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Our challenge is to find ways to teach our children how to navigate the rapidly moving digital present, consciously and reflectively.

the "one life" perspective says the opposite, that it is precisely our job as educators to help students live one, integrated life, by inviting them to not only use their technology at school, but also talk about it within the greater context of community and society.

The tie that binds us to our ancestors is that both ancient and digital-age humans crave community

What they do online can have a severe repercussions on their real life if not properly instructed on digital safety issues and this is where digital citizenship fits in.

“The Digital Diet: The 4-Step Plan to Break your Tech Addiction and Regain Balance in Your Life.

Children’s days are over-scheduled with sports, arts, functions and additional classes. Yet the need to connect and socialize has not gone away in these overly adult-managed times.

Many of the young people interviewed here said they would actually rather be hanging out with friends in real spaces than posting updates in online spaces, but the hemmed-in reality of their lives makes that nearly impossible.

We teachers are not “digital immigrants.” We are their guides, and our role, along with parents, has never been more important, nor more complicated.

Students have always faced distractions and time-wasters. But computers and cellphones, and the constant stream of stimuli they offer, pose a profound new challenge to focusing and learning.

“Their brains are rewarded not for staying on task but for jumping to the next thing,”

Unchecked use of digital devices, he says, can create a culture in which students are addicted to the virtual world and lost in it.

You hear two opinions from experts on the topic of what happens when kids are perpetually exposed to technology. One: Constant multitasking makes teens work harder, reduces their focus, and screws up their sleep. Two: Using technology as a youth helps students adapt to a changing world in a way that will benefit them when they eventually have to live and work in it. Either of these might be true. More likely, they both are. But it is certainly the case that these kids are different—fundamentally and permanently different—from previous generations in ways that are sometimes surreal, as if you'd walked into a room where everyone is eating with his feet.

It's as if Beatlemania junkies in 1966 had had the ability to demand "Rain" be given as much radio time as "Paperback Writer," and John Lennon thought to tell everyone what a good idea that was. The fan–celebrity relationship has been so radically transformed that even sending reams of obsessive fan mail seems impersonal.

The teens' brains move just as quickly as teenage brains have always moved, constructing real human personalities, managing them, reaching out to meet others who might feel the same way or want the same things. Only, and here's the part that starts to seem very strange—they do all this virtually. Sitting next to friends, staring at screens, waiting for the return on investment. Everyone so together that they're actually all apart.

What’s important isn’t that parents micromanage their kids or track their behavior, but whether they have an open relationship that allows for communications about important life events and values.

According to Livingstone and Blum-Ross ‘screen time’ “is an obsolete concept. As digital media become integrated into all aspects of daily life, it is more important to consider the context and content of digital media use, and the connections children and young people (and parents) are making, or not, than to consider arbitrary rules about time.”