Reflection Prompt: What do AI-generated videos/photos mean for platforms like Instagram or TikTok, especially for younger generations?

AI generated photos and videos are reshaping how younger generations experience platforms like Instagram and TikTok. On one hand, these tools can expand creative possibilities. However, they also blur the line between reality and fiction, raising questions about authenticity and trust. As an adult who is able to analyze media critically, sometimes I have to do a double-take when I come across AI media, so I cannot imagine how easy it is for young people to believe AI content on social media. As with earlier “moral panic” narratives about social media (Dyer, 2020), AI content may fuel adult fears about young people’s digital lives. Rather than viewing AI as a distraction or danger, educators can treat it as a learning opportunity by helping students analyze AI- generated media critically, question credibility, and build essential digital literacies that will allow them to navigate complex online spaces with agency and awareness.

Platform & youth response: AI generated pictures and videos on Instagram or Tiktok are potentially very dangerous for younger generations, as they are growing up as AI continues to develop. I think that all people, including younger generations, are having a harder time distinguishing between real content versus AI generated content. AI generated content on Instagram or Tiktok especially are constantly being fed to younger generations, and therefore are becoming a part of our daily lives. Just like we sometimes have a difficult time trusting information on social media, it's becoming even harder to develop effective media literacy, especially for younger generations as this AI and social media-focused society is all they know.

Reflection Prompt: What do AI-generated videos/photos mean for platforms like Instagram or TikTok, especially for younger generations?

AI-generated content on Instagram and TikTok provides users with new ways to create and share media; however, it also makes it harder to tell what is real and what is fake. This means teaching digital literacy is more important than ever. Digital literacy skills allow students to critically evaluate content, recognize AI-generated media, and use technology responsibly.

Digital natives critique response: Do you agree with Dyer’s critique of the “digital natives” concept? Have you seen situations where young people were assumed to be naturally skilled with technology, and was that assumption accurate? If you were the educator in that situation, what would you do next?

I do not agree with the "digital natives" concept. While many youth have access to social media, there are also other youth who do not have access to social media and technology. I have fallen to the trap of thinking that my students were "digital natives". I had trouble working on some platform and thought that my students would know about it and they did not. AI is gradually looking more realistic with these videos and I think a lot of youth would not know the difference between what is AI and what is real. As an educator, I would sit down with my students and try to teach them or explore with them ways in which we can decipher what is AI and what is not. Additionally, I would not assume that all of my students are fluent with social media and would carefully scaffold my lesson to support all of the students.

Reflection Prompt: what do AI generated videos/photos mean for platform like instagram of TikTok, especially for younger generation?

It provides the younger generation a nice tool to create their own videos and photos. But if they prefer to use it as a design generator rather than just an assisting tool, they may skip learning video editing software, illustration softwares and design theories, which may constrain their imagination and creativity.

Another issue is that these AI generated videos and photos blur the boundaries between reality and virtual world. I can tell this video is AI generated as an adult, but I don't think I can tell when I was a child. Sometimes, even experiments cannot help children tell AI generated content. A child who watches this video might try to make their own cat dance the same way, and find out that it cannot, which could leave them confused or realize that is AI generated.

From my perspective, adding tags to mention the content is AI-generated is the easiest way for both adult and children.

AI-generated images like this are deeply problematic for young social media users, as they set unrealistic beauty standards that are impossible to measure up to, particularly because this “influencer” does not even exist.

I have encountered the idea of youth being "digital natives"; however, like Dyer suggests, it cannot be applied as an overarching term for all youth. The ability for children to navigate the digital world has several influences, such as socioeconomic status, which impacts access. In my experience working with students in low-income communities, the ability for them to type and navigate online platforms was largely impacted by who had access to a laptop at home. This was particularly troubling in the EQAO assessment, as it was performed predominantly online, which I believe could exacerbate differences in scores based on SES, not ability.

If I were an educator and this particular image were brought up in class, I think the conversation would be difficult to navigate as it is not obvious AI to the naked eye. I would ask kids what clues they could find to learn if this image was real or fake, for example, check out other images by the same creator, look at their bio, and Google it to see if you can find more information. Equally important is discerning if it is AI-generated or not. I would invite the kids to think about what the purpose of the post is, how it is supposed to make them feel.

This image is AI-generated because I am certain that it is an event that never occurred.

Reflection: I believe that the technology and ability to generate AI content offer significant creative potential for future generations. However, I also find these AI-generated videos and photos to be concerning, as they promote the spread of misinformation, undeclared events, non-existent realities, and fake news.

When this AI-generated content is posted on social media, its impact is significant. Users can access it from anywhere at any time, often without any cues indicating it was created by AI. This situation fuels the spread of fake news and leads to the erosion of a shared factual consensus.

The danger is most serious for younger generations, who frequently access social media but may not yet have fully developed the critical digital literacy skills necessary to navigate this content. Without educating them on how to critically analyze sources, verify information, and identify AI-generated content, they are more easily to trust them. Eventually, it shapes their perceptions of the world, their identity, and others based on false information.

Just like with fake news, AI-generated videos and photos are a new challenge that we need to help students critically evaluate. On platforms like Instagram and TikTok, content is often consumed quickly and with minimal reflection. Many AI-generated videos are incredibly realistic and I even find myself falling for them quite often. It is scary how realistic many of them really are. However, I find that there are often subtle signs that can give away if a video is AI-generated, and it is important that we teach students how to look out for these common indicators. Expanding and strengthening our digital literacy curriculum is essential to ensure that students are equipped to approach this content with critical awareness and confidence.

I also do not believe that the ability to recognize AI-generated content depends on age, as it can be difficult and unsettling for anyone. This ties into one of the reasons I dislike the term “digital natives.” I do not believe that young people should be assumed to be digital experts just because they have grown up around technology.

Reflection - Digital Natives Critique: 

Yes, I agree with Dyer’s (2020) critique of “digital natives” (p. 21). There are many factors that determine one’s access to and proficiency with technology (e.g. wealth, location, social position, personal experience, etc.), age should not override such factors. 

I’ve encountered many people’s belief in the digital natives myth, even some of my teachers! In elementary school, I had a social media-based assignment that was assigned with no explanation of the platform we were using. It was assumed that the class was familiar because we were young, but that was not the case for me; I wasn't allowed to have social media at that age, and my unfamiliarity with the platform was reflected in the assignment.

As educators, I don’t think that it’s right to assume that students possess skills simply because their peers do. If I were to use social media/technology in the classroom, I would dedicate a portion of class time to teaching students how to use the necessary platform/device effectively.    

AI-generated ASMR videos have quickly become popular among relaxation video enthusiasts. One reason is that AI can produce soundscapes that are almost impossible to recreate in real life, offering new layers of sensory experience. This trend could reshape how younger generations engage with digital content which is blurring the boundary between “real” and “synthetic” experiences. While such videos provide entertainment and stress relief, they also raise questions about authenticity and how young people develop expectations of online media. It needs to appreciate their creativity while also questioning what is real and what is artificially constructed. The ability of distinguishing AI generation should not be judged by age. When users are too young, lack life experience or judgment ability, they also cannot make accurate judgments. Whether one can determine the content of AI may be related to whether they are an expert in content and have life experience.

What do AI-generated videos/photos mean for platforms like Instagram or TikTok, especially for younger generations?

I think that it means that we must be even more prepared to teach our students digital literacy skills and critical thinking skills so that they are able to approach videos and images with caution. While the implication for younger student is quite significant, I think the greater impliation should be for the social media platforms that house AI images and videos. There is a responsibility for organizations to inform users of what is real, and what is AI-generated. There is also a concern of using images of others without consent. There are many guardrails necessary within institutions so that they are responsibly sharing this content with their users. While I do worry about the impact on younger generations, I also worry about the impact on older generations. I find that young people and children are aware that AI is a possibility when looking at content online, but older generations are sometimes completely unaware of what is real and what is not. I am thinking specifically of an example when my father in law showed me a video of a woman over 100 years old telling her story about world war two. He was so amazed by the footage, and was sharing it with others in his life, but I could tell it was AI. This situation left me feeling uncomfortable about the possibility of fake content and deceiptful content being shared without transparancy of it being AI.

Reflection

When I see AI-generated videos on platforms like TikTok or Instagram, to be honest, I often find them fake and distracting. While these technologies can be used to educate or spread awareness, most of the content I come across feels “lame” and not beneficial, which is disappointing. For younger generations, this kind of content can blur the line between what is real and what is fabricated. As Dyer (2020) points out, the moral panic around new media often overshadows the complexity of how youth actually engage with platforms. I think it’s important to critically address these videos in the classroom, so students can develop the literacy skills to distinguish between meaningful and misleading content.

I agree with Dyer’s critique of the “digital natives” idea. From my experience, young people are not naturally skilled with technology just by being born into it. Instead, their skills grow from the environment we provide them—access, mentorship, and opportunities to experiment. I’ve seen cases where students were assumed to be naturally tech-savvy, but in reality, they struggled without guidance. As an educator, I feel it’s my role to not only provide tools but also to scaffold learning, ensuring students gain the confidence to use technology critically and responsibly rather than assuming they already know how.

Reflection

When I see AI-generated videos on platforms like TikTok or Instagram, to be honest, I often find them fake and distracting. While these technologies can be used to educate or spread awareness, most of the content I come across feels “lame” and not beneficial, which is disappointing. For younger generations, this kind of content can blur the line between what is real and what is fabricated. As Dyer (2020) points out, the moral panic around new media often overshadows the complexity of how youth actually engage with platforms. I think it’s important to critically address these videos in the classroom, so students can develop the literacy skills to distinguish between meaningful and misleading content.

I agree with Dyer’s critique of the “digital natives” idea. From my experience, young people are not naturally skilled with technology just by being born into it. Instead, their skills grow from the environment we provide them—access, mentorship, and opportunities to experiment. I’ve seen cases where students were assumed to be naturally tech-savvy, but in reality, they struggled without guidance. As an educator, I feel it’s my role to not only provide tools but also to scaffold learning, ensuring students gain the confidence to use technology critically and responsibly rather than assuming they already know how.

First, the scene is unnatural as the man seems to be in a busy city/ urban area, while he appears to be underwater, surrounded by the fish and bubbles. This is clearly a blending of two environments done through AI technology. 

Secondly, the water droplets and the reflections on his skin look like an imagined effect rather than something that could be real. Also, the lightning and colours seem unrealistic as there is too much glow in the fish and brightness on the man’s forehead, that in natural photography the lightning would not produce such drastic contrasts in the colours and tones.

Lastly, the Instagram account itself is titled “midjourney AI artwork”, which directly points out the presence of AI. The creator of the account also adds the question on the profile “Who’s the better artist, man or machine?”; a question that compares human creativity with AI’s abilities. 

This to me is scary because we can no longer trust what we see on social media platforms. AI generated photos and videos are becoming increasingly popular across social media. For children and youth using Facebook, Instagram, TikTok and others as their main source of information, how are they to know what is true or not. The amount of mis-information that is being passed around social media is alarming and children are some of the first to see it and pass it around to their peers. With there being so many different ways to access social media platforms, it is hard to stop children from reading fake stories or seeing AI generated videos.

As a future teacher, I want to try and embrace social media to support learning in the classroom. I do however want to make it very clear with my students the dangers of using online platforms and help them spot what is real and what is fake.