Digital Life - A Youth Group Study Miller · 2015-06-23 · Digital’Life ...

Digital Life iKidsgen.com

©2015 Craig Kennet Miller, Discipleship Ministries 1

Digital Life

A Youth Group Study based on iKids: Parenting in the Digital Age

Screened In Face-‐to-‐Face Branded Distracted

Craig Kennet Miller

http://iKidsgen.com

www.umcdiscipleship.org

©2015 Discipleship Ministries

For more information contact Craig Kennet Miller

[email protected]



About the author Craig Kennet Miller is the author of numerous books including iKids: Parenting in the Digital Age and the creator of the Innovative Leadership Project (http://www.ILPUMC.com). He is an Elder in the United Methodist Church in the Cal-‐Pac Annual Conference and works for Discipleship Ministries of the United Methodist Church in Nashville, TN, as Director of Congregational Development. You may contact him at [email protected] ©2015 Discipleship Ministries of the United Methodist Church Churches have permission to copy and distribute this material for use in their local congregations. Quotes from are from iKIDS: PARENTING IN THE DIGITAL AGE are used with permission. Copyright © 2015 Discipleship Resources. All rights reserved. Unless otherwise indicated, scripture quotations are from the New Revised Standard Version Bible, copyright © 1989 National Council of the Churches of Christ in the United States of America. Used by permission. All rights reserved.



Leaders Guide: How to use Digital Life as a Group Study The content and format of Digital Life may be used in a variety of ways:

-‐ As a youth group study -‐ As a study with youth and parents -‐ As a Sunday morning youth study -‐ As a resource for a preaching series

This study is based on iKids: Parenting in the Digital Age by Craig Kennet Miller. “Six Values for the Digital Age,” another study based on this format as well as downloadable presentations, blog posts, and other resources can be found at http://iKidsgen.com. What to Print Leader’s Guide: Be sure to print off pages 3 and 4 and give to people who will be leading the study. Especially important are the instructions about dividing the total group into smaller groups of three or four to increase the interaction of the group. Participant’s Guide: Each lesson has a two-‐page document that you can print, front and back, to share with the participants. Be sure to print one copy for each participant. Why Use This in a Group? Youth best learn when they are in conversations with others. The format of this resource is designed to generate discussion and interaction. Rather than having a large-‐group discussion, the youth will break into groups of two, three, or four during the lesson. Instead of having the discussion dominated by one or two people, this grouping allows everyone to get involved in the material. To get the most out of the material, be sure to follow the instructions in the material.

Each lesson is designed for 1 hour and has the following components Starters Each lesson has a survey or set of questions for each participant to read and to

answer. (Provide pencils or pens for them to use.) Discussion Questions First have them share with one or two other people, then with the whole

group. In the Know Research and studies about the effects of digital media on teens is shared,

followed by discussion questions Reflection on the Bible

The Scriptures are used to help the participants focus on the theme for the lesson. For example, the theme for lesson one is “Screened In.”

Background This gives a brief commentary on the passage to help participants understand the Scripture and apply it to their lives.

Questions for Discussion

Break into groups of three or four to discuss the Bible material.

Making It Personal A quote from iKids: Parenting in the Digital Age is shared, with discussion questions.

Close in Prayer Close in Prayer. Who are the iKids? The iKids are the generation born since 2000. The oldest members of this generation turn 15 in 2015. They are the first truly digital generation, with almost total access to online media, regardless of their racial or economic background. With the launch of the iPhone in 2007, the way we interact with media totally changed. Instead of using a mouse, we went to the touch screen. Instead of going to websites, we use apps. Instead of talking on our phones, we text, email, send video messages, or post to social network sites. As a result, this generation’s understanding of the world is fundamentally different from previous generations.



Purpose of the Lessons The first rule for dealing with these issues is “do not judge.” The lessons are designed to allow youth to freely express themselves and to explore among themselves the positives and negatives of the use of digital media. Rather than trying to fix a problem, let the youth discover and uplift the ideas and issues that are important to them. Adults and/or youth can lead these lessons. What Key Issues Are iKids Dealing with? This study tackles four important aspects of digital life that influence iKids on a daily basis. One of the key learnings of the last decade is how the teenage brain develops. At age thirteen, the brain undergoes a transformation: It reformats itself and specializes as it prepares for adulthood. At this time, we do not have enough research to predict how the total immersion in digital media affects brain development. Therefore, our teens are part of a great experiment; and we won’t know the results until they are in their twenties. Here is a brief summary and focus statement for each lesson: Lesson One: Screen In (pages 5-‐6 -‐ print off for participants) Today’s world is filled with screens. Whether at the store, school, home, in a restaurant, car, or even church, the screens on smartphones, tablets, computers, and TV monitors provide a constant stream of images and sounds designed to capture our attention. This lesson is designed to help youth explore how they use digital media and to discover how this affects the way they live on a daily basis. Lesson Two: Face-‐to-‐Face (pages 7-‐8 -‐ print off for participants) As youth spend more time on their techgear (smartphones, computers, and tablets), they spend less time in face-‐to-‐face conversations. While texting, emails, and messaging may be convenient, when it comes to serious matters, nothing is better than face-‐to-‐face interactions where we learn how to read and interpret non-‐verbal cues, a skill that is essential for developing ongoing, healthy relationships. This lesson explores the importance of face-‐to-‐face conversations. Lesson Three: Branded (pages 9-‐10 -‐ print off for participants) Through the use of digital technology, companies make a profound impact on the lives of teenagers. They now have the ability to track individuals through sophisticated online monitoring. Companies can now send ads and messages tailored to specific individuals. This lesson explores how youth experience and understand brands. Lesson Four: Distracted (pages 11-‐12 -‐ print off for participants) One of the most dangerous intersections in the world of digital technology is the car. This lesson explores the dangers of texting and driving as a way to explore the larger issue of how youth and adults live in a distracted state of being. The one myth to explode is the idea that multitasking is a good way to get things done. In the digital age, learning how to focus on one thing at a time is an important skill for mental, physical, and spiritual development. How to Lead the Lessons (pages 3-‐4 -‐ print off for leaders) Adults and/or youth may lead the lessons. Give a copy of the leader’s material on pages 3 and 4 to your leaders and make one copy of each lesson for each participant. Provide pencils and/or pens for them to record their answers. For more resources and ideas go to http://iKidsgen.com.



Digital Life Lesson 1: Screened In

Digital Life Survey Answer each question by checking off the answers on the right

Points

01. How many times a day do you use a smartphone or tablet?

__ 0 to 9 times a day __ 10 to 24 times a day __ 25 to 49 times a day __ 50 or more times a day

02. Of the following, which do you do the most?

__ Text friends __ Check my social networks ___ Connect with parent(s) ___ Stream entertainment ___ Play games ___ Do school work ___ Other _____________________

03. What is the greatest benefit of using smartphones, tablets, computers, and video game consoles?

___ Connecting with friends ___ Doing school work ___ Knowing the latest news ___ Keeping entertained ___ Learning new things

04. How much time a day do you look at screens? (smartphone, tablet, computer, TV, etc.)

___ 1 to 3 hours a day ___ 4 to 6 hours a day ___ 7 to 9 hours a day ___ 10 or more hours a day

©2015 Craig Kennet Miller, Discipleship Ministries iKidsgen.com

Discuss with one or two people, and then share with the whole group

1. What does this tell you about your use of digital media? 2. What do you think is good about digital media? Bad? 3. When do you spend time without it?

In the Know (15 minutes) Have a person in the group read the results from the “Pew Study on Teens, Social Media & Technology, 2015.” Aided by the convenience and constant access provided by mobile devices, especially smartphones, 92 percent of teens report going online daily. Twenty-‐four percent say they are online “almost constantly.” The majority of youth have access to three or four of the five items asked about on the survey (desktop or laptop computer, smartphone, basic phone, tablet & game console).

The survey finds a significant gender gap among teens in online and gaming behaviors. Girls are outpacing boys in their use of text messaging and in their use of visual social media platforms like Instagram, Snapchat, online pinboards (like Pinterest and Polyvore), as well as Tumblr and Vine, while boys dominate in the console access and video game playing sphere.



If your group has more than seven members, divide into groups of four for your discussion.

1. What’s it like being a friend of someone who is online constantly? 2. Why do you think girls favor social media and boys favor video games? 3. How do you think the access to digital media is shaping the values of your generation?

Reflection on the Bible (20 minutes) Ask two people to read aloud the following passages from Psalm 119:10-‐16 and Ephesians 1:17-‐18. Ask another person to read the Background. “With my whole heart I seek you; do not let me stray from your commandments. I treasure your word in my heart, so that I may not sin against you. Blessed are you, O Lord; teach me your statutes. With my lips I declare all the ordinances of your mouth. I delight in the way of your decrees as much as in all riches. I will meditate on your precepts, and fix my eyes on your ways. I will delight in your statutes; I will not forget your word” (Psalm 119:10-‐16, NRSV). “I pray that the God of our Lord Jesus Christ, the Father of glory, may give you a spirit of wisdom and revelation as you come to know him, so that, with the eyes of your heart enlightened, you may know what is the hope to which he has called you” (Ephesians 1:17-‐18, NRSV). Background: In Psalm 119:10-‐16, the writer talks about his love of the word of God. Phrases such as “my whole heart,” “I treasure your word,” “Blessed are you,” and “I delight,” tell of the joy of following God. The phrase “fix my eyes on your ways” tell of the unwavering dedication to God’s ways. In Ephesians 1, the Apostle Paul writes a prayer to encourage the Christians in Ephesus to be strong in their faith. “With the eyes of your heart enlightened” suggests that our innermost thoughts, ideas, and beliefs are tied to what we see – to what we focus on daily. Questions for Discussion: If your group has more than seven members, divide into groups of four for your discussion. 1. In what ways does following God bring you joy? Peace? Hope? 2. How does what you see affect what you believe? 3. How hard it is to keep your eyes on God’s ways when screens surround you? Making It Personal (10 minutes) It used to be that schools were screen-‐free, but that is becoming increasingly rare. In fact, in most school systems, the race is on to provide tablet-‐based learning as a way to teach kids in the midst of an information-‐rich world. As a result, iKids (the generation born since 2000) will be spending more and more time on screens because they will be required to do so to complete their schoolwork. The iKids generation lives in a world that is always on. The average eight to eighteen-‐year-‐old spends 7.5 hours a day with digital media. From watching TV to texting on their phones, from playing the latest version of Candy Crush Saga on a tablet or the latest version of Halo on a video console, children and teens are using digital media as today’s wallpaper (iKids: Parenting in the Digital Age, p. 20).

• What is your wallpaper? (Like wallpaper or paint on a wall, it is something that is always in the background) • What does this lesson say to you about your use of digital media?

Close in Prayer (5 minutes)



Digital Life Lesson 2: Face-‐to-‐Face Faces Use a pencil or pen and draw a line to match the emoji with the emotions.

1.

Tired

2.

Delicious

3.

Smirking

4.

Worried

5.

Crying

6.

Shocked

7.

Scared

8.

Angry

When you sit or stand next to a friend do you normally (circle answer): a. Talk without any digital devices on b. Text and share info with him or her on your techgear (smartphone, tablet, etc.) c. Use your techgear to communicate with other people and your friends at the same time d. Other ________________________________________ In comparison with parents and other adults, do you think: a. My friends and I communicate better than they do b. My friends and I know more about what is going on in the world than they do c. My friends and I have better friendships than they do d. Other ______________________________________________ Discuss with one or two people, and then share with the whole group:

1. What do the faces say about how many emotions people have? 2. How good are you at communicating your thoughts and emotions with others? 3. What do you think adults need to know about the way you and your friends communicate?

In the Know (15 minutes) Two studies conducted by Stanford University produced important findings. First, teens “who spend endless hours watching videos and multitasking with digital devices tend to be less successful with social and emotional development.” The studies found that the more time teens spent online checking social media statuses, texting, playing games, or scrolling through photographs, the less happy they were. They had a hard time sharing their emotions and ideas in face-‐to-‐face communication. Second, Facebook had a negative impact on them because “The happy-‐face emotional slant of most Facebook postings doesn’t help…seeing positive postings of online friends can lead to the erroneous conclusion that ‘Everyone is happy except me” (iKids, p. 37).



If your group has more than seven members, divide into groups of four to discuss these studies.

1. When you think of your friends, do you think too much social media is harmful? 2. How much of your happiness is tied to what is happening on social media?

Reflection on the Bible (20 minutes) Ask a member to read aloud the following passage from Matthew 18:15-‐20, , NRSV. Ask another person to read the Background. “If another member of the church sins against you, go and point out the fault when the two of you are alone. If the member listens to you, you have regained that one, But if you are not listened to, take one or two others along with you, so that every word may be confirmed by the evidence of two or three witnesses. If the member refuses to listen to them, tell it to the church; and if the offender refuses to listen even to the church, let such a one be to you as a Gentile and a tax collector. Truly I tell you, whatever you bind on earth will be bound in heaven, and whatever you loose on earth will be loosed in heaven. Again, truly I tell you, if two of you agree on earth about anything you ask, it will be done for you by my Father in heaven. 20 For where two or three are gathered in my name, I am there among them.” Background: In this passage, Jesus is sharing how to handle disagreements with other people and among his followers. Notice the importance of talking face-‐to-‐face with the person with whom you have a disagreement. Rather than telling everyone about it, the first thing to do is to talk and work it out with that person. If that doesn’t work, then bring another friend into the discussion. One of the most famous passages in all of Scripture is “where two or three are gathered in my name, I am there among them.” This means no matter where you are -‐-‐ whether it’s at home, at school, at a coffee shop, at church, on the ball field – Jesus is there. Questions for Discussion: If your group has more than seven members, divide into groups of four for your discussion. 1. What is the difference between resolving an issue by talking face-‐to-‐face or sending and receiving a series of text messages? 2. Have you ever sent a message or posted something online and later regretted your action? 3. What does this Scripture say about the best way to resolve differences? Making It Personal (10 minutes) The brain thrives on making connections. One of the most important tools the brain uses to make these connections is the eyes. Our eyes do not operate like a camera or a video recorder. They do not simply take a picture and store it in some file system tucked between our ears. In fact, about 50 percent of brainpower is devoted to decoding and deciphering the images that come through our eyes. Rather than seeing with our eyes, we see with our brains. And what is the brain looking for? It looks for nonverbal cues on the faces and bodies of those in close proximity. These cues tell whether another person is happy, sad, mad, tired, or anxious. The better you decipher the cues, the better your relationships will be. (iKids, p. 66)

• What does this say about the way our brain helps us form good friendships? • What kinds of information and ideas are good to communicate online and what kinds of

information and ideas are good to share face-‐to-‐face? Close in Prayer (5 minutes)

Emoji Answers: 1. Worried 2. Angry 3. Tired 4. Delicious 5. Smirking 6. Crying 7. Shocked 8. Scared



Digital Life Lesson 3: Branded

Break into groups of three and four to discuss these questions.

1. Which of these brands is your favorite? 2. What brands would you add to this list? 3. What is your earliest memory of your favorite brand? 4. What values does your favorite brand stand for?

Invite each group to reenact a favorite commercial of the group’s favorite brand. (Invite one or two groups to do their reenactment before the whole group)

Rate Your Brands On a Scale of 1 to 5, with 1 being “I love it” and 5 being “I hate it“ rate the following brands. 1 3 5

“I love it” “I hate it” 1 3 5

“I love it” “I hate it”

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

r r r

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r r r



In the Know This quote from Common Sense Media talks about how companies are now able to track individuals’ interests through their social media sites and purchasing patterns. Besides doing advertising on TV and on online sites, the wave of the future is advertising targeted to the individual. “The fact that ads are now directed at specific individuals based on their interests, actions, and locations also is a game changer when it comes to understanding the impact of advertising on youth. What does it mean when a tween or teen is the subject of advertising and marketing messages that are targeted to her based on her age, gender, the fast-‐food outlets and stores she frequents, whom she follows on Twitter, the games she likes to play, the books or music she has downloaded, the types of videos she likes to watch, and the topics she has searched online?” (https://www.commonsensemedia.org/about-‐us/news/press-‐releases/new-‐report-‐from-‐common-‐sense-‐media-‐reveals-‐revolution-‐in-‐advertising-‐to) If your group has more than seven members, divide into groups of four to discuss these studies.

1. Have you received targeted advertising? Does it help or bother you? 2. How much information do you think companies should have about you?

Reflection on the Bible (20 minutes) Ask a member to read aloud the following passages from Psalm 139:1-‐6 Ask another person to read the Background. O Lord, you have searched me and known me. You know when I sit down and when I rise up; you discern my thoughts from far away. You search out my path and my lying down, and are acquainted with all my ways. Even before a word is on my tongue, O Lord, you know it completely. You hem me in, behind and before, and lay your hand upon me. Such knowledge is too wonderful for me; it is so high that I cannot attain it. Psalm 139:1-‐6, NRSV Background: The One who created you, knows everything about you. Even before you were born, God put you together. Because of God’s knowledge of you, God calls you to follow the ways that lead to faith, hope, and love. Questions for Discussion: If your group has more than seven members, divide into groups of four for your discussion. 1. What does it mean to you that God knows everything about you? 2. In what ways does God help you to understand what is best for you, your friends, and your family? Making It Personal (10 minutes) Every retailer and online business is trying to figure out how to best use the latest devices to connect with the iKids. Children and young teens are not simply users of iPhones, Samsung Galaxy tablets, game sites like Webkinz, or social networks like Facebook. They are salespeople working on behalf of the brands they love. Whenever an iKid signs up for something or says he or she “likes” it, he or she adds to the value of that device or app…Now digital companies actively track iKids’ choices because the use of their products increases their bottom line (iKids, p. 13.)

• What do you think of the idea that when you “like” a shoe or a movie or video game, you are helping that company sell its product?

• If you were a brand, what would you represent?

Close in Prayer (5 minutes)



Digital Life Lesson 4: Distracted

Teens and Driving: (Fill in the blanks below using these words)

Situational Text Distracted Safe Multitask Drunk 1. It takes over 5 seconds to regain focus on the road after sending a ______________. 2. __________________ driving contributes to over 58% of all accidents for teenagers. 3. It is impossible to ____________________ because our brains can focus only on one thing at a time. 4. It is just as dangerous to text while driving as being ____________behind the wheel. 5. Passengers in a car used to keep the driver _______________ because they were watching what was happening on the road. Now when passengers are on their phones, they distract the driver and are not able to help the driver stay out of danger. 6. Drivers must develop ______________________ awareness by constantly looking at everything that is happening in front, to the sides, and in back of the car. Break into groups of three and four to discuss these questions.

1. What does this information say to you about driving? 2. What kind of example does your parent(s) set when it comes to driving? 3. What do you do if a friend is driving and texting? 4. What kind of driver are you or do you hope to be?

In the Know (15 minutes) A new study conducted by AAA about teenagers and distracted driving shows that our texting and driving habits are having disastrous results. What makes this study so compelling is that it is based on 1,700 videos that were recorded as teenagers were driving. They discovered distraction was a factor in 58 percent of all crashes, including 89 percent of road-‐departure crashes and 76 percent of rear-‐end crashes. Before this study, it was thought distraction was responsible for only 14 percent of all teen driver crashes. How big is this problem? In 2014, about 963,000 drivers, ages 16-‐19, were involved in automobile accidents, with 383,000 injuries and 2,865 deaths. With just over 20 million teens ages 16-‐19, this means almost 5 percent of this age group were involved in accidents. Most significant: Almost 60 percent of these were preventable. (Source: http://newsroom.aaa.com/2015/03/distraction-‐teen-‐crashes-‐even-‐worse-‐thought)



If your group has more than seven members, divide into groups of four to discuss these studies.

1. What is the biggest thing that distracts you when you are in a car? 2. Do you think car companies are adding to the problem by adding web access, screens in

the backseat, and screens on the dashboard to connect with social media, maps, and making phone calls?

Reflection on the Bible (20 minutes) Ask a member to read aloud from Proverbs 3:13-‐18. Ask another person to read the Background. Happy are those who find wisdom, and those who get understanding, for her income is better than silver, and her revenue better than gold. She is more precious than jewels, and nothing you desire can compare with her. Long life is in her right hand; in her left hand are riches and honor. Her ways are ways of pleasantness, and all her paths are peace. She is a tree of life to those who lay hold of her; those who hold her fast are called happy. Proverbs 3:13-‐18, NRSV Background: In the Old Testament, while God is referred to as “He,” wisdom is referred to as “She.” Happiness is based on discovering wisdom and applying it to daily living. Wisdom gives life and peace. Questions for Discussion: If your group has more than seven members, divide into groups of four for your discussion. 1. Where do you look for wisdom? (Bible, friends, family, Google, etc.) 2. Why does finding wisdom lead to long life and happiness? Making It Personal (10 minutes) What does multitasking look like when iKids sit down to do their homework? Are they able to focus if the screen is filled with text messages, tweets, and the assignment they are supposed to read? Can they sit on a couch and read while the TV is on? Or what does this look like in the high-‐tech classroom when a teacher is in front of the class, talking about the topic of the day, while the students are on their techgear? A study conducted at Stanford with a group of college students revealed some troubling news for multitasking. Heavy multitaskers are unable to distinguish between the information they need and the information that is irrelevant. Rather than becoming more efficient in getting work done, they live in a constant state of distraction; unable to focus on what is most important for the task at hand. (iKids, p. 46)

• Do you think you get a lot done when you have multiple devices on at the same time or you are doing social media while doing homework?

• How do you think multitasking affects the way you think? • Think of ways to apply the ideas of this lesson when it comes to being in a car, driving,

and working on projects for school. Close in Prayer (5 minutes)

Teens and Driving answers: 1. Text 2. Distracted 3. Multitask 4. Drunk 5. Safe 6. Situational

Digital Life - A Youth Group Study Miller · 2015-06-23 · Digital’Life ...

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Transcript of Digital Life - A Youth Group Study Miller · 2015-06-23 · Digital’Life ...