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According to the Pew Research Center, two-thirds of Americans get their news from social media.

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6-12 Family Tips: News & Media Literacy | Common Sense Education

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Help kids spot fake news and decode media messages.

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Is this a Fake or Real Website? You Decide

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Is this a Fake or Real Website? You Decide

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Help Save The ENDANGERED

From EXTINCTION!

The Pacific Northwest Tree Octopus

Rare photo of the elusive tree octopus
(Enhanced from cropped telephoto)

The Pacific Northwest tree octopus ( Octopus paxarbolis) can be found in the temperate rainforests of the Olympic Peninsula on the west coast of North America. Their habitat lies on the Eastern side of the Olympic mountain range, adjacent to Hood Canal. These solitary cephalopods reach an average size (measured from arm-tip to mantle-tip,) of 30-33 cm. Unlike most other cephalopods, tree octopuses are amphibious, spending only their early life and the period of their mating season in their ancestral aquatic environment. Because of the moistness of the rainforests and specialized skin adaptations, they are able to keep from becoming desiccated for prolonged periods of time, but given the chance they would prefer resting in pooled water.

An intelligent and inquisitive being (it has the largest brain-to-body ratio for any mollusk), the tree octopus explores its arboreal world by both touch and sight. Adaptations its ancestors originally evolved in the three dimensional environment of the sea have been put to good use in the spatially complex maze of the coniferous Olympic rainforests. The challenges and richness of this environment (and the intimate way in which it interacts with it,) may account for the tree octopus's advanced behavioral development. (Some evolutionary theorists suppose that "arboreal adaptation" is what laid the groundwork in primates for the evolution of the human mind.)

Reaching out with one of her eight arms, each covered in sensitive suckers, a tree octopus might grab a branch to pull herself along in a form of locomotion called tentaculation; or she might be preparing to strike at an insect or small vertebrate, such as a frog or rodent, or steal an egg from a bird's nest; or she might even be examining some object that caught her fancy, instinctively desiring to manipulate it with her dexterous limbs (really deserving the title "sensory organs" more than mere "limbs",) in order to better know it.

Map of estimated tree octopus maximum range, including spawning waters

Tree octopuses have eyesight comparable to humans. Besides allowing them to see their prey and environment, it helps them in inter-octopus relations. Although they are not social animals like us, they display to one-another their emotions through their ability to change the color of their skin: red indicates anger, white fear, while they normally maintain a mottled brown tone to blend in with the background.

The reproductive cycle of the tree octopus is still linked to its roots in the waters of the Puget Sound from where it is thought to have originated. Every year, in Spring, tree octopuses leave their homes in the Olympic National Forest and migrate towards the shore and, eventually, their spawning grounds in Hood Canal. There, they congregate (the only real social time in their lives,) and find mates. After the male has deposited his sperm, he returns to the forests, leaving the female to find an aquatic lair in which to attach her strands of egg-clusters. The female will guard and care for her eggs until they hatch, refusing even to eat, and usually dying from her selflessness. The young will spend the first month or so floating through Hood Canal, Admiralty Inlet, and as far as North Puget Sound before eventually moving out of the water and beginning their adult lives.

Why It's Endangered

Route 101, separating the rainforests of the Olympic Peninsula from Hood Canal

Although the tree octopus is not officially listed on the Endangered Species List, we feel that it should be added since its numbers are at a critically low level for its breeding needs. The reasons for this dire situation include: decimation of habitat by logging and suburban encroachment; building of roads that cut off access to the water which it needs for spawning; predation by foreign species such as house cats; and booming populations of its natural predators, including the bald eagle and sasquatch. What few that make it to the Canal are further hampered in their reproduction by the growing problem of pollution from farming and residential run-off. Unless immediate action is taken to protect this species and its habitat, the Pacific Northwest tree octopus will be but a memory.

The possibility of Pacific Northwest tree octopus extinction is not an unwarranted fear. Other tree octopus species-including the Douglas octopus and the red-ringed madrona sucker-were once abundant throughout the Cascadia region, but have since gone extinct because of threats similar to those faced by paxarbolis, as well as overharvesting by the now-illegal tree octopus trade.

Tree Octopus hat from 1923

The history of the tree octopus trade is a sad one. Their voracious appetite for bird plumes having exhausted all the worthy species of that family, the fashionistas moved on to cephalopodic accoutrements during the early 20th Century. Tree octopuses became prized by the fashion industry as ornamental decorations for hats, leading greedy trappers to wipe out whole populations to feed the vanity of the fashionable rich. While fortunately this practice has been outlawed, its effects still reverberate today as these millinery deprivations brought tree octopus numbers below the critical point where even minor environmental change could cause disaster.

While efforts were made in the past to preserve remaining tree octopus habitat, these were met with resistance by the timber industry, which has traditionally viewed the tree octopus as a nuisance, both because the octopuses favor the valuable, moss-shrouded trees of old growth forests-pitting conservation needs against lucrative sources of lumber-and because octopuses hiding among felled trees often gummed up sawmills and stained pulp vats with their ink.

Traveling sideshow exhibits, such as this one by Glen "Bones" Hartzell from 1942, demonized tree octopuses to the ignorant masses
(Click to enlarge)

These nuisances led many loggers to regard tree octopuses as bad luck, resulting in the pointless killing of octopuses on sight at logging camps in a misguided attempt at eradicating the troublesome species. Anti-octopus sentiment was so strong among loggers that some even began to fear that the octopuses were prone to attacking humans.

These fears were fueled in no small part by gratuitous stories involving tree octopuses harassing lumberjacks and distressing damsels in Northwestern-themed pulp magazines of the 1930-40s and variously "nipping", "entangling", or "suckering the flesh" of the heroes of men's action magazines of the 1950-60s. (The magazine publishers depended on cheap paper made from wood pulp and were glad to contribute to the anti-octopus propaganda campaign of the timber industry.)

To this day, misunderstanding and fear of these gentle creatures can still be found among many old timers, although education campaigns-and special octopus-separators installed at sawmills-have largely halted the practice of tree octopus eradication.

How You Can Help

More Tree Octopus Information

Posters motivate the citizenry to action! Post them!

Tree Octopus FAQs - Frequently asked questions, now with answers.

Tree Octopus Sightings - Includes photos of and behavioral research on the Pacific Northwest Tree Octopus and other tree octopus species.

Tree Octopus In The Media - appearances of tree octopuses, both real and fictional, in the media and popular culture.

Research On Other Tree Octopus Species:

The author of this article and its subsections is Lyle Zapato.
This site is not associated with any school or educational organization,
other than the Kelvinic University branch of the Wild Haggis Conservation Society.
Not to be confused with the Pacific Northwest Octopus Tree.

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Information about the endangered Pacific Northwest Tree Octopus and what you can do to save it.

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The News Literacy Project teaches children how to evaluate the credibility of information they get online. Here are five tips on how to spot fake news from Damaso Reyes, one of the project's directors who's taught dozens of new literacy classes.

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by Jennifer LaGarde & Darren Hudgins

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Does your school teach digital citizenship? Learn what it is and why it matters. Are you celebrating Digital Citizenship Week 2017? Get educator resources, including quick-start activities and student stickers here: https://www.commonsense.org/education/digital-citizenship-week

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else. It can include sharing personal or private information about someone else causing embarrassment or humiliation. Some cyberbullying crosses the line into unlawful or criminal behavior.

The most common places where cyberbullying occurs are:

Social Media, such as Facebook, Instagram, Snapchat, and Tik Tok

Text messaging and messaging apps on mobile or tablet devices

Instant messaging, direct messaging, and online chatting over the internet

Online forums, chat rooms, and message boards, such as Reddit

Email

Online gaming communities

Special Concerns

With the prevalence of social media and digital forums, comments, photos, posts, and content shared by individuals can often be viewed by strangers as well as acquaintances. The content an individual shares online - both their personal content as well as any negative, mean, or hurtful content - creates a kind of permanent public record of their views, activities, and behavior. This public record can be thought of as an online reputation, which may be accessible to schools, employers, colleges, clubs, and others who may be researching an individual now or in the future. Cyberbullying can harm the online reputations of everyone involved - not just the person being bullied, but those doing the bullying or participating in it. Cyberbullying has unique concerns in that it can be:

Persistent - Digital devices offer an ability to immediately and continuously communicate 24 hours a day, so it can be difficult for children experiencing cyberbullying to find relief.

Permanent - Most information communicated electronically is permanent and public, if not reported and removed. A negative online reputation, including for those who bully, can impact college admissions, employment, and other areas of life.

Hard to Notice - Because teachers and parents may not overhear or see cyberbullying taking place, it is harder to recognize.

Laws and Sanctions

All states have laws requiring schools to respond to bullying. As cyberbullying has become more prevalent with the use of technology, many states now include cyberbullying, or mention cyberbullying offenses, under these laws. Schools may take action either as required by law, or with local or school policies that allow them to discipline or take other action. Some states also have provisions to address bullying if it affects school performance. You can learn about the laws and policies in each state, including if they cover cyberbullying.

Frequency of Cyberbullying

There are two sources of federally collected data on youth bullying:

The 2017 School Crime Supplement to the National Crime Victimization Survey (National Center for Education Statistics and Bureau of Justice) indicates that, among students ages 12-18 who reported being bullied at school during the school year, 15% were bullied online or by text.

The 2019 Youth Risk Behavior Surveillance System (Centers for Disease Control and Prevention) indicates that an estimated 15.7% of high school students were electronically bullied in the 12 months prior to the survey.

See also " Frequency of Bullying."

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Cyberbullying is bullying that takes place over digital devices like cell phones, computers, and tablets. Cyberbullying can occur through SMS, Text, and apps, or online in social media, forums, or gaming where people can view, participate in, or share content. Cyberbullying includes sending, posting, or sharing negative, harmful, false, or mean content about someone else.

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Transform from Digital Citizen to Digital Leader

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Transform from Digital Citizen to Digital Leader

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A few days ago, my 15 year old had an interview over Skype for a camp counsellor position. She was extremely nervous, as could be expected, as it was her first interview ever. So we thought of some possible questions together and she practiced how she would answer. During the interview itself, I sat within earshot, for moral support and out of curiosity.

I'm not sure why I was surprised when the interviewer asked the question, "What social media are you on and what would I know about you if I looked there?" It wasn't a question we practiced (a completely ironic lapse if you know anything about me) and I held my breath as she answered.

She's a really smart kid. She only paused for a nano-second before she responded. Here is a paraphrase of what she said:
I use social media mostly to connect with my friends. I'm on Instagram and Snapchat. There you will see pictures of me and my friends and know that I value friendship. I also like to take interesting pictures of my work sometimes. I also have a Twitter account. There I mostly retweet pictures of cute animals so you'd know that I'm an animal lover.
As I listened to her, I thought to myself, way to go; she was eloquent and put a very positive spin on a question that I know really surprised her. But I also thought about the fact that at 15, she hasn't really had any opportunities to develop a digital footprint beyond socially connecting with her friends. Nor have any of her friends.

As a parent and a teacher, I can't help but put my teacher hat on. What a great opportunity for us to explore ways in which she could build a positive online image. But our ensuing conversation revealed a great deal. She strongly believes that as long as she isn't posting anything inappropriate, she is doing just fine. She doesn't really think that creating a more positive digital footprint at this point is really necessary. One of her arguments was that if a future employer Googled her and came up with no results, that means she hasn't done anything stupid online, and then her interview and qualifications will speak for themselves. She's not wrong...

And yet, she's not exactly right either, but she doesn't know anything different. There really is so much potential for her to capitalize on the use of social media to set herself apart from others. We had a great conversation about what that looks like, but I don't think she's entirely convinced because she hasn't heard this from anyone else and I'm her mom (and thus simultaneously uncool and unwise).

I think about how much my thinking has changed over the past two years. Then, I was extremely protective of her name and image and didn't want it to be anywhere on the internet (out of fear of predators). In fact, last year, when she created a travel vlog, I wasn't comfortable with her posting it because her face was on it. When she was 9 and passionate about creating videos, I let her create a Youtube channel, but the conditions of her getting it was that she couldn't use her own name for the account. I don't regret these decisions because they helped establish norms around privacy and protection. And yet, I wonder if I could have still instilled that same knowledge, without squashing that passion, tempering the fear narrative.

Today, I deeply consider the idea Will Richardson planted:

"I want my child to be found on the internet by strangers."

Because developing a positive online presence is so important.

Much of my thinking on the topic has also been formed by the work of George Couros, who spent some time at our District in April, and who is very passionate about the topic of Digital Leadership. While Digital Citizenship is about being a good citizen online, Couros defines Digital Leadership as:

"Using the vast reach of technology (especially the use of social media) to improve the lives, well-being, and circumstances of others."

(From, Digital Leadership Defined)

Here is what this looks like (based on my interpretation of Couros's various posts on the topic)

Students use technology and social media to...

1. empower others who have no voice

2. address societal inequality

3. promote important causes

4. learn and share their learning

5. be a more positive influence in the lives of others

And here are some great examples of kids doing this right now:

@ThatHannahAlper (Hannah Alper) uses social media to enpower and inspire-just check out her website, Call Me Hannah to see how she does this. She is also a champion of environmental causes and just recently became a Youth Ambassador for Bystander Revolution, which is an organization taking a stand on bullying.

@Aidan_Aird, a 15 year old student in our District. created a website, Developing Innovations, "To inspire, celebrate and promote #STEM." Aird's website states, "I realized there were lots of amazing kids out there working hard, creating and discovering amazing things. With them in mind, I created Developing Innovations...[which] has featured and celebrated over 65 young scientists from around the world on the website. There are so many hardworking young scientists out there that are trying to make a difference. By being featured on my website, they get the exposure they deserve and are encouraged to keep working hard. It is a place to celebrate their accomplishments and inspire other kids to follow in their footsteps."

Jeremiah is a high school junior and creator of @westhighbros, a Twitter account that tweets compliments to friends and classmates. Check out the video here. (shared by George Couros @gcouros)

Though Kid President (@Iamkidpresident) gets a little help from Brad Montague, 10 yr-old Robby Novak definitely empowers others through his inspirational videos as well as his own story. He is also a champion for important causes. Currently, you can see him fighting child hunger by following the hashtag #hungerfreesummer or by checking out the video here.

Joshua ( @Joshua's Heart) is a young man passionate about inspiring kindness in youth and stopping world hunger. Here is his keynote during the EduMatch Passion Pitch event hosted by @ShellTerrell and @SarahThomas found here. More information about the great work he is doing can be found at http://joshuasheart.org/

Yes, these students are perhaps the exception, rather than the norm right now, but how do we help kids see the potential of social media as a way to develop more positive digital identities and do good in the world? If students are using social media in their classes to share their learning on blogs, Twitter and Instragram, will they realize the immense power it has to connect them to the world beyond the social?

How can we inspire kids to become so passionate about a cause or a topic that they are moved to digital leadership?

We can't unless we engage in opportunities to talk about it at home, teach it at school, and model this as adults.

I'm sure there are tons of other kids making a positive impact. Who are they and what are they doing? It's easier to have these conversations if we have lots of examples of kids doing great things. I've created a collaborative Google Doc. Contributions welcome!

Here's a resource called, Your Digital Footprint, that Couros recently shared that provides a wonderful starting point whether you are a parent, teacher, or District leader.

*Please note, my daughter read and agreed to my sharing this information in this blog post. She is going to create an About Me page and is seeking to discover a passion that might move her to social action. Conversations are ongoing. 🙂

Check out this amazing sketchnote visual created by Sylvia Duckworth. It was great to collaborate on this with her!

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Moving from Digital Citizenship to Leadership

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A few days ago, my 15 year old had an interview over Skype for a camp counsellor position. She was extremely nervous, as could be expected, as it was her first interview ever. So we thought of some possible questions together and she practiced how she would answer.

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The Internet Keep Safe Coalition is dedicated to protecting children, families, and schools by assessing, advising, and certifying organizations that collect, use, and share personal information and data that is protected by law.

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Be Internet Awesome is a multifaceted program that includes a fun and free web-based game called Interland and an educational curriculum to teach kids how to be safe and responsible explorers of the online world.

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Every day, whether we want to or not, most of us contribute to a growing portrait of who we are online - a portrait that is probably more public than we assume.

This portrait helps companies target content at specific markets and consumers, helps employers look into your background, and helps advertisers track your movements across multiple websites. Whatever you do online, you might be leaving digital footprints behind.

This course gives you an understanding of the different trails that you are leaving on the Internet and how this might affect you. While it is not possible to have zero digital footprints, the first steps toward reducing your digital footprint and managing your digital identity are simple.

What are the course objectives?

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Digital Footprints course gives you an understanding of the different trails that you are leaving on the Internet and how this might affect you. While it is not possible to have zero digital footprints, the first steps toward reducing your digital footprint and managing your digital identity are simple.

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According to YALSA, social media is a variety of web-based
tools used to connect, collaborate, and create web content and experiences. Websites
that allow visitors to send email, post comments, build web content or take part in live
audio or video chats are all considered to be social media sites.

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Common Sense Media: Digital Footprint Intro

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In two weeks I was able to put this together for an unpaid Internship @ Common Sense Media in San Francisco. I really was impressed w/the turnaround, because I initially thought there was only time to get 30sec done.

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On the Internet a digital footprint is the word used to describe the trail, traces or "footprints" that people leave online. This is information transmitted online, such as forum registration, e-mails and attachments, uploading videos or digital images and any other form of transmission of information - all of which leaves traces of personal information about yourself available to others online.

-Source: Webopedia

(Free online dictionary for words, phrases and abbreviations that are related to computer and Internet technology.)

When you consider establishing a deliberate online identity there are a few important best practices to keep in mind.

While you may choose to use a pseudonym for that which you don't want to become a part of your footprint, it isn't a bullet proof method that prevents what you say from being traced back to you. For that to happen, you'd have to be flawless in your execution of every single interaction, no matter how big or small. For most people this is just not possible.

Remember even if you don't use your real name, you are still legally responsible for your actions and the same consequences exist.

Whether at school or away from school, whether talking to friends, family, or school staff, what you say, becomes a part of your online profile. If it is digital (even if it is private) it is possible that your words, images, and videos will become a part of your online footprint. Follow the instructions below to take a look at your online reputation.

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On the Internet a digital footprint is the word used to describe the trail, traces or "footprints" that people leave online. This is information transmitted online, such as forum registration, e-mails and attachments, uploading videos or digital images and any other form of transmission of information - all of which leaves traces of personal information about yourself available to others online.

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Students learn about a framework -- the Rings of Responsibility -- to understand how to balance their responsibilities to themselves and others in the digital world.

(To view subtitles, click on the white box at the bottom right of the video.)

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Rings of Responsibility | Common Sense Education

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Rings of Responsibility is a video from Common Sense Education. Use this video to help your students learn and thrive in our connected world.

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According to YALSA, "social media gives teens meaningful ways to use and improve reading and writing skills. All social software requires teens to read and write. Reading and writing skills are used when a teen creates a profile on a social media site such as Facebook; posts or comments  on a blog; writes about an idea on Twitter; adds or edits content on a wiki; searches for social content; or consults peers online as a part of a research project."

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Pew Research Center: Internet, Science & Tech

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MORE FACT SHEETS: INTERNET/BROADBAND | MOBILE TECHNOLOGY

Today around seven-in-ten Americans use social media to connect with one another, engage with news content, share information and entertain themselves. Explore the patterns and trends shaping the social media landscape over the past decade below.

When Pew Research Center began tracking social media adoption in 2005, just 5% of American adults used at least one of these platforms. By 2011 that share had risen to half of all Americans, and today 72% of the public uses some type of social media.

Pew Research Center

As more Americans have adopted social media, the social media user base has also grown more representative of the broader population. Young adults were among the earliest social media adopters and continue to use these sites at high levels, but usage by older adults has increased in recent years.

YouTube and Facebook are the most-widely used online platforms, and its user base is most broadly representative of the population as a whole. Smaller shares of Americans use sites such as Twitter, Pinterest, Instagram and LinkedIn.

Pew Research Center

Usage of the major social media platforms varies by factors such as age, gender and educational attainment.

Facebook/Instagram/LinkedIn

Twitter/Pinterest/Snapchat

YouTube/WhatsApp/Reddit

For many users, social media is part of their daily routine. Roughly three-quarters of Facebook users - and around six-in-ten Instagram users - visit these sites at least once a day.

Pew Research Center

Follow these links for more in-depth analysis of the impact of social media on American life.

April 10, 2019 10 facts about Americans and Facebook May 16, 2019
Social media usage in the U.S. in 2019
Millennials stand out for their technology use, but older generations also embrace digital life May 2, 2018
Americans' complicated feelings about social media in an era of privacy concerns March 27, 2018
Social Media Use in 2018 March 1, 2018
The Future of Truth and Misinformation Online Oct. 19, 2017
The Future of Free Speech, Trolls, Anonymity and Fake News Online March 29, 2017

All reports and blog posts related to social media.

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Demographics of Social Media Users and Adoption in the United States

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MORE FACT SHEETS: INTERNET/BROADBAND | MOBILE TECHNOLOGY Today around seven-in-ten Americans use social media to connect with one another, engage with news content, share information and entertain themselves. Explore the patterns and trends shaping the social media landscape over the past decade below.

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Pew Research Center: Internet, Science & Tech

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Digital technology users say they more regularly interact with people from diverse backgrounds

Are smartphones and social media changing social interactions in emerging economies, or are people simply talking to the same people online that they once talked to offline? A Pew Research Center survey of adults in 11 nations across four global regions finds that, in many key respects, smartphone users - and especially those who use social media - are more regularly exposed to people who have different backgrounds and more connected with friends they don't see in person. Those with smartphones are also more likely to have accessed new information about health and government services.

Across every country surveyed, those who use smartphones are more likely than those who use less sophisticated phones or no phones at all to regularly interact with people from different religious groups. For example, 57% of Mexican smartphone users report frequently or occasionally interacting with people of other religions, compared with 38% of those with less mobile connectivity.

Across most of the 11 emerging economies, people with smartphones also tend to be more likely to interact regularly with people from different political parties, income levels and racial or ethnic backgrounds. Taking Mexico as the example once again, more than half of Mexican smartphone users (54%) regularly interact with people who support different political parties than they do, compared with 30% of those without smartphones. They are also 24 percentage points more likely to interact with people of different income levels and 17 points more likely to interact with people of different racial or ethnic groups.

Across these 11 emerging economies, smartphone and social media use are heavily intertwined: A median of 91% of smartphone users in these countries also use social media or messaging apps, while a median of 81% of social media users say they own or share a smartphone. And, as with smartphone users, social media and messaging app users stand apart from non-users in the regularity of their interactions with people who are different from them. For example, 52% of Mexican social media users regularly interact with people of a different income level compared with 28% of non-users.

You find yourself having 3,000 friends, but in real life, you only know 50, but you kind of know them because you share comments and you like similar things. It's like you know them, but you don't. Woman, 24, Kenya

These results do not show with certainty that smartphones or social media are the cause of people feeling like they have more diversity in their lives. For example, those who have resources to buy and maintain a smartphone are likely to differ in many key ways from those who don't, and it could be that some combination of those differences drives this phenomenon. Still, statistical modeling indicates that smartphone and social media use are independent predictors of greater social network diversity, holding other factors constant such as age, education and sex (for more information, see Appendix A).

Additionally, the results of other questions indicate that mobile phones and social media are broadening people's social networks. For instance, more than half in most countries say they see in person only about half or fewer of the people they call or text. Mobile phones are allowing many to stay in touch with people who live far away: A median of 93% of mobile phone users across the 11 countries surveyed say their phones have mostly helped them keep in touch with those who are far-flung - the most cited benefit of mobile phones among the five asked about on the survey.

When it comes to social media, large shares report relationships with "friends" online who are distinct from those they see in person. A median of 46% of Facebook users across the 11 countries report seeing few or none of their Facebook friends in person regularly, compared with a median of 31% of Facebook users who often see most or all of their Facebook friends in person. In focus groups, a theme that arose was the way in which social media - especially Facebook - allowed people to rekindle past friendships or to find past acquaintances in a way that felt rewarding (for more information on the focus groups, see Appendix B).

It's important to us that we can call and text [our children]. Woman, 40, Philippines

Although smartphones and social media may be broadening horizons, adults in these emerging economies see both positives and negatives stemming from this change. As results from an earlier Pew Research Center report indicate, adults in these 11 countries say access to mobile phones, the internet and social media both make people more divided in their political opinions and sometimes more accepting of those who have different views than they do. And, in most countries, larger shares say technology is causing people to be more divided than say it has caused them to be open to different groups of people.

Social activities are most common for phone users

While people can use their phones for myriad activities, among the most common are casual, social activities. For example, a median of 82% of mobile phone users in the 11 countries surveyed say they used their phone over the past year to send text messages and a median of 69% of users say they took pictures or videos. And, among mobile phone and social media users, a majority in every country also posted pictures or videos to social media. More than half of mobile phone and social media users in most countries also posted their thoughts on social media about issues that are important to them.

It is also useful at work ... like meeting new prospects and clients. It gives you the opportunity to sell products to people. Man, 21, Tunisia

Many mobile phone users are also using their phones to find new information. For example, a median of 61% of mobile phone users say they used their phones over the past year to look up information about health and medicine for themselves or their families. This is more than the proportion that reports using their phones to get news and information about politics (median of 47%) or to look up information about government services (37%), though these activities, too, are prevalent in some countries, including the Philippines, where half or more report doing each of these things over the last year. Additionally, around half or more of mobile phone users in nearly all countries report having used their phones over the past 12 months to learn something important for work or school.

In addition to these activities, some turn to their phones for commerce. For example, a median of 39% of mobile phone users say they used their phones over the past year to look for or apply for a job, and a median of 32% say they used their phones to buy or sell goods. Majorities in most countries say their phones have helped their ability to earn a living. Focus group participants often highlighted the way their phones enhance their ability to reach clients, to schedule work shifts or to market their businesses.

Digital divides emerge in the new mobile-social environment

While phones and social media afford new opportunities to interact with different sorts of people and information, not everyone participates in these activities equally. People with smartphones and social media, as well as younger people, those with higher levels of education and men are in some ways reaping more benefits than others, potentially contributing to digital divides.

First, people with smartphones are much more likely to engage in activities on their phones than people with less sophisticated devices - even if the activity itself is quite simple. For example, people with smartphones are more likely than those with feature or basic phones to send text messages in each of the 11 countries surveyed, even though the activity is technically feasible from all mobile phones. And, although buying and selling goods may be feasible from a basic phone, people with smartphones are much more likely to have participated in these commercial activities than those with other types of devices.

When it comes to activities that are easier with smartphone access - such as seeking information - the differences among those with different levels of access to various phone types in these countries are pronounced. Those who have smartphones are much more likely to look up information for their households, including about health and government services. Differences between smartphone users and other mobile phone users are also pronounced in all countries surveyed when it comes to the regularity with which people interact with those who are different from them.

In most countries, the largest differences with regard to social network diversity and what people do on their phones comes between those with smartphones and those with basic phones. In fact, outside of India, there are few differences between those who lack phones and those who have basic phones in terms of how often people interact with those who have different backgrounds than they do. Some of this may be due to the fact that those with smartphones tend to be social media users, and social media use is related to social network diversity, even after accounting for smartphone ownership ( see Appendix A).

There are also major differences by age and education level in how their devices are - or are not - broadening their horizons. Younger people are more likely to use their phones for nearly all activities asked about, whether those activities are social, information-seeking or commercial. For example, those under 30 in most countries are around twice as likely - or more - as those ages 50 and older to send text messages, take pictures, buy and sell goods and more. Younger mobile phone users are also more likely to say they encounter different sorts of people in their day-to-day lives. Phone users with higher levels of education are also more likely to do most activities on their phones and to interact with those who are different from them regularly than those with lower levels of education.

Gender, too, plays a role in what people do with their devices and how they are exposed to different people and information. Men are more likely than women to say they encounter people who are different from them, whether in terms of race, politics, religion or income. And men also tend to be more likely to look up information about government services and to obtain political news and information. Men also are more likely to have used their phones over the past year for commerce - both in terms of looking for jobs and buying or selling goods.

These are among the major findings from a Pew Research Center survey conducted among 28,122 adults in 11 countries from Sept. 7 to Dec. 7, 2018. In addition to the survey, the Center conducted focus groups with diverse groups of participants in Kenya, Mexico, the Philippines and Tunisia in March 2018, and their comments are included throughout the report (see Appendix B for more information).

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Smartphone, Social Media Users Have Broader Social Networks In Emerging Economies

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Digital technology users say they more regularly interact with people from diverse backgrounds Are smartphones and social media changing social interactions in emerging economies, or are people simply talking to the same people online that they once talked to offline?

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So much of kids' social lives happens online. Whether they're texting with their study group, flirting on social media, or voice-chatting on game platforms, middle and high schoolers can learn to communicate in safe and healthy ways. These skills will help kids -- and the people they're communicating with -- have positive experiences online.

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Grades 6-12 Family Tips: Relationships & Communication

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So much of kids' social lives happens online. Whether they're texting with their study group, flirting on social media, or voice-chatting on game platforms, middle and high schoolers can learn to communicate in safe and healthy ways. These skills will help kids -- and the people they're communicating with -- have positive experiences online.

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Use code: x4tb23wv

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Online etiquette is about more than asking that troll to please pass the mousepad! Learn the do's and don'ts of netiquette, and how to create respectful emails, IMs, and blogs.

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FactCheck.org

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A Project of The Annenberg Public Policy Center

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Most kids will encounter mean behavior at some point in their digital lives. For some kids, this experience is a blip that's easily forgotten, while for others it can have deep, long-lasting effects. For parents, the key is staying involved in kids' lives -- both online and off -- so they can step in and offer help if necessary. With guidance from parents and educators, kids can learn how to dodge the drama and stand up for others.

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K-12 Family Tips: Cyberbullying, Digital Drama, & Hate Speech | Common Sense Education

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Most kids will encounter mean behavior at some point in their digital lives. For some kids, this experience is a blip that's easily forgotten, while for others it can have deep, long-lasting effects. For parents, the key is staying involved in kids' lives -- both online and off -- so they can step in and offer help if necessary.

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Create an Impressive Digital Footprint & Identity

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Create an Impressive Digital Footprint & Identity

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As tweens and teens start sharing content and engaging with others online, it's important for them to understand the tracks they're leaving behind and what those tracks might reveal. Parents can help guide kids toward creating the kind of footprint they can be proud of.

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Grades 6-12 Family Tips: Digital Footprint & Identity

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As tweens and teens start sharing content and engaging with others online, it's important for them to understand the tracks they're leaving behind and what those tracks might reveal. Parents can help guide kids toward creating the kind of footprint they can be proud of.

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Boost Your Social Media Safety, Privacy, and Security 

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Boost Your Social Media Safety, Privacy, and Security 

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If you are under 18, report online sexual abuse to one of our Child Protection Advisors at the CEOP Safety Centre.
Report now
If you're over 18, call 101 to speak to your local police.

If you're ever in immediate harm or danger:

Call the police on 999 straight away

Tell an adult you trust who will be able to support you through a difficult time

The Mix is a charity that provides free information and support for under 25s.
www.themix.org.uk
Use their crisis messenger by texting THEMIX to 85258.

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If you are under 18, report online sexual abuse to one of our Child Protection Advisors at the CEOP Safety Centre. Report now If you're over 18, call 101 to speak to your local police.

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Welcome to the Carnegie Cyber Academy, the most prestigious cyber defense training facility in the world. My name is Commander Omni. I am the school's dean.

At the Academy, we train our cadets in online safety so that they can protect themselves and others from the attacks of malicious Cyber Villains. The Internet is a growing part of our daily lives. It is my hope that future generations will be able to continue exploring Cyberspace in a safe and secure way.

Carnegie Cadets: The MySecureCyberspace Game made an impact in 2007 as a free comprehensive cyber citizenship game for children. Download and play- compatible with 2000/XP and Mac OSX (10.5).

View a demo video and the teacher's packet for the classroom.

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The Carnegie Cyber Academy - An Online Safety site and Games for Kids

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The Carnegie Cyber Academy website provides online safety information and Carnegie Cadets: The MySecureCyberspace Game, an educational game that teaches kids about internet safety.