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Sean McHugh

A Novel Defense of the Internet - 0 views

feedly.com/...=_1567055d5f4:12c48f6:85ca5f35

EdTech technology integration TEL literacy reading

shared by Sean McHugh on 18 Nov 18 - No Cached
  • Well into the nineteenth century, British and American writers, critics and religious leaders regarded novel-reading with a great deal of skepticism.
  • If our concerns about the enfeebling impact of the Internet and social media aren’t quite as gendered, they’re still grounded in a world view that regards the cultivation of individual morality, intellect, and productivity as a matter of public interest—and that regards shifts in personal media consumption as potentially inimical to the production of smart, informed, and upstanding citizens. But the history of the novel shows that it’s possible for us to move beyond this suspicion—though it took two centuries for novels to move from objects of derision to an accepted part of the modern reader’s diet.
  • Novel-reading was once regarded as an idle occupation, just as Internet use is now.
  • ...2 more annotations...
  • For every 19th century writer who worried about “enfeebling the mind,” I can show you a 21st-century journalist who claims that the Internet is making us—and our kids—mentally lazy.
  • In other words, novel-reading was once regarded as an idle occupation, just as Internet use is now.
  • Sean McHugh on 18 Nov 18
     
    Novel reading was once regarded as an idle occupation, just as Internet use is now.
Sean McHugh

BitTorrent and the Legitimate Use of P2P - 0 views

www.joestewart.org/p2p.html

bittorrent uses technology citizenship

shared by Sean McHugh on 19 Mar 13 - No Cached
  • How can P2P networks go legit?'' My answer is, ``they already are
  • No one here would dispute that filesharing networks are used by those who would violate copyright. But this is not solely the domain of P2P; copyrighted software has been traded on electronic bulletin board systems (BBSs) since their inception and has permeated every public communication protocol on the Internet. Filesharing is a social phenomenon, not a technological one - demonizing P2P based on one use of the technology is a mistake
  • Legitimate uses of BitTorrent
  • ...12 more annotations...
  • a distinction can be made between a technology (P2P) and implementations of that technology
  • the system was not designed with illegal use in mind, but instead to faciliate transfer of large files in an economical way.
  • trading of copyrighted files is not central to the technology
  • While you could potentially upload a virus to a public tracker and provide a .torrent file for it, you'd still have to convince people to download and run the file just as if you posted it to a website.
  • BitTorrent is a P2P system that allows large, popular files to be downloaded quickly
  • Open Source
  • Live-Taping
  • Dave Matthews Band, Pearl Jam, Tenacious D
  • bands are realizing that having a loyal following is very valuable and that they can both support their fans and still sell records
  • Slashdot
  • DIY Publishing
  • legitimate P2P use is here and has a definite role to play in the future of the Internet
  • Sean McHugh on 19 Mar 13
     
    "How can P2P networks go legit?'' My answer is, ``they already are.'' The world-wide-web is used to download illegally copied software, copyrighted music and movies as well as child pornography, yet we're not asking how the web can go legit. No one here would dispute that filesharing networks are used by those who would violate copyright. But this is not solely the domain of P2P; copyrighted software has been traded on electronic bulletin board systems (BBSs) since their inception and has permeated every public communication protocol on the Internet. Filesharing is a social phenomenon, not a technological one - demonizing P2P based on one use of the technology is a mistake in my opinion. P2P already has positive mainstream benefits in certain communities and new uses are being found all the time."
Sean McHugh

The internet isn't harming our love of 'deep reading', it's cultivating it | Steven Poo... - 0 views

www.theguardian.com/...internet-deep-reading

reading deep reading focus

shared by Sean McHugh on 02 Sep 18 - No Cached
  • a lot of such arguments employ the sexy word "brain" and so sound scientifically objective, but they are really socio-cultural arguments
  • So there needs to be a further demonstration that the "deep-reading brain" is something worth valuing. And this is never going to be a (neuro)scientific argument; it's a cultural argument.
  • This kind of paternalistic fatalism seems ably refuted by sales of Young Adult blockbusters
  • ...2 more annotations...
  • a teenager's "news-gathering process" alternated skimming or "grazing" with a "deep dive" when she found something she could really get her teeth into
  • such nutritious, dense, lengthy pieces of writing are, of course, becoming ever more popular on the very same internet that pessimists blame for destroying our attention spans
Sean McHugh

The Age of Ignorance | HuffPost - 0 views

www.huffpost.com/...he-age-of-ignorance_b_11666646

ignorance Internet

shared by Sean McHugh on 21 Feb 21 - No Cached
  • With the Internet as its promulgating agency, and social media exploiting the vulnerabilities, ignorance has become pandemic.
  • at no time in history has the public become so susceptible to the spread of willful ignorance, intentionally deceitful lies, and blatant stupidity.
  • Unexpectedly, it appears, the tsunami-like exponential explosion of information has devolved into the Age of Ignorance.
  • ...9 more annotations...
  • The Internet is both a blessing and a curse. Fathomless amounts of data are near-instantaneously available to all with access to computers. Except in relatively closed societies, there are few established boundaries on that vast information sump. The eminently glaring problems are lack of both provenance and accountability
  • the need to be first almost always trumps the need to be accurate and often entertainment value ranks higher than importance. Their financial motives for such reporting are patently obvious
  • No longer do most American students feel required to learn detailed material as vast quantities of information is instantly available via these search engines. For many students there is no need to personally study anything as reports on any topic can be acquired and regurgitated with ease. Missing in this educational process is the development of the mental agility to engage in any in-depth analysis
  • Assuming the ignorance of the majority of the audience, commentators and agenda-driven pundits alike often attempt to reduce extremely complex issues to a point of absurdity
  • Quotes comprised from whole cloth
  • Use of partial truths then departing into falsehood
  • Denial of facts is a common practice in willful ignorance
    • Sean McHugh
      Sean McHugh on 21 Feb 21
       
      This is the dark face/blatant misappropriation of Popper's falsification.
  • Prevalent among the nefarious tactics are some of the following: - The use of questions as if a statement of fact
  • Dishonorably executed, intentional misrepresentation of facts, coupled with the naïve replication of those statements by the gullible, will continue to proliferate
Sean McHugh

5 Myths and Truths About Kids' Internet Safety | Common Sense Media - 0 views

www.commonsensemedia.org/...ths-about-kids-internet-safety

digital citizenship cyberbullying cybersafety

shared by Sean McHugh on 06 Jun 14 - No Cached
  • Sean McHugh on 06 Jun 14
     
    If you believe everything you hear about kids online, you might think pedophiles and cyberbullies are around every cyber-corner. Yes, there is bad stuff out there. But the truth is, there's a lot of good, and some experts are arguing against a "techno-panic mindset" that worries parents unnecessarily.
Sean McHugh

Opinion | Don't Go Down the Rabbit Hole - The New York Times - 0 views

www.nytimes.com/...fake-news-media-attention.html

shared by Sean McHugh on 19 Feb 21 - No Cached
  • the way we’re taught from a young age to evaluate and think critically about information is fundamentally flawed and out of step with the chaos of the current internet.
  • It’s often counterproductive to engage directly with content from an unknown source, and people can be led astray by false information
  • the best way to learn about a source of information is to leave it and look elsewhere, a concept called lateral reading.
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  • Whenever you give your attention to a bad actor, you allow them to steal your attention from better treatments of an issue, and give them the opportunity to warp your perspective
  • Internet users need to learn that our attention is a scarce commodity that is to be spent wisely
  • four simple principles:1. Stop.2. Investigate the source.3. Find better coverage.4. Trace claims, quotes and media to the original context.Otherwise known as SIFT.
  • The question we want students asking is: Is this a good source for this purpose, or could I find something better relatively quickly
  • We’ve been trained to think that Googling or just checking one resource we trust is almost like cheating,” he said. “But when people search Google, the best results may not always be first, but the good information is usually near the top
  • The students are confused when I tell them to try and trace something down with a quick Wikipedia search, because they’ve been told not to do it,” she said. “Not for research papers, but if you’re trying to find out if a site is legitimate or if somebody has a history as a conspiracy theorist and you show them how to follow the page’s citation, it’s quick and effective, which means it’s more likely to be used
  • Use Wikipedia for quick guidance! Spend less time torturing yourself with complex primary sources
  • instill a reflex that asks if something is worth one’s time and attention and to turn away if not
Sean McHugh

Being a Better Online Reader | The New Yorker - 0 views

www.newyorker.com/...being-a-better-online-reader

addiction technology tech screen time screentime research Parenting EReaders

shared by Sean McHugh on 16 Dec 20 - No Cached
  • there’s still no longitudinal data about digital reading. As she put it, “We’re in a place of apprehension rather than comprehension.” And it’s quite possible that the apprehension is misplaced: perhaps digital reading isn’t worse so much as different than print reading
  • they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. “In reading on paper, you may have to monitor yourself once, to actually pick up the book,” she says. “On the Internet, that monitoring and self-regulation cycle happens again and again.
  • Maybe the decline of deep reading isn’t due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention
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  • The digital deficit, they suggest, isn’t a result of the medium as such but rather of a failure of self-knowledge and self-control: we don’t realize that digital comprehension may take just as much time as reading a book
  • It wasn’t the screen that disrupted the fuller synthesis of deep reading; it was the allure of multitasking on the Internet and a failure to properly mitigate its impact
  • some data suggest that, in certain environments and on certain types of tasks, we can read equally well in any format
  • We need to be aware of the effects of deeper digital immersion, Wolf says, but we should be equally cautious when we draw causal arrows or place blame without adequate longitudinal research
  • Deep-reading skills, Wolf points out, may not be emphasized in schools that conform to the Common Core, for instance, and need to meet certain test-taking reading targets that emphasize gist at the expense of depth. “Physical, tangible books give children a lot of time,” she says. “And the digital milieu speeds everything up. So we need to do things much more slowly and gradually than we are.” Not only should digital reading be introduced more slowly into the curriculum; it also should be integrated with the more immersive reading skills that deeper comprehension requires.
  • Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness.
Sean McHugh

Video Games Are The Perfect Way To Teach Math, Says Stanford Mathematician - Forbes - 0 views

www.forbes.com/...th-says-stanford-mathematician

technology gaming video games math

shared by Sean McHugh on 31 Aug 13 - No Cached
  • the ability for a game to teach multiple skills simultaneously
  • does not build video games to ‘teach mathematics.’ Rather, we build instruments which you can play, and we design them so that when you play them, you cannot fail to learn about mathematics. Moreover, each single game can be used to deliver mathematical challenges of increasing sophistication.
  • I love the instrument analogy because I’m often explaining to my students why the Ancient Greeks saw math and music as part of the same realm–that area of experience that belonged to the god Apollo. Of course, the relationship has to do with intervals. But both math and music are also related to Apollo’s other domains, such as light, prophecy, healing, etc. The connection has been hard to understand from the rigidly measured viewpoint that has dominated Western thinking since Nietzsche inadvertently cemented the Apollonian into strict opposition with the Dionysian in The Birth Of Tragedy.
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  • Everything about school and work in the twentieth century was designed to create and reinforce separate subjects, separate cultures, separate grades, separate functions, separate spaces for personal life, work, private life, public life, and all the other divisions. Then the internet came along. Now work increasingly means desktop computer. Fifteen years into the digital revolution, one machine has reconnected the very things–personal life, social life, work life, and even sexual life–that we’d spent the last hundred years putting into neatly separated categories, cordoned off in their separate spaces with as little overlap as possible.
Sean McHugh

Girls Should Play More Video Games, And Other Thoughts On "Cognitive Balance"... - 0 views

anniemurphypaul.com/...-thoughts-on-cognitive-balance

games video games play balance Gaming gamers learning

shared by Sean McHugh on 27 Sep 15 - No Cached
  • Girls should play more video games.
  • spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements
  • spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training
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  • the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.
  • The informal learning environments of television, video games, and the Internet are producing learners with a new profile of cognitive skills.
  • playing an action video game “can virtually eliminate” the gender difference in a basic capacity they call spatial attention, while at the same time reducing the gender difference in the ability to mentally rotate objects, a higher-level spatial skill
  • As kids grow older, much of the experience they get in manipulating three-dimensional objects comes from playing video games
    • Sean McHugh
      Sean McHugh on 27 Sep 15
       
      This is such a critical observation!
Sean McHugh

Technology in Education | American Federation of Teachers - 0 views

www.aft.org/...ruyckere-kirschner-and-hulshof

shared by Sean McHugh on 20 Mar 16 - No Cached
  • pedagogy (i.e., teaching practice) and not the medium (i.e., technological tools and resources, such as whiteboards, hand-held devices, blogs, chat boards) that made a difference in learning, stating that instructional media are “mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition
  • there was no proof to show that a medium was capable of ensuring that pupils and students could learn more or more effectively. He saw the medium as a means, a vehicle for instruction, but that the essence of learning remained—thankfully—in the hands of the teacher
  • it is not the medium that decides how effectively learners learn
  • ...16 more annotations...
  • the effectiveness of learning is determined primarily by the way the medium is used and by the quality of the instruction accompanying that use
  • The crucial factor for learning improvement is to make sure that you do not replace the teacher as the instrument of instruction, allowing computers to do what teachers would normally do, but instead use computers to supplement and amplify what the teacher does
  • the use of both e-learning and contact education—which is known as blended learning—produces better results than lessons given without technolog
  • the medium does not influence the learning
  • the medium seldom influences teaching, learning, and education, nor is it likely that one single medium will ever be the best one for all situations
    • Sean McHugh
      Sean McHugh on 20 Mar 16
       
      But 'ordinary real life is mediated by computers! I'm still only in classrooms where the myth that this is not true still persists! 
  • students do not naturally make extensive use of many of the newest technologies, such as blogs, wikis, and virtual worlds
  • the main reasons young people use technology. These reasons are mainly social
  • Digital natives! Whenever the question of digital innovation in education is discussed, this is a term that immediately comes to the surface. But it should be avoided. Even the person who coined the term digital natives, Marc Prensky, admitted in his most recent book, Brain Gain, that the term is now obsolete.2
  • Prensky’s coining of this term—and its counterpart for people who are not digitally native—was not based on research into this generation, but rather created by rationalizing phenomena that he had observed
  • The students use a large quantity and variety of technologies for communicating, learning, staying connected with their friends, and engaging with the world around them. But they are using them primarily for “personal empowerment and entertainment
  • university students do not really have a deep knowledge of technology, and what knowledge they do have is often limited to basic Microsoft Office skills (Word, Excel, PowerPoint), emailing, text messaging, Facebook, and surfing the Internet
  • There is simply no experimental evidence to show that living with new technologies fundamentally changes brain organization in a way that affects one’s ability to focus. Of course, the brain changes any time we form a memory or learn a new skill, but new skills build on our existing capacities without fundamentally changing them. We will no more lose our ability to pay attention than we will lose our ability to listen, see or speak.
  • Note that many of these studies examined the influence of television rather than the influence of interactive technology, such as smartphones and social media
  • when people think that young people today read less, it’s not about reading online content or text messages, it’s about reading book
  • young people are still doing a lot of reading, and these statistics make clear that many of them are reading for pleasure. However, we need to be careful about making too many sweeping assertions, since the reading figures in many countries are falling. Even so, we know that reading continues to be important: both reading by young people themselves and parents reading to their childre
Sean McHugh

Screen-time does not disrupt children's sleep, new study finds | University of Oxford - 0 views

www.ox.ac.uk/...hildrens-sleep-new-study-finds

parenting screentime screen time school sleep research

shared by Sean McHugh on 08 Nov 18 - No Cached
  • new research findings from the Oxford Internet Institute at the University of Oxford, has shown that screen time has very little practical effect on children’s sleep.
  • while the correlation between screen time and sleep in children exists, it might be too small to make a significant difference to a child’s sleep
  • Focusing on bedtime routines and regular patterns of sleep, such as consistent wake-up times, are much more effective strategies for helping young people sleep than thinking screens themselves play a significant role
Sean McHugh

How to help students spot misinformation | The Educator Asia - 0 views

www.theeducatoronline.com/...253227

research fake news lateral reading digital literacy

shared by Sean McHugh on 16 Aug 18 - No Cached
  • a few guidelines to help understand how the study’s findings can be of practical use to students, and teachers who are looking to improve digital literacy in their classrooms
  • The internet has democratised access to information but in so doing has opened the floodgates to misinformation, fake news, and rank propaganda masquerading as dispassionate analysis.
  • read laterally, leaving a site after a quick scan and opening up new browser tabs in order to judge the credibility of the original site
  • ...4 more annotations...
  • close reading of a digital source, when one doesn’t yet know if the source can be trusted proves a colossal waste of time
  • slower to reach their conclusions
  • more thorough evaluations
  • focused on credible information from news organizations like the New York Times and the Washington Post
Sean McHugh

Let's Ban The Classroom Technology Ban. - 0 views

www.thetattooedprof.com/...n-the-classroom-technology-ban

technology criticism classroom ban

shared by Sean McHugh on 18 Sep 18 - No Cached
  • The claim that the students who didn’t use tablets performed better academically is based upon exam scores, which were only one-third of a standard deviation higher for the non-tablet crowd than the others. Some might see this as a large difference; I do not, and I doubt a majority of statisticians would either. But hey–why let the fact that this was a superficial study conducted with a small sample size of atypical students examining only one type of technology deter you from claiming that all technology in the classroom is bad? This is what people in the psych business call “confirmation bias,” I believe.
  • no mention of pedagogy at all
  • They don’t even acknowledge, much less control for, pedagogy.
    • Sean McHugh
      Sean McHugh on 18 Sep 18
       
      Although to be fair in terms of the study all students would be experiencing the same learning environment and would be equally "disadvantaged". Given that the actual impact of the technology was negligible this would explain why, the technology wasn't really able to be much of an advantage in that kind of teaching and learning environment.
  • ...7 more annotations...
  • If students in a large lecture course with no laptop or device policies are doing poorly, is it because they’re on Facebook or because they’re in a cavernous auditorium with several hundred other captives, being talked at by someone who’s likely had no formal pedagogical training whatsoever?
  • unilateral bans on technology in the classroom accomplish nothing but demonstrating an off-putting rigidity and an adversarial view of students.
    • Sean McHugh
      Sean McHugh on 18 Sep 18
       
      "Adversarial" the tone of the entire study clearly spoke to this as the dominant perspective when considering tech use in classrooms.
  • If you’re the grumpy faculty member who kvetches about students not being taught penmanship in primary school, and who makes their classes take notes by hand to build character or whatever, take a step back and think about what you’re actually saying to your students: that some are inherently deficient, that they will fall short, and that your way is the only possible way to learn.
  • But if two-thirds of the class is doing non-class related stuff on a laptop or cell phone, why is that happening? Are they incorrigible internet addicts, or is it a pedagogical issue? If they’re not getting to where you want them to be, is it Twitter’s fault? Or is it the side effect of a lecture-based, passive pedagogy that doesn’t engage anyone?
  • Let’s be real: it’s not as if students paid rapt attention to everything faculty said until the smart phone was invented.
  • Of course, there are situations where you’ll want your students to not use devices. But there will also be occasions where you’ll want to encourage their use (quick polling, checking something online). That’s the whole point–there are no hard and fast rules, nor should there be. Good pedagogy is, above all, flexible. And, rather than an end unto itself, technology is a tool that can support good pedagogy if it’s used appropriately.
  • Rather than banning the tool because of an instance where someone used it improperly, we should work to prevent the processes which led to that instance. Our students need to be our allies, not our adversaries, if genuine learning is to occur. Students cannot experience the transformative effects that higher education can and should inculcate if we refuse to treat them as responsible agents who are the co-architects of their learning.
Sean McHugh

Parenting for a Digital Future - Media literacy - everyone's favourite solution to t... - 0 views

blogs.lse.ac.uk/...iteracy-problems-of-regulation

media_literacy media literacy media fake news critical literacy

shared by Sean McHugh on 20 Mar 19 - No Cached
  • Media Literacy … provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.
  • The more that the media mediate everything in society – work, education, information, civic participation, social relationships and more – the more vital it is that people are informed about and critically able to judge what’s useful or misleading, how they are regulated, when media can be trusted, and what commercial or political interests are at stake. In short, media literacy is needed not only to engage with the media but to engage with society through the media.
  • any media literacy strategy requires sustained attention, resources and commitment
  • ...7 more annotations...
  • let’s get media literacy firmly embedded in the school curriculum
  • it might be wise to calculate the cost also – to individuals, to society – of not promoting media literacy, of having a population with insufficient critical knowledge to manage its digital safety, security, privacy, civic and health information needs or consumer rights.
  • it is commonly said that media literacy is, at heart, critical thinking (demand evidence, question sources, analyse claims, consider what’s at stake for whom, etc.) and, therefore, should be taught right across the curriculum from history to science or English
  • In order to enable citizens to access information, to exercise informed choices, evaluate media contexts, use, critically assess and create media content responsibly, they need advanced media literacy skills.
  • Media literacy should not be limited to learning about tools and technologies, but should aim to equip individuals with the critical thinking skills required to exercise judgement, analyse complex realities, recognise the difference between opinions and facts, and resist all forms of hate speech
  • Work to get media literacy firmly embedded as compulsory in the school curriculum.
  • Media education is a long term solution – it takes thought-through pedagogical strategies and years of teaching, not a one-shot campaign
Sean McHugh

New tech 'addictions' are mostly just old moral panic - 0 views

www.engadget.com/...re-mostly-just-old-moral-panic

screen time gaming

shared by Sean McHugh on 08 Mar 18 - No Cached
  • Not everybody in the medical community is on board with such an assessment
  • a group of more than two dozen doctors and researchers sent an open letter to the WHO in 2016, arguing that formalizing the disorder lacked scientific merit and could cause real harm to patients.
  • the current operationalization leans too heavily on substance use and gambling criteria, and the lack of consensus on symptomatology and assessment of problematic gaming
  • ...8 more annotations...
  • Addiction is not a good term to be using with video games, because I would say unlike substance problems there is no substance that we're ingesting that directly affects your brain chemistry," Colder Carras told Engadget. "It makes more sense to talk about problematic video gaming.
  • The study found that the strongest agreement between participants' rankings and IGD characterizations were functional impairment, continued use despite problems, unsuccessful attempts to stop and the loss of interest in other hobbies
  • These games aren't necessarily causing the problems; it might just as well be the other way around. People are not functioning, they suffer from social anxiety, they're lonely, and they flee into the games because it's an excellent coping mechanism.
  • However, the official investigation report points out that the only game he played regularly was Dance Dance Revolution.
  • If anything, the current body of evidence suggests that gaming might actually reduce the rate of violent behavior rather than instigate it.
  • Luckily, moral panics don't last far beyond the lives of those who are outraged by them
  • The group of people who believe in the dangerousness of whatever they put on media eventually dies off," Ferguson remarked. "And then people stop talking about it, and they move on to whatever the next new thing is that older adults don't use and don't like."
  • newly defined diagnoses of Internet Gaming Disorder or Selfitis may be rooted in a modern-day moral panic. "It looks like from the data that some people probably do overdo gaming like they overdo a lot of other things -- like food or exercise or work or religion. There are even papers on dance addiction, of all things," Ferguson said. "But that seems to be more of a symptom of other underlying mental illness rather than a mental illness by itself
Sean McHugh

It's Time For a Serious Talk About the Science of Tech "Addiction" - 0 views

www.wired.com/...-the-science-of-tech-addiction

addiction tech

shared by Sean McHugh on 02 Feb 18 - No Cached
  • Anxieties over technology's impact on society are as old as society itself; video games, television, radio, the telegraph, even the written word—they were all, at one time, scapegoats or harbingers of humanity's cognitive, creative, emotional, and cultural dissolution. But the apprehension over smartphones, apps, and seductive algorithms is different. So different, in fact, that our treatment of past technologies fails to be instructive
  • To combat addiction, you have to discard the addicting substance," Turkle wrote in her 2011 book Alone Together: Why We Expect More from Technology and Less from Each Other. "But we are not going to 'get rid' of the Internet. We will not go ‘cold turkey’ or forbid cell phones to our children. We are not going to stop the music or go back to the television as the family hearth.
  • it's really hard to do purely observational research into the effects of something like screen time, or social media use," says MIT social scientist Dean Eckles, who studies how interactive technologies impact society's thoughts and behaviors. You can't just divide participants into, say, those with phones and those without.
  • ...3 more annotations...
  • that 0.36 percent means that 99.64 percent of the group’s depressive symptoms had nothing to do with social media use.
  • In datasets as large as these, it's easy for weak correlational signals to emerge from the noise. And a correlation tells us nothing about whether new-media screen time actually causes sadness or depression
  • research on the link between technology and wellbeing, attention, and addiction finds itself in need of similar initiatives. They need randomized controlled trials, to establish stronger correlations between the architecture of our interfaces and their impacts; and funding for long-term, rigorously performed research
Sean McHugh

Ten Kid-Friendly Rules for Texting With Respect and Dignity | Psychology Today - 0 views

www.psychologytoday.com/...es-texting-respect-and-dignity

digital citizenship Instant messaging' IM

shared by Sean McHugh on 12 Jun 18 - No Cached
  • “What is the “right” age for youngsters to begin texting and using social media?”
  • If you wouldn’t say something to a person’s face, don’t send it via text or the internet.
  • Don’t gossip about other people
  • ...8 more annotations...
  • Once you share something online, you lose control of where it goes, who can forward it, who will see it, and how it can potentially be used.
  • Never post a photo or message that you wouldn’t want “everyone” to be able to view.
  • Once you put something out there online, it’s almost impossible to take it back.
  • In this immediate world of instant messaging and constant contact, you may be tempted to say whatever comes to your mind in a given moment. Don’t give in to the temptation.
  • You have the ability to instantly end a digital conversation and should plan to do so the minute you recognize that cruelty has begun.
  • there is a very, very, VERY big difference between real friends and online followers
  • make sure that the only person who is speaking for you is YOU
  • Your accounts are your accounts. It is in your best interests not to let any friend—even a best friend—post or text from your account. Ever.
Sean McHugh

Defining Technology Integration (Part 2) | Larry Cuban on School Reform and Classroom P... - 0 views

larrycuban.wordpress.com/...-technology-integration-part-2

edtech integration

shared by Sean McHugh on 29 May 17 - No Cached
  • I wanted a definition that got past the issue of access to glittering new machines and Gee Whiz applications. I wanted a definition that focused on classroom and school use aimed toward achieving teacher and district curricular and instructional goals. I wanted a definition that put hardware and software in the background, not the foreground. I wanted a definition grounded in what I heard and saw in classrooms, schools, and districts.
  • “Technology integration is the routine and transparent use in learning, teaching, and assessment of computers, smartphones and tablets, digital cameras, social media platforms, networks, software applications and the Internet aimed at helping students reach the district’s and teacher’s curricular and instructional goals.”*
  • The devices and software are not front-and-center but routinely used in lessons
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