‘Digital Minimalism’: How To Hang Up On Your Phone Addiction
February 07, 2019 Jeremy Hobson Serena McMahon
Cal Newport, author of the new book “Digital Minimalism: Choosing a Focused Life in a Noisy World” and an associate professor of computer science at Georgetown University, argues that phone use is getting in the way of too much of our lives.
more on contemplative computing in this IMS blog
This Is Your Brain Off Facebook
Planning on quitting the social platform? A major new study offers a glimpse of what unplugging might do for your life. (Spoiler: It’s not so bad.)
Benedict Carey, Jan 30, 2019
This Is Your Brain Off Facebook by BENEDICT CAREY
So what happens if you actually do quit? A new study, the most comprehensive to date, offers a preview.
Well before news broke that Facebook had shared users’ data without consent, scientists and habitual users debated how the platform had changed the experience of daily life.
the use of Facebook and other social media is linked to mental distress, especially in adolescents.
Others have likened habitual Facebook use to a mental disorder, comparing it to drug addiction and even publishing magnetic-resonance images of what Facebook addiction “looks like in the brain.”
When Facebook has published its own analyses to test such claims, the company has been roundly criticized.
For abstainers, breaking up with Facebook freed up about an hour a day, on average, and more than twice that for the heaviest users.
research led by Ethan Kross, a professor of psychology at the University of Michigan, has found that high levels of passive browsing on social media predict lowered moods, compared to more active engagement.
more on Facebook in this IMS blog
CALL FOR CHAPTER PROPOSALS
Proposal Submission Deadline: February 12, 2019
Leveraging Technology for the Improvement of School Safety and Student Wellbeing
A book edited by Dr. Stephanie Huffman, Dr. Stacey Loyless, Dr. Shelly Allbritton, and Dr. Charlotte Green (University of Central Arkansas)
Technology permeates all aspects of today’s school systems. An Internet search on technology in schools can generate millions of website results. The vast majority of these websites (well over 8,000,000 results for one simple search) focuses on advice, activities, and uses of technology in the classroom. Clearly teaching and learning with technology dominates the literature and conversations on how technology should or could be used in classroom settings. A search on school safety and technology can produce more than 3,000,000 results with many addressing technological tools such as video cameras, entry control devices, weapon detectors, and other such hardware. However, in recent times, cyberbullying appears to dominate the Internet conversations in references to school safety. With an increase in school violence in the past two decades, school safety is a fundamental concern in our nation’s schools. Policy makers, educators, parents, and students are seeking answers in how best to protect the physical, emotional, and social well-being of all children.
Objective of the Book
The proposed edited book covers the primary topic of P-12 school safety and the use of technology and technology used for fostering an environment in which all students can be academically successful and thrive as global citizens. School safety is defined as the physical, social, and emotional well-being of children. The book will comprise empirical, conceptual and case based (practical application) research that craft an overall understanding of the issues in creating a “safe” learning environment and the role technology can and should play; where a student’s well-being is valued and protected from external and internal entities, equitable access is treasured as a means for facilitating the growth of the whole student, and policy, practices, and procedures are implemented to build a foundation to transform the culture and climate of the school into an inclusive nurturing environment.
The target audience is leadership and education scholars, leadership practitioners, and technology coordinators. This book will be used as a collective body of work for the improvement of K-12 schools and as a tool for improving leadership and teacher preparation programs. School safety is a major concern for educators. Technology has played a role in creating unsafe environments for children; however it also is an avenue for addressing the challenges of school safety
Recommended topics include, but are not limited to, the following:
Section I – Digital Leadership
- Technology as a Climate and Cultural Transformation Tool
- School Leadership in the Digital Age: Building a Shared Vision for all Aspects of Learning and Teaching
- Ensuring Equity within a “One to One” Technology Framework
- Infrastructure within Communities
- Accessible WiFi for Low SES Students
- Developing Culturally Responsive Pedagogy
- Professional Development for School Leaders
Section II – Well Being
- Social Media and School Safety: Inputs and Outputs
- Tip lines: Crime, Bullying, Threats
- Communication and Transparency
- Platform for Social Justice
- Teaching Strategies to Promote Healthy Student Interactions in Cyberspace (Digital Citizenship?)
- Building Capacity and Efficacy, Platform to lower incidence of Cyber-Bullying, Boosting Instructional Engagement
- Literacy and Preparedness for the Influence and Consequence of Digital Media Marketing Campaigns directed toward Children, Adolescents, and Teens.
- Pioneering Innovative Technology Program in Curriculum: Fostering “Belonging” beyond Athletics & Arts.
Section III- Infrastructure Safety
- Campus/Facility Safety and Security
- Rural Schools vs. Urban Schools
- Digital A/V Systems
- Background Check – Visitor Registration (i.e. Raptor)
- Network Security Systems and Protocols
- User Filtering and Monitoring
- Appropriate use policies
- Digital Citizenship
- Web development policy
- Intellectual Property & Copyright
Section IV – Academic Success
- Professional Development for Classroom Teachers
- Pedagogical Integration of Technology
- Instructional Coaching for Student Engagement
- Increase Rigor with Technology
- Competence in the Blended/Hybrid/Flipped Classroom
- Technology to enhance learning for all
- Assistive Technology
- Accessibility issues
- Internet access for Low SES Students in the Blended/Hybrid/Flipped Classroom
- Personal Learning Design
- Differentiation for Student Efficacy
- Strategies for Increasing Depth of Knowledge
- Design Qualities for Enhanced Engagement
Researchers and practitioners are invited to submit on or before February 12, 2019, a chapter proposal of 1,000 to 2,000 words clearly explaining the purpose, methodology, and a brief summary findings of his or her proposed chapter. Authors will be notified by March 12, 2019 about the status of their proposals and sent chapter guidelines. Full chapters are expected to be submitted by June 12, 2019, and all interested authors must consult the guidelines for manuscript submissions at http://www.igi-global.com/publish/contributor-resources/before-you-write/ prior to submission. See Edited Chapter Template. All submitted chapters will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book publication, Leveraging Technology for the Improvement of School Safety and Student Wellbeing. All manuscripts are accepted based on a double-blind peer review editorial process.
All proposals should be submitted through the eEditorial Discovery®TM online submission manager. USE THE FOLLOWING LINK TO SUBMIT YOUR PROPOSAL. https://www.igi-global.com/publish/call-for-papers/call-details/3709
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference” imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic databases featuring academic research on a variety of innovative topic areas including, but not limited to, education, social science, medicine and healthcare, business and management, information science and technology, engineering, public administration, library and information science, media and communication studies, and environmental science. For additional information regarding the publisher, please visit http://www.igi-global.com. This publication is anticipated to be released in 2020.
February 12, 2019: Proposal Submission Deadline
March 12, 2019: Notification of Acceptance
June 12, 2019: Full Chapter Submission
August 10, 2019: Review Results Returned
August 10, 2019: Final Acceptance Notification
September 7, 2019: Final Chapter Submission
Inquiries can be forwarded to
Dr. Stephanie Huffman
University of Central Arkansas
email@example.com or 501-450-5430
Digital Text is Changing How Kids Read—Just Not in the Way That You Think
Holly Korbey, Aug 21, 2018
According to San Jose State University researcher Ziming Lu, this is typical “screen-based reading behavior,” with more time spent browsing, scanning and skimming than in-depth reading. As reading experiences move online, experts have been exploring how reading from a screen may be changing our brains. Reading expert Maryanne Wolf, author of Proust and the Squid, has voiced concerns that digital reading will negatively affect the brain’s ability to read deeply for sophisticated understanding, something that Nicholas Carr also explored in his book, The Shallows. Teachers are trying to steer students toward digital reading strategies that practice deep reading, and nine out of ten parents say that having their children read paper books is important to them.
“Digital reading is good in some ways, and bad in others,” he said: in other words, it’s complicated.
According to Julie Coiro, a reading researcher at the University of Rhode Island, moving from digital to paper and back again is only a piece of the attention puzzle: the larger and more pressing issue is how reading online is taxing kids’ attention. Online reading, Coiro noticed, complicates the comprehension process “a million-fold.”
Each time a student reads online content, Coiro said, they are faced with almost limitless input and decisions, including images, video and multiple hyperlinks that lead to even more information. As kids navigate a website, they must constantly ask themselves: is this the information I’m looking for?
Teens worry they use phones too much
Andrew M. Seaman
Roughly half of U.S. teens say they spend too much time on their cellphones, according to research from Pew. About the same proportion of teens report taking steps to limit their use of the devices. Another survey found that about two-thirds of parents also worry their children spend too much time in front of screens; nearly 60% of parents report setting screen time restrictions for their children. The findings come as some technology companies introduce features to cut back on phone addiction.
Amid roiling debates about the impact of screen time on teenagers, roughly half of those ages 13 to 17 are themselves worried they spend too much time on their cellphones. Some 52% of U.S. teens report taking steps to cut back on their mobile phone use, and similar shares have tried to limit their use of social media (57%) or video games (58%), a new Pew Research Center survey finds.
Overall, 56% of teens associate the absence of their cellphone with at least one of these three emotions: loneliness, being upset or feeling anxious. Additionally, girls are more likely than boys to feel anxious or lonely without their cellphone.
The vast majority of teens in the United States have access to a smartphone, and 45% are online on a near constant basis. The ubiquity of social media and cellphones and other devices in teens’ lives has fueled heated discussions over the effects of excessive screen time and parents’ role in limiting teens’ screen exposure. In recent months, many major technology companies, including Google and Apple, have announced new products aimed at helping adults and teens monitor and manage their online usage.
Girls are somewhat more likely than boys to say they spend too much time on social media (47% vs. 35%).
Meanwhile, 31% of teens say they lose focus in class because they are checking their cellphone – though just 8% say this often happens to them, and 38% say it never does.
Girls are more likely than boys to express feelings of anxiety (by a 49% to 35% margin) and loneliness (by a 32% to 20% margin) when they do not have their phone with them.
more on contemplative computing in this iMS blog
We spend hours in front of our computers and phones, and the repetitive movement patterns can cause neck and shoulder strain. This sequence will help.
FEB 8, 2016https://www.yogajournal.com/practice/healing-yoga-sequence-ease-neck-shoulder-pain
more on contemplative computing in this IMS blog
When Teens Cyberbully Themselves
April 21, 2018 JULI FRAGA https://www.npr.org/sections/health-shots/2018/04/21/604073315/when-teens-cyberbully-themselves
Recent research and clinical psychologists now suggest that some adolescents are engaging in a newer form of self-aggression — digital self-harm. They’re anonymously posting mean and derogatory comments about themselves on social media.
According to a survey published late last year in the Journal of Adolescent Health, teens are bullying themselves online as a way to manage feelings of sadness and self-hatred and to gain attention from their friends.
“We were alarmed to learn that 6 percent of the youth who participated in our study engaged in some form of digital self-harm,” says Sameer Hinduja, co-author of the study and a professor of criminology at Florida Atlantic University. He is also the co-director of the Cyberbullying Research Center.
“Because teens’ online and offline worlds overlap, digital self-harm is a concern for some youth, making online self-harm an emerging area of research,” says, Susan Swearer, a professor of psychology at the University of Nebraska, Lincoln
Because the advent of social media has changed the way many teens form and experience relationships, normal adolescent feelings of insecurity, anxiety and loneliness can become magnified as they scroll through their peers’ social media reels. Hinduja says some teens cope with that distress by turning their angst on themselves online.
more on cyberbullying in this IMS blog
more on digital citizenship in this IMS blog