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Teenagers today spend a lot of time on their phones using social media apps. But while it might frustrate parents or teachers, many in Philadelphia seem to be aware of how this might affect them.

Across the nation, over 90% of teens say they use platforms like Instagram, YouTube, Discord, and Twitter, according to a Pew study last year, with about two-thirds saying they use them daily.

Source: billypenn.com

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Artificial intelligence (AI) in education is growing fast and will change teachers’ roles without replacing them. It allows personalized learning, automates grading and admin tasks, and provides tutoring support outside the classroom. AI also promotes inclusion by breaking language and disability barriers, giving teachers more time to focus on guiding and supporting students.

https://bernardmarr.com/how-is-ai-used-in-education-real-world-examples-of-today-and-a-peek-into-the-future/

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How Is AI Used In Education -- Real World Examples Of Today And A Peek Into The Future | Bernard Marr

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While the debate regarding how much screen time is appropriate […]

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Teachers have also learned to cheat. Students complain that some educators use bots to generate generic feedback on their work.

Sources:The economist

https://www.economist.com/graphic-detail/2025/05/30/can-ai-be-trusted-in-schools?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=19495686130&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gclsrc=aw.ds&gad_source=1&gad_campaignid=19495464887&gbraid=0AAAAADBuq3JaPCpnwdqVF5eEM42xcpJ91&gclid=EAIaIQobChMI3OHD-be3jwMVSEVIAB3KIR0gEAAYAiAAEgLzqvD_BwE

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A pilot programme in Nigeria helped students make two years’ worth of progress in six weeks

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Artificial intelligence (AI) has rapidly transformed from a futuristic concept to an integral part of our daily lives, and education is no exception. In 2024, AI technologies are revolutionizing the academic landscape, offering unprecedented opportunities for personalized learning, administrative efficiency and improved educational outcomes. From intelligent tutoring systems to AI-driven classroom management, the impact of AI is profound and far-reaching.

source:https://onlinedegrees.sandiego.edu/artificial-intelligence-education/

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The potential of using artificial intelligence in education to enhance learning, assist teachers and fuel more effective individualized learning is exciting, but also a bit daunting. To even have an intelligent conversation about AI in education, one must first push past imaginary science-fiction scenarios of computers and robots teaching our children, replacing teachers and reducing the human element from what is a fundamentally human activity.

One of the leading writers on the benefits of artificial intelligence in education, Matthew Lynch ( "My Vision for the Future of Artificial Intelligence in Education"), is careful to explore the potential pitfalls along with the benefits, writing that "the use of AI in education is valuable in some ways, but we must be hyper-vigilant in monitoring its development and its overall role in our world."

The ethical considerations are profound, as they are when it comes to using artificial intelligence in any type of setting. AI lacks a so-called "moral compass." So, by one way of looking at it, AI programming is "as ethical as its developer," according to TowardsDataScience, in an article about AI ethics that prescribes two important recommendations moving forward:

1. We need to have ethics built into the idea of why a certain piece of technology, equipped with AI, is being developed.

2. We need to monitor/check/police the outcomes of that specific piece of technology in order to fully understand its behavior and make sure that it's not violating our (human) moral compass.

There is robust debate throughout the technology community and beyond about ethics in artificial intelligence and most university degree programs are integrating courses on AI ethics into their curriculum. There, now that we have identified the ethical elephant in the room, let's talk about the exciting possibilities of AI in education.

The Potential Benefits of AI in Education

Ideally, writes Lynch in The EdAdvocate, "AI does not detract from classroom instruction but enhances it in many ways." He summarizes five intriguing potential pluses of integrating AI in education:

Personalization: "It can be overwhelmingly difficult for one teacher to figure out how to meet the needs of every student in his/her classroom. ... AI systems easily adapt to each student's individual learning needs and can target instruction based on their strengths and weaknesses."

Tutoring: AI systems can "gauge a student's learning style and pre-existing knowledge to deliver customized support and instruction."

Grading: Sure, AI can help grade exams using an answer key; but it can also "compile data about how students performed and even grade more abstract assessments such as essays."

Feedback on course quality: For example, if many students are answering a question incorrectly, "AI can zero in on the specific information or concepts that students are missing, so educators can deliver targeted improvements in materials and methods."

Meaningful and immediate feedback to students: Some students may be shy about taking risks or receiving critical feedback in the classroom, but "with AI, students can feel comfortable to make the mistakes necessary for learning and receive the feedback they need for improvement."

Much of the potential envisioned for AI in education centers on reducing time spent by teachers on tedious tasks to free up time for more meaningful ones.

Automating administrative tasks is also one of five potential benefits spotlighted by Bernard Marr, an author, futurist and technology advisor who cites figures forecasting 47.5% growth from 2017-2021 in the use of artificial intelligence in education in the U.S.

In a video on the potential of AI in education, Marr explains why he sees AI having a "massive impact" in education - emphasizing that "AI is not a threat to teachers; it is not there to replace teachers," but rather to deliver a better education to our children." He envisions a future hybrid model that is designed to "get the best out of our artificially intelligent-enabled systems and our teachers." Marr outlines the potential of AI to help our education provide enhanced:

Differentiated and individualized learning

Automation of administrative tasks

Tutoring and support outside the classroom

Universal access for all students

43 Examples of AI in Education

Inspired by a challenge from "an old school teacher who thinks that AI is ruining education," Matthew Lynch reviews a wide range of topics in a piece titled "26 Ways That Artificial Intelligence Is Transforming Education For The Better." For example:

Adaptive Learning: "Used to teach students basic and advanced skills by assessing their present skill level and creating a guided instructional experience that helps them become proficient."

Assistive Technology: AI can help special needs students access a more equitable education, for example by "reading passages to a visually impaired student."

Early Childhood Education: "AI is currently being used to power interactive games that teach children basic academic skills and more."

Data and Learning Analytics: "AI is currently being used by teachers and education administrators to analyze and interpret data," enabling them to make better-informed decisions.

Scheduling: Helping administrators to schedule courses and individuals to manage their daily, weekly, monthly or yearly schedules.

Facilities Management: AI is effective at "monitoring the status of power, Wi-Fi and water services; alerting the facilities management workers when problems arise."

Overall School Management: AI is currently being used to manage entire schools, powering student records systems, transportation, IT, maintenance, scheduling, budgeting, etc.

Writing: Not only does Lynch assert that AI is already at work helping students improve their writing skills, he confesses, "I am currently using a grammar and usage app to help me write this article."

Running down his list, Lynch also cites current uses of AI in education that include:

Classroom/Behavior Management

Lesson Planning

Classroom Audio-Visual

Parent-Teacher Communication

Language Learning

Test Prep

Assessment

Learning Management Systems

Gamification for Enhanced Student Engagement

Staff Scheduling and Substitute Management

Professional Development

Transportation

Maintenance

Finance

Cybersecurity

Safety and Security

Examples of how artificial intelligence is currently being used in higher education include:

Plagiarism Detection

Exam Integrity

Chatbots for Enrollment and Retention

Learning Management Systems

Transcription of Faculty Lectures

Enhanced Online Discussion Boards

Analyzing Student Success Metrics

Academic Research

Connected Campuses

In terms of AI-infused specific technologies now being used in education, the list grows longer every day. Here are just a few:

Thinkster Math: described by its creators as a "math tutoring program leverages human interaction and groundbreaking artificial intelligence to create personalized learning programs"

Jill Watson: an AI-enabled virtual teaching assistant introduced by the Georgia Institute of Technology in 2016

Brainly: a social media site for classroom questions

Nuance: speech recognition software used by students and faculty; capable of transcribing up to 160 words per minute; especially helpful for students who struggle with writing or have accessibility needs

Cognii: AI-based products, including a virtual learning assistant, for K-12 and higher education institutions, as well as corporate training organizations

KidSense: AI educational solutions designed for children, including a voice-to-text tool with algorithms built to recognize the sometimes harder-to-translate speech of young learners

Content Technologies: instructional design and content application solutions fueled by artificial intelligence research engines

As explained by CEO Dr. Scott Parfitt ( see video), Content Technologies Inc. develops AI learning systems that are focused on "turning big data into information, and information into knowledge."

"We send an engine out, it starts reading at light speed every article it can read. It's learned its own material," says Parfitt. The company's education-focused solutions include:

Palitt: built to help instructors easily create "your own custom lecture series, syllabus or textbook"

Cram101: AI technology that can "turn any textbook into a smart study guide complete with chapter summaries, unlimited true-false and multiple choice practice tests and flashcards all drilled down to a specific textbook, ISBN number, author and chapter."

JustTheFacts101: intended to function as the AI equivalent of an old-fashioned yellow marker, instantly highlighting and generating book and chapter-specific summaries

AI in Education [Inclusion and Universal Access]

Bernard Marr explains that AI tools can enhance inclusion and universal access to education in a number of ways, including:

Helping to "make global classrooms available to all, including those who speak different languages or who might have visual or hearing impairments"

Creating access for "students who might not be able to attend school due to illness"

Better serving "students who require learning at a different level or on a particular subject that isn't available in their own school"

Overall, it is hoped that AI will ultimately help educators make continued progress in addressing the broad range of physical, cognitive, academic, social and emotional factors that can affect student learning and ensure that all students have equal opportunity in education, regardless of their social class, race, gender, sexuality, ethnic background or physical and mental disabilities.

AI in Education [Individualized Learning]

There is also considerable optimism around the idea that, as artificial intelligence becomes a more integral part of the classroom, teachers will be better equipped to offer an individualized learning experience for every student.

According to an article in The Atlantic, ( "Artificial Intelligence Promises a Personalized Education for All"), artificial intelligence holds the potential to "enhance human teachers' abilities to tailor lessons to each student without knocking their class schedule off track," eliminating the need for educators to "teach to the middle," as often happens when their students have a range of skill levels and learning abilities.

Rose Luckin, a professor of learning-centered design at University College London, is quoted as saying that, "The real power of artificial intelligence for education is in the way that we can use it to process vast amounts of data about learners, about teachers, about teaching and learning interactions." Ultimately, AI can "help teachers understand their students more accurately, more effectively."

The Future of AI in Education

Though there continues to be widespread debate over the pros and cons of deploying AI technology in the field of education, including the concerns about depersonalization and the ethical considerations cited above, there is an emerging consensus that the extraordinary range of current and future benefits will carry the day.
This report on Artificial Intelligence in Education was developed by the University of San Diego's innovative, online Master of Science in Applied Artificial Intelligence program, an AI industry thought leader and education partner.

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43 Examples of Artificial Intelligence in Education

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The potential for using artificial intelligence in education to assist teachers and enhance learning is profound. Here's an overview, plus examples of how AI is being used in education today.

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JSTOR is a digital library providing access to academic journals and e-books in fields like humanities, social sciences, and natural sciences. Primarily accessible through universities and libraries, it also offers limited free access. It's a reliable platform widely used by students and researchers, with tools like Workspace for organizing articles and Text Analyzer to find related content.

https://www.bestcolleges.com/blog/best-online-resources-academic-research/?utm_source=chatgpt.com

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10 Best Online Academic Research Tools and Resources | BestColleges

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Looking for reliable academic sources online can be a challenge. These online tools will help you find credible sources for your academic research.

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Before 2000, internet use was pervasive at 0%, and it only reached 7% in 2000. Then, from 2000 to 2010, it increased significantly, from 7% to 45%. According to reports at the time, the number of internet users in Argentina doubled in 2000 to 2010, reaching approximately 3.6 million users.

From 2010 to 2020, there was a more than double growth, from 45% to 85%.

By 2025, 89% of the population will be using the internet.

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As of the third quarter of 2024, WhatsApp was the most used social media platform in Argentina for 93 percent of the country's online audiences. Instagram and Facebook followed, being used by 86.7 and 82.3 percent of Argentinian internet users each. TikTok and Facebook Messenger were accessed by around 58.4 and 55 percent of users, while X, Pinterest and Telegram accounted for smaller audience shares.

Sources: https://www.statista.com/statistics/284401/argentina-social-network-penetration/#:~:text=As%20of%20the%20third%20quarter,of%20Argentinian%20internet%20users%20each.

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Argentina: leading social media platforms 2024| Statista

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Social media in Argentina is dominated by Meta-owned products. The most popular non-Meta social media in Argentina is TikTok in 4th place.

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Books will soon be obsolete in schools, opined Thomas Edison in 1913. He believed the motion picture would replace texts and teachers as means of instruction, and that it would happen within a decade. A century later, Mr Edison is unwilling to admit error, no matter how hard your correspondent probes. He insists his prediction was “not entirely incorrect”, and that he got it both right and wrong.

sources: The economist

https://www.economist.com/special-report/2024/07/07/will-artificial-intelligence-transform-school?utm_medium=cpc.adword.pd&utm_source=google&ppccampaignID=19495686130&ppcadID=&utm_campaign=a.22brand_pmax&utm_content=conversion.direct-response.anonymous&gclsrc=aw.ds&gad_source=1&gad_campaignid=19495464887&gbraid=0AAAAADBuq3JaPCpnwdqVF5eEM42xcpJ91&gclid=EAIaIQobChMIooCYsbu3jwMVnlhIAB3olB4GEAAYAiAAEgJxiPD_BwE

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Will artificial intelligence transform school?

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The boldest visions for AI in classrooms misunderstand much about education

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Teenage Boys' Digital Media Consumption: An international study by the Movember Institute of Men's Health revealed that digital media is a central component of daily life for teenage boys aged 12 to 17 across the US, UK, Canada, Australia, New Zealand, and Ireland. The study found that 88% of boys play video games weekly, with younger teens spending an average of 106 minutes daily. They also spend around 75 minutes per day on social media, notably favoring short videos on platforms like YouTube . https://www.theaustralian.com.au/

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You have cookies turned off

To use this website, cookies must be enabled in your browser. To enable cookies, follow the instructions for your browser below.

Facebook App: Open links in External Browser

There is a specific issue with the Facebook in-app browser intermittently making requests to websites without cookies that had previously been set. This appears to be a defect in the browser which should be addressed soon. The simplest approach to avoid this problem is to continue to use the Facebook app but not use the in-app browser. This can be done through the following steps:

1. Open the settings menu by clicking the hamburger menu in the top right

2. Choose "App Settings" from the menu

3. Turn on the option "Links Open Externally" (This will use the device's default browser)

Windows

Enabling Cookies in Internet Explorer 9

1. Open the Internet Browser

2. Click Tools (or "gear" icon at top right hand corner) > Internet Options > Privacy > Advanced

3. Check Override automatic cookie handling

4. For First-party Cookies and Third-party Cookies click Accept

5. Click OK and OK

Enabling Cookies in Internet Explorer 10, 11

1. Open the Internet Browser

2. Click the Tools button, and then click Internet Options.

3. Click the Privacy tab, and then, under Settings, move the slider to the bottom to allow all cookies, and then click OK.

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Enabling Cookies in Firefox

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3. Click 'Advanced settings' > Select Privacy > Content settings

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5. Click 'Done'

Mac

Enabling Cookies in Firefox

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6. Click OK

Enabling Cookies in Google Chrome

1. Open the Google Chrome browser

2. Chrome > Preferences

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5. Select 'from visited' from the accept cookies menu.

6. Press the home button to return the the iPhone home screen.

7. Select the Safari icon to return to Safari.

8. Before the cookie settings change will take effect, Safari must restart. To restart Safari press and hold the Home button (for around five seconds) until the iPhone/iPad display goes blank and the home screen appears.

9. Select the Safari icon to return to Safari.

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To use this website, cookies must be enabled in your browser. To enable cookies, follow the instructions for your browser below. Facebook App: Open links in External Browser There is a specific issue with the Facebook in-app browser intermittently making requests to websites without cookies that had previously been set.

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Teens share a wide range of information about themselves on social media sites;1 indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. With that their acccounts and passwords have been less safer than in the early 2000's.

the link: https://www.pewresearch.org/internet/2013/05/21/teens-social-media-and-privacy/

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Pew Research Center: Internet, Science & Tech

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Teens share a wide range of information about themselves on social media sites; indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. Instead, they take an array of steps to restrict and prune their profiles, and their patterns of reputation management on social media vary greatly according to their gender and network size. These are among the key findings from a new report based on a survey of 802 teens that examines teens' privacy management on social media sites:

Teens are sharing more information about themselves on social media sites than they did in the past. For the five different types of personal information that we measured in both 2006 and 2012, each is significantly more likely to be shared by teen social media users in our most recent survey.

Teen Twitter use has grown significantly: 24% of online teens use Twitter, up from 16% in 2011.

The typical (median) teen Facebook user has 300 friends, while the typical teen Twitter user has 79 followers.

Focus group discussions with teens show that they have waning enthusiasm for Facebook, disliking the increasing adult presence, people sharing excessively, and stressful "drama," but they keep using it because participation is an important part of overall teenage socializing.

60% of teen Facebook users keep their profiles private, and most report high levels of confidence in their ability to manage their settings.

Teens take other steps to shape their reputation, manage their networks, and mask information they don't want others to know; 74% of teen social media users have deleted people from their network or friends list.

Teen social media users do not express a high level of concern about third-party access to their data; just 9% say they are "very" concerned.

On Facebook, increasing network size goes hand in hand with network variety, information sharing, and personal information management.

In broad measures of online experience, teens are considerably more likely to report positive experiences than negative ones. For instance, 52% of online teens say they have had an experience online that made them feel good about themselves.

Teens are sharing more information about themselves on social media sites than they did in the past.

Teens are increasingly sharing personal information on social media sites, a trend that is likely driven by the evolution of the platforms teens use as well as changing norms around sharing. A typical teen's MySpace profile from 2006 was quite different in form and function from the 2006 version of Facebook as well as the Facebook profiles that have become a hallmark of teenage life today. For the five different types of personal information that we measured in both 2006 and 2012, each is significantly more likely to be shared by teen social media users on the profile they use most often.

91% post a photo of themselves, up from 79% in 2006.

71% post their school name, up from 49%.

71% post the city or town where they live, up from 61%.

53% post their email address, up from 29%.

20% post their cell phone number, up from 2%.

In addition to the trend questions, we also asked five new questions about the profile teens use most often and found that among teen social media users:

92% post their real name to the profile they use most often.

84% post their interests, such as movies, music, or books they like.

82% post their birth date.

62% post their relationship status.

24% post videos of themselves.

Older teens are more likely than younger teens to share certain types of information, but boys and girls tend to post the same kind of content.

Generally speaking, older teen social media users (ages 14-17), are more likely to share certain types of information on the profile they use most often when compared with younger teens (ages 12-13).

Older teens who are social media users more frequently share:

Photos of themselves on their profile (94% older teens vs. 82% of younger teens)

Their school name (76% vs. 56%)

Their relationship status (66% vs. 50%)

Their cell phone number (23% vs. 11%)

While boys and girls generally share personal information on social media profiles at the same rates, cell phone numbers are a key exception. Boys are significantly more likely to share their numbers than girls (26% vs. 14%). This is a difference that is driven by older boys. Various differences between white and African-American social media-using teens are also significant, with the most notable being the lower likelihood that African-American teens will disclose their real names on a social media profile (95% of white social media-using teens do this vs. 77% of African-American teens).

16% of teen social media users have set up their profile to automatically include their location in posts.

Beyond basic profile information, some teens choose to enable the automatic inclusion of location information when they post. Some 16% of teen social media users said they set up their profile or account so that it automatically includes their location in posts. Boys and girls and teens of all ages and socioeconomic backgrounds are equally likely to say that they have set up their profile to include their location when they post. Focus group data suggests that many teens find sharing their location unnecessary and unsafe, while others appreciate the opportunity to signal their location to friends and parents.

Teen Twitter use has grown significantly: 24% of online teens use Twitter, up from 16% in 2011.

Twitter draws a far smaller crowd than Facebook for teens, but its use is rising. One in four online teens uses Twitter in some way. While overall use of social networking sites among teens has hovered around 80%, Twitter grew in popularity; 24% of online teens use Twitter, up from 16% in 2011 and 8% the first time we asked this question in late 2009.

African-American teens are substantially more likely to report using Twitter when compared with white youth.

Continuing a pattern established early in the life of Twitter, African-American teens who are internet users are more likely to use the site when compared with their white counterparts. Two in five (39%) African-American teens use Twitter, while 23% of white teens use the service.

Public accounts are the norm for teen Twitter users.

While those with Facebook profiles most often choose private settings, Twitter users, by contrast, are much more likely to have a public account.

64% of teens with Twitter accounts say that their tweets are public, while 24% say their tweets are private.

12% of teens with Twitter accounts say that they "don't know" if their tweets are public or private.

While boys and girls are equally likely to say their accounts are public, boys are significantly more likely than girls to say that they don't know (21% of boys who have Twitter accounts report this, compared with 5% of girls).

The typical (median) teen Facebook user has 300 friends, while the typical teen Twitter user has 79 followers.

Overall, teens have far fewer followers on Twitter when compared with Facebook friends; the typical (median) teen Facebook user has 300 friends, while the typical (median) teen Twitter user has 79 followers. Girls and older teens tend to have substantially larger Facebook friend networks compared with boys and younger teens.

Teens' Facebook friendship networks largely mirror their offline networks. Seven in ten say they are friends with their parents on Facebook.

Teens, like other Facebook users, have different kinds of people in their online social networks. And how teens construct that network has implications for who can see the material they share in those digital social spaces:

98% of Facebook-using teens are friends with people they know from school.

91% of teen Facebook users are friends with members of their extended family.

89% are connected to friends who do not attend the same school.

76% are Facebook friends with brothers and sisters.

70% are Facebook friends with their parents.

33% are Facebook friends with other people they have not met in person.

30% have teachers or coaches as friends in their network.

30% have celebrities, musicians or athletes in their network.

Older teens tend to be Facebook friends with a larger variety of people, while younger teens are less likely to friend certain groups, including those they have never met in person.

Older teens are more likely than younger ones to have created broader friend networks on Facebook. Older teens (14-17) who use Facebook are more likely than younger teens (12-13) to be connected with:

Friends who go to different schools (92% vs. 82%)

People they have never met in person, not including celebrities (36% vs. 25%)

Teachers or coaches (34% vs. 19%)

Girls are also more likely than boys (37% vs. 23%) to be Facebook friends with coaches or teachers, the only category of Facebook friends where boys and girls differ.

African-American youth are nearly twice as likely as whites to be Facebook friends with celebrities, athletes, or musicians (48% vs. 25%).

Focus group discussions with teens show that they have waning enthusiasm for Facebook.

In focus groups, many teens expressed waning enthusiasm for Facebook. They dislike the increasing number of adults on the site, get annoyed when their Facebook friends share inane details, and are drained by the "drama" that they described as happening frequently on the site. The stress of needing to manage their reputation on Facebook also contributes to the lack of enthusiasm. Nevertheless, the site is still where a large amount of socializing takes place, and teens feel they need to stay on Facebook in order to not miss out.

Users of sites other than Facebook express greater enthusiasm for their choice.

Those teens who used sites like Twitter and Instagram reported feeling like they could better express themselves on these platforms, where they felt freed from the social expectations and constraints of Facebook. Some teens may migrate their activity and attention to other sites to escape the drama and pressures they find on Facebook, although most still remain active on Facebook as well.

60% of teen Facebook users keep their profiles private, and most report high levels of confidence in their ability to manage their settings.

Teens have a variety of ways to make available or limit access to their personal information on social media sites. Privacy settings are one of many tools in a teen's personal data management arsenal. Among teen Facebook users, most choose private settings that allow only approved friends to view the content that they post.

Most keep their Facebook profile private. Girls are more likely than boys to restrict access to their profiles.

Some 60% of teens ages 12-17 who use Facebook say they have their profile set to private, so that only their friends can see it. Another 25% have a partially private profile, set so that friends of their friends can see what they post. And 14% of teens say that their profile is completely public.

Girls who use Facebook are substantially more likely than boys to have a private (friends only) profile (70% vs. 50%).

By contrast, boys are more likely than girls to have a fully public profile that everyone can see (20% vs. 8%).

Most teens express a high level of confidence in managing their Facebook privacy settings.

More than half (56%) of teen Facebook users say it's "not difficult at all" to manage the privacy controls on their Facebook profile, while one in three (33%) say it's "not too difficult." Just 8% of teen Facebook users say that managing their privacy controls is "somewhat difficult," while less than 1% describe the process as "very difficult."

Teens' feelings of efficacy increase with age:

41% of Facebook users ages 12-13 say it is "not difficult at all" to manage their privacy controls, compared with 61% of users ages 14-17.

Boys and girls report similar levels of confidence in managing the privacy controls on their Facebook profile.

For most teen Facebook users, all friends and parents see the same information and updates on their profile.

Beyond general privacy settings, teen Facebook users have the option to place further limits on who can see the information and updates they post. However, few choose to customize in that way: Among teens who have a Facebook account, only 18% say that they limit what certain friends can see on their profile. The vast majority (81%) say that all of their friends see the same thing on their profile. This approach also extends to parents; only 5% of teen Facebook users say they limit what their parents can see.

Teens take other steps to shape their reputation, manage their networks, and mask information they don't want others to know; 74% of teen social media users have deleted people from their network or friends list.

Teens are cognizant of their online reputations, and take steps to curate the content and appearance of their social media presence. For many teens who were interviewed in focus groups for this report, Facebook was seen as an extension of offline interactions and the social negotiation and maneuvering inherent to teenage life. "Likes" specifically seem to be a strong proxy for social status, such that teen Facebook users will manipulate their profile and timeline content in order to garner the maximum number of "likes," and remove photos with too few "likes."

Pruning and revising profile content is an important part of teens' online identity management.

Teen management of their profiles can take a variety of forms - we asked teen social media users about five specific activities that relate to the content they post and found that:

59% have deleted or edited something that they posted in the past.

53% have deleted comments from others on their profile or account.

45% have removed their name from photos that have been tagged to identify them.

31% have deleted or deactivated an entire profile or account.

19% have posted updates, comments, photos, or videos that they later regretted sharing.

74% of teen social media users have deleted people from their network or friends' list; 58% have blocked people on social media sites.

Given the size and composition of teens' networks, friend curation is also an integral part of privacy and reputation management for social media-using teens. The practice of friending, unfriending, and blocking serve as privacy management techniques for controlling who sees what and when. Among teen social media users:

Girls are more likely than boys to delete friends from their network (82% vs. 66%) and block people (67% vs. 48%).

Unfriending and blocking are equally common among teens of all ages and across all socioeconomic groups.

58% of teen social media users say they share inside jokes or cloak their messages in some way.

As a way of creating a different sort of privacy, many teen social media users will obscure some of their updates and posts, sharing inside jokes and other coded messages that only certain friends will understand:

58% of teen social media users say they share inside jokes or cloak their messages in some way.

Older teens are considerably more likely than younger teens to say that they share inside jokes and coded messages that only some of their friends understand (62% vs. 46%).

26% say that they post false information like a fake name, age, or location to help protect their privacy.

One in four (26%) teen social media users say that they post fake information like a fake name, age or location to help protect their privacy.

African-American teens who use social media are more likely than white teens to say that they post fake information to their profiles (39% vs. 21%).

Teen social media users do not express a high level of concern about third-party access to their data; just 9% say they are "very" concerned.

Overall, 40% of teen social media users say they are "very" or "somewhat" concerned that some of the information they share on social networking sites might be accessed by third parties like advertisers or businesses without their knowledge. However, few report a high level of concern; 31% say that they are "somewhat" concerned, while just 9% say that they are "very" concerned. Another 60% in total report that they are "not too" concerned (38%) or "not at all" concerned (22%).

Younger teen social media users (12-13) are considerably more likely than older teens (14-17) to say that they are "very concerned" about third party access to the information they share (17% vs. 6%).

Insights from our focus groups suggest that some teens may not have a good sense of whether the information they share on a social media site is being used by third parties.

When asked whether they thought Facebook gives anyone else access to the information they share, one middle schooler wrote: "Anyone who isn't friends with me cannot see anything about my profile except my name and gender. I don't believe that [Facebook] would do anything with my info." Other high schoolers shared similar sentiments, believing that Facebook would not or should not share their information.

Parents, by contrast, express high levels of concern about how much information advertisers can learn about their children's behavior online.

Parents of the surveyed teens were asked a related question: "How concerned are you about how much information advertisers can learn about your child's online behavior?" A full 81% of parents report being "very" or "somewhat" concerned, with 46% reporting they are "very concerned." Just 19% report that they are not too concerned or not at all concerned about how much advertisers could learn about their child's online activities.

Teens who are concerned about third party access to their personal information are also more likely to engage in online reputation management.

Teens who are somewhat or very concerned that some of the information they share on social network sites might be accessed by third parties like advertisers or businesses without their knowledge more frequently delete comments, untag themselves from photos or content, and deactivate or delete their entire account. Among teen social media users, those who are "very" or "somewhat" concerned about third party access are more likely than less concerned teens to:

Delete comments that others have made on their profile (61% vs. 49%).

Untag themselves in photos (52% vs. 41%).

Delete or deactivate their profile or account (38% vs. 25%).

Post updates, comments, photos or videos that they later regret (26% vs. 14%).

On Facebook, increasing network size goes hand in hand with network variety, information sharing, and personal information management.

Teens with larger Facebook networks are more frequent users of social networking sites and tend to have a greater variety of people in their friend networks. They also share a wider range of information on their profile when compared with those who have a smaller number of friends on the site. Yet even as they share more information with a wider range of people, they are also more actively engaged in maintaining their online profile or persona.

Teens with large Facebook friend networks are more frequent social media users and participate on a wider diversity of platforms in addition to Facebook.

Teens with larger Facebook networks are fervent social media users who exhibit a greater tendency to "diversify" their platform portfolio:

65% of teens with more than 600 friends on Facebook say that they visit social networking sites several times a day, compared with 27% of teens with 150 or fewer Facebook friends.

Teens with more than 600 Facebook friends are more than three times as likely to also have a Twitter account when compared with those who have 150 or fewer Facebook friends (46% vs. 13%). They are six times as likely to use Instagram (12% vs. 2%).

Teens with larger Facebook networks tend to have more variety within those networks.

Almost all Facebook users (regardless of network size) are friends with their schoolmates and extended family members. However, other types of people begin to appear as the size of teens' Facebook networks expand:

Teen Facebook users with more than 600 friends in their network are much more likely than those with smaller networks to be Facebook friends with peers who don't attend their own school, with people they have never met in person (not including celebrities and other "public figures"), as well as with teachers or coaches.

On the other hand, teens with the largest friend networks are actually less likely to be friends with their parents on Facebook when compared with those with the smallest networks (79% vs. 60%).

Teens with large networks share a wider range of content, but are also more active in profile pruning and reputation management activities.

Teens with the largest networks (more than 600 friends) are more likely to include a photo of themselves, their school name, their relationship status, and their cell phone number on their profile when compared with teens who have a relatively small number of friends in their network (under 150 friends). However, teens with large friend networks are also more active reputation managers on social media.

Teens with larger friend networks are more likely than those with smaller networks to block other users, to delete people from their friend network entirely, to untag photos of themselves, or to delete comments others have made on their profile.

They are also substantially more likely to automatically include their location in updates and share inside jokes or coded messages with others.

In broad measures of online experience, teens are considerably more likely to report positive experiences than negative ones.

In the current survey, we wanted to understand the broader context of teens' online lives beyond Facebook and Twitter. A majority of teens report positive experiences online, such as making friends and feeling closer to another person, but some do encounter unwanted content and contact from others.

52% of online teens say they have had an experience online that made them feel good about themselves. Among teen social media users, 57% said they had an experience online that made them feel good, compared with 30% of teen internet users who do not use social media.

One in three online teens (33%) say they have had an experience online that made them feel closer to another person. Looking at teen social media users, 37% report having an experience somewhere online that made them feel closer to another person, compared with just 16% of online teens who do not use social media.

One in six online teens say they have been contacted online by someone they did not know in a way that made them feel scared or uncomfortable.

Unwanted contact from strangers is relatively uncommon, but 17% of online teens report some kind of contact that made them feel scared or uncomfortable. Online girls are more than twice as likely as boys to report contact from someone they did not know that made them feel scared or uncomfortable (24% vs. 10%).

Few internet-using teens have posted something online that caused problems for them or a family member, or got them in trouble at school.

A small percentage of teens have engaged in online activities that had negative repercussions for them or their family; 4% of online teens say they have shared sensitive information online that later caused a problem for themselves or other members of their family. Another 4% have posted information online that got them in trouble at school.

More than half of internet-using teens have decided not to post content online over reputation concerns.

More than half of online teens (57%) say they have decided not to post something online because they were concerned it would reflect badly on them in the future. Teen social media users are more likely than other online teens who do not use social media to say they have refrained from sharing content due to reputation concerns (61% vs. 39%).

Large numbers of youth have lied about their age in order to gain access to websites and online accounts.

In 2011, we reported that close to half of online teens (44%) admitted to lying about their age at one time or another so they could access a website or sign up for an online account. In the latest survey, 39% of online teens admitted to falsifying their age in order gain access to a website or account, a finding that is not significantly different from the previous survey.

Close to one in three online teens say they have received online advertising that was clearly inappropriate for their age.

Exposure to inappropriate advertising online is one of the many risks that parents, youth advocates, and policy makers are concerned about. Yet, little has been known until now about how often teens encounter online ads that they feel are intended for more (or less) mature audiences. In the latest survey, 30% of online teens say they have received online advertising that is "clearly inappropriate" for their age.

About the survey and focus groups

These findings are based on a nationally representative phone survey run by the Pew Research Center's Internet & American Life Project of 802 parents and their 802 teens ages 12-17. It was conducted between July 26 and September 30, 2012. Interviews were conducted in English and Spanish and on landline and cell phones. The margin of error for the full sample is ± 4.5 percentage points.

This report marries that data with insights and quotes from in-person focus groups conducted by the Youth and Media team at the Berkman Center for Internet & Society at Harvard University beginning in February 2013. The focus groups focused on privacy and digital media, with special emphasis on social media sites. The team conducted 24 focus group interviews with 156 students across the greater Boston area, Los Angeles (California), Santa Barbara (California), and Greensboro (North Carolina). Each focus group lasted 90 minutes, including a 15-minute questionnaire completed prior to starting the interview, consisting of 20 multiple-choice questions and 1 open-ended response. Although the research sample was not designed to constitute representative cross-sections of particular population(s), the sample includes participants from diverse ethnic, racial, and economic backgrounds. Participants ranged in age from 11 to 19. The mean age of participants is 14.5.

In addition, two online focus groups of teenagers ages 12-17 were conducted by the Pew Internet Project from June 20-27, 2012 to help inform the survey design. The first focus group was with 11 middle schoolers ages 12-14, and the second group was with nine high schoolers ages 14-17. Each group was mixed gender, with some racial, socio-economic, and regional diversity. The groups were conducted as an asynchronous threaded discussion over three days using an online platform and the participants were asked to log in twice per day.

Throughout this report, this focus group material is highlighted in several ways. Pew's online focus group quotes are interspersed with relevant statistics from the survey in order to illustrate findings that were echoed in the focus groups or to provide additional context to the data. In addition, at several points, there are extensive excerpts boxed off as standalone text boxes that elaborate on a number of important themes that emerged from the in-person focus groups conducted by the Berkman Center.

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Mary Madden, Amanda Lenhart, Sandra Cortesi, Urs Gasser, Maeve Duggan, Aaron Smith and Meredith Beaton

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Youth are sharing more personal information on their profiles than in the past. They choose private settings for Facebook, but share with large networks of friends.

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China is home to over 1.05 billion Internet users, with a penetration rate of 75.12%.

India has seen significant uptake, with 55.9% of the population, or 755 million users, now online.

The U.S. retains high penetration, with 94.5% of its population (approximately 314.2 million people) actively using the Internet.

East Asia accounts for 25% of global users, maintaining its dominance.

Northern Europe leads with the world's highest penetration rate, at 98%.

Asia overall continues to dominate with 58.3% of global Internet users.

South Africa dedicates an average of 10 hours daily to Internet use, highlighting deep online engagement.

East Africa still lags, with only 25.6% penetration, signaling ongoing barriers to accessibility.

China is home to over 1.05 billion Internet users, with a penetration rate of 75.12%.

India has seen significant uptake, with 55.9% of the population, or 755 million users, now online.

The U.S. retains high penetration, with 94.5% of its population (approximately 314.2 million people) actively using the Internet.

East Asia accounts for 25% of global users, maintaining its dominance.

Northern Europe leads with the world's highest penetration rate, at 98%.

Asia overall continues to dominate with 58.3% of global Internet users.

South Africa dedicates an average of 10 hours daily to Internet use, highlighting deep online engagement.

East Africa still lags, with only 25.6% penetration, signaling ongoing barriers to accessibility.

https://www.broadbandsearch.net/

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This study examines high school students’ responses to a public policy discussion on the topic of Internet privacy. Specifically, students discussed the question of whether search engines and social media sites should be permitted to monitor, track, and share users’ personal data or whether such practices violate personal privacy. We observed discussions of the topic in four high school classrooms in 2015–2016, prior to the presidential election in 2016. We first explain why the topic failed to work as a controversial public issue with high schoolers. We then explain their responses to the issue. We found (1) students displayed a surprising trust in Facebook and Google; (2) students framed the issue of Internet Privacy as a conflict in values and a set of trade-offs; and (3) students tended to put more weight on personal responsibility than implications for democracy in their assessment of the (acknowledged) erosion of privacy as a result of social media and Internet search engines. We conclude with implications for social studies education and teacher education.

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The recent advancements in AI, particularly GAI refers to machine learning models capable of reshaping the education sector by offering innovative solutions.

Models like OpenAI’s ChatGPT 4 have shown remarkable capabilities in generating highly human like text in response to a wide range of prompts.

In teaching and learning methods AI has emerged as promising tools with the potential to revolutionizes. Although GAI is gaining momentum in formal education sector, its targeted application for inclusive and personalized learning for out of school children.

https://www.sciencedirect.com/science/article/pii/S2666188825007683

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Internet use continues to grow, but universality remains elusive, especially in low-income regions

In 2024 fully 5.5 billion people are online. That represents 68 per cent of the world population, compared with 65 per cent just one year earlier.[1] The year-on-year growth rate is itself increasing, from 2.7 just one year ago to 3.4 per cent this year. But the same figure tells us that 2.6 billion people, one-third of the global population, are still offline. Universal connectivity remains a distant prospect.

Internet use remains tightly linked to the level of development. In high-income countries[2] 93 per cent of the population uses the Internet, approaching universality.[3] This contrasts starkly with the situation in low-income countries, where only 27 per cent of the population is online. While the annual growth rate in these economies averages 8.5 per cent in 2024, higher than in any of the other groups or regions, this is not sufficient to close the gap anytime soon.

In Europe, the Commonwealth of Independent States (CIS), and the Americas, between 87 and 92 per cent of the population use the Internet. In the Arab States and Asia-Pacific countries, approximately two-thirds of the population (70 and 66 per cent, respectively) do so, in line with the global average. By contrast, the average figure for Africa is just 38 per cent.

Universal connectivity also remains a distant prospect in the least developed countries (LDCs) and landlocked developing countries (LLDCs), where only 35 and 39 per cent of the population are online, respectively.

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A study by the Millennium Cohort in the UK revealed that nearly half of British teenagers feel "addicted" to social media. About 48% of teens aged 16 to 18 agreed with the statement, "I think I am addicted to social media," with a higher percentage of girls (57%) than boys (37%) reporting this feeling. This study highlights growing concerns about the impact of social media on young people’s mental health in the UK. https://www.theguardian.com/

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Wake up to a global view on America

Privacy Notice: Newsletters may contain info about charities, online ads, and content funded by outside parties. For more information click here for our privacy policy.

We operate Google reCaptcha to protect our website and the Google Privacy Policy and Terms of Service apply.

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News, sport and opinion from the Guardian's US edition | The Guardian

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Latest US news, world news, sports, business, opinion, analysis and reviews from the Guardian, the world's leading liberal voice

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New Yorkers are at the forefront of social media communications, using a variety of channels in large numbers and with great frequency . They are extremely reachable through social media, including Twitter, Facebook, YouTube, FourSquare, Flickr and Tumblr. With smartphones currently comprising 47 percent of all subscribed phones in the United States , it is increasingly easy to reach New Yorkers through a variety of channels.

sources: https://wagner.nyu.edu/files/rudincenter/how_social_media_moves_new_york.pdf

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Ways to proctect the data and privacy online:

When kids or teenagers start to use tech or go online, it's important to teach them the basics of online safety and privacy. Whether they're using educational apps or social media, a lot of their information is collected by companies.

Some tips for create a account or a profile:

Create strong usernames and passwords.

Use strict privacy settings.

Be careful with personal info.

Look for a safe URL.

Do a password check.

Check sharing settings.

Skip anything that's not required.

Be careful with downloads and other links.

Source: commonsensemedia.org

Online Safety (For teens):

Besides the millions of sites to visit and things to do, going online offers lots of ways to waste time — and even get into trouble. But some people you meet online might try to take advantage of you, steal your personal information, or harass or threaten you (called cyberbullying).

You might know people who got into trouble for something they did online — whether it was sexting, bullying on a website or message app, or getting ripped off by someone they met online.

Because users can remain anonymous, popular websites and messaging apps might attract adults who pretend to be teens or kids. They'll sometimes ask visitors for pictures or information about themselves, their families, or where they live — information that shouldn't be given away.

Usually, people who ask for personal information like home addresses, phone numbers, and email addresses use this information to fill mailboxes and answering machines with ads. In some cases, though, predators use it to begin illegal or indecent relationships or to harm a person or family.

source: kidshealth.org

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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Teens share a wide range of information about themselves on social media sites; indeed the sites themselves are designed to encourage the sharing of information and the expansion of networks. However, few teens embrace a fully public approach to social media. Instead, they take an array of steps to restrict and prune their profiles, and their patterns of reputation management on social media vary greatly according to their gender and network size.

here there are some links with information:

https://parents.snapchat.com/safeguards-for-teens

https://youtu.be/Fa7YsGe47Q8?si=S_C7X020NfOkfJi0

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We offer extra protections for teens to help keep the focus on connecting with close friends, preventing unwanted contact from strangers, and providing an age-appropriate content experience.

Snapchat Safeguards, Explained

Teens on Snapchat (ages 13-17) have additional layers of protection on Snapchat, with safety and privacy settings on by default. Hear from our Head of Safety Operations and Outreach, Rachel Hochhauser, on the details of some of these protections.

Breakdown of our Protections for Teens on Snapchat

Default Settings

Content and Advertising

Friending and Contact Protections

Reporting Tools

Snapchat Age Minimum

We give Teens on Snapchat (ages 13-17) additional layers of protection, with safety and privacy settings on by default.

Teen Accounts are Private By Default:

Like all Snapchat accounts, teen accounts are private by default. This means that friend lists are private, and that Snapchatters can only communicate with mutually accepted friends, or those whose numbers they have already saved to their contacts.

Snapchatters need to be Friends to Tag each other:

Snapchatters can tag each other in Snaps, Stories, or Spotlight videos only if they are already friends (or followers of those who have Public Profiles).

Public Profiles: Off by Default, Only Available to Older Teens:

Some older teens (ages 16-17), have access to Public Profiles, an introductory experience that allows them to share content more widely on Snapchat, if they choose, with thoughtful protections in place, this feature is off by default for these users. Through Public Profiles, these older teens can share their Snaps publicly by posting a public Story or submitting a video to Spotlight. These Snaps can then be saved to their Public Profile so they can showcase their favorite posts.

For older teens that have this option to share content publicly, they decide whether to make each piece of content public or private when posting. In addition, as with all Snapchatters, they have control over each piece of content they create with intentional posting options that let them determine where Snaps are shared, who can see them, and if they are saved to their profile.

Younger teens (ages 13-15) do not have access to Public Profiles.

Age Appropriate Content by Default:

We limit the ability for unmoderated content to get wide distribution on Snapchat. As part of this moderation, we use detection tools and additional processes to review this public content against our Community Guidelines before it can get broadcast to a larger audience.

We have extra protections in place to provide an age-appropriate experience to teens. For example, we use a combination of human review and machine learning to identify user-generated public content that some may not find appropriate so it is not eligible for recommendation to teen accounts.

We also use strong proactive detection tools to try to find public profiles that try to market age-inappropriate content, and strive to take action against those accounts in accordance with our Community Guidelines.

Location Sharing: Off by Default:
Location sharing on the Snap Map is off by default for all Snapchatters. Snapchatters who do want to share their precise location can only share that location with their friends on Snapchat, and can choose which of those friends can see their location on the Snap Map by adjusting their settings. There is no option to share location with those who are not your friends on Snapchat.

Developed with guidance from

Snapchat Safeguards, Explained

Teens on Snapchat (ages 13-17) have additional layers of protection on Snapchat, with safety and privacy settings on by default. Hear from our Head of Safety Operations and Outreach, Rachel Hochhauser, on the details of some of these protections.

Breakdown of our Protections for Teens on Snapchat

Default Settings

Content and Advertising

Friending and Contact Protections

Reporting Tools

Snapchat Age Minimum

We give Teens on Snapchat (ages 13-17) additional layers of protection, with safety and privacy settings on by default.

Teen Accounts are Private By Default:

Like all Snapchat accounts, teen accounts are private by default. This means that friend lists are private, and that Snapchatters can only communicate with mutually accepted friends, or those whose numbers they have already saved to their contacts.

Snapchatters need to be Friends to Tag each other:

Snapchatters can tag each other in Snaps, Stories, or Spotlight videos only if they are already friends (or followers of those who have Public Profiles).

Public Profiles: Off by Default, Only Available to Older Teens:

Some older teens (ages 16-17), have access to Public Profiles, an introductory experience that allows them to share content more widely on Snapchat, if they choose, with thoughtful protections in place, this feature is off by default for these users. Through Public Profiles, these older teens can share their Snaps publicly by posting a public Story or submitting a video to Spotlight. These Snaps can then be saved to their Public Profile so they can showcase their favorite posts.

For older teens that have this option to share content publicly, they decide whether to make each piece of content public or private when posting. In addition, as with all Snapchatters, they have control over each piece of content they create with intentional posting options that let them determine where Snaps are shared, who can see them, and if they are saved to their profile.

Younger teens (ages 13-15) do not have access to Public Profiles.

Age Appropriate Content by Default:

We limit the ability for unmoderated content to get wide distribution on Snapchat. As part of this moderation, we use detection tools and additional processes to review this public content against our Community Guidelines before it can get broadcast to a larger audience.

We have extra protections in place to provide an age-appropriate experience to teens. For example, we use a combination of human review and machine learning to identify user-generated public content that some may not find appropriate so it is not eligible for recommendation to teen accounts.

We also use strong proactive detection tools to try to find public profiles that try to market age-inappropriate content, and strive to take action against those accounts in accordance with our Community Guidelines.

Location Sharing: Off by Default:
Location sharing on the Snap Map is off by default for all Snapchatters. Snapchatters who do want to share their precise location can only share that location with their friends on Snapchat, and can choose which of those friends can see their location on the Snap Map by adjusting their settings. There is no option to share location with those who are not your friends on Snapchat.

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We offer extra protections for teens on Snapchat to help keep the focus on connecting with close friends, preventing unwanted contact from strangers, and providing an age-appropriate content experience.

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Internet usage in Argentina has grown exponentially since 2000, reaching over 90% of the population by 2025. This dramatic increase reflects the global trend of digital adoption and places Argentina among the most connected nations in Latin America.

Key Milestones in Internet Penetration in Argentina

Early 2000s: At the beginning of the 21st century, internet usage in Argentina was still low, with a penetration rate of around 7% in 2000. Access was primarily through dial-up connections, and it was a luxury for many.with the penetration rate reaching 90.1% by the start of 2025.

https://datareportal.com/reports/digital-2025-argentina

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There are studies from other Latin American countries that provide insight into similar trends. For instance, a study in Ecuador found that 51.5% of adolescents were considered internet-addicted, particularly those in the first year of high school and from higher socioeconomic backgrounds . This suggests that social media addiction is a growing concern among adolescents in Latin America, including Argentina. https://www.redalyc.org/journal/647/64768658029/html/?utm_source

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Internet Addiction among Brazilan Students: Prevalence and Association with Emotional Problems*

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The objective of this study was to evaluate the prevalence of Internet addiction (I.A.) among students and its association with emotional problems. A total o…

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Nowadays the world has been suffering cyber bulling and most of the places where this happens are Spain and India. Spain has an 84% of parents that say that their children have been bullied online.

These problem has been detected on videogames, social media and from texts.

Most of the children that are bullied have an age from 14 to 19 with an 59%.

The chart from above talks about how this affacts to these children in a bad way