10 Things to Know About How Teens Use Technology

Amanda Lenhart spoke about how teens use technology and about youth social and emotional experiences in social media spaces.

This June 2010 talk takes a "true or false" format that confirms, complicates or debunks conventional wisdom about teens and young adults and their use of cell phones, social media, their creation of content and attitudes towards online privacy.

At the School Library Journal Leadership Summit 2011, Pew Internet Director Lee Rainie looked at the “state of reading” in the digital age by going through Pew Internet data about how teens use the internet, smartphones, and social networking sites. He argued that reading is now 1) raw material for further creation; 2) real-time in the mobile age; 3) a “social contact sport” as teens share reading and other media and learn from them.

Amanda Lenhart presented to the Education Writers Association Annual Meeting. This presentation offers an overview of the findings and insights from the Writing, Technology and Teens report. The report and the presentation examine the intersection between writing and technology for teens, in both the academic and social spheres. 4/25/08

In this wide-ranging new talk that was given as a part of Dartmouth College’s Strategic Planning process and their “Leading Voices in Higher Education Speaker Series http://strategicplanning.dartmouth.edu/aspire/leading-voices-in-higher-education-speaker-series, Amanda Lenhart talked about the technological milieu of today’s teens and college students as they grew from children to young adults and the ways in which each major new technological development disrupted our previous communication strategies. The talk also explored the ways that social media is changing campus culture as well as how digital tools are changing where learning happens – MOOCs and mixed classes, flipped classrooms – as well as how it occurs for K-12 as well as within higher education. To view all 71 minutes of the talk and Q &A, as well as shorter video on the future of the university, please visit: http://strategicplanning.dartmouth.edu/aspire/amanda-lenhart

The document summarizes findings from the Pew Research Center's survey on teens' use of mobile devices and texting. Some key findings include: - The median number of texts sent per day by teens has risen from 50 in 2009 to 60 in 2011, with older teens, boys, and black teens showing the largest increases. - Texting is the dominant mode of daily communication for teens, exceeding phone calls, in-person socializing, and social media use. However, the frequency of voice calls between teens has declined. - About one in four teens now own a smartphone, with ownership highest among older teens ages 14-17. Smartphone owners are more likely to engage with other mobile technologies like tablets.

Teens, trends in communications and revolutions. What happens when you have a large group of under-utilized, socially active youth armed with abundant technology? This is perhaps the greatest social experiment of our time.

1) The document discusses research from the Pew Internet Project on teens' technology use and relationship with libraries. 2) Key findings include that teens live in different information and learning ecosystems than the past, with high levels of internet and mobile device use. 3) While teens use libraries and librarians more than other groups, they may not feel as strong an attachment to libraries and have their own priorities for library services.

Millennials will benefit and suffer from their hyperconnected lives according to experts surveyed. While some believe millennials will be adept decision makers by accessing information online, others expect that constant connectivity will lead to shallow thinking and lack of focus. The document calls for education reform to teach skills like critical thinking, synthesis, and focus to help youth succeed in an online world.

This document summarizes trends in teen communication and their implications for public health campaigns. It finds that while 73% of online teens use social media networks, blogging has declined 50% and only 8% use Twitter. Teen mobile use is also increasing, with 95% of teens owning cell phones. As teens shift to mobile communication, successful public health campaigns will need to adopt multi-pronged, mobile-friendly approaches to reach different groups of teens.

The document summarizes findings from a Pew Research Center study on how American teens navigate social media. Some key findings: - 88% of teen social media users have witnessed online cruelty. 15% have been targets themselves. - While most teens (69%) feel peers are mostly kind online, their views are less positive than adults (85%). - Teens report both positive (78%) and negative (41%) personal outcomes from social media interactions.

The document discusses how digital technologies and the internet are shifting the landscape of learning. Broadband facilitates networked learning through links and multimedia. Social media aids peer-to-peer learning as people share content and expertise online. Mobile connectivity alters learning venues and expectations as people access information anywhere through their phones. These changes are giving rise to new kinds of learners who are more self-directed, collaborative, and oriented towards producing knowledge.

In the opening keynote, “Networked Learners,” Lee Rainie discusses the latest findings of the Pew Research Center's Internet & American Life Project about how teenagers and young adults have embraced technology of all kinds — including broadband, cell phones, gaming devices and MP3 players. He describes how technology has affected the way “digital natives” search for, gather and act on information. Learn more at: http://pewinternet.org/Presentations/2009/52-Networked-Learners.aspx

Amanda Lenhart spoke at the 2012 Lawlor Summer Seminar (http://storify.com/TheLawlorGroup/summer-seminar-day-one) in Minneapolis, where she discussed the rise in smartphone ownership among youth, the demographics of mobile phone ownership and the changes wrought as youth begin to have access anytime, anywhere to people and information.

The document discusses research into whether the internet makes children smarter today. It describes conducting a survey of 30 parents about their children's internet use. The results show that most parents allow their children to use the internet, which 80% agree helps children perform better educationally and enjoy learning. However, 90% also feel it can make children lazy. Overall, 70% of parents believe the internet is making children smarter today by providing educational resources and interactions online from a young age. The researcher concludes the hypothesis that the internet improves children's intelligence is proven true. Some recommendations include parents spending more time online with children and setting reasonable limits on internet use.

The document discusses research and writing in the digital age. It notes that while the internet makes research easier through greater access to information, it also poses challenges like information overload and requiring more sophisticated research skills to evaluate sources. Students most commonly use search engines like Google and Wikipedia for research, along with peers and social media, though teachers believe traditional sources remain important. Overall, the document examines how digital technologies are changing research behaviors but also presents opportunities to teach vital digital literacy skills.

The document discusses digital technology trends impacting libraries based on a presentation by Kristen Purcell from the Pew Research Center. It finds that wireless internet and mobile use is growing rapidly in the US, especially among younger and minority groups. Social media use is also increasing among both adults and teens. E-reader and tablet ownership is rising, especially among more educated and affluent groups. The presentation recommends that libraries position themselves as nodes in patrons' information networks by providing expertise, recommendations, and opportunities for participation and customization of content.

This document discusses various ways that teachers have incorporated students' mobile technologies into classroom learning. It provides examples of teachers who have had students: - Take photos on field trips and upload them to document findings. - Develop avatars to take oral exams on mobile devices to improve engagement. - Use text messaging to participate in class activities like submitting vocabulary words or science facts. - Create mobile podcasts and videos to document events like presidential inaugurations. The examples illustrate how teachers have shifted from banning mobile devices to allowing their use to enhance participation and engagement in learning activities.

Bullying and cyberbullying are serious community concerns. Bullying is intentional harm inflicted through physical, verbal, or emotional means. Cyberbullying uses electronic devices to harm others. Both forms of bullying can have tragic consequences like suicide. The document discusses the effects of bullying on victims, bullies, and witnesses. It provides statistics on technology use and bullying in Napa County schools. The community group aims to educate different audiences through presentations and raise awareness of the issue and how to address it.

What Do You Need To Know For Marketing To Digital, Mobile And Social Teens? - The digital landscape from a teen's perspective - Social media facts and figures related to teen media usage - Five tips to sparking valuable conversations through engaging content

This document discusses using social media as an extension professional working with youth. It provides an overview of teen use of the internet, mobile phones, and social networks. Key points include that teens are leading users of new technologies and 96% have joined social networks. However, access to high-speed internet and technologies varies along socioeconomic lines. While social networking helps teens feel connected, it can also negatively impact girls' emotional safety and reputations. The document questions how social media should be used appropriately with teens and provides references for developing social media policies.

This document discusses the increasing prevalence of technology use among students and argues that schools should embrace students bringing their own technology, such as cell phones, into the classroom. It notes that most students now own cell phones and other mobile devices, which they use frequently outside of school for communication, research, social networking, and games. However, schools have been slow to incorporate these tools into learning. The document outlines several benefits of allowing student technology, including improved access, skills that employers desire, and alignment with how digital natives prefer to learn. It also addresses common concerns around distraction, cheating, and privacy, arguing that current banning policies are not effective and students need education on appropriate usage.

This document discusses the use of cell phones in K-12 education. It provides statistics showing high cell phone ownership rates among students and discusses how cell phones can be used as a learning tool. Examples are given of teachers having students use cell phones for activities like podcasting, blogging, interactive brainstorming and scavenger hunts. Concerns about cheating and inappropriate use are addressed, as well as the need to teach digital citizenship and safety. The document advocates for setting clear rules and getting student and parent buy-in when allowing cell phones in class.

This document discusses the use of cell phones in K-12 education. It provides statistics showing high cell phone ownership rates among students and discusses how cell phones can be used for learning activities like note taking, organization, language practice, and podcasting. Examples are given of teachers having students use cell phones for projects, assignments, and interactive activities. The document also addresses concerns around cheating and inappropriate use, and provides examples of schools that have implemented cell phone policies and lessons on digital citizenship and safety. Overall, the document argues that cell phones, if used appropriately, can support learning in the classroom.

This chapter discusses characteristics of the Net Generation, born around the time the PC was introduced. It explores how they have grown up with widespread access to technology and are highly digitally literate. Key points include that the Net Generation is always connected, expects immediacy in responses and information, and prefers experiential and social styles of learning, often in teams. Their literacy may be more visual than textual due to access to digital media.

Associate Director of Research Kristen Purcell gives an overview of teen online behavior in this talk to the You Adult Library Services Association.

This document summarizes research from a Pew Internet survey on teens' use of the internet and communication technologies. It finds that while many commonly held beliefs about teens and technology are exaggerated or untrue, social networking is increasingly popular among teens with 73% using sites like Facebook. However, not all teens have access, with digital divides still existing along socioeconomic lines. Overall, the report suggests teens' internet use is diverse and changing, with cell phones becoming a primary access point and content creation remaining steady but shifting platforms.

The document summarizes key findings from two recent studies on teen communication and social media use. The Pew Internet study found that teen internet and cell phone use is highest among white, educated, higher-income teens and that girls and boys use social media equally. However, girls ages 14-17 are heavier Twitter users. The Girl Scout study found that while social media helps teen relationships, many girls exaggerate their online image and half don't practice safe social media behaviors despite intentions to. Both girls' emotional safety and reputations are at risk online from negative experiences.

Libraries are the living, breathing internet that existed long before the digital network that we know today. They are the connected nodes of information and community exchange that we have relied on to communicate, collaborate, share resources and preserve knowledge in our societies for centuries. But there are concerns about the future of physical libraries, given that so many of us have easy access to virtual libraries of information on our computers at home. Recent Pew Internet Project research examines technology use by teenagers and suggests how the behavior and expectations of young internet users might shape the libraries of the future.

Computer ethics is a part of practical philosophy which concerns with how computing professionals should make decisions regarding professional and social conduct.

This document provides an overview of 21st century learners and how technology is impacting education. It discusses how students today are digital natives who are used to learning collaboratively using technology anytime and anywhere. Research shows students want to use their own devices in school. The document also explores how skills like social media use and video games are becoming important for jobs and citizenship. Several examples are given of K-12 schools integrating technology through projects using cell phones, wikis, podcasting and gaming. Challenges and debates around technology in education are also summarized.

Associate Director Kristen Purcell's keynote address at the Museums and the Web annual conference, held April 6-10 in Philadelphia, PA.

The document discusses the impact of social networking and technology on adolescents and parenting challenges. It notes that 9th graders feel more connected to technology than their parents, and parents struggle to relate to their technology-immersed children. The document also covers statistics on social networking site usage, risks of online pornography and sexual solicitation for teens, and the prevalence of cyberbullying among adolescents.