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"content": "\u003cp>When kids can’t seem to look away from their screens, some parents respond by “pulling the digital rug out” from underneath their kids by removing phones, \u003ca href=\"https://www.kqed.org/mindshift/63944/worried-about-your-kids-screen-time-limit-your-own\">limiting screen time\u003c/a> or deleting apps entirely. But Carrie James, director of Project Zero at Harvard Graduate School of Education, urges families not to overcorrect. “We don’t want to throw the baby out with the bathwater,” she said.\u003c/p>\n\u003cp>For years, James and her research team have been studying how young people grow up with technology. Through this work, she’s noticed a pattern: adults often \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">misunderstand the challenges and benefits of kids’ digital lives\u003c/a>. They may view tech negatively, when in reality, kids’ relationship to their devices are nuanced. “In some cases, there are [online] cultures that can be positive and supportive,” said James. “But in other cases, they can play into some of the challenges and hard stuff.” \u003c/p>\n\u003cp>After several years of conducting research with students, James co-founded the \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">Center for Digital Thriving\u003c/a>, which develops research-backed strategies to help educators and families support kids in navigating tech in healthy, values-driven ways. “Technology is built into the fabric of young people’s lives,” said James. “So how can we support them with the skills, the dispositions and the sense of agency to make good choices?” The Center for Digital Thriving highlights \u003ca href=\"https://digitalthriving.gse.harvard.edu/course-for-educators-8-mindshifts-for-teaching-digital-wellbeing/\">ways adults might shift their thinking\u003c/a> so they can help young people thrive in a world with evolving and increasingly absorbing tech tools. \u003c/p>\n\u003ch2>\u003cb>Name the Thinking Traps\u003c/b>\u003c/h2>\n\u003cp>\u003ciframe loading=\"lazy\" title=\"How Your Brain Tricks You Into Negative Thinking\" width=\"500\" height=\"281\" src=\"https://www.youtube.com/embed/E9aV4mgVya4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen>\u003c/iframe>\u003c/p>\n\u003cp>A growing number of young people are struggling with anxiety, depression and feelings of disconnection. “Too often, the conversation, especially lately, pinpoints technology as a cause of these things,” said James. For example, a teen prone to comparison\u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\"> might feel worse\u003c/a> after scrolling through polished Instagram posts. Or a student already worried about friendships might spiral after seeing that a message was “left on read.” James calls this a thinking trap, which is a cognitive distortion that kicks in when a person makes assumptions without evidence. “There’s a lot of distance between what we see and what people are actually thinking,” she said. \u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Because \u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\">adolescent brains are built for connection\u003c/a>, the pull of the phone can be particularly hard to resist. “Even the things that appear neutral or benign can play on those adolescent vulnerabilities,” said James. “Adolescents care what their friends think, they care very much about the status of their friendships, their place in the world and how people look at them.”\u003c/p>\n\u003cp>However, adults also feel the pull of persuasive design features like notifications, infinite scroll and streaks, too. Recognizing this can increase empathy and build common ground, which can shift adults from an “us vs. them” mindset to an “us and them” approach when it comes to technology.\u003c/p>\n\u003cp>To help students notice how technology may influence their thought patterns, the Center created a glossary of \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/THINKING-TRAPS-GLOSSARY.pdf\">seven thinking traps\u003c/a>, drawn from \u003ca href=\"https://www.kqed.org/mindshift/tag/cognitive-behavioral-therapy\">cognitive behavioral therapy\u003c/a>. These include “mind reading,” “personalizing” and “all-or-nothing thinking.” Just learning about these traps can make them easier to manage. “Our hope is that it opens up a bigger conversation about some of the psychological vulnerabilities we all have,” said James. “We can acknowledge that some of what we’re reading may not be real.” Young people are also encouraged to prove themselves wrong when they recognize that they are falling into these patterns of thinking by seeing what evidence they have and asking themselves what advice they’d give a friend who is experiencing this same thinking trap. \u003c/p>\n\u003ch2>\u003cb>Start With Values, Not Apps\u003c/b>\u003c/h2>\n\u003cp>When kids seem \u003ca href=\"https://www.kqed.org/mindshift/62233/how-to-help-your-kids-navigate-social-media-without-getting-lost\">stressed or glued to their screens\u003c/a>, many parents start by asking: “What is it about Instagram?” or “Why does TikTok pull you in?” James recommended a different approach that focuses on kids’ needs rather than the tech itself. A helpful tool is the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-values/\">Value Sort activity\u003c/a>, which asks students to select personal values like honesty, creativity or justice and reflect on how technology helps or hinders those values. “And in some cases, with the same value, it can be a bit of both,” James explained. \u003c/p>\n\u003cp>This kind of reflection \u003ca href=\"https://www.kqed.org/mindshift/65367/how-can-subtle-language-shifts-unlock-student-potential\">makes space for student agency\u003c/a>. Instead of being told what matters, young people get to name what’s important to them. And that often motivates more meaningful conversations. James also highlights a study where researchers looked at design tricks like notifications and pop-up ads using values as a frame. “They drew the connection between those design features and values like autonomy and fairness and justice that adolescents tend to care about,” said James. She noted that highlighting values like autonomy and fairness is usually an effective motivator for students because they do not want to be told what to do whether it’s by their parents or their devices. \u003c/p>\n\u003ch2>\u003cb>Tech Habits, Not Tech Shaming\u003c/b>\u003c/h2>\n\u003cp>Many students already feel conflicted about their relationship with screens. In interviews, they told James things like, “I don’t want to look back at my childhood and think I wasted it on a pointless game,” or “My friends are always glued to their phones and so am I. And I hate that.” \u003c/p>\n\u003cp>To help kids feel less alone and more empowered the Center created the \u003ca href=\"https://digitalthriving.gse.harvard.edu/resources/tech-habits/\">Tech Habits Challenge\u003c/a>. Students pair up and interview each other \u003ca href=\"https://digitalthriving.gse.harvard.edu/wp-content/uploads/2024/03/TECH-CHECK-INTERVIEW-GUIDE.pdf\">using a guided worksheet\u003c/a>, starting with questions like: “What’s a tech habit you feel good about?” Leading with a positive question signals to students that we see the good things they’re already doing to take care of their digital wellbeing, said James. \u003c/p>\n\u003cp>Then, they reflect on one habit they want to change, which may include checking a certain app less or using it differently. Students create a five-day plan, brainstorm alternatives and identify someone to hold them accountable. Crucially, students choose the goal themselves. One student, for example, wanted to keep using Snapchat, but cut back on checking her boyfriend’s location. Her goal was not to quit, but to use the app in a way that aligned better with her values. \u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>The activity can also work at home. “Every person in the family chooses their own pet peeve tech habit that they’re trying to address. And you’re kind of in it together, recognizing that there are persuasive features and technology that we’re all susceptible to. We all engage unintentionally in things that don’t make us feel good,” said James. \u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Because \u003ca href=\"https://www.kqed.org/mindshift/65237/heres-how-a-small-break-from-your-smartphone-can-boost-your-mood\">adolescent brains are built for connection\u003c/a>, the pull of the phone can be particularly hard to resist. “Even the things that appear neutral or benign can play on those adolescent vulnerabilities,” said James. “Adolescents care what their friends think, they care very much about the status of their friendships, their place in the world and how people look at them.”\u003c/p>\n\u003cp>However, adults also feel the pull of persuasive design features like notifications, infinite scroll and streaks, too. 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"content": "\u003cp>When hackers hit a school district, they can expose Social Security numbers, home addresses, and even disability and disciplinary records. Now, cybersecurity advocates warn that the Trump administration’s budget and personnel cuts, along with rule changes, are stripping away key defenses that schools need.\u003c/p>\n\u003cp>“Cyberattacks on schools are escalating and just when we need federal support the most, it’s being pulled away,” said Keith Krueger, chief executive officer of the Consortium for School Networking, an association of technology officials in K-12 schools.\u003c/p>\n\u003cp>The stakes are high. Schools are a \u003ca href=\"https://www.cisa.gov/K12Cybersecurity\">top target \u003c/a>in ransomware attacks, and cyber criminals have sometimes succeeded in shutting down whole school districts. The largest such incident occurred in December 2024, when \u003ca href=\"https://www.nbcnews.com/tech/security/powerschool-hack-data-breach-protect-student-school-teacher-safe-rcna189029\">hackers stole personal student and teacher data from PowerSchool\u003c/a>, a company that runs student information systems and stores report cards. The theft included data from more than \u003ca href=\"https://www.bleepingcomputer.com/news/security/powerschool-hacker-claims-they-stole-data-of-62-million-students/\">60 million students\u003c/a> and almost 10 million teachers. PowerSchool paid an undisclosed ransom, but the criminals didn’t stop. Now, \u003ca href=\"https://www.theregister.com/2025/05/08/powerschool_data_extortionist/\">in a second round of extortion\u003c/a>, the same cyber criminals are demanding ransoms from \u003ca href=\"https://www.nbcnews.com/tech/security/school-districts-hit-extortion-attempts-powerschool-breach-rcna205429\">school districts\u003c/a>.\u003c/p>\n\u003cp>The federal government has been \u003ca href=\"https://www.schoolsafety.gov/sites/default/files/2024-02/SchoolSafety.gov%20Cybersecurity%20Resources%20for%20K-12%20Schools%20and%20School%20Districts%20Infographic_February%202024_508C.pdf\">stepping up efforts\u003c/a> to help schools, particularly since a\u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122768&PageID=1\"> 2022 cyber attack on the Los Angeles Unified School District\u003c/a>, the nation’s second largest. But now this urgently needed assistance is under threat.\u003c/p>\n\u003ch2>\u003cstrong>Warning service\u003c/strong>\u003c/h2>\n\u003cp>Of chief concern is a cybersecurity service known as \u003ca href=\"https://www.cisecurity.org/ms-isac\">MS-ISAC\u003c/a>, which stands for Multi-State Information Sharing and Analysis Center. It warns more than 5,700 schools around the country that have signed up for the service about malware and other threats and recommends security patches. This technical service is free to schools, but is funded by an annual congressional appropriation of $27 million through the Cybersecurity and Infrastructure Security Agency (CISA), an agency within the Department of Homeland Security.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>On March 6, the Trump administration announced a $10 million funding cut as part of broader budget and staffing cuts throughout CISA. That was ultimately negotiated down to $8.3 million, but the service still lost more than half of its remaining $15.7 budget for the year. The non-profit organization that runs it, the Center for Internet Security, is currently digging into its reserves to keep it operating. But those funds are expected to run out in the coming weeks, and it is unclear how the service will continue operating without charging user fees to schools.\u003c/p>\n\u003cp>“Many districts don’t have the budget or resources to do this themselves, so not having access to the no cost services we offer is a big issue,” said Kelly Lynch Wyland, a spokeswoman for the Center for Internet Security.\u003c/p>\n\u003ch2>\u003cstrong>Sharing threat information\u003c/strong>\u003c/h2>\n\u003cp>Another concern is the effective disbanding of the \u003ca href=\"https://www.k12dive.com/news/k-12-cybersecurity-federal-government-coordinating-council/711855/\">Government Coordinating Council\u003c/a>, which helps schools address ransomware attacks and other threats through policy advice, including how to respond to ransom requests, whom to inform when an attack happens and good practices for preventing attacks. This coordinating council was formed only a year ago by the Department of Education and CISA. It brings together 13 non-profit school organizations representing superintendents, state education leaders, technology officers and others. The council met frequently after the PowerSchool data breach to share information.\u003c/p>\n\u003cp>Now, amid the second round of extortions, school leaders have not been able to meet because of a change in rules governing open meetings. The group was originally exempt from meeting publicly because it was discussing critical infrastructure threats. But the Department of Homeland Security, under the Trump administration, \u003ca href=\"https://www.ropesdataphiles.com/2025/05/cipac-disbandment-and-cisa-2015-reauthorization-recent-developments-in-the-u-s-cybersecurity-landscape/\">reinstated open meeting rules for certain advisory committee\u003c/a>s, including this one. That makes it difficult to speak frankly about efforts to thwart criminal activity.\u003c/p>\n\u003cp>Non-governmental organizations are working to resurrect the council, but it would be in a diminished form without government participation.\u003c/p>\n\u003cp>“The FBI really comes in when there’s been an incident to find out who did it, and they have advice on whether you should pay or not pay your ransom,” said Krueger of the school network consortium.\u003c/p>\n\u003ch2>\u003cstrong>A federal role\u003c/strong>\u003c/h2>\n\u003cp>A third concern is the elimination in March of the education Department’s \u003ca href=\"https://www.govtech.com/education/k-12/federal-layoffs-cut-50-percent-of-department-of-education-staff\">Office of Educational Technology\u003c/a>. This seven-person office dealt with education technology policies — including cybersecurity. It issued cybersecurity guidance to schools and held webinars and meetings to explain how schools could improve and shore up their defenses. It also ran a biweekly meeting to talk about K-12 cybersecurity across the Education Department, including offices that serve students with disabilities and English learners.\u003c/p>\n\u003cp>Eliminating this office has hampered efforts to decide which security controls, such as encryption or multi-factor authentication, should be in educational software and student information systems.\u003c/p>\n\u003cp>Many educators worry that without this federal coordination, student privacy is at risk. “My biggest concern is all the data that’s up in the cloud,” said Steve Smith, the founder of the Student Data Privacy Consortium and the former chief information officer for Cambridge Public Schools in Massachusetts. “Probably 80 to 90 percent of student data isn’t on school-district controlled services. It’s being shared with ed tech providers and hosted on their information systems.”\u003c/p>\n\u003ch2>\u003cstrong>Security controls\u003c/strong>\u003c/h2>\n\u003cp>“How do we ensure that those third party providers are providing adequate security against breaches and cyber attacks?” said Smith. “The office of ed tech was trying to bring people together to move toward an agreed upon national standard. They weren’t going to mandate a data standard, but there were efforts to bring people together and start having conversations about the expected minimum controls.”\u003c/p>\n\u003cp>That federal effort ended, Smith said, with the new administration. But his consortium is still working on it.\u003c/p>\n\u003cp>In an era when policymakers are seeking to decrease the federal government’s involvement in education, arguing for a centralized, federal role may not be popular. But there’s long been a federal role for student data privacy, including making sure that school employees don’t mishandle and accidentally expose students’ personal information. The Family Educational Rights and Privacy Act, commonly known as FERPA, protects student data. The Education Department continues to provide technical assistance to schools to comply with this law. Advocates for school cybersecurity say that the same assistance is needed to help schools prevent and defend against cyber crimes.\u003c/p>\n\u003cp>“We don’t expect every town to stand up their own army to protect themselves against China or Russia,” said Michael Klein, senior director for preparedness and response at the Institute for Security and Technology, a nonpartisan think tank. Klein was a senior advisor for cybersecurity in the Education Department during the previous administration. “In the same way, I don’t think we should expect every school district to stand up their own cyber-defense army to protect themselves against ransomware attacks from major criminal groups.”\u003c/p>\n\u003cp>And it’s not financially practical. According to the school network consortium only a third of school districts have a full-time employee or the equivalent dedicated to cybersecurity.\u003c/p>\n\u003ch2>\u003cstrong>Budget storms ahead\u003c/strong>\u003c/h2>\n\u003cp>Some federal programs to help schools with cybersecurity are still running. The Federal Communications Commission launched a \u003ca href=\"https://www.fcc.gov/document/fcc-adopts-200m-cybersecurity-pilot-program-schools-libraries-0\">$200 million pilot program\u003c/a> to support cybersecurity efforts by schools and libraries. FEMA funds cybersecurity for state and local governments, which includes public schools. Through these funds, schools can obtain phishing training and malware detection. But with budget battles ahead, many educators fear these programs could also be cut.\u003c/p>\n\u003cp>Perhaps the biggest risk is the end to the entire E-Rate program that helps schools pay for the internet access. The Supreme Court is slated to decide this term on whether the funding structure is an unconstitutional tax.\u003c/p>\n\u003cp>“If that money goes away, they’re going to have to pull money from somewhere,” said Smith of the Student Data Privacy Consortium. “They’re going to try to preserve teaching and learning, as they should. Cybersecurity budgets are things that are probably more likely to get cut.”\u003c/p>\n\u003cp>“It’s taken a long time to get to the point where we see privacy and cybersecurity as critical pieces,” Smith said. “I would hate for us to go back a few years and not be giving them the attention they should.”\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-student-data-cyber-threats/\">\u003cem>student cybersecurity\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>When hackers hit a school district, they can expose Social Security numbers, home addresses, and even disability and disciplinary records. Now, cybersecurity advocates warn that the Trump administration’s budget and personnel cuts, along with rule changes, are stripping away key defenses that schools need.\u003c/p>\n\u003cp>“Cyberattacks on schools are escalating and just when we need federal support the most, it’s being pulled away,” said Keith Krueger, chief executive officer of the Consortium for School Networking, an association of technology officials in K-12 schools.\u003c/p>\n\u003cp>The stakes are high. Schools are a \u003ca href=\"https://www.cisa.gov/K12Cybersecurity\">top target \u003c/a>in ransomware attacks, and cyber criminals have sometimes succeeded in shutting down whole school districts. The largest such incident occurred in December 2024, when \u003ca href=\"https://www.nbcnews.com/tech/security/powerschool-hack-data-breach-protect-student-school-teacher-safe-rcna189029\">hackers stole personal student and teacher data from PowerSchool\u003c/a>, a company that runs student information systems and stores report cards. The theft included data from more than \u003ca href=\"https://www.bleepingcomputer.com/news/security/powerschool-hacker-claims-they-stole-data-of-62-million-students/\">60 million students\u003c/a> and almost 10 million teachers. PowerSchool paid an undisclosed ransom, but the criminals didn’t stop. Now, \u003ca href=\"https://www.theregister.com/2025/05/08/powerschool_data_extortionist/\">in a second round of extortion\u003c/a>, the same cyber criminals are demanding ransoms from \u003ca href=\"https://www.nbcnews.com/tech/security/school-districts-hit-extortion-attempts-powerschool-breach-rcna205429\">school districts\u003c/a>.\u003c/p>\n\u003cp>The federal government has been \u003ca href=\"https://www.schoolsafety.gov/sites/default/files/2024-02/SchoolSafety.gov%20Cybersecurity%20Resources%20for%20K-12%20Schools%20and%20School%20Districts%20Infographic_February%202024_508C.pdf\">stepping up efforts\u003c/a> to help schools, particularly since a\u003ca href=\"https://www.lausd.org/site/default.aspx?PageType=3&DomainID=4&ModuleInstanceID=4466&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=122768&PageID=1\"> 2022 cyber attack on the Los Angeles Unified School District\u003c/a>, the nation’s second largest. But now this urgently needed assistance is under threat.\u003c/p>\n\u003ch2>\u003cstrong>Warning service\u003c/strong>\u003c/h2>\n\u003cp>Of chief concern is a cybersecurity service known as \u003ca href=\"https://www.cisecurity.org/ms-isac\">MS-ISAC\u003c/a>, which stands for Multi-State Information Sharing and Analysis Center. It warns more than 5,700 schools around the country that have signed up for the service about malware and other threats and recommends security patches. This technical service is free to schools, but is funded by an annual congressional appropriation of $27 million through the Cybersecurity and Infrastructure Security Agency (CISA), an agency within the Department of Homeland Security.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>On March 6, the Trump administration announced a $10 million funding cut as part of broader budget and staffing cuts throughout CISA. That was ultimately negotiated down to $8.3 million, but the service still lost more than half of its remaining $15.7 budget for the year. The non-profit organization that runs it, the Center for Internet Security, is currently digging into its reserves to keep it operating. But those funds are expected to run out in the coming weeks, and it is unclear how the service will continue operating without charging user fees to schools.\u003c/p>\n\u003cp>“Many districts don’t have the budget or resources to do this themselves, so not having access to the no cost services we offer is a big issue,” said Kelly Lynch Wyland, a spokeswoman for the Center for Internet Security.\u003c/p>\n\u003ch2>\u003cstrong>Sharing threat information\u003c/strong>\u003c/h2>\n\u003cp>Another concern is the effective disbanding of the \u003ca href=\"https://www.k12dive.com/news/k-12-cybersecurity-federal-government-coordinating-council/711855/\">Government Coordinating Council\u003c/a>, which helps schools address ransomware attacks and other threats through policy advice, including how to respond to ransom requests, whom to inform when an attack happens and good practices for preventing attacks. This coordinating council was formed only a year ago by the Department of Education and CISA. It brings together 13 non-profit school organizations representing superintendents, state education leaders, technology officers and others. The council met frequently after the PowerSchool data breach to share information.\u003c/p>\n\u003cp>Now, amid the second round of extortions, school leaders have not been able to meet because of a change in rules governing open meetings. The group was originally exempt from meeting publicly because it was discussing critical infrastructure threats. But the Department of Homeland Security, under the Trump administration, \u003ca href=\"https://www.ropesdataphiles.com/2025/05/cipac-disbandment-and-cisa-2015-reauthorization-recent-developments-in-the-u-s-cybersecurity-landscape/\">reinstated open meeting rules for certain advisory committee\u003c/a>s, including this one. That makes it difficult to speak frankly about efforts to thwart criminal activity.\u003c/p>\n\u003cp>Non-governmental organizations are working to resurrect the council, but it would be in a diminished form without government participation.\u003c/p>\n\u003cp>“The FBI really comes in when there’s been an incident to find out who did it, and they have advice on whether you should pay or not pay your ransom,” said Krueger of the school network consortium.\u003c/p>\n\u003ch2>\u003cstrong>A federal role\u003c/strong>\u003c/h2>\n\u003cp>A third concern is the elimination in March of the education Department’s \u003ca href=\"https://www.govtech.com/education/k-12/federal-layoffs-cut-50-percent-of-department-of-education-staff\">Office of Educational Technology\u003c/a>. This seven-person office dealt with education technology policies — including cybersecurity. It issued cybersecurity guidance to schools and held webinars and meetings to explain how schools could improve and shore up their defenses. It also ran a biweekly meeting to talk about K-12 cybersecurity across the Education Department, including offices that serve students with disabilities and English learners.\u003c/p>\n\u003cp>Eliminating this office has hampered efforts to decide which security controls, such as encryption or multi-factor authentication, should be in educational software and student information systems.\u003c/p>\n\u003cp>Many educators worry that without this federal coordination, student privacy is at risk. “My biggest concern is all the data that’s up in the cloud,” said Steve Smith, the founder of the Student Data Privacy Consortium and the former chief information officer for Cambridge Public Schools in Massachusetts. “Probably 80 to 90 percent of student data isn’t on school-district controlled services. It’s being shared with ed tech providers and hosted on their information systems.”\u003c/p>\n\u003ch2>\u003cstrong>Security controls\u003c/strong>\u003c/h2>\n\u003cp>“How do we ensure that those third party providers are providing adequate security against breaches and cyber attacks?” said Smith. “The office of ed tech was trying to bring people together to move toward an agreed upon national standard. They weren’t going to mandate a data standard, but there were efforts to bring people together and start having conversations about the expected minimum controls.”\u003c/p>\n\u003cp>That federal effort ended, Smith said, with the new administration. But his consortium is still working on it.\u003c/p>\n\u003cp>In an era when policymakers are seeking to decrease the federal government’s involvement in education, arguing for a centralized, federal role may not be popular. But there’s long been a federal role for student data privacy, including making sure that school employees don’t mishandle and accidentally expose students’ personal information. The Family Educational Rights and Privacy Act, commonly known as FERPA, protects student data. The Education Department continues to provide technical assistance to schools to comply with this law. Advocates for school cybersecurity say that the same assistance is needed to help schools prevent and defend against cyber crimes.\u003c/p>\n\u003cp>“We don’t expect every town to stand up their own army to protect themselves against China or Russia,” said Michael Klein, senior director for preparedness and response at the Institute for Security and Technology, a nonpartisan think tank. Klein was a senior advisor for cybersecurity in the Education Department during the previous administration. “In the same way, I don’t think we should expect every school district to stand up their own cyber-defense army to protect themselves against ransomware attacks from major criminal groups.”\u003c/p>\n\u003cp>And it’s not financially practical. According to the school network consortium only a third of school districts have a full-time employee or the equivalent dedicated to cybersecurity.\u003c/p>\n\u003ch2>\u003cstrong>Budget storms ahead\u003c/strong>\u003c/h2>\n\u003cp>Some federal programs to help schools with cybersecurity are still running. The Federal Communications Commission launched a \u003ca href=\"https://www.fcc.gov/document/fcc-adopts-200m-cybersecurity-pilot-program-schools-libraries-0\">$200 million pilot program\u003c/a> to support cybersecurity efforts by schools and libraries. FEMA funds cybersecurity for state and local governments, which includes public schools. Through these funds, schools can obtain phishing training and malware detection. But with budget battles ahead, many educators fear these programs could also be cut.\u003c/p>\n\u003cp>Perhaps the biggest risk is the end to the entire E-Rate program that helps schools pay for the internet access. The Supreme Court is slated to decide this term on whether the funding structure is an unconstitutional tax.\u003c/p>\n\u003cp>“If that money goes away, they’re going to have to pull money from somewhere,” said Smith of the Student Data Privacy Consortium. “They’re going to try to preserve teaching and learning, as they should. Cybersecurity budgets are things that are probably more likely to get cut.”\u003c/p>\n\u003cp>“It’s taken a long time to get to the point where we see privacy and cybersecurity as critical pieces,” Smith said. “I would hate for us to go back a few years and not be giving them the attention they should.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This story about \u003c/em>\u003ca href=\"https://hechingerreport.org/proof-points-student-data-cyber-threats/\">\u003cem>student cybersecurity\u003c/em>\u003c/a>\u003cem> was written by Jill Barshay and produced by \u003c/em>\u003ca href=\"https://hechingerreport.org/special-reports/higher-education/\">The Hechinger Report\u003c/a>\u003cem>, a nonprofit, independent news organization focused on inequality and innovation in education. Sign up for \u003c/em>\u003ca href=\"https://hechingerreport.org/proofpoints/\">\u003cem>Proof Points\u003c/em>\u003c/a>\u003cem> and other \u003c/em>\u003ca href=\"https://hechingerreport.org/newsletters/\">\u003cem>Hechinger newsletters\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"slug": "how-to-keep-violent-porn-out-of-your-home-and-away-from-your-kids",
"title": "How to Keep Violent Porn Out of Your Home and Away From Your Kids",
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"content": "\u003cp>\u003cem>Caution: This story contains descriptions of sexual assault.\u003c/em>\u003c/p>\n\u003cp>For many years, I thought concerns over children’s exposure to pornography didn’t apply to my daughter. She’s only 9 years old and \u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\" target=\"_blank\" rel=\"noopener\">has little access to the internet. \u003c/a>She won’t see pornography for years, I thought.\u003c/p>\n\u003cp>But that thinking is naive and sorely mistaken, says social scientist \u003ca href=\"https://www.qut.edu.au/about/our-people/academic-profiles/m.flood\" target=\"_blank\" rel=\"noopener\">Michael Flood\u003c/a>, who’s at Queensland University of Technology in Australia. He has been studying how pornography impacts children for two decades.\u003c/p>\n\u003cp>“When we survey parents, we find that they often really underestimate the extent to which their own children are likely to have seen pornography,” Flood says. “Virtually every child will encounter pornography.”\u003cem> \u003c/em>\u003c/p>\n\u003cp>That encounter often occurs at a younger age than many parents realize, Flood adds. In\u003ca href=\"https://www.commonsensemedia.org/press-releases/new-report-reveals-truths-about-how-teens-engage-with-pornography\" target=\"_blank\" rel=\"noopener\"> one study from 2023\u003c/a>, researchers found that the average age children first view pornography was around age 12. And 15% of children saw it at age 10 or younger.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>And many parents, including myself, make a second mistake about pornography. They don’t actually understand what these videos portray.\u003c/p>\n\u003ch3>Violent, degrading, misogynistic videos\u003c/h3>\n\u003cp>“Parents often think children are looking at softcore pornography, like Playboy centerfolds,” Flood says. But pornography today typically shows something else: “men being cruel to women.”\u003c/p>\n\u003cp>“Sometimes that’s verbal violence, with hostile and derogatory language. Sometimes that’s violent behaviors, such as strangulation, slapping, or choking,” Flood says. Many times, videos show women enjoying this cruelty, no matter how violent or degrading it is. “That’s not an appropriate form of sexuality education for our 8-year-olds or our 12-year-olds,” he adds.\u003c/p>\n\u003cp>This \u003ca href=\"https://www.npr.org/2025/03/31/nx-s1-5345097/adolescence-netflix-stephen-graham\" target=\"_blank\" rel=\"noopener\">sexist and violent content is “routine,”\u003c/a> Flood says. In a\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20980228/\" target=\"_blank\" rel=\"noopener\"> major study from the U.K.\u003c/a>, researchers analyzed 50 of the most popular pornographic videos. Around 90% of them showed overt violence or aggression, overwhelmingly directed toward women, the researchers reported in the journal \u003cem>Violence Against Women\u003c/em>.\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32661813/\" target=\"_blank\" rel=\"noopener\"> In another study, \u003c/a>researchers analyzed more than 4,000 scenes from two major pornographic websites. About 40% of them included one or more acts of physical aggression. “Spanking, gagging, slapping, hair pulling, and choking were the five most common forms of physical aggression,” the researchers reported in the \u003cem>Archives of Sexual Behavior.\u003c/em>\u003c/p>\n\u003cp>Scientists are beginning to understand how early exposure to this content can impact children’s health and development, says social scientist \u003ca href=\"https://familylife.byu.edu/directory/brian-willoughby\" target=\"_blank\" rel=\"noopener\">Brian Willoughby\u003c/a> at Brigham Young University. For instance, it can interfere with children’s learning about consent and the importance of respect in relationships.\u003c/p>\n\u003cp>“The gender dynamics shown in these videos sets up really unhealthy expectations when it comes to intimacy and relationships,” Willoughby says.\u003c/p>\n\u003cp>Studies also find that early exposure increases the risk of developing problematic use of pornography later in life. For young children explicit content can be quite upsetting, shocking, and jarring. “Their understanding of sex, in general, is very limited,” Willoughby says. So they have a hard time understanding what they’re seeing or handling the emotions and physiological responses it triggers in their brains and bodies.\u003c/p>\n\u003cp>For some children, seeing explicit content can even be traumatic, says \u003ca href=\"https://www.meganmaas.com/\" target=\"_blank\" rel=\"noopener\">Megan Maas \u003c/a>at Michigan State University. In one of Maas’s studies, a man described what happened when he Googled the word “blowjob” in the sixth grade. “He ended up seeing a genre of pornography, called facial abuse, which shows women gagging on penises,” Maas explains. “The women are often crying, with mascara running down their faces.”\u003c/p>\n\u003cp>The videos triggered a visceral reaction inside of him that made him want to throw up. “Then he just shut off sexually,” Maas says, “The whole experience freaked him out and really changed him.”\u003c/p>\n\u003ch3>What parents can do\u003c/h3>\n\u003cp>In the past two years, 21 states have \u003ca href=\"https://avpassociation.com/4271-2/\" target=\"_blank\" rel=\"noopener\">passed laws\u003c/a> requiring pornographic sites to verify a user’s age. But every scientist interviewed for this story says it’s imperative for parents to implement protections inside your home.\u003c/p>\n\u003cp>Here are three measures to take.\u003c/p>\n\u003cp>\u003cstrong>Block content with your router.\u003c/strong>\u003c/p>\n\u003cp>One of the most powerful tools for protecting children against pornography is already sitting inside your home: your router.\u003c/p>\n\u003cp>“As a parent, your router is the most important and underappreciated digital device in your home,” says Chris McKenna. He’s the founder and CEO of the company\u003ca href=\"https://www.protectyoungeyes.com/about\" target=\"_blank\" rel=\"noopener\"> Protect Young Eyes,\u003c/a> which, over the past decade, has helped schools and churches create \u003ca href=\"https://www.npr.org/2024/08/02/nx-s1-5057818/kids-online-safety-act-cyberbullying-children-internet-social-media\" target=\"_blank\" rel=\"noopener\">safer digital spaces.\u003c/a>\u003c/p>\n\u003cp>Your router acts as a doorway through which the internet enters your home via WiFi. You can, in a way, place a bouncer at the door to your WiFi. You can block any website you want from going through that door and reaching devices that use WiFi. To do that you can:\u003c/p>\n\u003col>\n\u003cli>Directly login to your router through a browser and program it \u003ca href=\"https://www.cnet.com/home/internet/how-to-set-up-and-use-your-wifi-routers-parental-controls/\" target=\"_blank\" rel=\"noopener\">to block\u003c/a> explicit websites. Some routers include parental controls; some don’t.\u003c/li>\n\u003cli>Buy a device that connects to your router and filters out unwanted content, such as \u003ca href=\"https://www.bark.us/learn/bark-home/?utm_source=protect-young-eyes&utm_medium=pye-blog&utm_campaign=2021-router-testing-write-up\" target=\"_blank\" rel=\"noopener\">Bark at Home\u003c/a> or \u003ca href=\"https://buy.aura.com/parental-controls-4-rdj?utm_source=circle&utm_medium=referral&utm_campaign=circle-homepage&utm_id=circle-homepage&utm_gateway=parental-controls\" target=\"_blank\" rel=\"noopener\">Aura\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>OR\u003c/p>\n\u003col>\n\u003cli>Buy a router that’s designed specifically to block pornographic content, such as \u003ca href=\"https://gryphonconnect.com/?sca_ref=2923021.oNhQ4TE7HR#erid12211019\" target=\"_blank\" rel=\"noopener\">Gryphon\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>McKenna and his team have\u003ca href=\"https://www.protectyoungeyes.com/devices/the-ultimate-guide-to-understanding-routers\" target=\"_blank\" rel=\"noopener\"> tested these options\u003c/a> and found that the third one is the easiest and most effective. But it’s expensive. A new router can cost up to $300.\u003c/p>\n\u003cp>“This router allows you to turn off the internet completely at certain times of day or on certain devices with a phone app,” he explains. “So I could be in Switzerland, and control the whole network in my house.”\u003c/p>\n\u003ch3>Add filters to cellular devices, then monitor, too\u003c/h3>\n\u003cp>Controlling your router clearly won’t stop \u003cem>all\u003c/em> explicit content from entering your home. First and foremost, it won’t stop content on devices that use cellular or mobile data, such as smartphones and tablets that receive cellular data.\u003c/p>\n\u003cp>This ubiquitous access to explicit content on smartphones is a major reason why many psychologists and pediatricians recommend\u003ca href=\"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives\" target=\"_blank\" rel=\"noopener\"> waiting until eighth grade or even later \u003c/a>before giving a child a smartphone.\u003c/p>\n\u003cp>Another big problem is that explicit content isn’t confined to pornographic websites. Repeated investigations show that it often appears on \u003ca href=\"https://www.wsj.com/tech/instagram-recommends-sexual-videos-to-accounts-for-13-year-olds-tests-show-b6123c65\" target=\"_blank\" rel=\"noopener\">social media platforms\u003c/a> and \u003ca href=\"https://bhr.stern.nyu.edu/quick-take/a-new-report-alleges-that-roblox-remains-an-x-rated-pedophile-hellscape-and-what-this-says-about-the-need-for-regulation/\" target=\"_blank\" rel=\"noopener\">video games\u003c/a> aimed directly at teenagers and younger children.\u003c/p>\n\u003cp>And, as BYU’s Brian Willoughby points out, it won’t prevent children from seeing pornography at a friend’s or relative’s homes, or even at school on other children’s phones. \u003cstrong>“\u003c/strong>The vast majority of young kids access pornography for the first time through their friends,” he says.\u003c/p>\n\u003cp>So Willoughby and other scientists recommend using all filters and parental controls that come with devices and apps. But, he emphasizes, parents need to know that these controls don’t work well. “They’re just very easy to get around,” he says. “I think too many parents turn on these filters and walk away. That’s just simply not good enough.”\u003c/p>\n\u003cp>Willoughby recommends that parents frequently monitor children’s activities on apps, games and social media. That doesn’t mean being with the child every time they use their phone, but it does mean having access to their accounts and frequently looking at their content. “See who they’re talking to and what they’re sharing,” he says. “That’s just as important, if not more, than controlling your router, I think.”\u003c/p>\n\u003cp>“Kids will put up a lot of fuss about this monitoring, and talk about how ‘you’re the only parent that does it,’ ” Willoughby says. “What I always tell my kids is, ‘I just love you more than those parents.’ ”\u003c/p>\n\u003ch3>Teach children what to do when they encounter upsetting content\u003c/h3>\n\u003cp>Finally, every child should be aware that they might stumble upon shocking, scary or upsetting photos and videos on the internet, McKenna says.\u003c/p>\n\u003cp>So, teach children what to do when they encounter this content. “At our organization, we teach children to, ‘put it down and tell someone,’ ” he says. Then give the child a list of people who they can tell, including the parent, a grandparent or older sibling.\u003c/p>\n\u003cp>Then he recommends practicing that action.\u003cstrong> “\u003c/strong>Have your kid sit at the kitchen counter with their device, and say, ‘listen, I want you to pretend you’ve seen something that makes you uncomfortable. I’m going to go to the bedroom. I want you to close the Chromebook, bring it upstairs, and say to me out loud, ‘Mom, I saw something that made me uncomfortable and I want to talk about it.’ ”\u003c/p>\n\u003cp>That reenactment gives you a chance to practice another critical skill. “Not freaking out,” McKenna says. If you freak out, the child could be reluctant to come to you again in the future, he says.\u003c/p>\n\u003cp>Instead, reassure the child that they’re not in trouble, they’re safe, and that you love them the same, he says. You could say: “There’s nothing you could click on or look at that would ever change the way I feel about you, honey. You are still my amazing child.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Edited by Jane Greenhalgh\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Today, kids have access to an unprecedented amount of pornography online. Their exposure to explicit content has risen dramatically, and we are not just talking teenagers. Some younger kids are being exposed, as well, to content that’s often violent and degrading. Michaeleen Doucleff reports. And a caution, this story includes a description of sexual violence.\u003c/p>\n\u003cp>MICHAELEEN DOUCLEFF: For a long time, I thought concerns over children’s exposure to pornography didn’t apply to me. My child is only 9 years old, and she has had little access to the internet. But Michael Flood says that thinking is naive and mistaken.\u003c/p>\n\u003cp>MICHAEL FLOOD: We find that parents often really underestimate the extent to which their own children are likely to have seen pornography.\u003c/p>\n\u003cp>DOUCLEFF: Flood is a social scientist at Queensland University of Technology in Australia. He’s an internationally recognized researcher on pornography. He says virtually all children will see porn, either accidentally or intentionally. On average, they first encounter it around age 12, and about 15% see it at age 10 or younger. Flood says, many parents are also mistaken about the content of modern pornography.\u003c/p>\n\u003cp>FLOOD: Often, we think of kind of softcore pornography, kind of, you know, Playboy centerfolds, that kind of thing.\u003c/p>\n\u003cp>DOUCLEFF: But pornography today typically shows something else.\u003c/p>\n\u003cp>FLOOD: Often shows men being cruel or damaging towards women, and sometimes that’s verbal violence, using hostile and derogatory language. Sometimes, that’s violent behaviors, such as strangulation, such as slapping.\u003c/p>\n\u003cp>DOUCLEFF: One study from the University of Arkansas found that nearly 90% of popular videos show overt violence or aggression primarily toward women.\u003c/p>\n\u003cp>FLOOD: That’s not an appropriate form of sexuality education for our 8-year-olds or our 12-year-olds and so PM.\u003c/p>\n\u003cp>DOUCLEFF: Studies have found that exposure to pornography can interfere with children learning about consent. And for younger kids, the videos can be quite upsetting or traumatic, which is why some states are starting to require pornographic sites to check users’ ages. Brian Willoughby is a social scientist at Brigham Young University.\u003c/p>\n\u003cp>BRIAN WILLOUGHBY: It is very important that we provide some very clear gatekeepers that try to prevent some of that exposure.\u003c/p>\n\u003cp>DOUCLEFF: And there’s one very important gatekeeper already in your home. That’s your router.\u003c/p>\n\u003cp>CHRIS MCKENNA: Your router, as a parent, is the most important and underappreciated digital device in your home.\u003c/p>\n\u003cp>DOUCLEFF: That’s Chris McKenna. He’s the founder of Protect Young Eyes, a company that helps families, schools, and churches create safer digital spaces. He says it starts by gaining control of your router.\u003c/p>\n\u003cp>MCKENNA: That is the door through which internet traffic comes.\u003c/p>\n\u003cp>DOUCLEFF: And you can block any website you want from going through that door and reaching devices that use Wi-Fi. It’s like putting a bouncer at the door to your internet. In fact, McKenna says you can buy a special router designed specifically to block pornographic content.\u003c/p>\n\u003cp>MCKENNA: It’s the No. 1 tool that prevents early childhood exposure to pornography.\u003c/p>\n\u003cp>DOUCLEFF: Now, this won’t stop content on devices that use cellular data, like smartphones. And that’s how many kids first encounter pornography, whether it’s at a friend’s house or even while at school. There are filters and controls for phones, but they’re easy to get around, which McKenna says is a big reason not to give a child a smartphone too early.\u003c/p>\n\u003cp>MCKENNA: Delay is the way. That’s our mindset because we’ve rushed into technologies that our children were not ready for.\u003c/p>\n\u003cp>DOUCLEFF: The most important recommendation, McKenna says, is teach your kids what to do when they stumble upon any content that makes them feel afraid, shocked or simply uncomfortable.\u003c/p>\n\u003cp>MCKENNA: Put it down and tell someone.\u003c/p>\n\u003cp>DOUCLEFF: And be sure they know that no matter what they’ve seen, you won’t be angry but glad they came to you for guidance. For NPR News, I’m Michaeleen Doucleff.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>Caution: This story contains descriptions of sexual assault.\u003c/em>\u003c/p>\n\u003cp>For many years, I thought concerns over children’s exposure to pornography didn’t apply to my daughter. She’s only 9 years old and \u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\" target=\"_blank\" rel=\"noopener\">has little access to the internet. \u003c/a>She won’t see pornography for years, I thought.\u003c/p>\n\u003cp>But that thinking is naive and sorely mistaken, says social scientist \u003ca href=\"https://www.qut.edu.au/about/our-people/academic-profiles/m.flood\" target=\"_blank\" rel=\"noopener\">Michael Flood\u003c/a>, who’s at Queensland University of Technology in Australia. He has been studying how pornography impacts children for two decades.\u003c/p>\n\u003cp>“When we survey parents, we find that they often really underestimate the extent to which their own children are likely to have seen pornography,” Flood says. “Virtually every child will encounter pornography.”\u003cem> \u003c/em>\u003c/p>\n\u003cp>That encounter often occurs at a younger age than many parents realize, Flood adds. In\u003ca href=\"https://www.commonsensemedia.org/press-releases/new-report-reveals-truths-about-how-teens-engage-with-pornography\" target=\"_blank\" rel=\"noopener\"> one study from 2023\u003c/a>, researchers found that the average age children first view pornography was around age 12. And 15% of children saw it at age 10 or younger.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>And many parents, including myself, make a second mistake about pornography. They don’t actually understand what these videos portray.\u003c/p>\n\u003ch3>Violent, degrading, misogynistic videos\u003c/h3>\n\u003cp>“Parents often think children are looking at softcore pornography, like Playboy centerfolds,” Flood says. But pornography today typically shows something else: “men being cruel to women.”\u003c/p>\n\u003cp>“Sometimes that’s verbal violence, with hostile and derogatory language. Sometimes that’s violent behaviors, such as strangulation, slapping, or choking,” Flood says. Many times, videos show women enjoying this cruelty, no matter how violent or degrading it is. “That’s not an appropriate form of sexuality education for our 8-year-olds or our 12-year-olds,” he adds.\u003c/p>\n\u003cp>This \u003ca href=\"https://www.npr.org/2025/03/31/nx-s1-5345097/adolescence-netflix-stephen-graham\" target=\"_blank\" rel=\"noopener\">sexist and violent content is “routine,”\u003c/a> Flood says. In a\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/20980228/\" target=\"_blank\" rel=\"noopener\"> major study from the U.K.\u003c/a>, researchers analyzed 50 of the most popular pornographic videos. Around 90% of them showed overt violence or aggression, overwhelmingly directed toward women, the researchers reported in the journal \u003cem>Violence Against Women\u003c/em>.\u003ca href=\"https://pubmed.ncbi.nlm.nih.gov/32661813/\" target=\"_blank\" rel=\"noopener\"> In another study, \u003c/a>researchers analyzed more than 4,000 scenes from two major pornographic websites. About 40% of them included one or more acts of physical aggression. “Spanking, gagging, slapping, hair pulling, and choking were the five most common forms of physical aggression,” the researchers reported in the \u003cem>Archives of Sexual Behavior.\u003c/em>\u003c/p>\n\u003cp>Scientists are beginning to understand how early exposure to this content can impact children’s health and development, says social scientist \u003ca href=\"https://familylife.byu.edu/directory/brian-willoughby\" target=\"_blank\" rel=\"noopener\">Brian Willoughby\u003c/a> at Brigham Young University. For instance, it can interfere with children’s learning about consent and the importance of respect in relationships.\u003c/p>\n\u003cp>“The gender dynamics shown in these videos sets up really unhealthy expectations when it comes to intimacy and relationships,” Willoughby says.\u003c/p>\n\u003cp>Studies also find that early exposure increases the risk of developing problematic use of pornography later in life. For young children explicit content can be quite upsetting, shocking, and jarring. “Their understanding of sex, in general, is very limited,” Willoughby says. So they have a hard time understanding what they’re seeing or handling the emotions and physiological responses it triggers in their brains and bodies.\u003c/p>\n\u003cp>For some children, seeing explicit content can even be traumatic, says \u003ca href=\"https://www.meganmaas.com/\" target=\"_blank\" rel=\"noopener\">Megan Maas \u003c/a>at Michigan State University. In one of Maas’s studies, a man described what happened when he Googled the word “blowjob” in the sixth grade. “He ended up seeing a genre of pornography, called facial abuse, which shows women gagging on penises,” Maas explains. “The women are often crying, with mascara running down their faces.”\u003c/p>\n\u003cp>The videos triggered a visceral reaction inside of him that made him want to throw up. “Then he just shut off sexually,” Maas says, “The whole experience freaked him out and really changed him.”\u003c/p>\n\u003ch3>What parents can do\u003c/h3>\n\u003cp>In the past two years, 21 states have \u003ca href=\"https://avpassociation.com/4271-2/\" target=\"_blank\" rel=\"noopener\">passed laws\u003c/a> requiring pornographic sites to verify a user’s age. But every scientist interviewed for this story says it’s imperative for parents to implement protections inside your home.\u003c/p>\n\u003cp>Here are three measures to take.\u003c/p>\n\u003cp>\u003cstrong>Block content with your router.\u003c/strong>\u003c/p>\n\u003cp>One of the most powerful tools for protecting children against pornography is already sitting inside your home: your router.\u003c/p>\n\u003cp>“As a parent, your router is the most important and underappreciated digital device in your home,” says Chris McKenna. He’s the founder and CEO of the company\u003ca href=\"https://www.protectyoungeyes.com/about\" target=\"_blank\" rel=\"noopener\"> Protect Young Eyes,\u003c/a> which, over the past decade, has helped schools and churches create \u003ca href=\"https://www.npr.org/2024/08/02/nx-s1-5057818/kids-online-safety-act-cyberbullying-children-internet-social-media\" target=\"_blank\" rel=\"noopener\">safer digital spaces.\u003c/a>\u003c/p>\n\u003cp>Your router acts as a doorway through which the internet enters your home via WiFi. You can, in a way, place a bouncer at the door to your WiFi. You can block any website you want from going through that door and reaching devices that use WiFi. To do that you can:\u003c/p>\n\u003col>\n\u003cli>Directly login to your router through a browser and program it \u003ca href=\"https://www.cnet.com/home/internet/how-to-set-up-and-use-your-wifi-routers-parental-controls/\" target=\"_blank\" rel=\"noopener\">to block\u003c/a> explicit websites. Some routers include parental controls; some don’t.\u003c/li>\n\u003cli>Buy a device that connects to your router and filters out unwanted content, such as \u003ca href=\"https://www.bark.us/learn/bark-home/?utm_source=protect-young-eyes&utm_medium=pye-blog&utm_campaign=2021-router-testing-write-up\" target=\"_blank\" rel=\"noopener\">Bark at Home\u003c/a> or \u003ca href=\"https://buy.aura.com/parental-controls-4-rdj?utm_source=circle&utm_medium=referral&utm_campaign=circle-homepage&utm_id=circle-homepage&utm_gateway=parental-controls\" target=\"_blank\" rel=\"noopener\">Aura\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>OR\u003c/p>\n\u003col>\n\u003cli>Buy a router that’s designed specifically to block pornographic content, such as \u003ca href=\"https://gryphonconnect.com/?sca_ref=2923021.oNhQ4TE7HR#erid12211019\" target=\"_blank\" rel=\"noopener\">Gryphon\u003c/a>.\u003c/li>\n\u003c/ol>\n\u003cp>McKenna and his team have\u003ca href=\"https://www.protectyoungeyes.com/devices/the-ultimate-guide-to-understanding-routers\" target=\"_blank\" rel=\"noopener\"> tested these options\u003c/a> and found that the third one is the easiest and most effective. But it’s expensive. A new router can cost up to $300.\u003c/p>\n\u003cp>“This router allows you to turn off the internet completely at certain times of day or on certain devices with a phone app,” he explains. “So I could be in Switzerland, and control the whole network in my house.”\u003c/p>\n\u003ch3>Add filters to cellular devices, then monitor, too\u003c/h3>\n\u003cp>Controlling your router clearly won’t stop \u003cem>all\u003c/em> explicit content from entering your home. First and foremost, it won’t stop content on devices that use cellular or mobile data, such as smartphones and tablets that receive cellular data.\u003c/p>\n\u003cp>This ubiquitous access to explicit content on smartphones is a major reason why many psychologists and pediatricians recommend\u003ca href=\"https://www.npr.org/sections/health-shots/2023/07/12/1187130983/smartphone-tween-safe-alternatives\" target=\"_blank\" rel=\"noopener\"> waiting until eighth grade or even later \u003c/a>before giving a child a smartphone.\u003c/p>\n\u003cp>Another big problem is that explicit content isn’t confined to pornographic websites. Repeated investigations show that it often appears on \u003ca href=\"https://www.wsj.com/tech/instagram-recommends-sexual-videos-to-accounts-for-13-year-olds-tests-show-b6123c65\" target=\"_blank\" rel=\"noopener\">social media platforms\u003c/a> and \u003ca href=\"https://bhr.stern.nyu.edu/quick-take/a-new-report-alleges-that-roblox-remains-an-x-rated-pedophile-hellscape-and-what-this-says-about-the-need-for-regulation/\" target=\"_blank\" rel=\"noopener\">video games\u003c/a> aimed directly at teenagers and younger children.\u003c/p>\n\u003cp>And, as BYU’s Brian Willoughby points out, it won’t prevent children from seeing pornography at a friend’s or relative’s homes, or even at school on other children’s phones. \u003cstrong>“\u003c/strong>The vast majority of young kids access pornography for the first time through their friends,” he says.\u003c/p>\n\u003cp>So Willoughby and other scientists recommend using all filters and parental controls that come with devices and apps. But, he emphasizes, parents need to know that these controls don’t work well. “They’re just very easy to get around,” he says. “I think too many parents turn on these filters and walk away. That’s just simply not good enough.”\u003c/p>\n\u003cp>Willoughby recommends that parents frequently monitor children’s activities on apps, games and social media. That doesn’t mean being with the child every time they use their phone, but it does mean having access to their accounts and frequently looking at their content. “See who they’re talking to and what they’re sharing,” he says. “That’s just as important, if not more, than controlling your router, I think.”\u003c/p>\n\u003cp>“Kids will put up a lot of fuss about this monitoring, and talk about how ‘you’re the only parent that does it,’ ” Willoughby says. “What I always tell my kids is, ‘I just love you more than those parents.’ ”\u003c/p>\n\u003ch3>Teach children what to do when they encounter upsetting content\u003c/h3>\n\u003cp>Finally, every child should be aware that they might stumble upon shocking, scary or upsetting photos and videos on the internet, McKenna says.\u003c/p>\n\u003cp>So, teach children what to do when they encounter this content. “At our organization, we teach children to, ‘put it down and tell someone,’ ” he says. Then give the child a list of people who they can tell, including the parent, a grandparent or older sibling.\u003c/p>\n\u003cp>Then he recommends practicing that action.\u003cstrong> “\u003c/strong>Have your kid sit at the kitchen counter with their device, and say, ‘listen, I want you to pretend you’ve seen something that makes you uncomfortable. I’m going to go to the bedroom. I want you to close the Chromebook, bring it upstairs, and say to me out loud, ‘Mom, I saw something that made me uncomfortable and I want to talk about it.’ ”\u003c/p>\n\u003cp>That reenactment gives you a chance to practice another critical skill. “Not freaking out,” McKenna says. If you freak out, the child could be reluctant to come to you again in the future, he says.\u003c/p>\n\u003cp>Instead, reassure the child that they’re not in trouble, they’re safe, and that you love them the same, he says. You could say: “There’s nothing you could click on or look at that would ever change the way I feel about you, honey. You are still my amazing child.\u003cem>“\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Edited by Jane Greenhalgh\u003c/em>\u003c/p>\n\u003cdiv class=\"npr-transcript\">\n\u003cp>\u003cstrong>Transcript:\u003c/strong>\u003c/p>\n\u003cp>MARY LOUISE KELLY, HOST:\u003c/p>\n\u003cp>Today, kids have access to an unprecedented amount of pornography online. Their exposure to explicit content has risen dramatically, and we are not just talking teenagers. Some younger kids are being exposed, as well, to content that’s often violent and degrading. Michaeleen Doucleff reports. And a caution, this story includes a description of sexual violence.\u003c/p>\n\u003cp>MICHAELEEN DOUCLEFF: For a long time, I thought concerns over children’s exposure to pornography didn’t apply to me. My child is only 9 years old, and she has had little access to the internet. But Michael Flood says that thinking is naive and mistaken.\u003c/p>\n\u003cp>MICHAEL FLOOD: We find that parents often really underestimate the extent to which their own children are likely to have seen pornography.\u003c/p>\n\u003cp>DOUCLEFF: Flood is a social scientist at Queensland University of Technology in Australia. He’s an internationally recognized researcher on pornography. He says virtually all children will see porn, either accidentally or intentionally. On average, they first encounter it around age 12, and about 15% see it at age 10 or younger. Flood says, many parents are also mistaken about the content of modern pornography.\u003c/p>\n\u003cp>FLOOD: Often, we think of kind of softcore pornography, kind of, you know, Playboy centerfolds, that kind of thing.\u003c/p>\n\u003cp>DOUCLEFF: But pornography today typically shows something else.\u003c/p>\n\u003cp>FLOOD: Often shows men being cruel or damaging towards women, and sometimes that’s verbal violence, using hostile and derogatory language. Sometimes, that’s violent behaviors, such as strangulation, such as slapping.\u003c/p>\n\u003cp>DOUCLEFF: One study from the University of Arkansas found that nearly 90% of popular videos show overt violence or aggression primarily toward women.\u003c/p>\n\u003cp>FLOOD: That’s not an appropriate form of sexuality education for our 8-year-olds or our 12-year-olds and so PM.\u003c/p>\n\u003cp>DOUCLEFF: Studies have found that exposure to pornography can interfere with children learning about consent. And for younger kids, the videos can be quite upsetting or traumatic, which is why some states are starting to require pornographic sites to check users’ ages. Brian Willoughby is a social scientist at Brigham Young University.\u003c/p>\n\u003cp>BRIAN WILLOUGHBY: It is very important that we provide some very clear gatekeepers that try to prevent some of that exposure.\u003c/p>\n\u003cp>DOUCLEFF: And there’s one very important gatekeeper already in your home. That’s your router.\u003c/p>\n\u003cp>CHRIS MCKENNA: Your router, as a parent, is the most important and underappreciated digital device in your home.\u003c/p>\n\u003cp>DOUCLEFF: That’s Chris McKenna. He’s the founder of Protect Young Eyes, a company that helps families, schools, and churches create safer digital spaces. He says it starts by gaining control of your router.\u003c/p>\n\u003cp>MCKENNA: That is the door through which internet traffic comes.\u003c/p>\n\u003cp>DOUCLEFF: And you can block any website you want from going through that door and reaching devices that use Wi-Fi. It’s like putting a bouncer at the door to your internet. In fact, McKenna says you can buy a special router designed specifically to block pornographic content.\u003c/p>\n\u003cp>MCKENNA: It’s the No. 1 tool that prevents early childhood exposure to pornography.\u003c/p>\n\u003cp>DOUCLEFF: Now, this won’t stop content on devices that use cellular data, like smartphones. And that’s how many kids first encounter pornography, whether it’s at a friend’s house or even while at school. There are filters and controls for phones, but they’re easy to get around, which McKenna says is a big reason not to give a child a smartphone too early.\u003c/p>\n\u003cp>MCKENNA: Delay is the way. That’s our mindset because we’ve rushed into technologies that our children were not ready for.\u003c/p>\n\u003cp>DOUCLEFF: The most important recommendation, McKenna says, is teach your kids what to do when they stumble upon any content that makes them feel afraid, shocked or simply uncomfortable.\u003c/p>\n\u003cp>MCKENNA: Put it down and tell someone.\u003c/p>\n\u003cp>DOUCLEFF: And be sure they know that no matter what they’ve seen, you won’t be angry but glad they came to you for guidance. For NPR News, I’m Michaeleen Doucleff.\u003c/p>\n\u003cp>(SOUNDBITE OF MUSIC)\u003c/p>\n\u003c/div>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003cspan style=\"font-weight: 400;\">“Here’s how I describe what a Chromebook is to a group of people who don’t know what a Chromebook is,” said middle school teacher and comedian Jonathan Williams in \u003c/span>\u003ca href=\"https://www.tiktok.com/@bored_teachers/video/7289166867279744298\">\u003cspan style=\"font-weight: 400;\">a comedy set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “It’s like a laptop, but broken.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">His joke and others about broken Chromebooks are \u003c/span>\u003ca href=\"https://www.tiktok.com/@ballardco/video/7265437431233514794\">\u003cspan style=\"font-weight: 400;\">echoed by\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@thesidesofteaching/video/7228382553135369518\">\u003cspan style=\"font-weight: 400;\">educators\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@treybrosemer/video/7179318729329610030\">\u003cspan style=\"font-weight: 400;\">and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> likely because Chromebooks are omnipresent at schools. In the wake of the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05\">\u003cspan style=\"font-weight: 400;\">many schools adopted a “one-to-one” model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, providing each student with a Chromebook. However, maintaining these devices has proven challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The kids are breaking them because, well, kids are kids,” said Allison Bacon, a tech coordinator at Ossining School District in New York. Chromebook repairs can take time due to limited staff. Sometimes, the devices must be sent out for repairs, further delaying their return.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We asked our tech guys, the network specialists, if they could come in and just teach the kids some of the basic things [about Chromebooks],” said Bacon when she presented at the \u003ca href=\"https://conference.iste.org/2024/registration/closed.php\">International Society for Technology in Education Conference\u003c/a>. For example, students may think their Chromebook is broken when really the battery is dead and it won’t hold a charge, according to Bacon. The network specialists showed students that there was a simple way to go into the settings and check if that was the issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The students felt empowered, Bacon said. “They were like, ‘What else can you show us?’” This \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400;\">hands-on learning approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> led to the creation of Ossining Middle School’s “Genius Bar,” inspired by Apple’s tech support model. Students met in the library during lunch to fix computers. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"https://pblworks.org/sites/default/files/2019-01/FreeBIE_Research_Summary.pdf\">\u003cspan style=\"font-weight: 400;\">According to research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400;\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> can improve students’ retention and engagement. Additionally, project-based learning is well-suited to support \u003c/span>\u003ca href=\"https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf\">\u003cspan style=\"font-weight: 400;\">21st century skills, including critical thinking and self direction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “One of the most important 21st-century skills is learning to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">\u003cspan style=\"font-weight: 400;\">figure things out independently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” Bacon emphasized. The Genius Bar at Ossining Middle School aligned with students’ interests while equipping them with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400;\">relevant skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to navigate and adapt to the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400;\">ever-changing technological landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Encouraging agency and independent learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The learning didn’t stop at computer batteries, according to Bacon. Learning how to repair something they use every day with their own hands piqued students’ interest. Bacon and network specialists brought a few broken Chromebooks to one of the lunchtime training sessions and took them apart. “[The network specialist] actually showed every piece, every wire, what it is, what it does and how to unclip it,” Bacon said. The kids were able to take all of these broken devices and harvest the different parts and use them to repair other devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s success evolved from an informal lunchtime group to an after-school club where students could learn more about and fix Chromebooks. Students recognized how to make hardware repairs for their peers. Students were learning to be independent, Bacon said. “Rather than it going upstairs to have somebody do it, they can do it right there in the library,” Bacon added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Last year, Bacon got a grant to get a 3D printer and Genius Bar students said that they’d meet after school to put it together. “I was like ‘They’re 11 and 12 [years old] and this is like $2000 worth of stuff,”’ said Bacon. “But the reality is that people will rise to the bar that is given to them.” With help from one of the technology instructors, the students put together their 3D printer. Since then, they have also assembled microphones for podcasting and a mixing board. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engaging all students, not just the high achieving ones\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students, regardless of academic standing, found value in the Genius Bar program, including those needing additional learning support and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person\">\u003cspan style=\"font-weight: 400;\">English language learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Bacon attributes this to the fact that technology doesn’t only impact high achieving students. “We’ve all been using technology,” she said.\u003c/span>\u003cspan style=\"font-weight: 400;\">Some students learned to log into Chromebooks for the first time, while others eagerly disassembled computers.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “[Hardware repair] is not a skill that we necessarily teach in school every day,” Bacon pointed out. “Unfortunately, kids have these wonderful skills that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">\u003cspan style=\"font-weight: 400;\">don’t always align academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the things we’re doing. So this space really lets kids shine in fixing and understanding and just seeing how things are put together.” As a result, some \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up\">\u003cspan style=\"font-weight: 400;\">students now aspire to tech-related careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, while others simply appreciate the practical knowledge.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>21st century skills and high school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s impact was so significant that students advocated for a similar program at the high school level. They proposed an elective to the high school principal, who agreed to offer an accredited course. Bacon helped the students present their proposal to the Board of Education, leading to the launch of the Ossining High School Genius Bar class for the 2023-24 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We want them to be able to run the help desk — a student help desk,” said Oumar Sarr, who teaches the high school Genius Bar class. “We are also working in partnership with the tech department to get the students to learn the basics of troubleshooting computers, fixing some little problems that students and some teachers even have with their technology devices.” The class also includes a Google Level 1 certification that teaches students proficiency in Google Classroom tools like Gmail, Drive, and Calendar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sarr’s goal is to encourage students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">\u003cspan style=\"font-weight: 400;\">think creatively about technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, not just as consumers but as critical thinkers who can shape it. “We started talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">\u003cspan style=\"font-weight: 400;\">AI technology and the impact it can have on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and our communities,” Sarr explained. “They are discovering that technology, like everything else, needs to be channeled. It needs to be put into a route that will help, because if not, technology can be destructive.”\u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the Genius Bar class, students guide discussions and work on projects that interest them. The class “puts the learning into the hands of the students,” said Sarr. “I want it to be a place where students are independent and they can drive the class where they need to take it. And I will be there to assist them and to facilitate their learning.”\u003c/span>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400;\">“Here’s how I describe what a Chromebook is to a group of people who don’t know what a Chromebook is,” said middle school teacher and comedian Jonathan Williams in \u003c/span>\u003ca href=\"https://www.tiktok.com/@bored_teachers/video/7289166867279744298\">\u003cspan style=\"font-weight: 400;\">a comedy set\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “It’s like a laptop, but broken.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">His joke and others about broken Chromebooks are \u003c/span>\u003ca href=\"https://www.tiktok.com/@ballardco/video/7265437431233514794\">\u003cspan style=\"font-weight: 400;\">echoed by\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@thesidesofteaching/video/7228382553135369518\">\u003cspan style=\"font-weight: 400;\">educators\u003c/span>\u003c/a> \u003ca href=\"https://www.tiktok.com/@treybrosemer/video/7179318729329610030\">\u003cspan style=\"font-weight: 400;\">and students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> likely because Chromebooks are omnipresent at schools. In the wake of the COVID-19 pandemic, \u003c/span>\u003ca href=\"https://www.edweek.org/technology/what-the-massive-shift-to-1-to-1-computing-means-for-schools-in-charts/2022/05\">\u003cspan style=\"font-weight: 400;\">many schools adopted a “one-to-one” model\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, providing each student with a Chromebook. However, maintaining these devices has proven challenging.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“The kids are breaking them because, well, kids are kids,” said Allison Bacon, a tech coordinator at Ossining School District in New York. Chromebook repairs can take time due to limited staff. Sometimes, the devices must be sent out for repairs, further delaying their return.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We asked our tech guys, the network specialists, if they could come in and just teach the kids some of the basic things [about Chromebooks],” said Bacon when she presented at the \u003ca href=\"https://conference.iste.org/2024/registration/closed.php\">International Society for Technology in Education Conference\u003c/a>. For example, students may think their Chromebook is broken when really the battery is dead and it won’t hold a charge, according to Bacon. The network specialists showed students that there was a simple way to go into the settings and check if that was the issue. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The students felt empowered, Bacon said. “They were like, ‘What else can you show us?’” This \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/55327/how-hands-on-projects-can-deepen-math-learning-for-teens\">\u003cspan style=\"font-weight: 400;\">hands-on learning approach\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> led to the creation of Ossining Middle School’s “Genius Bar,” inspired by Apple’s tech support model. Students met in the library during lunch to fix computers. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"https://pblworks.org/sites/default/files/2019-01/FreeBIE_Research_Summary.pdf\">\u003cspan style=\"font-weight: 400;\">According to research\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62349/why-schoolyards-are-a-critical-space-for-teaching-about-and-fighting-extreme-heat-and-climate-change\">\u003cspan style=\"font-weight: 400;\">project-based learning\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> can improve students’ retention and engagement. Additionally, project-based learning is well-suited to support \u003c/span>\u003ca href=\"https://www.battelleforkids.org/wp-content/uploads/2023/11/P21_Framework_Brief.pdf\">\u003cspan style=\"font-weight: 400;\">21st century skills, including critical thinking and self direction\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. “One of the most important 21st-century skills is learning to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/52070/to-raise-confident-independent-kids-some-parents-are-trying-to-let-grow\">\u003cspan style=\"font-weight: 400;\">figure things out independently\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">,” Bacon emphasized. The Genius Bar at Ossining Middle School aligned with students’ interests while equipping them with \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62734/when-parents-only-focus-on-college-admissions-essential-skills-can-slip-through-the-cracks\">\u003cspan style=\"font-weight: 400;\">relevant skills\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> to navigate and adapt to the \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/61098/worried-about-chatgpt-and-cheating-here-are-4-things-teachers-should-know\">\u003cspan style=\"font-weight: 400;\">ever-changing technological landscape\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>Encouraging agency and independent learning\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The learning didn’t stop at computer batteries, according to Bacon. Learning how to repair something they use every day with their own hands piqued students’ interest. Bacon and network specialists brought a few broken Chromebooks to one of the lunchtime training sessions and took them apart. “[The network specialist] actually showed every piece, every wire, what it is, what it does and how to unclip it,” Bacon said. The kids were able to take all of these broken devices and harvest the different parts and use them to repair other devices.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s success evolved from an informal lunchtime group to an after-school club where students could learn more about and fix Chromebooks. Students recognized how to make hardware repairs for their peers. Students were learning to be independent, Bacon said. “Rather than it going upstairs to have somebody do it, they can do it right there in the library,” Bacon added. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Last year, Bacon got a grant to get a 3D printer and Genius Bar students said that they’d meet after school to put it together. “I was like ‘They’re 11 and 12 [years old] and this is like $2000 worth of stuff,”’ said Bacon. “But the reality is that people will rise to the bar that is given to them.” With help from one of the technology instructors, the students put together their 3D printer. Since then, they have also assembled microphones for podcasting and a mixing board. \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Engaging all students, not just the high achieving ones\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Students, regardless of academic standing, found value in the Genius Bar program, including those needing additional learning support and \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/57787/tools-that-help-english-language-learners-online-and-in-person\">\u003cspan style=\"font-weight: 400;\">English language learners\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">. Bacon attributes this to the fact that technology doesn’t only impact high achieving students. “We’ve all been using technology,” she said.\u003c/span>\u003cspan style=\"font-weight: 400;\">Some students learned to log into Chromebooks for the first time, while others eagerly disassembled computers.\u003c/span>\u003cspan style=\"font-weight: 400;\"> “[Hardware repair] is not a skill that we necessarily teach in school every day,” Bacon pointed out. “Unfortunately, kids have these wonderful skills that \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/60978/new-climate-legislation-could-create-9-million-jobs-will-students-be-ready-to-fill-them\">\u003cspan style=\"font-weight: 400;\">don’t always align academically\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> with the things we’re doing. So this space really lets kids shine in fixing and understanding and just seeing how things are put together.” As a result, some \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/62913/the-job-market-is-changing-heres-how-educators-can-help-students-keep-up\">\u003cspan style=\"font-weight: 400;\">students now aspire to tech-related careers\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, while others simply appreciate the practical knowledge.\u003c/span>\u003c/p>\n\u003ch2>\u003cb>21st century skills and high school\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400;\">The Genius Bar’s impact was so significant that students advocated for a similar program at the high school level. They proposed an elective to the high school principal, who agreed to offer an accredited course. Bacon helped the students present their proposal to the Board of Education, leading to the launch of the Ossining High School Genius Bar class for the 2023-24 school year.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">“We want them to be able to run the help desk — a student help desk,” said Oumar Sarr, who teaches the high school Genius Bar class. “We are also working in partnership with the tech department to get the students to learn the basics of troubleshooting computers, fixing some little problems that students and some teachers even have with their technology devices.” The class also includes a Google Level 1 certification that teaches students proficiency in Google Classroom tools like Gmail, Drive, and Calendar.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">Sarr’s goal is to encourage students to \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/58624/how-parents-and-educators-can-support-healthy-teen-use-of-social-media\">\u003cspan style=\"font-weight: 400;\">think creatively about technology\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\">, not just as consumers but as critical thinkers who can shape it. “We started talking about \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/64014/teens-are-looking-to-ai-for-answers-about-their-personal-lives-not-just-homework-help\">\u003cspan style=\"font-weight: 400;\">AI technology and the impact it can have on students\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400;\"> and our communities,” Sarr explained. “They are discovering that technology, like everything else, needs to be channeled. It needs to be put into a route that will help, because if not, technology can be destructive.”\u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400;\">In the Genius Bar class, students guide discussions and work on projects that interest them. The class “puts the learning into the hands of the students,” said Sarr. “I want it to be a place where students are independent and they can drive the class where they need to take it. And I will be there to assist them and to facilitate their learning.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>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/p>\n\u003cp>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 \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/\">cellphones are a major distraction in the classroom\u003c/a>. In media appearances related to his \u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\">bestselling book, \u003cem>Anxious Generation\u003c/em>\u003c/a>, social psychologist Jonathan Haidt has called for \u003ca href=\"https://www.theatlantic.com/ideas/archive/2023/06/ban-smartphones-phone-free-schools-social-media/674304/\">phone-free schools\u003c/a>, and \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/\">seven states have banned or restricted cellphone use\u003c/a> in schools for the 2024-25 school year.\u003c/p>\n\u003cp>However, not everyone is enthusiastic about cellphone and electronics bans in middle schools. \u003ca href=\"https://x.com/RCulatta\">Richard Culatta\u003c/a>, CEO of the International Society for Technology in Education (ISTE), and \u003ca href=\"https://www.tannerhiggin.com/\">Tanner Higgin\u003c/a>, 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/p>\n\u003ch2>\u003cstrong>Implementing a cellphone ban\u003c/strong>\u003c/h2>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>Roosevelt requires \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">Common Sense Media’s digital citizenship\u003c/a> 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/p>\n\u003ch2>\u003cstrong>Student and parent responses\u003c/strong>\u003c/h2>\n\u003cp>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/p>\n\u003cp>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 \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">hallmark of early adolescent development\u003c/a>, 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/p>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>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 \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">feeling so alone in this\u003c/a>,” 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/p>\n\u003cp>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/p>\n\u003ch2>\u003cstrong>No to outright bans, yes to guided practice\u003c/strong>\u003c/h2>\n\u003cp>Bans on cellphones and electronic devices are taking off beyond Roosevelt. Some large school districts like Los Angeles Unified School District and \u003ca href=\"https://www.kqed.org/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work\">New York City Public Schools\u003c/a> are looking to or have already implemented \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\">district-wide cellphone bans\u003c/a>. 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/p>\n\u003cp>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 \u003cem>can\u003c/em> 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/p>\n\u003cp>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/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>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 \u003ca href=\"https://www.commonsense.org/education/back-to-school\">Common Sense Media\u003c/a> – where he used to work – and their partner \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">The Center For Digital Thriving at Harvard\u003c/a>, as well as \u003ca href=\"https://iste.org/digital-citizenship\">ISTE’s digital citizenship curriculum\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>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/p>\n\u003cp>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 \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/\">cellphones are a major distraction in the classroom\u003c/a>. In media appearances related to his \u003ca href=\"https://www.npr.org/sections/health-shots/2024/04/14/1244000143/anxious-generation-kids-autonomy-freedom\">bestselling book, \u003cem>Anxious Generation\u003c/em>\u003c/a>, social psychologist Jonathan Haidt has called for \u003ca href=\"https://www.theatlantic.com/ideas/archive/2023/06/ban-smartphones-phone-free-schools-social-media/674304/\">phone-free schools\u003c/a>, and \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/\">seven states have banned or restricted cellphone use\u003c/a> in schools for the 2024-25 school year.\u003c/p>\n\u003cp>However, not everyone is enthusiastic about cellphone and electronics bans in middle schools. \u003ca href=\"https://x.com/RCulatta\">Richard Culatta\u003c/a>, CEO of the International Society for Technology in Education (ISTE), and \u003ca href=\"https://www.tannerhiggin.com/\">Tanner Higgin\u003c/a>, 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/p>\n\u003ch2>\u003cstrong>Implementing a cellphone ban\u003c/strong>\u003c/h2>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>Roosevelt requires \u003ca href=\"https://www.commonsense.org/education/digital-citizenship\">Common Sense Media’s digital citizenship\u003c/a> 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/p>\n\u003ch2>\u003cstrong>Student and parent responses\u003c/strong>\u003c/h2>\n\u003cp>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/p>\n\u003cp>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 \u003ca href=\"https://www.kqed.org/mindshift/59687/middle-schoolers-are-social-what-opportunity-does-that-create-for-learning\">hallmark of early adolescent development\u003c/a>, 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/p>\n\u003cp>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/p>\n\u003cp>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/p>\n\u003cp>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 \u003ca href=\"https://www.kqed.org/mindshift/63497/parents-make-mistakes-when-setting-screen-time-rules-for-their-kids-thats-ok\">feeling so alone in this\u003c/a>,” 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/p>\n\u003cp>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/p>\n\u003ch2>\u003cstrong>No to outright bans, yes to guided practice\u003c/strong>\u003c/h2>\n\u003cp>Bans on cellphones and electronic devices are taking off beyond Roosevelt. Some large school districts like Los Angeles Unified School District and \u003ca href=\"https://www.kqed.org/mindshift/64133/new-york-city-is-moving-to-ban-phones-from-school-will-it-work\">New York City Public Schools\u003c/a> are looking to or have already implemented \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\">district-wide cellphone bans\u003c/a>. 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/p>\n\u003cp>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 \u003cem>can\u003c/em> 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/p>\n\u003cp>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/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>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 \u003ca href=\"https://www.commonsense.org/education/back-to-school\">Common Sense Media\u003c/a> – where he used to work – and their partner \u003ca href=\"https://digitalthriving.gse.harvard.edu/\">The Center For Digital Thriving at Harvard\u003c/a>, as well as \u003ca href=\"https://iste.org/digital-citizenship\">ISTE’s digital citizenship curriculum\u003c/a>.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"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",
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"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>",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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>",
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"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",
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"headTitle": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED",
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"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",
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"title": "Researchers Warn of Potential for Racial Bias in AI Apps in the Classroom | KQED",
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"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>",
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"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>",
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"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>",
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"title": "New York City Is Moving to Ban Phones From School. Will It Work?",
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"headTitle": "New York City Is Moving to Ban Phones From School. Will It Work? | KQED",
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"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",
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"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. ",
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"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>",
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"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>",
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"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>",
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"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",
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"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>",
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"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>",
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"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>",
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"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",
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"headTitle": "Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED",
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"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",
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"title": "Teens Are Looking to AI for Answers About Their Personal Lives, Not Just Homework Help | KQED",
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"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>",
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"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>",
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"officialWebsiteLink": "/californiareport",
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"source": "kqed",
"order": 8
},
"link": "/californiareport",
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},
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"id": "californiareportmagazine",
"title": "The California Report Magazine",
"tagline": "Your state, your stories",
"info": "Every week, The California Report Magazine takes you on a road trip for the ears: to visit the places and meet the people who make California unique. The in-depth storytelling podcast from the California Report.",
"airtime": "FRI 4:30pm-5pm, 6:30pm-7pm, 11pm-11:30pm",
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"officialWebsiteLink": "/californiareportmagazine",
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"order": 10
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM3NjkwNjk1OTAz",
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},
"city-arts": {
"id": "city-arts",
"title": "City Arts & Lectures",
"info": "A one-hour radio program to hear celebrated writers, artists and thinkers address contemporary ideas and values, often discussing the creative process. Please note: tapes or transcripts are not available",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/05/cityartsandlecture-300x300.jpg",
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"airtime": "SUN 1pm-2pm, TUE 10pm, WED 1am",
"meta": {
"site": "news",
"source": "City Arts & Lectures"
},
"link": "https://www.cityarts.net",
"subscribe": {
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"rss": "https://www.cityarts.net/feed/"
}
},
"closealltabs": {
"id": "closealltabs",
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"info": "Close All Tabs breaks down how digital culture shapes our world through thoughtful insights and irreverent humor.",
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"officialWebsiteLink": "/podcasts/closealltabs",
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"order": 1
},
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"title": "Code Switch / Life Kit",
"info": "\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />",
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"meta": {
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"id": "commonwealth-club",
"title": "Commonwealth Club of California Podcast",
"info": "The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.",
"airtime": "THU 10pm, FRI 1am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg",
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"meta": {
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"source": "Commonwealth Club of California"
},
"link": "/radio/program/commonwealth-club",
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"google": "https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw",
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},
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"id": "forum",
"title": "Forum",
"tagline": "The conversation starts here",
"info": "KQED’s live call-in program discussing local, state, national and international issues, as well as in-depth interviews.",
"airtime": "MON-FRI 9am-11am, 10pm-11pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Forum-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED Forum with Mina Kim and Alexis Madrigal",
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"source": "kqed",
"order": 9
},
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM5NTU3MzgxNjMz",
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"id": "freakonomics-radio",
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"info": "Freakonomics Radio is a one-hour award-winning podcast and public-radio project hosted by Stephen Dubner, with co-author Steve Levitt as a regular guest. It is produced in partnership with WNYC.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/freakonomicsRadio.png",
"officialWebsiteLink": "http://freakonomics.com/",
"airtime": "SUN 1am-2am, SAT 3pm-4pm",
"meta": {
"site": "radio",
"source": "WNYC"
},
"link": "/radio/program/freakonomics-radio",
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"apple": "https://itunes.apple.com/us/podcast/freakonomics-radio/id354668519",
"tuneIn": "https://tunein.com/podcasts/WNYC-Podcasts/Freakonomics-Radio-p272293/",
"rss": "https://feeds.feedburner.com/freakonomicsradio"
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},
"fresh-air": {
"id": "fresh-air",
"title": "Fresh Air",
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"link": "/radio/program/fresh-air",
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=214089682&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/381444908/podcast.xml"
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"here-and-now": {
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"info": "A live production of NPR and WBUR Boston, in collaboration with stations across the country, Here & Now reflects the fluid world of news as it's happening in the middle of the day, with timely, in-depth news, interviews and conversation. Hosted by Robin Young, Jeremy Hobson and Tonya Mosley.",
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"rss": "https://feeds.npr.org/510051/podcast.xml"
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},
"hidden-brain": {
"id": "hidden-brain",
"title": "Hidden Brain",
"info": "Shankar Vedantam uses science and storytelling to reveal the unconscious patterns that drive human behavior, shape our choices and direct our relationships.",
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"officialWebsiteLink": "https://www.npr.org/series/423302056/hidden-brain",
"airtime": "SUN 7pm-8pm",
"meta": {
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"source": "NPR"
},
"link": "/radio/program/hidden-brain",
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},
"how-i-built-this": {
"id": "how-i-built-this",
"title": "How I Built This with Guy Raz",
"info": "Guy Raz dives into the stories behind some of the world's best known companies. How I Built This weaves a narrative journey about innovators, entrepreneurs and idealists—and the movements they built.",
"imageSrc": "https://ww2.kqed.org/news/wp-content/uploads/sites/10/2018/05/howIBuiltThis.png",
"officialWebsiteLink": "https://www.npr.org/podcasts/510313/how-i-built-this",
"airtime": "SUN 7:30pm-8pm",
"meta": {
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"source": "npr"
},
"link": "/radio/program/how-i-built-this",
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"npr": "https://rpb3r.app.goo.gl/3zxy",
"apple": "https://itunes.apple.com/us/podcast/how-i-built-this-with-guy-raz/id1150510297?mt=2",
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},
"hyphenacion": {
"id": "hyphenacion",
"title": "Hyphenación",
"tagline": "Where conversation and cultura meet",
"info": "What kind of no sabo word is Hyphenación? For us, it’s about living within a hyphenation. Like being a third-gen Mexican-American from the Texas border now living that Bay Area Chicano life. Like Xorje! Each week we bring together a couple of hyphenated Latinos to talk all about personal life choices: family, careers, relationships, belonging … everything is on the table. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2025/03/Hyphenacion_FinalAssets_PodcastTile.png",
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"officialWebsiteLink": "/podcasts/hyphenacion",
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"order": 15
},
"link": "/podcasts/hyphenacion",
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"spotify": "https://open.spotify.com/show/2p3Fifq96nw9BPcmFdIq0o?si=39209f7b25774f38",
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"amazon": "https://music.amazon.com/podcasts/6c3dd23c-93fb-4aab-97ba-1725fa6315f1/hyphenaci%C3%B3n",
"rss": "https://feeds.megaphone.fm/KQINC2275451163"
}
},
"jerrybrown": {
"id": "jerrybrown",
"title": "The Political Mind of Jerry Brown",
"tagline": "Lessons from a lifetime in politics",
"info": "The Political Mind of Jerry Brown brings listeners the wisdom of the former Governor, Mayor, and presidential candidate. Scott Shafer interviewed Brown for more than 40 hours, covering the former governor's life and half-century in the political game – and Brown has some lessons he'd like to share. ",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/The-Political-Mind-of-Jerry-Brown-Podcast-Tile-703x703-1.jpg",
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"officialWebsiteLink": "/podcasts/jerrybrown",
"meta": {
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"order": 18
},
"link": "/podcasts/jerrybrown",
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"apple": "https://itunes.apple.com/us/podcast/id1492194549",
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}
},
"latino-usa": {
"id": "latino-usa",
"title": "Latino USA",
"airtime": "MON 1am-2am, SUN 6pm-7pm",
"info": "Latino USA, the radio journal of news and culture, is the only national, English-language radio program produced from a Latino perspective.",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/latinoUsa.jpg",
"officialWebsiteLink": "http://latinousa.org/",
"meta": {
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},
"link": "/radio/program/latino-usa",
"subscribe": {
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"apple": "https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=79681317&at=11l79Y&ct=nprdirectory",
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"rss": "https://feeds.npr.org/510016/podcast.xml"
}
},
"marketplace": {
"id": "marketplace",
"title": "Marketplace",
"info": "Our flagship program, helmed by Kai Ryssdal, examines what the day in money delivered, through stories, conversations, newsworthy numbers and more. Updated Monday through Friday at about 3:30 p.m. PT.",
"airtime": "MON-FRI 4pm-4:30pm, MON-WED 6:30pm-7pm",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Marketplace-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.marketplace.org/",
"meta": {
"site": "news",
"source": "American Public Media"
},
"link": "/radio/program/marketplace",
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"rss": "https://feeds.publicradio.org/public_feeds/marketplace-pm/rss/rss"
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},
"masters-of-scale": {
"id": "masters-of-scale",
"title": "Masters of Scale",
"info": "Masters of Scale is an original podcast in which LinkedIn co-founder and Greylock Partner Reid Hoffman sets out to describe and prove theories that explain how great entrepreneurs take their companies from zero to a gazillion in ingenious fashion.",
"airtime": "Every other Wednesday June 12 through October 16 at 8pm (repeats Thursdays at 2am)",
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"officialWebsiteLink": "https://mastersofscale.com/",
"meta": {
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"source": "WaitWhat"
},
"link": "/radio/program/masters-of-scale",
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"apple": "http://mastersofscale.app.link/",
"rss": "https://rss.art19.com/masters-of-scale"
}
},
"mindshift": {
"id": "mindshift",
"title": "MindShift",
"tagline": "A podcast about the future of learning and how we raise our kids",
"info": "The MindShift podcast explores the innovations in education that are shaping how kids learn. Hosts Ki Sung and Katrina Schwartz introduce listeners to educators, researchers, parents and students who are developing effective ways to improve how kids learn. We cover topics like how fed-up administrators are developing surprising tactics to deal with classroom disruptions; how listening to podcasts are helping kids develop reading skills; the consequences of overparenting; and why interdisciplinary learning can engage students on all ends of the traditional achievement spectrum. This podcast is part of the MindShift education site, a division of KQED News. KQED is an NPR/PBS member station based in San Francisco. You can also visit the MindShift website for episodes and supplemental blog posts or tweet us \u003ca href=\"https://twitter.com/MindShiftKQED\">@MindShiftKQED\u003c/a> or visit us at \u003ca href=\"/mindshift\">MindShift.KQED.org\u003c/a>",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Mindshift-Podcast-Tile-703x703-1.jpg",
"imageAlt": "KQED MindShift: How We Will Learn",
"officialWebsiteLink": "/mindshift/",
"meta": {
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"source": "kqed",
"order": 12
},
"link": "/podcasts/mindshift",
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"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkM1NzY0NjAwNDI5",
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}
},
"morning-edition": {
"id": "morning-edition",
"title": "Morning Edition",
"info": "\u003cem>Morning Edition\u003c/em> takes listeners around the country and the world with multi-faceted stories and commentaries every weekday. Hosts Steve Inskeep, David Greene and Rachel Martin bring you the latest breaking news and features to prepare you for the day.",
"airtime": "MON-FRI 3am-9am",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/Morning-Edition-Podcast-Tile-360x360-1.jpg",
"officialWebsiteLink": "https://www.npr.org/programs/morning-edition/",
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"link": "/radio/program/morning-edition"
},
"onourwatch": {
"id": "onourwatch",
"title": "On Our Watch",
"tagline": "Deeply-reported investigative journalism",
"info": "For decades, the process for how police police themselves has been inconsistent – if not opaque. In some states, like California, these proceedings were completely hidden. After a new police transparency law unsealed scores of internal affairs files, our reporters set out to examine these cases and the shadow world of police discipline. On Our Watch brings listeners into the rooms where officers are questioned and witnesses are interrogated to find out who this system is really protecting. Is it the officers, or the public they've sworn to serve?",
"imageSrc": "https://cdn.kqed.org/wp-content/uploads/2024/04/On-Our-Watch-Podcast-Tile-703x703-1.jpg",
"imageAlt": "On Our Watch from NPR and KQED",
"officialWebsiteLink": "/podcasts/onourwatch",
"meta": {
"site": "news",
"source": "kqed",
"order": 11
},
"link": "/podcasts/onourwatch",
"subscribe": {
"apple": "https://podcasts.apple.com/podcast/id1567098962",
"google": "https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5ucHIub3JnLzUxMDM2MC9wb2RjYXN0LnhtbD9zYz1nb29nbGVwb2RjYXN0cw",
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"rss": "https://feeds.npr.org/510360/podcast.xml"
}
},
"on-the-media": {
"id": "on-the-media",
"title": "On The Media",
"info": "Our weekly podcast explores how the media 'sausage' is made, casts an incisive eye on fluctuations in the marketplace of ideas, and examines threats to the freedom of information and expression in America and abroad. For one hour a week, the show tries to lift the veil from the process of \"making media,\" especially news media, because it's through that lens that we see the world and the world sees us",
"airtime": "SUN 2pm-3pm, MON 12am-1am",
"imageSrc": "https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/onTheMedia.png",
"officialWebsiteLink": "https://www.wnycstudios.org/shows/otm",
"meta": {
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"source": "wnyc"
},
"link": "/radio/program/on-the-media",
"subscribe": {
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