professor emeritus at the University of Illinois at Chicago. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">None of this work settles the debate over reading on screens versus paper. All of them ignore the promise of interactive features, such as glossaries and games, which can \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/10494820.2021.1943453\">\u003cspan style=\"font-weight: 400\">swing the advantage to electronic texts\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Early research can be messy, and that’s a normal part of the scientific process. But so far, the evidence seems to be corroborating conventional reading research that something different is going on when kids log in rather than turn a page.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-neuroscience-paper-v-screens-reading/\">\u003ci>\u003cspan style=\"font-weight: 400\">reading on screens vs. paper\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64071/this-is-your-brain-this-is-your-brain-on-screens","authors":["byline_mindshift_64071"],"categories":["mindshift_195","mindshift_21504"],"tags":["mindshift_21129","mindshift_46","mindshift_550","mindshift_20816"],"featImg":"mindshift_64073","label":"mindshift"},"mindshift_64014":{"type":"posts","id":"mindshift_64014","meta":{"index":"posts_1716263798","site":"mindshift","id":"64014","score":null,"sort":[1718618429000]},"guestAuthors":[],"slug":"teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","title":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help","publishDate":1718618429,"format":"standard","headTitle":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n","blocks":[],"excerpt":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","status":"publish","parent":0,"modified":1718543129,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":937},"headData":{"title":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED","description":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"Rapidly evolving usage patterns for show Black, Hispanic and Asian American youth are often quick to adopt artificial intelligence tools.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help","datePublished":"2024-06-17T03:00:29-07:00","dateModified":"2024-06-16T06:05:29-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Jill Barshay, \u003ca href=\"https://hechingerreport.org/\" target=\"_blank\">The Hechinger Report\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Two new surveys, both released this month, show how high school and college-age students are embracing artificial intelligence. There are some inconsistencies and many unanswered questions, but what stands out is how much teens are turning to AI for information and to ask questions, not just to do their homework for them. And they’re using it for personal reasons as well as for school. Another big takeaway is that there are different patterns by race and ethnicity with Black, Hispanic and Asian American students often adopting AI faster than white students.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://www.commonsensemedia.org/sites/default/files/research/report/teen-and-young-adult-perspectives-on-generative-ai.pdf\">\u003cspan style=\"font-weight: 400\">first report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 3, was conducted by three nonprofit organizations, \u003c/span>\u003ca href=\"http://www.hopelab.org/\">\u003cspan style=\"font-weight: 400\">Hopelab\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, \u003c/span>\u003ca href=\"https://www.commonsense.org/\">\u003cspan style=\"font-weight: 400\">Common Sense Media,\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> and \u003c/span>\u003ca href=\"https://digitalthriving.gse.harvard.edu/\">\u003cspan style=\"font-weight: 400\">the Center for Digital Thriving at the Harvard Graduate School of Education\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. These organizations surveyed 1,274 teens and young adults aged 14-22 across the U.S. from October to November 2023. At that time, only half the teens and young adults said they had ever used AI, with just 4% using it daily or almost every day. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Emily Weinstein, executive director for the Center for Digital Thriving, a research center that investigates how youth are interacting with technology, said that more teens are “certainly” using AI now that these tools are embedded in more apps and websites, such as Google Search. Last October and November, when this survey was conducted, teens typically had to take the initiative to navigate to an AI site and create an account. An exception was Snapchat, a social media app that had already added an AI chatbot for its users.\u003c/span>\u003c/p>\n\u003cp>\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64016\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png\" alt=\"\" width=\"632\" height=\"1024\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1.png 632w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image1-1-160x259.png 160w\" sizes=\"(max-width: 632px) 100vw, 632px\">\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than half of the early adopters said they had used AI for getting information and for brainstorming, the first and second most popular uses. This survey didn’t ask teens if they were using AI for cheating, such as prompting ChatGPT to write their papers for them. However, among the half of respondents who were already using AI, fewer than half – 46% – said they were using it for help with school work. The fourth most common use was for generating pictures.\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The survey also asked teens a couple of open-response questions. Some teens told researchers that they are asking AI private questions that they were too embarrassed to ask their parents or their friends. “Teens are telling us I have questions that are easier to ask robots than people,” said Weinstein.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Weinstein wants to know more about the quality and the accuracy of the answers that AI is giving teens, especially those with mental health struggles, and how privacy is being protected when students share personal information with chatbots.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The \u003c/span>\u003ca href=\"https://8ce82b94a8c4fdc3ea6d-b1d233e3bc3cb10858bea65ff05e18f2.ssl.cf2.rackcdn.com/bf/24/cd3646584af89e7c668c7705a006/deck-impact-analysis-national-schools-tech-tracker-may-2024-1.pdf\">\u003cspan style=\"font-weight: 400\">second report\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, released on June 11, was conducted by Impact Research and commissioned by the \u003c/span>\u003ca href=\"https://www.waltonfamilyfoundation.org/learning/the-value-of-ai-in-todays-classrooms\">\u003cspan style=\"font-weight: 400\">Walton Family Foundation\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. In May 2024, Impact Research surveyed 1,003 teachers, 1,001 students aged 12-18, 1,003 college students, and 1,000 parents about their use and views of AI.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">This survey, which took place six months after the Hopelab-Common Sense survey, demonstrated how quickly usage is growing. It found that 49% of students, aged 12-18, said they used ChatGPT at least once a week for school, up 26 percentage points since 2023. Forty-nine percent of college undergraduates also said they were using ChatGPT every week for school but there was no comparison data from 2023.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Among 12- to 18-year-olds and college students who had used AI chatbots for school, 56% said they had used it for help in writing essays and other writing assignments. Undergraduate students were more than twice as likely as 12- to 18-year-olds to say using AI felt like cheating, 22% versus 8%. Earlier \u003c/span>\u003ca href=\"https://ed.stanford.edu/news/what-do-ai-chatbots-really-mean-students-and-cheating\">\u003cspan style=\"font-weight: 400\">2023 surveys of student cheating by scholars at Stanford\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> University did not detect an increase in cheating with ChatGPT and other generative AI tools. But as students use AI more, students’ understanding of what constitutes cheating may also be evolving. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">\u003cimg loading=\"lazy\" decoding=\"async\" class=\"aligncenter size-full wp-image-64017\" src=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png\" alt=\"\" width=\"1552\" height=\"1196\" srcset=\"https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1.png 1552w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-800x616.png 800w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1020x786.png 1020w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-160x123.png 160w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-768x592.png 768w, https://cdn.kqed.org/wp-content/uploads/sites/23/2024/06/image2-1-1536x1184.png 1536w\" sizes=\"(max-width: 1552px) 100vw, 1552px\">\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">More than 60% of college students who used AI said they were using it to study for tests and quizzes. Half of the college students who used AI said they were using it to deepen their subject knowledge, perhaps, as if it were an online encyclopedia. There was no indication from this survey if students were checking the accuracy of the information.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Both surveys noticed differences by race and ethnicity. The first Hopelab-Common Sense survey found that 7% of Black students, aged 14-22, were using AI every day, compared with 5% of Hispanic students and 3% of white students. In the open-ended questions, one Black teen girl wrote that, with AI, “we can change who we are and become someone else that we want to become.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The Walton Foundation survey found that Hispanic and Asian American students were sometimes more likely to use AI than white and Black students, especially for personal purposes. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These are all early snapshots that are likely to keep shifting. \u003c/span>\u003ca href=\"https://www.cnet.com/tech/mobile/apple-partners-with-openai-for-chatgpt-on-iphones-ipads-and-macs/\">\u003cspan style=\"font-weight: 400\">OpenAI is expected to become part of the Apple \u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">universe in the fall, including its iPhones, computers and iPads. “These numbers are going to go up and they’re going to go up really fast,” said Weinstein. “Imagine that we could go back 15 years in time when social media use was just starting with teens. This feels like an opportunity for adults to pay attention.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ci>\u003cspan style=\"font-weight: 400\">This story about \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proof-points-teens-ai-surveys/\">\u003ci>\u003cspan style=\"font-weight: 400\">ChatGPT in education\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> was written by Jill Barshay and produced by \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">\u003ci>\u003cspan style=\"font-weight: 400\">The Hechinger Report\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003ci>\u003cspan style=\"font-weight: 400\">Proof Points\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\"> and other \u003c/span>\u003c/i>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003ci>\u003cspan style=\"font-weight: 400\">Hechinger newsletters\u003c/span>\u003c/i>\u003c/a>\u003ci>\u003cspan style=\"font-weight: 400\">.\u003c/span>\u003c/i>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help","authors":["byline_mindshift_64014"],"categories":["mindshift_195","mindshift_21504","mindshift_20874"],"tags":["mindshift_1023","mindshift_1038"],"featImg":"mindshift_64015","label":"mindshift"},"mindshift_63944":{"type":"posts","id":"mindshift_63944","meta":{"index":"posts_1716263798","site":"mindshift","id":"63944","score":null,"sort":[1717676823000]},"guestAuthors":[],"slug":"worried-about-your-kids-screen-time-limit-your-own","title":"Worried About Your Kid's Screen Time? Limit Your Own","publishDate":1717676823,"format":"standard","headTitle":"Worried About Your Kid’s Screen Time? Limit Your Own | KQED","labelTerm":{"site":"mindshift"},"content":"\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n","blocks":[],"excerpt":"A new study finds that one of the biggest predictors of how much time teens and tweens spend on screens is how much parents use their screens when they are around their kids.","status":"publish","parent":0,"modified":1717678650,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":21,"wordCount":848},"headData":{"title":"Worried About Your Kid's Screen Time? Limit Your Own | KQED","description":"A new study finds that parent screen usage is one of the biggest predictors of how much time teens and tweens spend on digital devices.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","socialDescription":"A new study finds that parent screen usage is one of the biggest predictors of how much time teens and tweens spend on digital devices.","schema":{"@context":"http://schema.org","@type":"Article","headline":"Worried About Your Kid's Screen Time? Limit Your Own","datePublished":"2024-06-06T05:27:03-07:00","dateModified":"2024-06-06T05:57:30-07:00","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"sticky":false,"nprByline":"Maria Godoy","nprStoryId":"nx-s1-4993778","nprHtmlLink":"https://www.npr.org/sections/shots-health-news/2024/06/06/nx-s1-4993778/give-yourself-your-kids-break-from-screen-time-guilt","nprRetrievedStory":"1","nprPubDate":"2024-06-06T05:00:00-04:00","nprStoryDate":"2024-06-06T05:00:00-04:00","nprLastModifiedDate":"2024-06-06T05:02:12.376-04:00","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>It’s me. Hi. I’m the problem. It’s me.\u003c/p>\n\u003cp>As the parent of a tween and a young teenager, I couldn’t help but think of these Taylor Swift lyrics when reading the \u003ca href=\"https://www.nature.com/articles/s41390-024-03243-y\">findings of a new study\u003c/a> that looks at the links between parenting strategies and screen use among young adolescents.\u003c/p>\n\u003cp>The study looked at data from more than 10,000 12- and 13-year-olds and their parents, who were asked about their screen-use habits, including texting, social media, video chatting, watching videos and browsing the internet. The researchers also asked whether their screen use was problematic — for example, whether kids wanted to quit using screens but felt they couldn’t or whether their screen habits interfered with school work or daily life.\u003c/p>\n\u003cp>One key finding that jumped out at me: One of the biggest predictors of how much time kids spend on screens — and whether that use is problematic — is how much parents themselves use their screens when they are around their kids.\u003c/p>\n\u003cp>\u003cem>“\u003c/em>It’s really important to role-model screen behaviors for your children,” says \u003ca href=\"https://profiles.ucsf.edu/jason.nagata\">Jason Nagata\u003c/a>, a pediatrician at the University of California, San Francisco and the lead author of the study, which appears in the journal \u003cem>Pediatric Research\u003c/em>. “Even if teens say that they don’t get influenced by their parents, the data does show that, actually, parents are a bigger influence than they may think.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>It’s very common for parents like myself to feel guilty about their own screen use, says \u003ca href=\"https://midas.umich.edu/faculty-member/jenny-radesky/\">Jenny Radesky\u003c/a>, a developmental behavioral pediatrician and media researcher at the University of Michigan.\u003c/p>\n\u003cp>But instead of beating ourselves up about it, she says, it’s important for parents to realize that just like kids, we too are vulnerable to the draws of technology that is deliberately designed to keep us scrolling.\u003c/p>\n\u003cp>“We have been asked to parent around an increasingly complex digital ecosystem that’s actively working against our limit-setting” — for ourselves and our kids, she says.\u003c/p>\n\u003cp>But even if parents are fighting against bigger forces designed to keep us glued to screens, that doesn’t mean we are completely helpless. Nagata’s research looked at parenting strategies that worked best to curb screen use specifically among early adolescents because, he notes, this is a time when kids are seeking more independence and “because we tend to see kids spending a lot more time on media once they hit their teenage years.”\u003c/p>\n\u003cp>So, what does work?\u003c/p>\n\u003cp>Some of the study’s findings seem fairly obvious: Keeping meal times and bedtime screen-free are strategies strongly linked to kids spending less time on screens and exhibiting less problematic screen use. And \u003ca href=\"https://www.sleephealthjournal.org/article/S2352-7218(23)00034-7/fulltext\">Nagata’s prior research\u003c/a> has found that keeping screens out of the bedroom is a good strategy, because having a device in the bedroom was linked to trouble falling and staying asleep in preteens.\u003c/p>\n\u003cp>As for that finding that parental screen use also really matters, Radesky says it echoes what she often hears from teens in her work as co-medical director of the American Academy of Pediatrics’ \u003ca href=\"https://www.aap.org/en/patient-care/media-and-children/center-of-excellence-on-social-media-and-youth-mental-health/\">Center of Excellence on Social Media and Youth Mental Health\u003c/a>.\u003c/p>\n\u003cp>“We’ve heard a lot from teenagers that when their parents are using their phones, they’re really stuck on their own social media accounts — they just look unavailable,” Radesky says. “They don’t look like they’re ready and available for a teen to come up and talk and be a sounding board.”\u003c/p>\n\u003cp>Given the addictive design of technology, Radesky says the message shouldn’t be to blame the parents. The message should be to talk with your kids about why you feel so pulled in by screens. Ask, “Why do I spend so much time on this app? Is it time that I feel is really meaningful and adding to my day? Or is it time that I’d love to replace with other things?”\u003c/p>\n\u003cp>She says she favors this collaborative approach to setting boundaries around screen use for young tweens and teens, rather than using screens as a reward or punishment to control behavior. In fact, the new study shows that, at least with this age group, using screens as a reward or punishment can actually backfire — it was linked to kids spending more time on their devices.\u003c/p>\n\u003cp>Instead, Radesky says it’s better to set consistent family guidelines around screen use, so kids know when they can and can’t use them without obsessing about “earning” screen time.\u003c/p>\n\u003cp>And when it comes to tweens and teens, coming up with these rules together can be a good way to get kids to buy into boundaries — and to help both them and their parents break bad screen habits.\u003c/p>\n\u003cp>\u003cem>This story was edited by Jane Greenhalgh.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Copyright 2024 NPR. To see more, visit https://www.npr.org.\u003cimg decoding=\"async\" src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=What+we+do+%28and+don%27t%29+know+about+teacher+shortages%2C+and+what+can+be+done+about+them&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own","authors":["byline_mindshift_63944"],"categories":["mindshift_21445","mindshift_194","mindshift_195","mindshift_21504","mindshift_21385","mindshift_20874"],"tags":["mindshift_21093","mindshift_866","mindshift_21473","mindshift_20568","mindshift_20816"],"featImg":"mindshift_63946","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. 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