Parenting in the digital age in CHINESE
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For a community-run event held in Dalian, China. Thanks to Rachel for organizing this event and for her live translation, and to Joan, my secretary, for the slide translations. Original version can be found here: http://www.slideshare.net/datruss/parenting-digitalageslideshare
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Parenting in the digital age in CHINESE
- 1. Parenting in the digital age 数字时代中父母对子女的教育 主讲人：大卫 特鲁斯 A presentation and workshop by David Truss
- 2. Please visit http://raisingdigitalkids.wikispaces.com/ 请登录网站 ‘ Handout’ notes: http://raisingdigitalkids.wikispaces.com/ Engaging-with-kids 资料获取请登录
- 3. About David Truss 关于大卫 特鲁斯 A husband and father to two girls, 9 and 11 years old 丈夫与父亲 ，有两个女儿，一个 9 岁，一个 11 岁 Principal of Dalian Maple Leaf Foreign Nationals School 大连枫叶外籍子女学校 校长 Blogger about Education, Technology and Learning 写 关于教育，科技，学习方面 博客的人 http://pairadimes.davidtruss.com/black-and-white-education/
- 4. • Children’s use of technology (and our own) 孩子们应用 科技（我们也是） Learning Intentions （学习的目的） : We will examine, explore and question… 我们将调查，探索，询问
- 5. • Potential challenges around technology use 使用科技，周围潜在的 挑战
- 6. • Practical, proactive parenting strategies - to maintain connections with children - to guide children in appropriate and safe use 实用性，前瞻性，在教育子女方面 父母的策略 - 保持与孩子的沟通 - 引导孩子适当的、安全的使用
- 7. Where to find support and resources to better understand these issues 那里可以找到 帮助和资源 ， 更好的理解这些问题
- 8. • Children’s use 孩子们应用 • Challenges 挑战 • Parent strategies 父母的策略 • Resources 资源 Learning Intentions （学习的目的） : We will examine, explore and question… 我们将调查，探索，询问
- 9. Have you ever? 你是否曾经 ？ Clicked on a Pop-up advertisement? 是否点击弹出对话框的广告 Or believed that something online was ‘free’? 或者相信网上一些在线“免费”？
- 10. Have you ever? 你是否曾经？ Given up trying to find information online? 放弃在网上找寻一些信息？ Spent time at work ‘surfing’ the net? 在工作时间网上“冲浪” Found something ‘bad’ that you were were not looking for? 找到一些“不好”的，不是你想寻找 的信息
- 11. Have you ever? 你是否曾经？ Given out your email password to a website? (Or other private information?) 在互联网上给出你自己邮箱的密码 （或者其他私人信息？）
- 12. 我一遍遍的告诉妈妈不要点击那些假的东西！！！ 她从来不听 他为什么对互联网这么不入门 @_@ 如果她的电脑中了病毒，她最好不要跟我说… Steering Clear of Cyber Tricks by the YouTube Team http://www.youtube.com/v/MrG061_Rm7E
- 13. Have you ever? 你是否曾经？ Signed up for a social network? 在社交网络中登陆？ （脸谱网以外 ? ） (Besides Facebook?)
- 14. Have you ever? 你是否曾经？ Sent your kid a text? 给你的孩子短信？ (Besides making plans to pick them up, or asking them where they are or if their homework is done?) （除了告诉他们接他们的计划或者 问他们在哪里，作业是否写完了？）
- 15. Have you ever? 你是否曾经？ Shared a photo online? Or downloaded a song? 在网上共享照片 ? 或者下载歌曲？ Made an online friend? (That you have never met.) 交网友？（从未谋面的 . ）
- 16. Bulletin Board by www.cybertipline.com http://www.youtube.com/v/ja8xtQNQYDQ
- 17. Tell-All Generation Learns to Keep Things Offline In the Pew study, to be released shortly, researchers interviewed 2,253 adults late last summer and found that people ages 18 to 29 were more apt to monitor privacy settings than older adults are , and they more often delete comments or remove their names from photos so they cannot be identified. Younger teenagers were not included in these studies… New York Times http://www.nytimes.com/2010/05/09/fashion/09privacy.html?th&emc=th
- 19. Tell-All Generation Learns to Keep Things Offline 告所有年龄段的人学会把一些东西从网络上删除 In the Pew study, to be released shortly, researchers intrviewed 2,253 adults late last summer and found that people ages 18 to 29 were more apt to monitor privacy settings than older adults are , 从 18 到 29 岁比起年长的人更注意对自己的的私人信息保密 and they more often delete comments or emove their names from photos so they cannot be identified. Younger teenagers were not included in these studies… New York Times http://www.nytimes.com/2010/05/09/fashion/09privacy.html?th&emc=th
- 20. As a kid, did you ever? 作为孩子，你是否曾经？ Go somewhere your parents didn’t want you to go? (Or break your curfew?) 去一些你父母不想让你去的地方 ( 或者打破宵禁令 )
- 21. As a kid, did you ever? 作为孩子，你是否曾经？ Do something dangerous? (Or just really stupid?) 做一些危险的事情？ （或者只是做一些愚蠢的事情）
- 22. As a kid, did you ever? 作为孩子，你是否曾静？ Ignore your parent’s advice? 忽略你父母的建议？
- 23. As kids, we took risks , and chances … 作为孩子，我们承担 风险，敢于冒险…
- 24. Many we remember fondly, and many that we would not want our children to repeat! 很多我们会思念， 很多我们不想让我们 的孩子重蹈覆辙！
- 25. We did most of this outside of our parent’s knowledge . 我们做的事情很多都 超过了我们父母的知识范围
- 27. Two key ways that we learn something are: 两种主要学习方式： Trying something new 1. 尝试学习新的东西 2. Making mistakes 2. 犯错误 Our children will make mistakes… 我们的孩子将犯错误 How do we handle this? 我们如何处理？ How do we minimize the risk? 我们如何将风险减小到最低 How do we permit them to learn? 我们如何允许他们学习？
- 28. Questions? 问题？
- 29. YOUTH SAFETY ON A LIVING INTERNET: REPORT OF THE ONLINE SAFETY AND TECHNOLOGY WORKING GROUP JUNE 4, 2010 BACKGROUND & CONTEXT YOUTH SAFETY ON A LIVING INTERNET: REPORT OF THE ONLINE SAFETY AND TECHNOLOGY WORKING GROUP JUNE 4, 2010 • It takes a “toolbox” – holistic approach, that is appropriate to a child’s age/development • To children, technology is embedded and not an add-on to face-to-face life. • More internet content is created by children, so: • Safety and protective education are more important than ever! http://www.ntia.doc.gov/reports/2010/OSTWG_Final_Report_060410.pdf
- 31. • It takes a “toolbox” – holistic approach, that is age appropriate to a child’s age/development Let’s start here: • To children, technology is embedded and not an add-on to face-to-face life. • More internet content is created by children, so: • Safety and protective education are more important than ever! • 利用了一个“工具箱” - 整体的分析 ，合乎孩子的年龄 / 发展 我们从这里开始： • 相对于孩子，技术是嵌入在内的， 而不是上下叠加，或者面对面的生活。 • 更多的网络内容是孩子创造的，所以： 安全和受保护的教育比以前更重要
- 35. To the fish, water is invisible. 对于鱼，水是不可见的
- 37. Tech is invisible 科技：对 学生 来说 是不可见的…
- 38. Tech is invisible However… 科技：对 学生 来说 是不可见的…
- 39. This is a staged photo: 这是一幅分级图片
- 40. This is a staged photo: 这是一幅分级图片 Technology may be ‘invisible’, but we can choose how pervasive it will be. 科技可能是“不可见的”，但是我们可以选择如何遍布 My children do not have a phone, or a computer in their room; their computer time is monitored, and they ask before watching television or playing video games. 我的孩子们在自己房间没有电话、电脑，她们的上网时间是被控制的，在看电视和打游戏之前都需要征求我们意见
- 41. Tech is invisible Technology: It’s invisible to them… 科技：对她们来说是不可见的… It is invisible to us too! 对我们也是！
- 42. We are not known as ‘ The Phone Generation’. 我们不以“电话一代”而著称 Our parents are not known as ‘ The Car Generation’. It is invisible to us too! 对我们也是不可见的！ 我们的父母不以“汽车一代”而著称
- 43. What did your parents think about the amount of time you spent on the phone, or borrowing the car? What did these ‘tools’ provide you with? 这些“工具”给你带来了什么 你的父母怎么看待你 花费在电话上的时间 或者借一辆车
- 45. Don't fence me in by jen_kelsey on flickr We had more 我们比现如今的 FREEDOM 孩子又很多的 自由 than most kids do today!
- 46. BUT… 但是
- 47. Did you also watch a lot of TV as a kid? 你仍然像孩子一样经常看电视吗？
- 48. Back then we passively sat and watched this tool. 回去然后被动地坐在那里看这个工具！
- 49. “ I was a bit bored last week, so I edited some old Bert & Ernie episodes to the sound of M.O.P.'s Ante Up.” Film student: Stian Stianhafstad on YouTube http://www.youtube.com/v/21OH0wlkfbc Back then we passively sat and watched this tool. 回去然后被动地坐在那里看这个工具！
- 50. Now the tools are participatory and engaging ! 如今的工具更具有参与性，更生动！
- 51. Gaming can be very beneficial: + Fun, freedom, excitement, challenge + visual resolution + spatial coordination + hand-eye coordination (training for microscopic surgery) + Leadership & Cooperation skills 游戏可以是有益的： + 娱乐，自由，刺激，挑战 + 视觉分辨 + 空间协调 + 手眼协调 （显微镜下手术的时候训练） + 领导力 和 协调性
- 52. “… an effective World of Warcraft guild master amounts to a total-immersion course in leadership.” http://www.wired.com/wired/archive/14.04/learn.html “… 魔兽世界的有影响力的工会 会长需要具备完全的领导能力
- 53. 沉溺 Flow Theory - Mihaly Csikszentmihalyi Flow Theory - Mihaly Csikszentmihalyi 米哈里‧ 契克森米哈赖 沉溺理论 SKILLS 技能 CHALLENGES 挑战 Apathy 冷漠 Worry 烦恼 Anxiety 焦虑 Arousal 觉醒 FLOW Control 控制力 Relaxation 消遣 Boredom 厌倦
- 54. BUT… 但是
- 56. How much time is ‘used’ playing games? 玩游戏应该多长时间？ What games does your child play? 你的孩子玩什么游戏？ How often? 多久？ Is this a problem for your family? 在你的家里，这是个问题吗？
- 57. Online, you can also find a community with similar interests and passions... 在线，你也可以发现一个团体 有着相似的兴趣和爱好
- 61. Questions? 问题？
- 62. YOUTH SAFETY ON A LIVING INTERNET: REPORT OF THE ONLINE SAFETY AND TECHNOLOGY WORKING GROUP JUNE 4, 2010 SUBCOMMITTEE ON INTERNET SAFETY EDUCATION • Many access points makes monitoring difficult 很多的接入点让监控变得困难 • Predators & issues like ‘Sexting’ exist, but are not as prevalent as thought (or as media suggests) 捕食者 & 事件类似色情短信的存在，不像想象那么泛滥（或者犹如媒体所说的） • Cyber bullying is more prevalent than usually thought & starts younger than expected 网络方面的恃强凌弱远比想象的泛滥，比我们想象的年龄要早 • One size does not fit all – ‘levels of prevention’ 单一尺度不能满足所有层面的保护 • Non-fear-based, social norms education 不恐惧的基础，社会规范教育 YOUTH SAFETY ON A LIVING INTERNET: REPORT OF THE ONLINE SAFETY AND TECHNOLOGY WORKING GROUP JUNE 4, 2010
- 63. Common advice still heard today: 通常的建议仍然能听到 “ Keep your family computer in a central location.” 在家中央放一台电脑 But that advice isn’t enough anymore… 但是这个建议 远远不够高 • Many access points makes monitoring difficult
- 64. • Predators & issues like ‘Sexting’ exist, but are not as prevalent as thought (or as media suggests) Sexting definition: (a combination of the words "sex" and "texting"), it is the slang term for the use of a cell phone or other similar electronic device to distribute pictures or video of sexually explicit images. It can also refer to text messages of a sexually-charged nature. 色情短信定义：色情和短信两个词的组合。这个是俚语，在手机或者其他相似的电子设备中发送与性有关的清晰的图片和视频。这个词也可以同样指代和情欲有关的短信。
- 65. “ Predators go after kids that lack information/knowledge and kids that do not have clear boundaries about what is and what isn’t appropriate. 捕食者追逐那些信息 / 知识贫乏的孩子，孩子没有明确的界限不知道什么是合适的，什么不是。 This was confirmed with research where predators , who had at least 10 victims, were interviewed and asked what they looked for in a ‘target’ . 这是经与一项调查研究确认而来的结果，该研究采访了至少有侵袭过 10 名以上受害人经历的凶手（袭击者）。这些人都被询问了一个问题，那就是当他们在寻找目标时，他们最看中什么 Time and again they looked for the naive , uncertain , kids that had limited knowledge, or vocabulary , pertaining to sex.” 常常，他们寻找一些天真，迟疑不决的孩子，那些孩子知识有限，或者词汇有限 http://pairadimes.davidtruss.com/lets-talk-about-sex/
- 66. • Cyberbullying is more prevalent than usually thought & starts younger than expected Will your child come to you for help? 你的孩子会来帮助你吗？
- 67. “ If we (educators and parents) don’t participate with students online , then we run the risk of having misguided or inexperienced friends, or worse yet bullies, becoming greater influences than us in their lives. 如果我们（教育者和家长们）不与学生一起在线参与，那么我们将冒着误导，无经验的朋友，或者更坏的恃强凌弱的风险，在他们的生活中的影响比我们的大。 Gordon Neufeld calls it ‘peer orientation’ in his book, Hold On to Your Kids: Why Parents Need to Matter More Than Peers. ” http://pairadimes.davidtruss.com/facing-facebook/
- 68. Questions? 问题 ? Speaking of questions… 问问题？ How good are the questions you ask your kids? 有什么好的问题你可以问你的孩子们 ?
- 69. Sort Of Dunno Nothin' by Peter Denahy http://www.youtube.com/v/_veIGGP1Uh4
- 72. How much computer time should my child have? 我的孩子应该有多长时间在电脑上 http:// raisingdigitalkids.wikispaces.com /Parents-as-Partners
- 74. • Non-fear-based, social norms education 做 不做 理解 监管 联系 参与 沟通 禁止 控制 忽视 避免 不尊重
- 75. Remember this? 记住这个？ Parent <- Responsibility -> Child 家长 <- 责任 -> 孩子
- 76. Consistency Matters! 相容性事情 • Online Behavior • Respecting others • Being polite • Being kind to others • Appropriate language • Completing homework • Helping others • Respecting others 对其他人尊重 • Being polite 礼貌 • Being kind to others 和善 • Appropriate language 合适的语言 • Completing homework 完成作业 • Helping others 帮助其他人
- 77. Consistency Matters! High Expectations Matter! 高期待的事情 (A part of the continuum of things we monitor, model and mentor our kids about with high expectations for appropriate behavior.) • Online Behavior 上线行为 • Respecting others 尊重他人 • Being polite 礼貌 • Being kind to others 和善 • Appropriate language 适当的语言 • Completing homework 完成作业 • Helping others 帮助他人 连续性的一部人，我们监管，做示范，知道我们的孩子，期待他们有合适的行为。
- 78. Questions? 问题？ http://RaisingDigitalKids.wikispaces.com/ http://RaisingDigitalKids.wikispaces.com/ Engaging-with-kids
- 80. Parenting in the digital age A presentation and workshop by David Truss http://pairadimes.davidtruss.com Thank You for coming! http://raisingdigitalkids.wikispaces.com/
- 81. Presentation by David Truss http://pairadimes.davidtruss.com Photo and source credits (by slide #) 1 & 80 Digital Katie by David Truss 3 School Limits by David Truss on Toondoo 12 YouTube Comment by XDiamondXLoveX on YouTube 23-25 Dave Leaps by Ann Truss 26-27 Kai Leaps by David Truss on Flickr 34 & 35 Fisch by gertrudk on Flickr 36-41, & 63 Cassie, Invisible Tech by David Truss 42-43 Phone by Pete Prodoehl on Flickr 42-43 Classic Cars by hiro008 on Flickr 45 Don't fence me in by jen_kelsey on Flickr 50 World of Warcraft Wedding by Ramon Snellink on Flickr 57 Cleveland Public Library in SL: Life Size Chess Set by bcg8 on Flickr 58 web2.0 tools by function (Brian Solis & Jess3 by josemota on Flickr 66 & 75 The Bully Wins by David Truss on Toondoo Special Thanks to Dave Sands: http://connectandprotect.wikispaces.com/
Notes de l'éditeur
- Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/ Feedback is appreciated: http://pairadimes.davidtruss.com/contact If you use this presentation, I’d love to know how it went, and I have two requests: 1. Give credit for all images, resources and quotes, as I did. 2. Use a similar Creative Commons license: http://creativecommons.org/licenses/by-nc-sa/3.0/ Thank you!
- [In my slides I added these one-by-one.]
- [In my slides I added these one-by-one.]
- [In my slides I added these one-by-one.]
- [In my slides I added these one-by-one.]
- [In my slides I added these one-by-one.]
- Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- Discussed: -Pop-ups now have interactive games to draw kids in -Internet can be challenging to navigate/a distraction -Many get ‘stung’ by tricks and share too much online, not just kids [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- Two good topics to discuss: 1. Using communication methods like texting to ‘connect’ and not just to organize and plan. “I hope you are having a good day!” 2. The definition of a ‘friend’ extends to many more levels than we had growing up. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- I embedded this video. It relates more to the next slide, not the previous one. I also shared the internet archive here as well.
- This sounds good, BUT I talked about the false sense that teens and young adults have about monitoring privacy equating with actually privacy and described how we are as private as our LEAST private friend. Also talked quickly about digital permanency and the WayBackMachine. Relates well to the previous slide/video.
- This sounds good, BUT I talked about the false sense that teens and young adults have about monitoring privacy equating with actually privacy and described how we are as private as our LEAST private friend. Also talked quickly about digital permanency and the WayBackMachine. Relates well to the previous slide/video.
- See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- See the next 2 slides to understand where I was going with these questions. Might be good to have the audience share some of the things they did on Today’s Meet to look at for the first question period. [In my slides I added these one-by-one and made the previous questions grey to de-emphasize them.]
- The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
- The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
- The first of many slides emphasizing that kids today are meeting the same needs we did, and starting us thinking about the questions on the next slide.
- Not the only way to learn, but 2 important ways. Key questions for this presentation! The key message of the last three slides: Students aren’t doing anything ‘different’ than we were, they are just looking for the same things in a different place, (online).
- Not the only way to learn, but 2 important ways. Key questions for this presentation! The key message of the last three slides: Students aren’t doing anything ‘different’ than we were, they are just looking for the same things in a different place, (online).
- A good time to look at ‘Today’s Meet’ as well as answer audience questions.
- http://www.ntia.doc.gov/reports/2010/OSTWG_Final_Report_060410.pdf
- The first time I said this: http://pairadimes.davidtruss.com/warlicks-k12-online-keynote-06/ Why I added the word, ‘many’: There are some very tech savvy adults and some not-so savvy students around! I spoke about this metaphor, and how I am more Batman than Bork, adding things to my ‘utility belt’ whereas students embed tools into their daily lives. I also mentioned Mark Prensky and the idea of ‘digital natives’: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pd -Although I mentioned this is just My key point is coming in the next few slides.
- A great metaphor that my friend Dave Sands uses in his parent presentations.
- They live in a liquid environment, but they don’t ‘see’ the water around them.
- Note: One (important) tool that I accidently missed putting in this image was a cell phone.
- This is one of the several time in this presentation that I talk about the importance of parents being decision makers in the technology use of their children. See http://raisingdigitalkids.wikispaces.com/Engaging-with-kids “… The younger your child is, the more the decisions should be made for them, the older they are, the more involved they should be in the decision making... but parents still have final say!
- This is something we also need to realize.
- Phones were around before our generation, but we were probably the first generation to have multiple phones in the house and perhaps even in our bedrooms. Cars were around before our parents, but they were probably the first generation to have more than one car around whereby they could ‘borrow’ one from mom and dad freely. Note: Presenting this in China to an international audience I was keenly aware that these examples may have a North American bias!
- “ What did these ‘tools’ provide you with?” - Discussion I created a .doc of this slide that I went to after this slide and had the participants create a list of answers. A copy of this document can be found here: http://raisingdigitalkids.wikispaces.com/file/view/Parenting-Digital-Age-Tech-Audience-List.doc The next slide has a list already, (as related to kids, not adults). Discuss similarities on this kid’s list and the one you create with parents. Here are some that my participants came up with through this activity: • Communicate with friends •Time saved •Relationships •Risk taking •Freedom • Connection •Friendships •Source of info •Independence •Privacy •Daring [The 2 nd sentence came up first, then the 1 st /top sentence came up and the 2 nd one faded to grey.]
- Continued discussion about what ‘technology’ tools like phones and cars provided ‘us’ and how the ‘needs’ of children today are being met online. Emphasis again that kids today want the same things we did, they just look in different places, and they are forced to seek these online because of a point made on the next slide… [*Presentation notes: I have an Apple MacBook and I used ‘Spaces’ so that my Powerpoint was in one space and my opened document (mentioned and linked to in the slide notes of the previous slide) was in another. That way I could cut back and fourth between spaces (using Exposé) without having to restart the Powerpoint.]
- I got to stay out until the street lights came on and my parents really had no idea where I was! Is that true today for most kids? Probably not! For many kids, they are always ‘within sight of us’ until they get online.
- I watched hours and hours of tv. I sat watched and re-watched silly sitcoms and cartoons.
- I embedded the video over the TV screen. Although this is an example from a young adult rather than a kid, it exemplifies how even television shows are no longer just a passive thing. There is a whole subculture that does this to Japanese Anime, some creating music videos and some creating whole new storylines.
- Gaming is something (that can be) very social these days, this is a wedding happening in World of Warcraft. Every avatar in the image represents a real person that chose to participate in this social event. [I actually had this gaming image imposed over the TV from the previous slide and then the TV faded out as the laptop faded in.]
- Do you want your pilot landing at one of the busiest airports in the world without having practiced a few simulated landings first?
- The complexity in decision-making, teamwork and people skills in gaming today can be more meaningful training than an MBA! http://www.wired.com/wired/archive/14.04/learn.html
- 10 minutes of fun feels like 3, and 10 minutes of boredom feels like an hour. Time flies when we are in flow. Video game makers have this all figured out. (Educators can learn a lot from the gaming industry!)
- There can be issues of ‘gaming life’ being more engaging, interesting and participatory than ‘real life’. A real discussion with a parent who was driving her son home in their car: “Mom, you get 100 points if you hit that pedestrian” –It was meant as a joke, but is that the kind of joke we want ‘our’ kid thinking is funny?
- “ How often is your child gaming or online?” There are no ‘right’ answers to this, what is important is that it is discussed and parameters are set as a family.
- I couldn’t find one of these relating specifically to where kids connect online, but the idea here is that there are so many social spaces online where people of all ages are creating community around different interests.
- This list is from slide 28.
- Again, don’t spend long here, each point will be presented in the following slides.
- It’s still good advice, but when the internet goes into their bedrooms through other tools as well, expectations need to be set.
- Sonya Livingston London School of Economics: In 1,000,000 children 5 of them molested on the internet, and 50,000 of them in the home or the neighbourhood! (Info heard hear: http://blip.tv/file/3333374 via Howard Rheingold)
- Teaching your child about online safety and increasing their background knowledge, (very relevant to sex education as well), is an excellent way to keep them safe.
- This is an important question. If they don’t go to you, then who do they go to?
- The cartoon on slide 51 can also be seen on this post. http://pairadimes.davidtruss.com/facing-facebook/
- After the questions I added the: “ Speaking of questions… How good are the questions you ask your kids?” -As a lead in to the next slide/video
- I embedded this video. It serves as a light-hearted break in the presentation. It’s also good as a discussion point on kinds of conversations you have with you kids and also quality of the questions you ask.
- See the next slide…
- Pick one or two and talk about how to do these with kids.
- “ I can not answer this question for you!” Good questions on this subject, http://raisingdigitalkids.wikispaces.com/Parents-as-Partners Remember, even more questions can be found on this ‘hand-out’ page: http://raisingdigitalkids.wikispaces.com/Engaging-with-kids
- Fear doesn’t work… smoking warnings prove this. Another key point: “Support not punish” – This doesn’t mean that you can’t have consequences, but rather that you start with expectations and expected behavior. Without creating expectations, any changes to a family’s patterns of their digital tools use that is later ‘imposed’ seem like punishment.
- Again, you can pick one or two and share examples. My notes on blocking or banning as they relate to education: http://pairadimes.davidtruss.com/warning-we-filter-websites-at-school/ Filtering and controlling do far less than monitoring and engaging (participating) with your child.
- The key is creating a relationship where both parent and child know what their responsibilities are to each other.
- We want to be consistent and show high expectations around appropriate behavior in these areas. And... (Note the next slide.)
- … Online behavior is an extension of this, not something different with different behavioral expectations.
- Any last questions before I give you your homework?
- A chance to take what’s been learned beyond this presentation.
- Feedback appreciated! http://pairadimes.davidtruss.com/contact Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/
- If you add or delete slides, these slide numbers will change. Feedback appreciated! http://pairadimes.davidtruss.com/contact Blog post about this presentation: http://pairadimes.davidtruss.com/parenting-in-the-digital-age/