At the 29th Annual ACT Enrollment Planners Conference, Director Lee Rainie will highlight 13 things everyone should know about how today's teens use technology. With data from the Pew Research Internet Project's national surveys of teens and parents, Lee will highlight some critical ways digital tools are changing not only how teens communicate, but also how they gather information about the world and present themselves to others.
AWS Community Day CPH - Three problems of Terraform
13 Things to Know About Teens and Technology
1. 13
Things
to
Know
About
Teens
and
Technology
Lee
Rainie,
Director,
Pew
Internet
Project
July
23,
2014
ACT
–
College
Enrollment
Planners
Chicago
Email:
Lrainie@pewinternet.org
TwiHer:
@Lrainie
6. Stupid
NarcissisQc
Privacy
indifferent
MaterialisQc
AnQ-‐social
Mean
Especially
savvy
‘digital
naQves’
3)
Teens
are
not
an
alien
species
Teens
are
more
_____
8. 4)
Teens
have
tech-‐saturated
lives
• 95%
use
internet
/
~
three-‐quarters
have
broadband
at
home
74%
access
internet
on
mobile
device
–
25%
“cell
mostly”
internet
users
• 78%
have
cell
phones
/
47%
have
smartphones
– 80%
have
desktop/laptop
– 23%
have
tablet
computers
• 81%
use
social
networking
sites
– 76%
use
Facebook
-‐
24%
use
TwiHer
– Approx.
from
young
adult
data:
a
quarter
of
teens
use
Instagram;
1
in
7
use
Pinterest;
1
in
10
use
Tumblr
9. 5)
This
has
networked
informaQon
• Pervasive
/
portable
/
persistent
• Personal
via
new
filters
• ParQcipatory
/
spreadable
• Linked
• Replicable
and
editable
• Immediate
• Timeless
/
searchable
• Given
meaning
via
networks
/
algorithms
15. 10)
There
is
a
Yin
and
Yang
story
when
it
comes
to
the
way
this
affects
teens’
research
16. Online
survey
of
2,462
Advanced
Placement
and
WriQng
Teachers
77%
of
teachers
surveyed
say
the
internet
and
digital
search
tools
have
had
a
“mostly
posiQve”
impact
on
their
students’
research
work
87%
agree
these
technologies
are
creaQng
an
“easily
distracted
generaQon
with
short
aHenQon
spans”
17. 76%
of
the
teachers
in
this
study
strongly
agree
“the
internet
enables
students
to
access
a
wider
range
of
resources
than
would
otherwise
be
available”
76%
strongly
agree
that
internet
“search
engines
have
condiQoned
students
to
expect
to
be
able
to
find
informaQon
quickly
and
easily”
18. 65%
agree
to
some
extent
that
“the
internet
makes
today’s
students
more
self-‐
sufficient
researchers”
83%
agree
that
the
“amount
of
informaQon
available
online
today
is
overwhelming
to
most
students”
19. 90%
agree
that
“the
internet
encourages
learning
by
connecQng
students
to
resources
about
topics
of
interest
to
them”
71%
agree
that
today’s
digital
technologies
“discourage
students
from
using
a
wide
range
of
sources
when
conducQng
research”
20. Grading
students’
research
skills
7%
6%
11%
12%
19%
20%
20%
15%
26%
26%
29%
36%
38%
35%
37%
39%
26%
29%
33%
43%
24%
20%
21%
9%
0%
50%
100%
Ability
to
recognize
bias
in
online
content
PaQence
and
determinaQon
in
looking
for
informaQon
that
is
hard
to
find
Ability
to
assess
the
quality
and
accuracy
of
informaQon
they
find
online
Ability
to
use
mulQple
sources
to
effecQvely
support
an
argument
Understanding
how
online
search
results
are
generated
Ability
to
use
appropriate
and
effecQve
search
terms
and
queries
Excellent
Very
good
Good
Fair
Poor
21. What
is
the
future
of
learning?
-‐-‐
Shana
Ratner
(1997)
“Emerging
Issues
in
Learning
Communi1es”
New:
Learning
as
a
process
Knowledge
is
objecQve
and
certain
Old:
Learning
as
transacQon
Knowledge
is
subjecQve
and
provisional
22. New:
Learning
as
a
process
Learners
receive
knowledge
Old:
Learning
as
transacQon
Learners
create
knowledge
What
is
the
future
of
learning?
-‐-‐
Shana
Ratner
(1997)
“Emerging
Issues
in
Learning
Communi1es”
23. New:
Learning
as
a
process
Knowledge
is
organized
in
stable,
hierarchical
structures
that
can
be
treated
independently
of
one
another
Old:
Learning
as
transacQon
Knowledge
is
organized
“ecologically”-‐
disciplines
are
integraQve
and
interacQve
What
is
the
future
of
learning?
-‐-‐
Shana
Ratner
(1997)
“Emerging
Issues
in
Learning
Communi1es”
24. New:
Learning
as
a
process
We
learn
best
passively,
by
listening
and
watching
Old:
Learning
as
transacQon
We
learn
best
acQvely
doing
and
managing
our
own
learning
What
is
the
future
of
learning?
-‐-‐
Shana
Ratner
(1997)
“Emerging
Issues
in
Learning
Communi1es”
25. New:
Learning
as
a
process
Our
“intelligence”
is
based
on
our
individual
abiliQes
Old:
Learning
as
transacQon
Our
“intelligence”
is
based
on
our
networks
What
is
the
future
of
learning?
-‐-‐
Shana
Ratner
(1997)
“Emerging
Issues
in
Learning
Communi1es”
26. How
will
hyperconnected
Millennials
live?
hHp://pewinternet.org/Reports/2012/Hyperconnected-‐lives.aspx
28. Millennials’
future
• In
2020
the
brains
of
mulQtasking
teens
and
young
adults
are
"wired"
differently
from
those
over
age
35
and
overall
it
yields
helpful
results.
They
do
not
suffer
notable
cogniQve
shortcomings
as
they
mulQtask
and
cycle
quickly
through
personal-‐
and
work-‐related
tasks.
Rather,
they
are
learning
more
and
they
are
more
adept
at
finding
answers
to
deep
quesQons,
in
part
because
they
can
search
effecQvely
and
access
collecQve
intelligence
via
the
Internet.
In
sum,
the
changes
in
learning
behavior
and
cogniQon
among
the
young
generally
produce
posiBve
outcomes.
30. Millennials’
future
• In
2020,
the
brains
of
mulQtasking
teens
and
young
adults
are
"wired"
differently
from
those
over
age
35
and
overall
it
yields
baleful
results.
They
do
not
retain
informaQon;
they
spend
most
of
their
energy
sharing
short
social
messages,
being
entertained,
and
being
distracted
away
from
deep
engagement
with
people
and
knowledge.
They
lack
deep-‐thinking
capabiliQes;
they
lack
face-‐to-‐face
social
skills;
they
depend
in
unhealthy
ways
on
the
Internet
and
mobile
devices
to
funcQon.
In
sum,
the
changes
in
behavior
and
cogniQon
among
the
young
are
generally
negaBve
outcomes.
37. How
it
works
• MoBve
–
learning,
mastery,
producQvity
• Content
–
acQonable
info,
how-‐to
sensibility,
links
and
other
resources
• Device
–
desktop
/
laptop
• Engagement
–
full
aHenQon
–
verQcal
reading
• InfluenBals
–
trusted
brands
and
known
experts
(professional
and
amateur)
• ~
Mindshare
–
quarter
to
a
third
of
media
Qme
38. ImplicaQon
for
message
makers
• Engagement
strategy
–
Search
opQmized
/
findable
– AcQng
as
informaQon
sherpas
– Problem
solving
mindset
– Cut
and
paste
– FAQs
– How-‐to
videos
– Feedback
friendly
46. How
it
works
• MoBve
–
catching
up
/
checking
in
/
curiosity
• Content
–
news
(broad
definiQon),
social
updates
• Device
–
any
/
all
• Engagement
–
conQnuous
parQal
aHenQon
/
horizontal
scans
/
sharing
• InfluenBals
–
editors,
social
networks
• ~
Mindshare
–
quarter
to
a
third
of
media
Qme
47. ImplicaQon
for
message
makers
• Engagement
strategy
– Apps
– Smart
curaQon
– Customizable
filters
– Compelling
ecosystem
of
content
– Tagging
and
saving
for
future
immersion
– Social
network
mediated
– Serendipity
encounters
49. How
it
works
• MoBve
–
friend
grooming
• Content
–
social,
personal,
entertaining
• Device
–
all
• Engagement
–
parQal,
browsing
• InfluenBals
–
super-‐networkers
/
primary
nodes
in
the
network
• ~
Mindshare
–
10%
of
media
Qme
50. ImplicaQon
for
message
makers
• Engagement
strategy
– Social
networks
are
gatekeepers
– Spreadable
content
– Treat
central
network
nodes
like
tradiQonal
media
influences
– Enable
parQcipaQon
and
feedback
52. How
it
works
• MoBve
–
my
permissions
• Content
–
personalized,
anQcipatory
• Device
–
my
surroundings
• Engagement
–
immersive,
invisible
• InfluenBals
–
my
past
behavior,
analyQcs,
algorithms
• ~
Mindshare
–
most
waking
hours
53. ImplicaQon
for
message
makers
• Engagement
strategy
– SelecQve
product
placement
and
messaging
– Permission-‐based
monitoring
/
interacQons
– Careful
of
privacy
sensiQviQes
– Careful
of
too
much
“moneQzaQon”
54. MarkeBng
Myopia
What
business
are
you
really
in?
-‐-‐
Theodore
Levi8
Harvard
Business
Review
(1960)