Internet and teenagers., Online social networks., Teenagers -- Social life and customs -- 21st century., Information technology -- Social aspects., COMPUTERS / Web / Social Networking., SOCIAL SCIENCE / Media Studies., FAMILY & RELATIONSHIPS / Life Stages / Teenagers., Jugend., Medienkonsum., and Soziale Software.
An absolutely essential read, written by a leading expert, for anyone who wants to understand young people's use of social media. What is new about how teenagers communicate through services such as Facebook, Twitter, and Instagram? Do social media affect the quality of teens' lives? In this book, the author a youth culture and technology expert uncovers some of the major myths regarding teens' use of social media. She explores tropes about identity, privacy, safety, danger, and bullying. Ultimately, she argues that society fails young people when paternalism and protectionism hinder teenagers' ability to become informed, thoughtful, and engaged citizens through their online interactions. Yet despite an environment of rampant fear-mongering, she finds that teens often find ways to engage and to develop a sense of identity. Her conclusions are essential reading not only for parents, teachers and others who work with teens, but also for anyone interested in the impact of emerging technologies on society, culture and commerce in years to come. Offering insights gleaned from more than a decade of original fieldwork interviewing teenagers across the United States, she concludes reassuringly that the kids are all right. At the same time, she acknowledges that coming to terms with life in a networked era is not easy or obvious. In a technologically mediated world, life is bound to be complicated. -- Publisher description.
TEACHERS, SELF-confidence, MASTER'S degree, DIGITAL technology, and EDUCATIONAL technology
Teacher confidence with technology is essential during times of rapid changes in digital technologies. In this study, we draw on theoretical accounts from creativity research and the educational technology literature to characterize an approach to teaching--a creatively focused technology fluent (CFTF) mindset. Following our work with five cohorts of educational technology master's degree students in hybrid classes designed to support this mindset (n = 74), we report evidence on such an approach. Teachers reported growth in their confidence in using not only technologies they directly experienced but also significant increases in confidence with technologies overall (even with tools they did not use/learn). We discuss implications of these findings with an emphasis upon how teacher educators can support creative teaching with technology regardless of the available technologies. [ABSTRACT FROM AUTHOR]