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"content": "\u003cp>\u003ca href=\"http://www.flickr.com/photos/emeryjl/3495302347/\">\u003c/a>\u003ca rel=\"attachment wp-att-9869\" href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/hoyasmeg-2/\">\u003cimg class=\"aligncenter size-full wp-image-9869\" title=\"Hoyasmeg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Hoyasmeg1.jpg\" alt=\"\" width=\"517\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1.jpg 517w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-400x299.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-320x240.jpg 320w\" sizes=\"(max-width: 517px) 100vw, 517px\">\u003c/a>\u003c/p>\n\u003cp>With more than 500 million \u003ca href=\"http://www.facebook.com/press/info.php?statistics\">Facebook\u003c/a> users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the \u003ca href=\"http://www.nytimes.com/2010/06/08/books/excerpt-facebook-effect.html\">Facebook effect\u003c/a> on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the terrain becomes even murkier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Parents have to give kids the opportunities to figure out what it means to be digital citizens.\"\u003c/aside>\n\u003cp>Parents worry about what’s age-appropriate, what should be kept private, and exposure to cyberbullying, among many other issues. And it’s true -- there’s a lot to navigate, even for adults. But Facebook and social networks aren’t going away anytime soon, and the better parents understand this, the better they’ll be able to help their kids understand it too. Rather than block all access to the Internet, they can see that for every pitfall, there’s a potential promise, too.\u003c/p>\n\u003cp>“Parents can and should moderate sites, but they have to give kids the opportunities to figure out what it means to be digital citizens, and allow kids to be empowered,” said Carrie James, who’s conducting a qualitative survey of kids and social networks at the Harvard Graduate School of Education. “They need prompts and supports to develop guidelines together.\"\u003c/p>\n\u003cp>\u003cstrong>CONNECTION AND SELF-EXPRESSION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For better or for worse, YouTube, Facebook, Twitter, and their ilk provide ways for kids to connect with each other and to express themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This level of unchecked expression, some argue, is too much for young children who can't handle the complexities of social networking sites. \"The amount of angst has increased in my school in the past few years,\" said Anthony Orsini, principal of Benjamin Franklin Middle School in Ridgewood, New Jersery. With three suicides (including \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi\u003c/a>) in the past year, he says \"it's been a fearful time in our town for our parents.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The irony here is that the fear doesn't come from the traditional \"\u003ca href=\"http://www.missingkids.com/missingkids/servlet/NewsEventServlet?LanguageCountry=en_US&PageId=2349\">stranger danger\u003c/a>\" but from how kids behave towards each other online. \"Stranger danger is unbelievably minute compared to the social and emotional damage they receive from each other everyday,\" he said. Add to that the \u003ca href=\"http://www.csmonitor.com/USA/Education/2011/0310/Obama-takes-on-bullies-at-White-House-anti-bullying-summit\">strict anti-bullying laws\u003c/a> that Orsini says renders schools responsible for kids' online behavior, the matter becomes that much more complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But for administrators like Eric Sheninger, principal of New Milford High School in Bergen County, New Jersey, privacy and cyberbullying issues are a red herring. \"What if a kid swears in the hallway? It's the same thing. People want to hide behind the legal issues, but it's the same as swearing on Facebook,\" he says.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Either way, kids will have to learn that their digital footprint is born from the moment they start posting on each other's walls and create their first online avatar. They'll have to figure out that every YouTube video they upload will be a reflection of themselves as the public sees them. With guidance from parents and educators, they can figure out \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/\">what the world knows\u003c/a> about them.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But at the moment, it's not a high priority at most schools, Sheninger says. \"Schools aren’t teaching kids to be digitally responsible,\" he said. \"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them. We need to have digital citizenship curriculum in schools.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's important to note here that Orisini is the principal of a middle school, while Sheninger is the principal of a high school, and the age difference can be a factor in how kids behave online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cstrong>LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Chances are, anytime the computer is on near a kid (and let’s face it, even adults), some kind of social networking is happening. Whether it’s Facebook or instant-messaging, or watching or uploading videos to share, the distractions are endless. As we all know, one link can easily lead to another until suddenly an hour and half has passed and we’ve lost track of the task at hand.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Last year’s comprehensive study by \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Kaiser Family Foundation found\u003c/a> that kids age 8 – 18 actually manage to pack in almost 11 hours worth of media content into 7½ hours of using media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So is there any time left for learning? Researchers like \u003ca href=\"http://henryjenkins.org\">Henry Jenkins \u003c/a>would argue that the best kind of learning – engaged and collaborative – is \u003ca href=\"http://henryjenkins.org/2010/02/_children_and_young_people.html\">happening on social network sites\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Jenkins talks about “deeply meaningful forms of learning … taking place through engagement with affinity groups and social networks online” such as \u003ca href=\"http://www.thehpalliance.org/\">Harry Pottery Alliance\u003c/a>, which \u003ca href=\"http://henryjenkins.org/2009/07/how_dumbledores_army_is_transf.html\">has mobilized more than 100,000 \u003c/a>people against the Darfur genocide and labor rights at Wal-Mart.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But because of privacy laws like the \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">Children's Online Privacy Protection Act, \u003c/a>most schools shut off access to social networking sites -- with a few exceptions. To principal Sheninger, \"if you're not on Facebook, you can't really communicate with us. Our new hub of real-time information is Facebook. I post things about what the kids are doing, and when they comment or parents comment, as a principal, I'm proud,\" he said.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Facebook’s changing privacy settings and its tendency to default to more open information is a source of constant annoyance for its users. We have to keep close tabs on those changes, especially when it comes to kids.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But young children \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">are not the primary target\u003c/a> user for Facebook, which does not allow kids under 13 to sign up for an account. Parents must decide whether they’ll allow their children to become a part of the vast Facebook network, or to harness the social networking world into smaller, more contained sites like Togetherville or Club Penguin.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Parents can use the subject of privacy settings as an opportunity to teach kids about navigating the online world. They can talk about what information they agree is acceptable to be shared with friends and with the public at large and about social media \u003ca href=\"http://melissasais.com/2009/08/06/facebook-etiquette/\">etiquette\u003c/a>. With guidance and support, and with parents to set examples of what they think is appropriate, kids can learn their place and their responsibility as part of a worldwide community.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cem>Read more in the MindShift series about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">Children and Social Media\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\n",
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"description": "With more than 500 million Facebook users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the Facebook effect on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca href=\"http://www.flickr.com/photos/emeryjl/3495302347/\">\u003c/a>\u003ca rel=\"attachment wp-att-9869\" href=\"http://ww2.kqed.org/mindshift/2011/03/the-pitfalls-and-promise-of-social-media-and-kids/hoyasmeg-2/\">\u003cimg class=\"aligncenter size-full wp-image-9869\" title=\"Hoyasmeg\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/Hoyasmeg1.jpg\" alt=\"\" width=\"517\" height=\"387\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1.jpg 517w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-400x299.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/Hoyasmeg1-320x240.jpg 320w\" sizes=\"(max-width: 517px) 100vw, 517px\">\u003c/a>\u003c/p>\n\u003cp>With more than 500 million \u003ca href=\"http://www.facebook.com/press/info.php?statistics\">Facebook\u003c/a> users across the world, it’s hard to refute that the social networking site has profoundly changed the way we communicate and share information. But what’s the \u003ca href=\"http://www.nytimes.com/2010/06/08/books/excerpt-facebook-effect.html\">Facebook effect\u003c/a> on kids? When it comes to navigating the social networking world – whether it’s Facebook or Fan Fiction sites – the terrain becomes even murkier.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Parents have to give kids the opportunities to figure out what it means to be digital citizens.\"\u003c/aside>\n\u003cp>Parents worry about what’s age-appropriate, what should be kept private, and exposure to cyberbullying, among many other issues. And it’s true -- there’s a lot to navigate, even for adults. But Facebook and social networks aren’t going away anytime soon, and the better parents understand this, the better they’ll be able to help their kids understand it too. Rather than block all access to the Internet, they can see that for every pitfall, there’s a potential promise, too.\u003c/p>\n\u003cp>“Parents can and should moderate sites, but they have to give kids the opportunities to figure out what it means to be digital citizens, and allow kids to be empowered,” said Carrie James, who’s conducting a qualitative survey of kids and social networks at the Harvard Graduate School of Education. “They need prompts and supports to develop guidelines together.\"\u003c/p>\n\u003cp>\u003cstrong>CONNECTION AND SELF-EXPRESSION\u003cbr>\n\u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">For better or for worse, YouTube, Facebook, Twitter, and their ilk provide ways for kids to connect with each other and to express themselves.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">This level of unchecked expression, some argue, is too much for young children who can't handle the complexities of social networking sites. \"The amount of angst has increased in my school in the past few years,\" said Anthony Orsini, principal of Benjamin Franklin Middle School in Ridgewood, New Jersery. With three suicides (including \u003ca href=\"http://ww2.kqed.org/mindshift/2010/09/two-suicides-teacher-student-and-technologys-role/\">Tyler Clementi\u003c/a>) in the past year, he says \"it's been a fearful time in our town for our parents.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003caside class=\"pullquote alignleft\">\"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them.\"\u003c/aside>\n\u003c/p>\n\u003cp style=\"padding-left: 30px;\">The irony here is that the fear doesn't come from the traditional \"\u003ca href=\"http://www.missingkids.com/missingkids/servlet/NewsEventServlet?LanguageCountry=en_US&PageId=2349\">stranger danger\u003c/a>\" but from how kids behave towards each other online. \"Stranger danger is unbelievably minute compared to the social and emotional damage they receive from each other everyday,\" he said. Add to that the \u003ca href=\"http://www.csmonitor.com/USA/Education/2011/0310/Obama-takes-on-bullies-at-White-House-anti-bullying-summit\">strict anti-bullying laws\u003c/a> that Orsini says renders schools responsible for kids' online behavior, the matter becomes that much more complicated.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But for administrators like Eric Sheninger, principal of New Milford High School in Bergen County, New Jersey, privacy and cyberbullying issues are a red herring. \"What if a kid swears in the hallway? It's the same thing. People want to hide behind the legal issues, but it's the same as swearing on Facebook,\" he says.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Either way, kids will have to learn that their digital footprint is born from the moment they start posting on each other's walls and create their first online avatar. They'll have to figure out that every YouTube video they upload will be a reflection of themselves as the public sees them. With guidance from parents and educators, they can figure out \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/\">what the world knows\u003c/a> about them.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But at the moment, it's not a high priority at most schools, Sheninger says. \"Schools aren’t teaching kids to be digitally responsible,\" he said. \"We can’t fault kids for doing something wrong on Facebook or Twitter because we’re not teaching them. We need to have digital citizenship curriculum in schools.\"\u003c/p>\n\u003cp style=\"padding-left: 30px;\">It's important to note here that Orisini is the principal of a middle school, while Sheninger is the principal of a high school, and the age difference can be a factor in how kids behave online.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003cp>\u003cstrong>LEARNING\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Chances are, anytime the computer is on near a kid (and let’s face it, even adults), some kind of social networking is happening. Whether it’s Facebook or instant-messaging, or watching or uploading videos to share, the distractions are endless. As we all know, one link can easily lead to another until suddenly an hour and half has passed and we’ve lost track of the task at hand.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Last year’s comprehensive study by \u003ca href=\"http://www.kff.org/entmedia/mh012010pkg.cfm\">Kaiser Family Foundation found\u003c/a> that kids age 8 – 18 actually manage to pack in almost 11 hours worth of media content into 7½ hours of using media.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">So is there any time left for learning? Researchers like \u003ca href=\"http://henryjenkins.org\">Henry Jenkins \u003c/a>would argue that the best kind of learning – engaged and collaborative – is \u003ca href=\"http://henryjenkins.org/2010/02/_children_and_young_people.html\">happening on social network sites\u003c/a>.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Jenkins talks about “deeply meaningful forms of learning … taking place through engagement with affinity groups and social networks online” such as \u003ca href=\"http://www.thehpalliance.org/\">Harry Pottery Alliance\u003c/a>, which \u003ca href=\"http://henryjenkins.org/2009/07/how_dumbledores_army_is_transf.html\">has mobilized more than 100,000 \u003c/a>people against the Darfur genocide and labor rights at Wal-Mart.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But because of privacy laws like the \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">Children's Online Privacy Protection Act, \u003c/a>most schools shut off access to social networking sites -- with a few exceptions. To principal Sheninger, \"if you're not on Facebook, you can't really communicate with us. Our new hub of real-time information is Facebook. I post things about what the kids are doing, and when they comment or parents comment, as a principal, I'm proud,\" he said.\u003c/p>\n\u003cp>\u003cstrong>PRIVACY\u003c/strong>\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Facebook’s changing privacy settings and its tendency to default to more open information is a source of constant annoyance for its users. We have to keep close tabs on those changes, especially when it comes to kids.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">But young children \u003ca href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/\">are not the primary target\u003c/a> user for Facebook, which does not allow kids under 13 to sign up for an account. Parents must decide whether they’ll allow their children to become a part of the vast Facebook network, or to harness the social networking world into smaller, more contained sites like Togetherville or Club Penguin.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">Parents can use the subject of privacy settings as an opportunity to teach kids about navigating the online world. They can talk about what information they agree is acceptable to be shared with friends and with the public at large and about social media \u003ca href=\"http://melissasais.com/2009/08/06/facebook-etiquette/\">etiquette\u003c/a>. With guidance and support, and with parents to set examples of what they think is appropriate, kids can learn their place and their responsibility as part of a worldwide community.\u003c/p>\n\u003cp style=\"padding-left: 30px;\">\n\u003c/p>\u003ch5>\u003cem>Read more in the MindShift series about \u003ca href=\"http://ww2.kqed.org/mindshift/feature/children-and-social-media/\">Children and Social Media\u003c/a>.\u003c/em>\u003c/h5>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"disqusTitle": "How Young is Too Young for Kids to Start Social Networking?",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-9722\" href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/children_online/\">\u003cimg class=\"size-full wp-image-9722\" title=\"children_online\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/children_online.jpg\" alt=\"\" width=\"500\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-400x285.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-320x228.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>What's the appropriate age to start logging onto social networking sites? According to the Terms of Service for Facebook, at least, the answer is 13.\u003c/p>\n\u003cp>But that doesn't stop thousands of younger children from signing up. According to Facebook's chief privacy adviser Mozelle Thompson, Facebook removes about 20,000 users a day who are underage.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should parents allow their under-13 kids to sign up on Facebook?\u003c/aside>\n\u003cp>That figure was revealed during testimony to the Australian parliament's cyber-safety committee, reports \u003ca href=\"http://www.dailytelegraph.com.au/news/banning-baby-faces-from-social-site-facebook/story-e6freuy9-1226025663992\">The Daily Telegraph\u003c/a>. Australia is considering legislation that would require teens to get parental permission before joining Facebook.\u003c/p>\n\u003cp>As it stands, Facebook policy simply recommends that minors 13 or older get their parents' permission. Those younger than 13 are forbidden outright. But as Thompson testified: \"There are people who lie. There are people who are under 13 [accessing Facebook].\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>That age cut-off isn't arbitrary. It keeps Facebook in line with \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">COPPA\u003c/a>, the Children’s Online Privacy Protection Act, which requires that Internet sites that allow those under 13 to join secure parental permission.\u003c/p>\n\u003cp>But as a recent \u003ca href=\"http://www.nytimes.com/2011/03/12/technology/internet/12underage.html?_r=2\">New York Times\u003c/a> article quipped, \"the fake ID has gone digital, and spread to elementary school.\" That story suggests that the 20,000 youngsters booted from Facebook daily are really just the tip of the iceberg, citing research from the web analysis company \u003ca href=\"http://www.comscore.com\">Comscore\u003c/a>, that over 3.6 million of Facebook's 153 million monthly visitors from the U.S. are under age.\u003c/p>\n\u003cp>There are social networking sites\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\"> aimed specifically at this age group\u003c/a>. \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, which was \u003ca href=\"http://www.hackeducation.com/2011/02/24/disney-acquires-childrens-social-network-togetherville/\">recently acquired\u003c/a> by Disney, is designed for children under 10. Disney also operates \u003ca href=\"http://www.clubpenguin.com\">Club Penguin\u003c/a> which targets those 6-14.\u003c/p>\n\u003cp>Togetherville stresses the importance of teaching children about safety online by introducing them to a social networking site where their parents can monitor their interactions and control who they \"friend.\" The idea addresses concerns about younger children and teens on Facebook -- fears that they'll be preyed upon or they'll misbehave.\u003c/p>\n\u003cp>But will kids be interested in Togetherville or Club Penguin when their friends and family are on Facebook? Should parents be complicit in signing up their under-13 kids on Facebook? Some feel strongly that parents should set the right example for digital citizenship by following set rules and guidelines, and those who feel that allowing kids to navigate the social networking world will provide valuable lessons through practice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear thoughts from parents and educators about their approach.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-9722\" href=\"http://ww2.kqed.org/mindshift/2011/03/how-young-is-too-young-for-kids-to-start-social-networking/children_online/\">\u003cimg class=\"size-full wp-image-9722\" title=\"children_online\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/children_online.jpg\" alt=\"\" width=\"500\" height=\"356\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online.jpg 500w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-400x285.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2011/03/children_online-320x228.jpg 320w\" sizes=\"(max-width: 500px) 100vw, 500px\">\u003c/a>\u003c/p>\n\u003cp>What's the appropriate age to start logging onto social networking sites? According to the Terms of Service for Facebook, at least, the answer is 13.\u003c/p>\n\u003cp>But that doesn't stop thousands of younger children from signing up. According to Facebook's chief privacy adviser Mozelle Thompson, Facebook removes about 20,000 users a day who are underage.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Should parents allow their under-13 kids to sign up on Facebook?\u003c/aside>\n\u003cp>That figure was revealed during testimony to the Australian parliament's cyber-safety committee, reports \u003ca href=\"http://www.dailytelegraph.com.au/news/banning-baby-faces-from-social-site-facebook/story-e6freuy9-1226025663992\">The Daily Telegraph\u003c/a>. Australia is considering legislation that would require teens to get parental permission before joining Facebook.\u003c/p>\n\u003cp>As it stands, Facebook policy simply recommends that minors 13 or older get their parents' permission. Those younger than 13 are forbidden outright. But as Thompson testified: \"There are people who lie. There are people who are under 13 [accessing Facebook].\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>That age cut-off isn't arbitrary. It keeps Facebook in line with \u003ca href=\"http://www.ftc.gov/privacy/coppafaqs.shtm\">COPPA\u003c/a>, the Children’s Online Privacy Protection Act, which requires that Internet sites that allow those under 13 to join secure parental permission.\u003c/p>\n\u003cp>But as a recent \u003ca href=\"http://www.nytimes.com/2011/03/12/technology/internet/12underage.html?_r=2\">New York Times\u003c/a> article quipped, \"the fake ID has gone digital, and spread to elementary school.\" That story suggests that the 20,000 youngsters booted from Facebook daily are really just the tip of the iceberg, citing research from the web analysis company \u003ca href=\"http://www.comscore.com\">Comscore\u003c/a>, that over 3.6 million of Facebook's 153 million monthly visitors from the U.S. are under age.\u003c/p>\n\u003cp>There are social networking sites\u003ca href=\"http://ww2.kqed.org/mindshift/2011/01/8-social-media-sites-just-for-kids/\"> aimed specifically at this age group\u003c/a>. \u003ca href=\"http://www.togetherville.com\">Togetherville\u003c/a>, which was \u003ca href=\"http://www.hackeducation.com/2011/02/24/disney-acquires-childrens-social-network-togetherville/\">recently acquired\u003c/a> by Disney, is designed for children under 10. Disney also operates \u003ca href=\"http://www.clubpenguin.com\">Club Penguin\u003c/a> which targets those 6-14.\u003c/p>\n\u003cp>Togetherville stresses the importance of teaching children about safety online by introducing them to a social networking site where their parents can monitor their interactions and control who they \"friend.\" The idea addresses concerns about younger children and teens on Facebook -- fears that they'll be preyed upon or they'll misbehave.\u003c/p>\n\u003cp>But will kids be interested in Togetherville or Club Penguin when their friends and family are on Facebook? Should parents be complicit in signing up their under-13 kids on Facebook? Some feel strongly that parents should set the right example for digital citizenship by following set rules and guidelines, and those who feel that allowing kids to navigate the social networking world will provide valuable lessons through practice.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>We'd love to hear thoughts from parents and educators about their approach.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_9378\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-9378\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-social-networking-in-college-prevent-dropouts/student_directory/\">\u003cimg class=\"size-medium wp-image-9378\" title=\"student_directory\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/student_directory-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"credit\">Flickr: Helga Webber\u003c/p>\n\u003c/div>\n\u003cp>The vast majority of college students -- 60% to 84% -- will never participate in a school-sponsored activity, according to the \u003ca href=\"http://nsse.iub.edu/\">National Survey on Student Engagement\u003c/a>. This lack of engagement is cause for concern, and not simply because the NSSE score helps prospective students identify colleges with good campus environments.\u003c/p>\n\u003cp>The low scores mean students are missing out on the wealth of learning opportunities that occur outside the classroom. And they indicate that students aren't feeling connected or supported -- socially and intellectually -- by their schools, something that's linked in turn to high dropout rates, which currently hover around 30% for students in their first year of college.\u003c/p>\n\u003cp>The promise of social networking as a connection-builder might help schools foster better community. That's easier said than done, and launching a Facebook page or a Twitter account for your Admissions Office isn't likely to go very far in helping promote student engagement or keep students in school through graduation.\u003c/p>\n\u003cp>Even if you do create a vibrant online community through social media -- a lively blog with a lot of community engagement, for example, or a popular Facebook page -- how does that translate into offline engagement? How do students find the resources and activities they need both on- and offline?\u003c/p>\n\u003cp>A New York-based company called \u003ca href=\"http://www.redrover.com\">Red Rover\u003c/a> is building what it describes as the equivalent of an online student union, if you will, that helps students better connect to campus activities and build relationships with one another -- what they say are keys to improved student engagement.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Red Rover's Tom Krieglstein described the company's plans to help build a better campus directory, one that isn't simply a giant phonebook with names and majors; rather, it's a social network that bridges students' academic and personal worlds. Red Rover's goal is to create a directory that encourages students to fill out a more robust entry, one that includes their interests as well as links to their other online profiles.\u003c/p>\n\u003cp>Ideally, the new directory leads students to easily find content, people, and activities on campus that interests them. It also helps schools deliver relevant information to the student body, with more granular and targeted control. The directory also helps schools have a better understanding of students' engagement, making it more easy to identify those who aren't involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/91695677@N00/3380834415\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9378\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca rel=\"attachment wp-att-9378\" href=\"http://ww2.kqed.org/mindshift/2011/03/can-social-networking-in-college-prevent-dropouts/student_directory/\">\u003cimg class=\"size-medium wp-image-9378\" title=\"student_directory\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/student_directory-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"credit\">Flickr: Helga Webber\u003c/p>\n\u003c/div>\n\u003cp>The vast majority of college students -- 60% to 84% -- will never participate in a school-sponsored activity, according to the \u003ca href=\"http://nsse.iub.edu/\">National Survey on Student Engagement\u003c/a>. This lack of engagement is cause for concern, and not simply because the NSSE score helps prospective students identify colleges with good campus environments.\u003c/p>\n\u003cp>The low scores mean students are missing out on the wealth of learning opportunities that occur outside the classroom. And they indicate that students aren't feeling connected or supported -- socially and intellectually -- by their schools, something that's linked in turn to high dropout rates, which currently hover around 30% for students in their first year of college.\u003c/p>\n\u003cp>The promise of social networking as a connection-builder might help schools foster better community. That's easier said than done, and launching a Facebook page or a Twitter account for your Admissions Office isn't likely to go very far in helping promote student engagement or keep students in school through graduation.\u003c/p>\n\u003cp>Even if you do create a vibrant online community through social media -- a lively blog with a lot of community engagement, for example, or a popular Facebook page -- how does that translate into offline engagement? How do students find the resources and activities they need both on- and offline?\u003c/p>\n\u003cp>A New York-based company called \u003ca href=\"http://www.redrover.com\">Red Rover\u003c/a> is building what it describes as the equivalent of an online student union, if you will, that helps students better connect to campus activities and build relationships with one another -- what they say are keys to improved student engagement.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Red Rover's Tom Krieglstein described the company's plans to help build a better campus directory, one that isn't simply a giant phonebook with names and majors; rather, it's a social network that bridges students' academic and personal worlds. Red Rover's goal is to create a directory that encourages students to fill out a more robust entry, one that includes their interests as well as links to their other online profiles.\u003c/p>\n\u003cp>Ideally, the new directory leads students to easily find content, people, and activities on campus that interests them. It also helps schools deliver relevant information to the student body, with more granular and targeted control. The directory also helps schools have a better understanding of students' engagement, making it more easy to identify those who aren't involved.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://www.flickr.com/photos/91695677@N00/3380834415\">\u003cbr>\n\u003c/a>\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv id=\"attachment_9345\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9345\" title=\"christopherfrierbrown\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/christopherfrierbrown-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"credit\">FLickr:Christopher Frier Brown\u003c/p>\n\u003c/div>\n\u003cp>The effects of multitasking on the brain and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">way we're wired\u003c/a> has been the subject of countless \u003ca href=\"http://multitasking.stanford.edu/index.html\">studies\u003c/a>, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=112334449\">radio shows\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=1&_r=1\">articles\u003c/a>. But a new study soon to be released explores the social and emotional effects of media multitasking on kids.\u003c/p>\n\u003cp>Stanford professor \u003ca href=\"http://www.stanford.edu/~roypea/\">Roy Pea\u003c/a> presented some intriguing findings of a survey at the \u003ca href=\"http://dmlcentral.net/conference2011\">Digital Media & Learning Conference\u003c/a>. Pea and his colleague Cliff Nass surveyed more than 3,400 girls age 8 to 12 -- a \"key period for social-emotional development\" -- examining how \"video use and media multitasking correlates with ... social well being and friendship.\"\u003c/p>\n\u003cp>In other words, how does all this media use affect how kids feel?\u003c/p>\n\u003cp>Here's what Pea presented at the conference.\u003c/p>\n\u003cp>The survey, which reached out to readers of \u003ca href=\"http://www.discoverygirls.com/\">Discovery Girls Magazine \u003c/a>from across the country -- all of whom had Web access -- most of them at home -- explored the social and emotional issues that come up \u003cem>while\u003c/em> they're media multitasking. Some of the criteria: age, access or ownership of technology, relationship with friends who their parents think are bad influences, amount of sleep, what media they consume, what media they engage in while using other media, and their general social outlook.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Talking on the phone and interacting online was associated with more peer pressure, but at the same time, with greater social success.\u003c/aside>\n\u003cp>In terms of media activities, the survey examined watching videos, listening to music, reading or doing homework, emailing or sending messages, posting on Facebook, texting or instant-messaging, talking on the phone or video chatting, as well as the great old medium of face-to-face conversation (which is now considered a medium).\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The survey asked questions about how many hours per average day the respondent participates in one of those media, whether they engage in different media at the same time, and how they feel \u003cem>\u003cstrong>while they're engaging in each of these medium\u003c/strong>\u003c/em> about the number of friends they have, their feelings of normalcy, whether they sense peer pressure, and how much sleep they get.\u003c/p>\n\u003cp>That their average media use per day is 6.9 hours is not surprising.\u003c/p>\n\u003cp>What is interesting, though, is the correlation between watching video and listening to music and the girls' emotional disposition. According to Pea, the girls felt worse -- less social success, less feelings of normalcy, and more exposure to friend their parents think are bad influences -- while they were \"using\" video and music. And the same negative outcomes applied to when they were media multi-tasking.\u003c/p>\n\u003cp>On the other hand, they felt better -- greater social success, more feelings of normalcy, less peer pressure -- when they had face-to-face interactions.\u003c/p>\n\u003cp>And here's where it gets to be what Pea referred to as a \"mixed bag\": \u003cem>\u003cstrong>non\u003c/strong>\u003c/em>-face-to-face social interactions -- talking on the phone and interacting online -- was associated with more peer pressure, but at the same time, with greater social success.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Pea pointed out that the study is limited in some ways. It could be that there are \"strong negative correlations for video use and positive social feelings, but we can’t conclude that watching high volumes of video is responsible for the situation,\" he said. \"It could be that due to low positive social feelings, loneliness, awkwardness, alienation, participants turn to video watching instead of face-to-face interaction. And we don’t know the content of video use.\"\u003c/p>\n\u003cp>Pea added that though this is the first study of its kind, they're only \"scratching the surface,\" and that more longitudinal and intervention studies are needed. Studies about media production and engagement -- not just consumption -- will help complete the picture.\u003c/p>\n\u003cp>These studies can help parents understand the impact of media use and the social well-being of their kids. \"[Kids] are making these choices largely on their own,\" he said. \"And parents have little say other than casual observations or asking children about their choices.\"\u003c/p>\n\u003cp>I look forward to reading more about the study.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv id=\"attachment_9345\" class=\"module image aligncenter mceTemp mceIEcenter\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/xopherbrown/5089358202/sizes/m/in/photostream/\">\u003cimg class=\"size-medium wp-image-9345\" title=\"christopherfrierbrown\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/03/christopherfrierbrown-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\n\u003cp class=\"credit\">FLickr:Christopher Frier Brown\u003c/p>\n\u003c/div>\n\u003cp>The effects of multitasking on the brain and the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/02/how-technology-wires-the-learning-brain/\">way we're wired\u003c/a> has been the subject of countless \u003ca href=\"http://multitasking.stanford.edu/index.html\">studies\u003c/a>, \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=112334449\">radio shows\u003c/a>, and \u003ca href=\"http://www.nytimes.com/2010/06/07/technology/07brain.html?pagewanted=1&_r=1\">articles\u003c/a>. But a new study soon to be released explores the social and emotional effects of media multitasking on kids.\u003c/p>\n\u003cp>Stanford professor \u003ca href=\"http://www.stanford.edu/~roypea/\">Roy Pea\u003c/a> presented some intriguing findings of a survey at the \u003ca href=\"http://dmlcentral.net/conference2011\">Digital Media & Learning Conference\u003c/a>. Pea and his colleague Cliff Nass surveyed more than 3,400 girls age 8 to 12 -- a \"key period for social-emotional development\" -- examining how \"video use and media multitasking correlates with ... social well being and friendship.\"\u003c/p>\n\u003cp>In other words, how does all this media use affect how kids feel?\u003c/p>\n\u003cp>Here's what Pea presented at the conference.\u003c/p>\n\u003cp>The survey, which reached out to readers of \u003ca href=\"http://www.discoverygirls.com/\">Discovery Girls Magazine \u003c/a>from across the country -- all of whom had Web access -- most of them at home -- explored the social and emotional issues that come up \u003cem>while\u003c/em> they're media multitasking. Some of the criteria: age, access or ownership of technology, relationship with friends who their parents think are bad influences, amount of sleep, what media they consume, what media they engage in while using other media, and their general social outlook.\u003c/p>\n\u003caside class=\"pullquote alignleft\">Talking on the phone and interacting online was associated with more peer pressure, but at the same time, with greater social success.\u003c/aside>\n\u003cp>In terms of media activities, the survey examined watching videos, listening to music, reading or doing homework, emailing or sending messages, posting on Facebook, texting or instant-messaging, talking on the phone or video chatting, as well as the great old medium of face-to-face conversation (which is now considered a medium).\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The survey asked questions about how many hours per average day the respondent participates in one of those media, whether they engage in different media at the same time, and how they feel \u003cem>\u003cstrong>while they're engaging in each of these medium\u003c/strong>\u003c/em> about the number of friends they have, their feelings of normalcy, whether they sense peer pressure, and how much sleep they get.\u003c/p>\n\u003cp>That their average media use per day is 6.9 hours is not surprising.\u003c/p>\n\u003cp>What is interesting, though, is the correlation between watching video and listening to music and the girls' emotional disposition. According to Pea, the girls felt worse -- less social success, less feelings of normalcy, and more exposure to friend their parents think are bad influences -- while they were \"using\" video and music. And the same negative outcomes applied to when they were media multi-tasking.\u003c/p>\n\u003cp>On the other hand, they felt better -- greater social success, more feelings of normalcy, less peer pressure -- when they had face-to-face interactions.\u003c/p>\n\u003cp>And here's where it gets to be what Pea referred to as a \"mixed bag\": \u003cem>\u003cstrong>non\u003c/strong>\u003c/em>-face-to-face social interactions -- talking on the phone and interacting online -- was associated with more peer pressure, but at the same time, with greater social success.\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\u003cp>Pea pointed out that the study is limited in some ways. It could be that there are \"strong negative correlations for video use and positive social feelings, but we can’t conclude that watching high volumes of video is responsible for the situation,\" he said. \"It could be that due to low positive social feelings, loneliness, awkwardness, alienation, participants turn to video watching instead of face-to-face interaction. And we don’t know the content of video use.\"\u003c/p>\n\u003cp>Pea added that though this is the first study of its kind, they're only \"scratching the surface,\" and that more longitudinal and intervention studies are needed. Studies about media production and engagement -- not just consumption -- will help complete the picture.\u003c/p>\n\u003cp>These studies can help parents understand the impact of media use and the social well-being of their kids. \"[Kids] are making these choices largely on their own,\" he said. \"And parents have little say other than casual observations or asking children about their choices.\"\u003c/p>\n\u003cp>I look forward to reading more about the study.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong> \u003c/strong>\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image left mceTemp\" style=\"width: 300px;\">\u003ca href=\"http://www.flickr.com/photos/45688888@N08/4191381737/\">\u003cimg class=\"size-medium wp-image-5449\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/12/4191381737_e97eef1e8c_z1-300x199.jpg\" alt=\"\" width=\"300\" height=\"199\">\u003c/a>\n\u003cp class=\"credit\">Flickr: P i c t u r e Y o u t h\u003c/p>\n\u003c/div>\n\u003ch5>By Sara Bernard\u003c/h5>\n\u003cp>Technically, Facebook doesn't allow kids under the age of 13 to register for the site. That hasn't stopped pre-teens from simply lying about their birthdates.\u003c/p>\n\u003cp>But kids under 13 don't have to be left out of the social media world. A growing number of highly protected, kid-only sites offer viable alternatives to the unfiltered Internet world out there that allow children to exercise their social media muscles (something they're going to do anyway) without running into online predators or inappropriate content.\u003c/p>\n\u003cp>Of course, it's still just as important to educate kids about Internet safety and appropriate online behavior as it is to create technological barriers between them and unsafe situations.\u003c/p>\n\u003cp>\"As a teacher I see it as my responsibility to teach students how to engage with their peers online in a healthy and productive way,\" \u003ca href=\"http://ww2.kqed.org/mindshift/2010/11/6-ways-social-media-is-changing-education/\">writes teacher Catlin Tucker\u003c/a> in response to an article about how social media is changing education. \"Online communication is rapidly becoming an essential life skill. Shouldn’t we as teachers support students in learning and mastering this skill?\"\u003c/p>\n\u003cp>To that end, here are eight kid-friendly social media options:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://www.dizeo.com/\" target=\"_blank\">Dizeo\u003c/a>: A fully-monitored site that calls itself \"social networking training wheels,\" complete with video and music sharing, homework help from subject-specialist tutors, and educational videos on Internet safety.\u003c/p>\n\u003cp>\u003ca href=\"http://yoursphere.com/\" target=\"_blank\">YourSphere\u003c/a>: This one offers games, prizes, avatars, and \"spheres,\" or interest groups centered on sports, television, art, music, humanitarian causes, and more. Tough filters verify identities, require parental consent, perform a \"predator check,\" and include real, live human oversight of site activity.\u003c!--more-->\u003c/p>\n\u003cp>\u003ca href=\"http://www.scuttlepad.com/\" target=\"_blank\">ScuttlePad\u003c/a>: Designed exclusively for kids age six through eleven, ScuttlePad goes so far as to allow \"guided communication\" using predefined word lists. A Facebook for the younger set, ScuttlePad lets kids connect with kids around the world, upload photos, chat, and send messages.\u003c/p>\n\u003cp>\u003ca href=\"https://www.whatswhat.me/\" target=\"_blank\">What's What\u003c/a>: Each member logs in with a webcam and facial recognition technology verifies that it really is only kids who use the site. Users are separated by grade to encourage \"age-appropriate friending\" and next to every message is a \"Report It\" button so that kids can easily get help if they feel they're being cyberbullied.\u003c/p>\n\u003cp>\u003ca href=\"http://www.gianthello.com/\" target=\"_blank\">giantHello\u003c/a>: Kids can connect with one another, create and join fan pages, share favorite sites and ideas, and play a ton of online games. Kids user-tested the site extensively before it was launched.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mysecretcircle.com/\" target=\"_blank\">My Secret Circle\u003c/a>: This one is girls-only as well as kids-only. Girls ages eight through twelve make friends using secure \"Friend Codes,\" play games, voice chat, and even keep secret (but shareable) diaries.\u003c/p>\n\u003cp>\u003ca href=\"http://www.skid-e-kids.com/\" target=\"_blank\">Skid-e Kids\u003c/a>: Expected to launch on January 7, 2011, this one claims it is \"the total experience of Facebook without being on Facebook.\" Features include toy and game swaps, educational questions and answers, and \"movie night.\"\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003ca href=\"http://togetherville.com/\" target=\"_blank\">Togetherville\u003c/a>: A safe online experience for the whole family. Parents create \"online neighborhoods\" for children under ten to interact with friends and neighbors they already know and trust. Kids can create artwork, send and receive gifts, upload photos and profile information, watch videos, and more.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-4582\" href=\"http://ww2.kqed.org/mindshift/2010/12/5-apps-that-could-help-to-stop-cyberbullying/4557784060_2f4fd59058_z/\">\u003cimg class=\"size-medium wp-image-4582\" title=\"stop cyberbullying\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/4557784060_2f4fd59058_z-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>Okay, no app is really going to \"stop\" cyberbullying, but a few are trying.\u003c/p>\n\u003cp>Perhaps the most lauded recently is the \u003ca href=\"http://mashable.com/2010/11/01/find-help-cyberbullying-facebook/\" target=\"_blank\">\"Find Help\" application on Facebook\u003c/a>.\u003c/p>\n\u003cp>Often blamed as an easy venue for cyberbullies to target victims, Facebook has partnered with the monitoring site \u003ca href=\"http://www.safetyweb.com/\" target=\"_blank\">SafetyWeb \u003c/a>to create an \u003ca href=\"http://apps.facebook.com/findhelp/\" target=\"_blank\">app\u003c/a> that allows users not only to immediately report inappropriate behavior to Facebook officials, but also to connect to various support organizations. These include suicide hotlines and child abuse prevention centers, such as \u003ca href=\"http://www.partnersagainsthate.org\" target=\"_blank\">Partners Against Hate\u003c/a>, which offers anti-hate crime education and strategies.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Other apps that claim to educate kids and parents about -- and help prevent -- cyberbullying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/professor-garfield-cyberbullying/id369171501?mt=8#\">Professor Garfield Cyberbullying\u003c/a>: \u003c/strong>Available for iPad at the iTunes app store, this is essentially a Garfield comic strip that helps kids identify bullying behavior and provide strategies for dealing with bullies (such as how important it is to seek the support of a trusted adult).\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://websafety.com/cell-safety/\" target=\"_blank\">Web Safety, Inc.'s \"Cell Safety\"\u003c/a>:\u003c/strong> An application for smart phones designed to help parents monitor their child's cell phone activity. Parents receive alerts when their children are sent certain problematic keywords (which, Web Safety says, is the world's largest database of its kind, with 4,000 terms that \"indicate a child is in harm's way.\") Cell Safety also features a slew of other child-monitoring tools, from GPS tracking to one that prevents texting while driving.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.gogostat.com/\" target=\"_blank\">GoGoStat Parental Guidance\u003c/a>:\u003c/strong>\u003cstrong> \u003c/strong>The GoGoStat iPhone app was developed by \u003ca href=\"http://www.schakra.com/Default.aspx\" target=\"_blank\">Schakra\u003c/a>, one of the sponsors of the \u003ca href=\"http://www.stopbullyingworld.org/2010conference/\" target=\"_blank\">International Bullying Prevention Association Conference\u003c/a>, and alerts parents when kids post or receive inappropriate messages, displays the age and location of anyone their child intends to friend on Facebook, and has a panic button feature that automatically sends a report to the police in case of emergency.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/destructive-issues/id402838694?mt=8\" target=\"_blank\">Destructive Issues: \u003c/a>\u003c/strong>This iPhone or iPod app for parents lists, describes, and provides solutions for the issues teens face. Developed by father-and-son team William and Eric Nidiffer, along with the \u003ca href=\"http://www.communitygangtaskforce.com/\" target=\"_blank\">Southern Nevada Community Gang Task Force\u003c/a>, the app targets problems like cyberbullying, gangs, depression, and substance abuse, and creates pro-and-con scenarios that help explain the reasons teenagers make the choices they do. \u003ca href=\"http://www.lasvegassun.com/news/2010/nov/22/new-iphone-app-aimed-getting-help-troubled-teens/\" target=\"_blank\">Another, soon-to-be-released app\u003c/a> the Nidiffers and the task force are designing, called S.P.I.R.I.T. (short for Suppression, Prevention, Intervention, Referral Intelligence Tool), will create a series of gang-prevention, solution-oriented apps for teens themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All this monitoring may seem a bit too \"Big Brother.\" But to some parents, it's essential. With so much attention to \u003ca href=\"http://www.ama-assn.org/amednews/2010/11/15/prl21115.htm\" target=\"_blank\">cyberbullying-related youth suicides\u003c/a>, the tech industry is responding.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Other apps that claim to educate kids and parents about -- and help prevent -- cyberbullying:\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/professor-garfield-cyberbullying/id369171501?mt=8#\">Professor Garfield Cyberbullying\u003c/a>: \u003c/strong>Available for iPad at the iTunes app store, this is essentially a Garfield comic strip that helps kids identify bullying behavior and provide strategies for dealing with bullies (such as how important it is to seek the support of a trusted adult).\u003c!--more-->\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://websafety.com/cell-safety/\" target=\"_blank\">Web Safety, Inc.'s \"Cell Safety\"\u003c/a>:\u003c/strong> An application for smart phones designed to help parents monitor their child's cell phone activity. Parents receive alerts when their children are sent certain problematic keywords (which, Web Safety says, is the world's largest database of its kind, with 4,000 terms that \"indicate a child is in harm's way.\") Cell Safety also features a slew of other child-monitoring tools, from GPS tracking to one that prevents texting while driving.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://www.gogostat.com/\" target=\"_blank\">GoGoStat Parental Guidance\u003c/a>:\u003c/strong>\u003cstrong> \u003c/strong>The GoGoStat iPhone app was developed by \u003ca href=\"http://www.schakra.com/Default.aspx\" target=\"_blank\">Schakra\u003c/a>, one of the sponsors of the \u003ca href=\"http://www.stopbullyingworld.org/2010conference/\" target=\"_blank\">International Bullying Prevention Association Conference\u003c/a>, and alerts parents when kids post or receive inappropriate messages, displays the age and location of anyone their child intends to friend on Facebook, and has a panic button feature that automatically sends a report to the police in case of emergency.\u003c/p>\n\u003cp>\u003cstrong>\u003ca href=\"http://itunes.apple.com/us/app/destructive-issues/id402838694?mt=8\" target=\"_blank\">Destructive Issues: \u003c/a>\u003c/strong>This iPhone or iPod app for parents lists, describes, and provides solutions for the issues teens face. Developed by father-and-son team William and Eric Nidiffer, along with the \u003ca href=\"http://www.communitygangtaskforce.com/\" target=\"_blank\">Southern Nevada Community Gang Task Force\u003c/a>, the app targets problems like cyberbullying, gangs, depression, and substance abuse, and creates pro-and-con scenarios that help explain the reasons teenagers make the choices they do. \u003ca href=\"http://www.lasvegassun.com/news/2010/nov/22/new-iphone-app-aimed-getting-help-troubled-teens/\" target=\"_blank\">Another, soon-to-be-released app\u003c/a> the Nidiffers and the task force are designing, called S.P.I.R.I.T. (short for Suppression, Prevention, Intervention, Referral Intelligence Tool), will create a series of gang-prevention, solution-oriented apps for teens themselves.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>All this monitoring may seem a bit too \"Big Brother.\" But to some parents, it's essential. With so much attention to \u003ca href=\"http://www.ama-assn.org/amednews/2010/11/15/prl21115.htm\" target=\"_blank\">cyberbullying-related youth suicides\u003c/a>, the tech industry is responding.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cblockquote>\u003cp>\"I'm 44 and I don't know 3,000 people,\" said Mike Hoose, a sergeant with a prosecutor's office, in a speech to parents about Facebook and privacy. \"If I don't, they don't. There is no way they know them intimately enough to let them into their life.\"\u003c/p>\u003c/blockquote>\n\u003cp>Hoose was referring to 12-year-olds who have thousands of Facebook \"friends,\" most of whom they don't know, but unintentionally allow into their private lives.\u003c/p>\n\u003cp>Read the rest of the article in \u003ca href=\"http://westfield.patch.com/articles/parents-stressed-to-take-active-role-in-kids-social-media-lives\">the Westfield Patch\u003c/a>, which highlights the importance of parents being just as familiar with social networking sites as their children in order to help them navigate privacy settings.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-562\" href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/140x140-public/\">\u003cimg class=\"alignleft size-full wp-image-562\" title=\"140x140-public\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/08/140x140-public.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>Earlier this year, \u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">Katie Stansberry\u003c/a> conducted an experiment in the social media class she teaches at the University of Oregon. Here's her first-person account.\u003c/p>\n\u003cp>\u003cem>Every term I struggle with a conversation I have with my students at the start of the class. Because I teach about social media, I have a frank discussion with my undergraduate students about protecting their reputation. This term, I did something a little different.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I have only 17 students in my class, so the weekend before the first day of class I took a few hours and did a little online research. I spent about 10 minutes per student, digging through \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a>, \u003ca href=\"http://twitter.com/\">Twitter\u003c/a>, \u003ca href=\"http://www.linkedin.com/\">LinkedIn,\u003c/a> and other Web resources to find out what I could about their online identities. I took that information and put together a presentation introducing the class to their fellow students based solely on the facts that I could find online.\u003c!--more-->\u003c/em>\u003c/p>\n\u003cp>\u003cem>When I announced that instead of a typical get-to-know-you activity, I was going to show them what a future employer might find if they were checking them out as part of a hiring decision there were some nervous murmurs. However, as we went through the slides and discussed each student’s personal brand there were lots of good-natured laughs and some rueful grins. Several students learned that photos and comments they had thought were private were actually accessible to the public.\u003c/em>\u003c/p>\n\u003cp>\u003cem>At the close of the exercise I invited the students to take 10 minutes to find out everything they could about me by surfing the Web. To my surprise, several students dug up an old \u003ca href=\"http://www.friendster.com/\">Friendster\u003c/a> profile that I had assumed was wiped out. My brilliant lesson turned out to be a true teaching moment. As someone who specializes in social media and reputation management I thought I had a pretty secure handle on my online brand. But even I need to stay on top of my social media presence.\u003c/em>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cem>I resolve to Google myself regularly, delete outdated profiles and develop a cohesive online personal brand. I may be the social media professor, but my students taught me a big lesson.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>- Katie is the community manager at\u003ca href=\"http://www.isteconnects.org\"> ISTE Connects\u003c/a>.\u003c/p>\n\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-562\" href=\"http://ww2.kqed.org/mindshift/2010/11/what-does-the-public-know-about-you/140x140-public/\">\u003cimg class=\"alignleft size-full wp-image-562\" title=\"140x140-public\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/08/140x140-public.jpg\" alt=\"\" width=\"140\" height=\"140\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public.jpg 140w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-32x32.jpg 32w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-64x64.jpg 64w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-96x96.jpg 96w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-128x128.jpg 128w, https://ww2.kqed.org/app/uploads/sites/23/2010/08/140x140-public-75x75.jpg 75w\" sizes=\"(max-width: 140px) 100vw, 140px\">\u003c/a>Earlier this year, \u003ca href=\"http://www.iste-community.org/profile/KatieStansberry\">Katie Stansberry\u003c/a> conducted an experiment in the social media class she teaches at the University of Oregon. Here's her first-person account.\u003c/p>\n\u003cp>\u003cem>Every term I struggle with a conversation I have with my students at the start of the class. Because I teach about social media, I have a frank discussion with my undergraduate students about protecting their reputation. This term, I did something a little different.\u003c/em>\u003c/p>\n\u003cp>\u003cem>I have only 17 students in my class, so the weekend before the first day of class I took a few hours and did a little online research. I spent about 10 minutes per student, digging through \u003ca href=\"http://www.facebook.com/\">Facebook\u003c/a>, \u003ca href=\"http://twitter.com/\">Twitter\u003c/a>, \u003ca href=\"http://www.linkedin.com/\">LinkedIn,\u003c/a> and other Web resources to find out what I could about their online identities. I took that information and put together a presentation introducing the class to their fellow students based solely on the facts that I could find online.\u003c!--more-->\u003c/em>\u003c/p>\n\u003cp>\u003cem>When I announced that instead of a typical get-to-know-you activity, I was going to show them what a future employer might find if they were checking them out as part of a hiring decision there were some nervous murmurs. However, as we went through the slides and discussed each student’s personal brand there were lots of good-natured laughs and some rueful grins. Several students learned that photos and comments they had thought were private were actually accessible to the public.\u003c/em>\u003c/p>\n\u003cp>\u003cem>At the close of the exercise I invited the students to take 10 minutes to find out everything they could about me by surfing the Web. To my surprise, several students dug up an old \u003ca href=\"http://www.friendster.com/\">Friendster\u003c/a> profile that I had assumed was wiped out. My brilliant lesson turned out to be a true teaching moment. As someone who specializes in social media and reputation management I thought I had a pretty secure handle on my online brand. But even I need to stay on top of my social media presence.\u003c/em>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n",
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"description": "By Sara Bernard "The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad," writes Steve Johnson, a teacher and Edutopia guest blogger. "Social media just IS…..it's life." He's right -- as of July, there were half a billion active Facebook users alone",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cimg class=\"size-full wp-image-3902\" title=\"twitterbird\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/11/Screen-shot-2010-11-09-at-4.57.50-PM.png\" alt=\"\" width=\"297\" height=\"248\">\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">By Sara Bernard\u003c/span>\u003c/p>\n\u003cp>\"The fact that we as educators even have to have discussions on whether or not social media is good for schools is sad,\" writes \u003ca href=\"http://www.edutopia.org/social-media-case-education-edchat-steve-johnson\" target=\"_blank\">Steve Johnson\u003c/a>, a teacher and Edutopia guest blogger. \"Social media just IS…..it's life.\"\u003c/p>\n\u003cp>He's right -- as of July, there were half a billion active Facebook users alone (not counting other social networking sites), and that number grows daily. So it's inevitable that it would touch on every aspect of our lives, including education.\u003c/p>\n\u003cp>To that end, here's a handful of the ways that social media is infiltrating, influencing, overtaking, and game-changing the educational landscape:\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Galvanizing students\u003c/span>\u003c/strong>: Social media, with its lightning speed and viral powers, is \u003ca href=\"http://mashable.com/2010/10/09/social-media-activism/\" target=\"_blank\">the perfect tool for activism\u003c/a>, and students are no exception. Among other tactics, they're even using Facebook and online petitions to \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/teens-use-social-media-to-protest-media-ban/\" target=\"_blank\">protest school rules\u003c/a>.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Defining boundaries\u003c/span>\u003c/strong>: The fine line between personal and professional lives gets stickier when it involves teachers and students. \u003ca href=\"http://seattletimes.nwsource.com/html/localnews/2013313274_teacherfacebook01m.html\" target=\"_blank\">Many schools and districts\u003c/a> are having to issue recommendations, guidelines, and, in some cases, prohibitions regarding online interactions. In Massachusetts, new legislation may even \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/\" target=\"_blank\">threaten a teacher's job\u003c/a> if he or she friends a student on Facebook.\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Redefining parent communication\u003c/span>\u003c/strong>: Social media is both opening and altering the lines of communcation between teachers, parents, and students. While some teachers do a great job of using \u003ca href=\"http://www.freetech4teachers.com/2010/09/using-facebook-to-connect-with-students.html\" target=\"_blank\">Facebook groups and fan pages to keep in touch with parents\u003c/a>, schools are also offering cautious recommendations for parents regarding their children's use of social media. Parents might want to be friends with their child on Facebook, for instance -- both to help prevent the bad news (at \u003ca href=\"http://www.carolinalive.com/news/story.aspx?id=535617\" target=\"_blank\">Horry County Schools\u003c/a> in South Carolina, threats prior to a school shooting were posted on Twitter, but neither school officials nor parents knew anything about it) and keep up with the good.\u003c!--more-->\u003cspan style=\"font-size: x-small;\"> \u003c/span>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Stepping up the conversation about bullying\u003c/span>\u003c/strong>: \u003cspan style=\"font-size: x-small;\"> \u003c/span>Schools have always been full of bullies, but bullies have new tools these days. While it's often less visible than in-class or schoolyard violence, harassment via social media is prevalent and can have dire consequences. The good news is, this prevalence has spurred schools to bring cyber-bullying to light through \u003ca href=\"http://www.wickedlocal.com/walpole/news/x1111396156/Anti-bullying-forum-to-be-held-in-Walpole-Nov-8\" target=\"_blank\">anti-bullying forums\u003c/a>, handbooks, and other forms of community education. \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/take-control-and-stop-cyber-bullying/\" target=\"_blank\">The media\u003c/a> is also bringing the issue to the forefront and helping to provide advice for parents, students, and teachers on how to help stop -- and prevent -- this kind of behavior.\u003c/p>\n\u003cp>\u003cspan style=\"text-decoration: underline;\">\u003cstrong>Providing a wealth of class activities\u003c/strong>\u003c/span>: The social media world is a teacher's oyster. Especially since most students are already deeply engaged in social networking sites, there's an instant buy-in when teachers offer the use of Facebook, Twitter, and YouTube for class purposes. Want to create a \u003ca href=\"http://mrfeatherstone.blogspot.com/2009/04/unit-project-facebook-character.html\" target=\"_blank\">Facebook page for a character in a novel \u003c/a>for language arts class? How about a \u003ca href=\"http://www.slideshare.net/travelinlibrarian/twenty-five-interesting-ways-to-use-tw\" target=\"_blank\">Twitter treasure hunt\u003c/a>? Facebook can also be a great way to showcase student projects -- \u003ca href=\"http://www.facebook.com/stanford\" target=\"_blank\">Stanford University's Facebook page \u003c/a>is a great example. The possibilities are truly endless (check \u003ca href=\"http://www.onlineuniversities.com/blog/2010/05/100-inspiring-ways-to-use-social-media-in-the-classroom/\" target=\"_blank\">here\u003c/a> for a long list of favorites).\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\u003cstrong>\u003cspan style=\"text-decoration: underline;\">Connecting teachers and classrooms\u003c/span>\u003c/strong>: Some teachers use Twitter to \u003ca href=\"http://bestonlineuniversities.com/2009/13-enlightening-case-studies-of-social-media-in-the-classroom/\" target=\"_blank\">connect with other teachers and share lesson plans\u003c/a> -- a simple way to gather great ideas and prevent burnout. Also, sites like Facebook, Twitter, YouTube, and class wikis (multi-authored Web pages) provide opportunities for \u003ca href=\"http://www.technewsdaily.com/teachers-embracing-social-media-in-the-classroom-0509/\" target=\"_blank\">students to chat, share, and collaborate with other students\u003c/a>, either across the room or across the world.\u003c/p>\n\n\u003c/div>\u003c/p>",
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"content": "\u003cp>\u003ca rel=\"attachment wp-att-3415\" href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/globalx-2/\">\u003cimg class=\"size-medium wp-image-3415\" title=\"GlobalX\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/GlobalX1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Nancy Willard of \u003ca href=\"http://csriu.org/\">Center for Safe and Responsible Internet Use\u003c/a>, writes in about \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/friend-a-student-get-fired/\">Wednesday's post \u003c/a>regarding an \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">article in the Boston Herald\u003c/a> about teachers getting fired over friending students on Facebook.\u003c/p>\n\u003cblockquote>\u003cp>Actually, I disagree. I am the Nancy Willard who was misquoted \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">in this article\u003c/a>. I agree with the vast majority of the Massachusetts policy. The only aspect I indicated I found too big brother-like was the requirement that school administrators search for staff names online.\u003c/p>\n\u003cp>The risks associated with staff-student connections on Facebook and other similar environments include inappropriate flirting (both directions), disclosure of student personal information, pressure to friend, the potential of grading bias if you do not friend, the facilitation of connections between the students and the teacher's adult friends, and the potential expansion of the responsibility of monitoring to ensure student safety.\u003c/p>\n\u003cp>Given that Facebook is strongly promoting these connections, I think it wise for districts to have policies against these kinds of connections.\u003c/p>\n\u003cp>I do strongly encourage the use of interactive media for instructional purposes.\u003c/p>\u003c/blockquote>\n\u003cp>While I agree there are inherent risks associated with teachers and students becoming Facebook friends, I maintain that firing teachers for simply friending students, even those who haven't shown any inappropriate behavior, sounds far too drastic.\u003c/p>\n\u003cp>I tweeted \u003ca href=\"http://jeffthomastech.com/blog/?p=6887\">this link yesterday\u003c/a>, which lists ways educators are creatively using social networks as teaching opportunities (providing parents a peek into the classroom, sharing and publishing student work, connecting with other classes, etc.). Facebook has become the place where kids live, work, talk, and share, and it could be an opportunity for educators to meet them where they naturally congregate.\u003c/p>\n\u003cp>Setting guidelines is crucial in this period of flux, as we negotiate the tricky terrain of social media, whether it's with an employee and employer, parent and child, teacher and student.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"content": "\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003ca rel=\"attachment wp-att-3415\" href=\"http://ww2.kqed.org/mindshift/2010/10/facebook-friend-or-foe/globalx-2/\">\u003cimg class=\"size-medium wp-image-3415\" title=\"GlobalX\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/GlobalX1-300x225.jpg\" alt=\"\" width=\"300\" height=\"225\">\u003c/a>\u003c/p>\n\u003cp>Nancy Willard of \u003ca href=\"http://csriu.org/\">Center for Safe and Responsible Internet Use\u003c/a>, writes in about \u003ca href=\"http://ww2.kqed.org/mindshift/2010/10/friend-a-student-get-fired/\">Wednesday's post \u003c/a>regarding an \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">article in the Boston Herald\u003c/a> about teachers getting fired over friending students on Facebook.\u003c/p>\n\u003cblockquote>\u003cp>Actually, I disagree. I am the Nancy Willard who was misquoted \u003ca href=\"http://www.bostonherald.com/news/regional/view.bg?articleid=1291053&srvc=home&position=emailed\">in this article\u003c/a>. I agree with the vast majority of the Massachusetts policy. The only aspect I indicated I found too big brother-like was the requirement that school administrators search for staff names online.\u003c/p>\n\u003cp>The risks associated with staff-student connections on Facebook and other similar environments include inappropriate flirting (both directions), disclosure of student personal information, pressure to friend, the potential of grading bias if you do not friend, the facilitation of connections between the students and the teacher's adult friends, and the potential expansion of the responsibility of monitoring to ensure student safety.\u003c/p>\n\u003cp>Given that Facebook is strongly promoting these connections, I think it wise for districts to have policies against these kinds of connections.\u003c/p>\n\u003cp>I do strongly encourage the use of interactive media for instructional purposes.\u003c/p>\u003c/blockquote>\n\u003cp>While I agree there are inherent risks associated with teachers and students becoming Facebook friends, I maintain that firing teachers for simply friending students, even those who haven't shown any inappropriate behavior, sounds far too drastic.\u003c/p>\n\u003cp>I tweeted \u003ca href=\"http://jeffthomastech.com/blog/?p=6887\">this link yesterday\u003c/a>, which lists ways educators are creatively using social networks as teaching opportunities (providing parents a peek into the classroom, sharing and publishing student work, connecting with other classes, etc.). Facebook has become the place where kids live, work, talk, and share, and it could be an opportunity for educators to meet them where they naturally congregate.\u003c/p>\n\u003cp>Setting guidelines is crucial in this period of flux, as we negotiate the tricky terrain of social media, whether it's with an employee and employer, parent and child, teacher and student.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>",
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"content": "\u003cfigure id=\"attachment_2597\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003ca rel=\"attachment wp-att-2597\" href=\"http://ww2.kqed.org/mindshift/2010/10/11-tips-on-avoiding-social-networking-gaffes/screen-shot-2010-10-06-at-12-07-20-pm/\">\u003cimg class=\"size-medium wp-image-2597\" title=\"Screen shot 2010-10-06 at 12.07.20 PM\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2010/10/Screen-shot-2010-10-06-at-12.07.20-PM-300x245.png\" alt=\"\" width=\"300\" height=\"245\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>We can't avoid dipping into social media any more than we can avoid Googling questions. But we can circumvent unfortunate and unintended consequences when it comes to navigating the social media world.\u003c/p>\n\u003cp>\u003ca href=\"http://www.eschoolnews.com/2010/10/05/how-to-avoid-committing-social-media-gaffes/\">ESchoolNews\u003c/a> rounds up 11 ways for the education community to embrace the best of social media, and to tread carefully along the way.\u003c/p>\n\u003cp>Some highlights:\u003c/p>\n\u003cul>\n\u003cli>Develop guidelines and stick to them.\u003c/li>\n\u003cli>Don't connect personally with students.\u003c/li>\n\u003cli>Parents are not personal \"friends.\"\u003c/li>\n\u003cli>Don't share private information.\u003c/li>\n\u003cli>Recognize you represent your school or organization\u003c/li>\n\u003c/ul>\n\u003cp>Educators: Does your school have a policy? Do you abide by it? What would you change about the policy, if you could? Share your thoughts.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\u003cp>\u003c/p>\n",
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"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.",
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"info": "Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.",
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"tagline": "Art is where you find it",
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"soldout": {
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"tagline": "A new future for housing",
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"info": "",
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"tech-nation": {
"id": "tech-nation",
"title": "Tech Nation Radio Podcast",
"info": "Tech Nation is a weekly public radio program, hosted by Dr. Moira Gunn. Founded in 1993, it has grown from a simple interview show to a multi-faceted production, featuring conversations with noted technology and science leaders, and a weekly science and technology-related commentary.",
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"ted-radio-hour": {
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"title": "TED Radio Hour",
"info": "The TED Radio Hour is a journey through fascinating ideas, astonishing inventions, fresh approaches to old problems, and new ways to think and create.",
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