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What needs to be taught is skills, not just information, and certainly not all the inaccurate information so much “Internet safety education” has disseminated over nearly two decades.

“properties” (“persistence,” “searchability,” “replicability,” and “scalability”) and “dynamics” (“invisible audiences,” “collapsed contexts,” and “the blurring of public and private”) – and now some of those, e.g., “persistence,” are changing with the arrival of “ephemeral,” or disappearing, digital media in services

media is both social and digital.

full, healthy participation in participatory media, culture and society.

what protects children online is what protects them offline.

life skills, literacies and safeguards that are both internal – respect for self and others, resilience, empathy, and a strong inner guidance system (sometimes called a moral compass) – and external, such as good modeling, parenting and teaching by caring adults, peer mentoring, instruction in digital and media literacy, social-emotional learning, protective technology used thoughtfully, family and school rules, well-designed digital environments, and well-established laws against discrimination, sexual harassment, bullying, and crime.

teach the skills of today’s very social digital media: digital literacy, media literacy and social literacy, which together address both media-specific risk reduction and proficiency in participatory media use.

ACCESS

ANALYZE

CREATE

REFLECT

“ACT:

These are the competencies that students need to navigate participatory media and culture.

providing access and opportunities to analyze, create, reflect and act as much with digital media as with older media right in core academic classes, schools are affording them the skills, community, and self-actualization that increase safety (resilience) as well as efficacy in and out of media. This is the real “Internet safety [or competency]” that needs to be taught in schools.

Texting, emailing, and posting on Facebook and other social media sites are by far the most common digital activities students undertake while learnin

“Under most conditions, the brain simply cannot do two complex tasks at the same time. It can happen only when the two tasks are both very simple and when they don’t compete with each other for the same mental resources.

They may like to do it, they may even be addicted to it, but there’s no getting around the fact that it’s far better to focus on one task from start to finish.”

the assignment takes longer to complete

memory of what they’re working on will be impaired if their attention is divided

The moment of encoding is what matters most for retention

This ability to resist the lure of technology can be consciously cultivated,

“even if distraction does not decrease the overall level of learning, it can result in the acquisition of knowledge that can be applied less flexibly in new situations.”

students who used Facebook during the 15-minute observation period had lower grade-point averages than those who didn’t go on the site

texting and using Facebook—in class and while doing homework—were negatively correlated with college students’ GPAs.

“There’s a definite possibility that we are raising a generation that is learning more shallowly than young people in the past,” he says. “The depth of their processing of information is considerably less, because of all the distractions available to them as they learn.”

academic and even professional achievement may depend on the ability to ignore digital temptations while learning

kids who were better able to delay gratification not only achieved higher grades and test scores but were also more likely to succeed in school and their careers.

hose who were interrupted more often scored worse on a test of the lecture’s content; more interestingly, those who responded to the experimenters’ texts right away scored significantly worse than those participants who waited to reply until the lecture was over.

leads to more mistakes

“Young people’s technology use is really about quelling anxiety,” he contends. “They don’t want to miss out.

Device-checking is a compulsive behavior that must be managed, he says, if young people are to learn and perform at their best.

‘This is a time when you will concentrate on just one thing.’ ”

Just make sure when they’re doing schoolwork, the cellphones are silent, the video screens are dark, and that every last window is closed but one.

most students have unfettered access to these forbidden sites through the phones in their pockets and backpacks, on their home computers and in many public libraries – often with no adult guidance

it has to be learned in context in a supportive environment,”

(a) obscene; (b) child pornography; or (c) harmful to minors.”

defining the three measures is up to each community, creating widely varied implementation from district to district

and their answer to any requests was usually no.

Their view was that if the filter is blocking it, there’s no reason for you to see it,”

Krull implemented a teacher login system that lets staff override some blocked sites. He’s working on a similar system for students that would grant varying degrees of access depending on grade level.

nearly three times as many teachers of low-income students than those with middle- and high-income students said this lack of access was a “major challenge” in their ability “to incorporate more digital tools into their teaching.”

eliminating filters isn’t the answer to debugging the problems with CIPA.

There’s not a right or wrong; it’s a lot about community values

“It’s not if you have a filter or not, it’s really about to what degree do you filter, how do you filter?”