13 Things to Know About Teens and Technology

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13 Things to Know About Teens and Technology Lee Rainie, Director, Pew Internet Project July 23, 2014 ACT – College Enrollment Planners Chicago Email: [email protected] TwiHer: @Lrainie
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    17-Aug-2014
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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.

Transcript of 13 Things to Know About Teens and Technology

  • 13 Things to Know About Teens and Technology Lee Rainie, Director, Pew Internet Project July 23, 2014 ACT College Enrollment Planners Chicago Email: [email protected] TwiHer: @Lrainie
  • Dispelling myths
  • 1) No playbook for new environment
  • 2) No sure cure for making contact
  • Stupid NarcissisQc Privacy indierent MaterialisQc AnQ-social Mean Especially savvy digital naQves 3) Teens are not an alien species Teens are more _____
  • What is dierent about them does Qe to technology
  • 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
  • 5) This has networked informaQon Pervasive / portable / persistent Personal via new lters ParQcipatory / spreadable Linked Replicable and editable Immediate Timeless / searchable Given meaning via networks / algorithms
  • ImplicaQons for learners and informaQon seekers
  • 6) InformaQon is a third skin
  • 7) Teens have a new aHenQon layer conQnuous, parQal
  • 8) Teens have a ih lobe
  • 9) Teens parQcipate in the ih estate
  • 10) There is a Yin and Yang story when it comes to the way this aects teens research
  • 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
  • 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 nd informaQon quickly and easily
  • 65% agree to some extent that the internet makes todays students more self- sucient researchers 83% agree that the amount of informaQon available online today is overwhelming to most students
  • 90% agree that the internet encourages learning by connecQng students to resources about topics of interest to them 71% agree that todays digital technologies discourage students from using a wide range of sources when conducQng research
  • 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 nd Ability to assess the quality and accuracy of informaQon they nd online Ability to use mulQple sources to eecQvely support an argument Understanding how online search results are generated Ability to use appropriate and eecQve search terms and queries Excellent Very good Good Fair Poor
  • 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
  • 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
  • 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
  • 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
  • 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
  • How will hyperconnected Millennials live? hHp://pewinternet.org/Reports/2012/Hyperconnected-lives.aspx
  • Vote for
  • Millennials future In 2020 the brains of mulQtasking teens and young adults are "wired" dierently from those over age 35 and overall it yields helpful results. They do not suer 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 nding answers to deep quesQons, in part because they can search eecQvely and access collecQve intelligence via the Internet. In sum, the changes in learning behavior and cogniQon among the young generally produce posiBve outcomes.
  • or
  • Millennials future In 2020, the brains of mulQtasking teens and young adults are "wired" dierently 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.
  • Millennials future Change for the beGer 52% Change for the worse 42%
  • 11) Theme - Supertaskers
  • 12) Theme New winners/losers
  • 13) Theme The distracted are toast
  • 6 media zones
  • 1) STACKS
  • 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 InuenBals trusted brands and known experts (professional and amateur) ~ Mindshare quarter to a third of media Qme
  • ImplicaQon for message makers Engagement strategy Search opQmized / ndable AcQng as informaQon sherpas Problem solving mindset Cut and paste FAQs How-to videos Feedback friendly
  • 2) SIGNALS
  • How it works MoBve real-Qme awareness Content headlines, new informaQon, rst impressions maHer most Device smartphone, tablet Engagement glancing OR galvanized InuenBals brands ~ Mindshare < 5% of media Qme
  • ImplicaQon for message makers Engagement strategy News, especially scoops Deals LocaQon enabled Insights from analyQcs
  • 3) SNACKS
  • How it works MoBve killing Qme, beaQng boredom Content gamied, bite-size headlines, link- dense Device smartphone Engagement distracted, quick-twitch InuenBals brands, quality of social network ~ Mindshare 5%-10% of media Qme
  • ImplicaQon for message makers Engagement strategy Apps Immediate connecQon Predictable and compelling home screen Grabby copy / acQvity Clear and consistent Return on My AHenQon
  • 4) STREAMS
  • How it works MoBve catching up / checking in / curiosity Content news (broad deniQon), social updates Device any / all Engagement conQnuous parQal aHenQon / horizontal scans / sharing InuenBals editors, social networks ~ Mindshare quarter to a third of media Qme
  • ImplicaQon for message makers Engagement strategy Apps Smart curaQon Customizable lters Compelling ecosystem of content Tagging and saving for future immersion Social network mediated Serendipity encounters
  • 5) SOCIALS
  • How it works MoBve friend grooming Content social, personal, entertaining Device all Engagement parQal, browsing InuenBals super-networkers / primary nodes in the network ~ Mindshare 10% of media Qme
  • ImplicaQon for message makers Engagement strategy Social networks are gatekeepers Spreadable content Treat central network nodes like tradiQonal media inuences Enable parQcipaQon and feedback
  • 5) SYNTHESIZED SPACES
  • How it works MoBve my permissions Content personalized, anQcipatory Device my surroundings Engagement immersive, invisible InuenBals my past behavior, analyQcs, algorithms ~ Mindshare most waking hours
  • ImplicaQon for message makers Engagement strategy SelecQve product placement and messaging Permission-based monitoring / interacQons Careful of privacy sensiQviQes Careful of too much moneQzaQon
  • MarkeBng Myopia What business are you really in? -- Theodore Levi8 Harvard Business Review (1960)
  • Be not afraid