First of all, Dimitri A. Christakis, MD, writes a thought provoking editorial in the same journal as the paper entitled, “What to Do About the New and Growing Digital Divide?” Christakis writes:

We may be alarmed by the fact that 1 in 3 children report having friends that they have never met in person. This simple statistic reveals just how the Internet has changed children’s social networks.

We also may be alarmed that the majority of children shared personal information online including their real name, phone number, and address. We may be alarmed that 20% of children reported unwanted interpersonal victimization online.

Should we be alarmed? Perhaps. In an earlier post I describe being online is like being in a big city with the red light district just around the corner. Kids will peek down those streets. Some will even venture onto them. And some will try to slip in the doors. The world is changing. There have always been kids that have lived in big cities with red light districts. As parents, many of us have avoided those neighborhoods for a reason. But today, the neighborhoods are coming to us. It’s time we teach our kids responsible street behavior, just like parents and teachers do in big cities. Christakis continues:

Online victimization appears to be about as prevalent as in-person bullying, suggesting that it is not a new or added harassment but rather uses a different format.

The most salient risk factors for victimization found in the study by Ybarra et. al. are just what parents might expect: talking about sex with someone known only online and being rude or nasty oneself. The ways children put themselves at risk in the virtual world appears to mirror the ways they do in the real one.

So, if a door swings open and a child gets an “unintentional” peek at the dark side of bedroom behavior, what happens? What emotional trauma occurs? Well, actually, no one really knows. The Ybarra summary report admits:

There is still no research that sheds light on whether, how, or under what circumstances involuntary exposure to pornography may trigger adverse responses in youth. Clearly the extent of exposure is great enough that even if adverse effects occur to only a small fraction of youth, the numbers in absolute terms could be fairly large. Researchers in the field of sexual development do not know whether there are important “primacy effects” relating to early exposure of youth to sexual material or what the effects of such exposures might be on
anxieties, normative standards, or patterns of arousal in some youth (Escobar-Chaves, et al., 2005; Rich, 2005).

Hmm …interesting, especially since research does show lack of sexual knowledge has been shown to lead to sexual dysfunction. I’m not advocating children intentionally be exposed to pornography, but I do think we should be taking into account our own cultural bias towards sexuality when we begin wondering what harm unintentional exposure might cause. Much of Europe, for example, is very open-minded when it comes to sexuality.

The summary report concludes to say:

Obviously we need to look more closely at this problem to identify additional tools to decrease unwanted exposures.

I’m going to disagree. Pouring money into ineffective software solutions (i.e. “tools”), threats to ISPs, and mandates into public institutions to protect our children perpetuates the fear-based strategies we’ve been following since the first YISS. We need to shift strategies and teach responsible use and street smarts as kids venture out into the internet. Take a clue from Europe.

Can I have my *french* fries now?

Students in the UK can expect to get their examination results over the next couple of weeks through secure online services and even MySpace.

Ewan continues:

I have to say that I really like EdExcel’s effort to meet young people where they are and coax them through, instead of just pushing students initially to use an ‘official’ (read: boring) website.

There is something quite powerful happening here. An official education organization is actively embracing the social fabric of student’s lives. I still find many educators refer to MySpace as a four-letter word. Could this possibly be a sign of changing paradigms?

To be honest, the experiment did come with some problems, according to the BBC. But considering the popularity of such an effort, the attempt is worth applauding. The Scottish Qualifications Authority (SQA) has made a tremendous leap into the 21st century by their willingness to create their virtual office right in the midst of what many would consider a very questionable neighborhood.

As adults, many of us have much to learn about online social networking. We may play a part of it, yet hesitate to think that our children might be actively engaged as well. It’s like walking in a busy downtown knowing the red light district is just around the corner. Then finding out that your 13 year old is only a block away from you. What do you do?

How about communicate? There has never been a time of greater need for us to learn to communicate self-responsibility to our children. Online life is such an integral part of the social fabric of teenagers (and pre-teens!), we cannot close the door on internet activity AND we cannot shield our children from the red light districts tempting our children’s curiosity (or whatever dangers may lurk in the alleyways). The inherent openness and freedom of expression built into the web makes it virtually impossible to police. We, and our children, are left on our own to use it responsibly. But the web offers tremendous information and social resources that cannot be ignored. In reality, the downtown is virtual, and the dangers are simply a mouse-click to safety. But that choice must be understood and made appropriately.

Many years ago I helped stage a play (for which I cannot remember the title nor playwright!) which revolved around two brothers living alone in a house. The older was so protective of his younger brother, he would create these fantastical dangers to keep his sibling from ever leaving the house. As one might guess, the younger brother did manage to slip out occasionally. The absurdity in the play was the older brother’s lack of trust and narrow-minded belief that his sibling was better off shielded from the outside world. (Please let me know if you recall the name of this play!)

The play is a metaphor for today as parents and schools seek ways to shield youth from the dangers and temptations of the internet, rather than teaching responsibility and safety. If we expect our children to function as normal adults in the 21st century, we must impart trust, responsibility, and safety on their online activities.

I’ve been reading Cyber-Safe Kids, Cyber-Savvy Teens by Nancy E. Willard. She has some excellent and common sense strategies for educating parents and kids. I would highly recommend this book as a resource for parents with children of any age. She informs from kindergarten through high school and provides straightforward scaffolding strategies that are very age appropriate. I will summarize some of her key points in a post to follow.

Safe internet usage is neither contentious, nor political, but often has tragic implications for many youth who are not informed about the dangers of the internet. Rather than continuing to pressure ISPs and Web 2.0 content providers to mine their users for predators, isn’t it about time schools take on the role of teaching children safe internet practices?

As the internet has become a repository of the world’s information, it’s use in teaching and learning is an increasingly necessary part of common education. And yet, inappropriate content and sexual predators are an inherent part of the inclusive nature of the web. Abstinence is not a choice. Internet usage in business and professional practice has moved from a luxury to a necessity. The successful education of our youth requires use of the internet. And reports decry the necessity to address productivity skills for workers who have constant access to the internet. These skills should be addressed in tandem with higher-order thinking and collaboration.

Using the open internet for teaching and learning in the classroom provides an authentic opportunity to teach safe internet usage. Safe internet practices are extremely effective in avoiding inappropriate material. There are abundant websites providing information and safe surfing, and yet the core of the practices comes down to responsibility and common sense while using the internet. These are also necessary cognitive skills required for a digital workforce.

The sex education argument often turns to the question of who is better suited to teach the subject of sex. I would contend the logical answer would be the family, but even the government acknowledged this was not effective enough. Internet usage poses an additional generational issue. Using Marc Prensky’s language, the digital immigrants are going to have a difficult time teaching the digital natives how to practice safe surfing. Parents could take on the role of bridging the divide and teaching safe surfing, but I believe schools would be much more effective an environment for this.

I do realize many teachers are digital immigrants, yet just as many are taking the time to bridge the gap and integrate internet resources into their curriculum. I propose states adopt a curriculum standard for responsible internet usage and begin preparing children for this brave new digital world.