Turning Boredom into Brilliance: Digital Wellbeing in the Classroom
What would a “bored and brilliant” school community look like, and what could it achieve?
Teaching Kids How to Validate Information on Social Media
Too often, when we teach research skills to students, we focus on articles, blogs, Wikipedia, and other resources. However, many of our students are getting their news and politics and other information through social media. We need to include analysis of social media posts and tips and tricks for validating information on social media just as we do for traditional websites.
Why We Need to Teach Kids to be Skeptical of Everything
Just last week, a relative of mine posted an image on Facebook that grabbed my attention. I teach juniors and seniors in a Media and Design class, and our first project was based around image editing. At first glance, the photo just didn’t look right. The next day, I showed the image to my students,…
Teaching Kids About Healthy, Responsible & Impactful Uses of Social Media
This post contains excerpts from my newly released book, Digital and Media Literacy in the Age of the Internet: Practical Classroom Applications, which is now available on Amazon. Social Media and Mental Health A 2017 Royal Society of Public Health (RSPH) social media study of 1500 young people in the UK from ages 14 to…
Growing Up Online
This is second post in a series related to the content in my upcoming book, Digital and Media Literacy in the Age of the Internet: Practical Classroom Applications. One thing that I have learned from working with young people in a technology classroom for the last decade is that we both overestimate and underestimate the…
Everything Doesn’t Always Have to Be Awesome on Social Media
As I was scrolling LinkedIn today (this is something I just started doing recently), I felt the need to dust off this blog and slowly emerge from what feels like eons of silence here. I came across a post by Mingda T, a UX Designer intern, that immediately grabbed my attention. It started with “I’m…