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Your future depends on it; my salary depends on it.

until I got to Central High, I literally didn't know I was a good student, because the question never came up.

There were tests, but they just gave information about what's going on. This is something we ought to be doing better.

"How can mosquitoes fly in the rain?" And then, but why is there a problem? Well, you study the force of the raindrop hitting a mosquito - it's like a person being hit by a locomotive.

It doesn't matter how much you learn in school; it's whether you learn how to go on and do things by yourself.

Control from above, control by the administrators. No respect for the working person, whether it's a teacher or machinist.

Kids are naturally creative, and of course, you don't have to beat it out of them. That's why they're asking, "Why?" all the time.

You can't let teachers control the classroom. That's teaching to test; then the teachers are disciplined. They do what you tell them. Their salaries depend on it; their jobs depend on it. They become sociopaths like everyone else. And you have a society where it's only, "Look after me; I'll forget everyone else."

The bigger threat to SnapChat and its users, though, may come from third party platforms and applications, which can easily undermine the privacy protections that are seemingly built into the platform. Early releases of Apple’s iOS operating system changed the way in which screen shots could be taken, making it impossible for the SnapChat application to detect when screenshots of SnapChat images were captured.

SnapHack Pro, for sale on the iOS App Store. It allows users to log in using their SnapChat credentials and send and receive Snaps. The difference: all images opened and viewed in SnapHack are permanent.

claims to online anonymity and privacy are falling left and right.

The only way to win, then, is “not to play

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.