Young and Online Research Report

Chhavi Jain Independent Research Report PGDM5220 G MS SDM (Parsons School of Design, The New School)

/ Young and online

Young and online Exploring internet safety for children

Completed in partial fulfillment of semester three of MS Strategic Design and Management program at Parsons School of Design, The New School by Chhavi Jain.

Growing up with the internet As more children around the world spend more time on the internet, it has become more essential to appreciate what children’s rights mean in a digital world. The rapidly expanding power and reach of the ICT sector have thrust communications and technology companies into key policy debates around the risks and opportunities children encounter online.

For children growing up online, life is unimaginable without it. Digital technology has transformed the world we live in – disrupting entire industries and changing the social landscape. Childhood is no exception. One in three internet users worldwide is a child, and young people are now the most connected of all age groups.

From photos posted online to medical records stored in the cloud, many children have a digital footprint before they can even walk or talk. As digital technology rapidly evolves, so can the risks children face online – from cyberbullying to misuse of their private information to online sexual abuse and exploitation.

For better and for worse, digital technology is an irreversible fact of our lives. And while there is now a widely accepted imperative to protect children from harm and abuse online, there is limited understanding on how might we empower young people as active digital rights-holders so they become true global citizens.

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81% Alexa!

Play Happy Birthday!

parents report their children start using social media between the ages of 8 and 13

one in five

people in the US, between 25 to 34, (which includes parents of young children and parents-to-be) own a digital assistant like Google Home

93% of 6-12 year olds in the US have access to a smartphone or tablet

66%

have their own device

one in three

internet users worldwide is under 18 years

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The digital environment was conceived for adult users. Not even its inventors thought it might one day be a place where childhood would be spent. Nor did they make any design concessions for child users. On the contrary, the utopian vision was that all users would be equal. And if all users are equal, then a child user is treated as if they were an adult. Using technology cannot, in itself, be taken as evidence that the individual child is a creative participant in the digital environment with full digital literacy, agency and citizenship.

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Digital literacy and Digital citizenship Digital Literacy is the cognitive and technical ability to use the Internet and other digital tools/platforms effectively to find, interact with, evaluate, create, and reuse information (Palfrey & Gasser, 2016). The ability to comprehend and work through conceptual problems in digital spaces (Carretero, Vuorikari, & Punie, 2017).

Digital citizenship is a holistic and positive approach to helping children learn how to be safe and secure, as well as smart and effective participants in the digital world. This involves helping them understand their rights and responsibilities, recognize the benefits and risks, and realize the personal and ethical implications of their actions.

Digital citizenship and digital literacy are intrinsically related. Both concepts complement each other and are essential to understanding issues of social inclusion and equity in a rapidly changing digital world. In order to participate, learn, and navigate the networked communication environment we need to develop a particular set of skills and sociocultural practices related to privacy, safety, information quality, and creative expression. By gaining these abilities, we are able to not only take advantage of the opportunities for participation in the digital culture and economy, but also manage and minimize the new risks that emerge.

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Cyber Cocoon Kids installation at UNICEF NYHQ, representing four risks children face on the internet

Screen addiction

Oversharing personal information

Cyberbullying

Online child sexual abuse

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Research Question How might we empower young people to become true global citizens?

How might we ensure young people are more mindful of their online life and digital footprint?

Research plan

A

Activities to understand/observe

E I O

Environments to visit participants in

Interactions between people, or object and person to observe

Objects to explore

U

Users to talk to and observe

• • • • • •

Online behavior and habits of young people and parents How much screen time is too much?

To what extent are parents monitoring online lives of their children?

Is excessive online time a cause of concern for parents?

What apps are being used at different stages?

What kind of parental control tools are being used?

• • •

Classrooms, use of devices in schools, regard to school electronics policy Homes and parks Online - Facebook and Instagram

• •

Parent/child interaction with respect to devices being used Do children befriend parents/family on social media?

• • •

Devices being used School electronics policy Existing guidelines on internet safety for children and the legal framework

• • • • •

Parents of various age groups Young/new parents Children under 13, adolescents under 18 25-34 year old youth Teachers, educators, school counselors 8

Methodology Using the Human-centered design approach, putting users at the heart of the research, I used the following research tools and methods, with the goal to deeply understand the present situation, problems and behaviors, to uncover insights and map opportunities-

Secondary research Literature review Conceptual landscape mapping Survey Intercept interviews Expert interviews Fly on the wall observation A day in the life Behavioral mapping Shadowing Social Network mapping

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Visualization of an average young person’s online activities, and how they relate to their offline life

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Moments in Michael’s online life in the span of an afternoon

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Survey results The survey was designed on Typeform, a platform that enables logic jumps in the questionnaire. This helped direct questions at both parents and non-parents, to get results out of one form.

125 people accessed the survey through a smartphone, 45 on a PC/laptop, and just 1 on a tablet.

Of the 171 responses, 54 were parents.

82% parents try to limit their child’s screen time

Only

3%

parents claim that their child has gone through a bad experience on the internet

When asked, if their child has ever gone through a bad online experience- been bullied, abused or affected by an online comment, post or content; only 3% claimed yes; 71% responded with a no; 26% denied knowledge of such an instance.

Only 20% parents claimed that their child learns/learnt about internet safety in school.

73% parents expressed desire for a way for their child to learn about internet safety, 81% also wished their child was more mindful of their digital life.

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Survey results 117 respondents were not parents.

78% were younger than 30 years of age.

17% between the age 31-40, and 5% above 40 years.

35% denied having an unpleasant experience online, whereas 65% confirmed.

65% between age 15 25 claimed to have had an unpleasant experience on the internet

Only one respondent claimed to have learnt about internet safety in school.

Young people do not perceive social media as a source of distraction and misinformation.

Nearly 70% claimed that they could not imagine their life without the internet.

inference: There is an evident (communication) gap between the online experience of young people, and the perception of the same among parents.

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inference: In a radar mapping exercise, and upon synthesizing interviews, several parents prioritized their child’s physical safety, homework/academic performance, and family time over Internet safety.

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There is an underlying assumption that every child is a one-size-fitsall digital immigrant. This is also evident in the user interface design of various popular children’s as well as social media apps and websites. Like young fish in the sea, children born in the age of the internet do not know another way of life.

However, conversations with eleven parents, and observations revealed that they manage their child’s use of internet technologies in various different ways. This sheds light on the three groups/kinds of young people that will be entering colleges and workplaces.

digital orphan

Parents are enablers

Might grow up to prioritize online networks over face to face interactions, affecting their interpersonal skills, and value system.

These children need the most guidance on the impact of their digital footprint.

digital heir

Parents are mentors

They have the potential to be the most creative of all.

They are responsible, and understand good from bad.

digital exile

Parents are restrictors

They might continue to use technology and social media in a limited manner, or in a more likely scenario, give in in later years to overuse, and mix their online and offline lives.

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How parents manage the use of internet technologies for their children

enablers

Parents of digital orphans

• • • • • •

• • •

m e n to r s

Parents of digital heirs

• • •

• • • • •

Unregulated and great access Reliance on intuitive nature of gadgets Little to no guidance on use No conversation about what is being learnt, seen, experienced online and why it matters Often rely on screens for babysitting and engaging children Parents of high school students are most likely to identify with this approach

Encouraged, guided and balanced approach Understand risks as focus on leveraging benefits, learning new skills Promote ‘maker orientation’ than being passive consumers of new technologies Do things online together Have conversations about responsible internet use Research apps and devices before using them

Strictly limit screen time and access to devices Enforce house-rules around use of phones, tablets, computers Mostly raise children offline Delay the age when kids get their first phones to early teenage years Parents of very young children and preschoolers are most likely to identify with this approach

r e st r i c to r s

Parents of digital exiles

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digital orphan

Michael, 13 Logs on to his computer (in his bedroom) at 2:30pm after returning from school, and logs out around 7pm.

Emails, Facebook, Homework, Buzzfeed Got an iPhone on his 10th birthday.

Dad is a businessman and mother is a housewife, both encourage him to use new gadgets without restrictions, with the belief that their son should ‘get ahead’ and be tech savvy.

Parents have almost never had a conversation about tech use with him. They do not particularly perceive the internet as something to worry about.

digital exile

Alyssa, 10 Fifth grader Likes to read poems, paint and going to the park with her mom.

“When she is older, she will probably spend half her day in front of a computer screen, like most of us, we don’t want screens to invade her childhood just yet.”

- Karen, 37 Alyssa’s mother

Father, Ben is an engineer at a Fintech company in NYC, mother is a manager at a retail store. Both are strict and feel that Alyssa is too young to watch TV and especially smaller phone screens. Both strongly feel that it is best that she spends time reading books and being ‘crafty’ at this age. They also feel that they cannot shield her forever, and plan to get her a phone when she turns 14.

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digital heir

Ketan, 17 Loves playing table tennis, wants to become a doctor.

Father, Sanjay is a dentist in New Jersey and mother, Betty is a school counselor.

Sanjay likes to play computer games with Ketan on the weekends. Both parents waited till Ketan was twelve to give him a phone. In the years growing up, parents restricted screen time, and made rules like no TV after 7pm, and no screens during meals.

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After school, my son would come home, but then he would have 3-4 hour down period before I got home, and it was always like, ‘Mom, can I go outside, I wana go and play’, I was very concerned about his activity outside, hanging out on the (basketball) court, so we discussed and I got him a gaming computer.

“ Lisa, 43 Mother of 14 year old Kymani

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“

“Children don’t realize that once they put a photo of themselves ‘out there’, it never goes away!

My weekly group (counseling) sessions are better than individual ones, as children learn better from each other

“

Silky Singh, 40 Mother of 2 year old Alma Counselor at Thomas Jefferson High School

It is scary how our world has changed so much so fast, and I feel we don’t fully understand the implications of it all. I think Alma is too young to be looking at screens, so we read books, play with actual toys instead.

inference: Younger children anthropomorphize technology, this surfaced in observing how they used and interfaced with digital assistants like Google Home. They also rely completely on parents to guide usage of gadgets. The design of apps and hardware does not help, as it reinforces the compulsion loop. Some parents (especially the Enablers) are as hooked to their smartphones, this sets a model for their children, and they also crave to spend time looking at videos, and playing games. The Enablers also often rely on phone screens to ‘babysit’ their child, handing them a tablet, so they finish their meal. An afternoon spent at the playground at Union Square Park, made me see how parents kept one eye on their child and one eye on their phones. Most parents also took photos and videos of their child playing on their phones.

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3-5 year old

Tech use is fully adult guided.

They use apps on parents phones.

Watch Youtube videos and play colorful games.

Parents use their phones to take photos and videos of their child, often posting and sharing them on social media and with friends and family.

Most parents are not fully aware of the risks involved . They contribute to creating their kid’s digital footprint before they can actually walk even.

6-9 year old

Digital use is more around entertainment- watching content on Youtube, Netflix and playing games.

Increased independent use.

The number of children in this age group that have their own smartphone are on the increase.

There is still very limited understanding about privacy policy of various online platforms, and risks.

Children in this age group often get confused by seeing ads on a platform like Youtube, without understanding that they are being tracked.

Tech tantrums, reward loops and autoplays make them stay online.

10-12 year old

Most vulnerable age group Having a personal device by this age is beginning to become a norm. So there is increased peer pressure as well.

Kids in this age bracket play games, watch films and even start shopping online.

They freely use social media, and use internet resources for school work and to also receive communications from the school.

They start to use online environments to explore and develop their self identity.

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13-15 year old

A smartphone is a key social, information and educational tool in their lives.

They use social media platforms to explore and develop their self identity.

They find emotional support and information online.

Excessively share self-generated images.

School work has the most digital component.

Connect to public wifi

16-18 year old

Increased independence over time spent online.

Online and offline lives are highly connected.

Use online environments to project and express their self-identities.

Communicate with the currency of ‘likes’, ‘loves’ and ‘views’.

Some become ‘influencers’, with a heavy following of young people.

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Conclusion The combination of research methods I used to conduct the research led me to surprising insights.

I began the process with the understanding that technology is not only invading childhood, but also consuming it. It is hard to fathom that in the 27 years that I have been on this planet, there have been more changes in the span of my lifetime than anybody living in the eighteenth century ever witnessed.

Firstly, we must challenge the assumption that every child interfacing with internet technologies today is a one-size-fits-all digital native. Children have different needs and milestones, especially in their early years.

It is seen that their reliance on adult guidance reduces as they grow up. However, our worlds have undergone incremental changes, with increase in internet penetration, gadgets are so deeply embedded in our lives, they are an extension of ourselves. As parents who raise their children in this deeply connected and digital world, the ideas of safety, wellbeing, gaming and learning take on new meanings.

The survey results shed light on the (communication) gap between parents and children/youth in the context of online experiences. This could be in part due to a generational digital divide. Why do parents have an incomplete picture of the online life of their child? Do young people and parents down play the risks of the internet? It also emerged that parents feel the need to be in control of the activities of their child, but as in Lisa’s case, why does this concern not extend to the digital environment? Why don’t parents snapping photos of their cute baby and sharing on Facebook realise that they are creating the baby’s digital footprint, before it can even walk.

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Mapping opportunities

Awareness and education tools Tech, coding, automation, IoT, Machine learning, code remix, digital content and service design Manage digital footprint Understand privacy settings Using govt. and commercial services online

Communication tool between parent and child Gaming tool between parent and child

parents training digital skills

self and peer learning

schools educators

Gamify learning, tailored to needs of different age groups

Curriculum Workshop

Quiz

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Bibliography Alexandra Samuel, The Atlantic, “Parents: Reject Technology Shame”, Nov 4 2015.

Alex Krasodomski-Jones and Matilda Rudd de Oliveira – Plugged In, Social action on Social media, September 2018 American Academy of Pediatrics, Council on Communications and Media – Media Use in School-Aged Children and Adolescents.

Baroness Beeban Kidron and Dr. Angharad Rudkin. Digital Childhood – Addressing Childhood Development Milestones in the Digital Environment.

Global Kids Online Research Toolkit, Qualitative Guide IDEO Method Cards IDEO Field Guide to Human Centered Design Melanie Pinola, The New York Times, “How (and when) to limit kid’s tech use.”

Nellie Bowles, The New York Times, “A dark consensus about screens and kids begins to emerge in silicon valley”, Oct 26, 2018 Nellie Bowles, The New York Times, “Silicon Valley Nannies Are Phone Police for Kids”, Oct 26, 2018 OnguardOnline – Net Cetera, Chatting with kids about being online Simon Adler, “Post No Evil”, RadioLab podcast, WNYC Studios, August 17, 2018 United Nations Children’s Fund – Policy guide on children and digital connectivity.

United Nations Children’s Fund – The State of the World’s children 2017, Children in a Digital World.

United Nations Children’s Fund –Industry Toolkit, Children’s Online Privacy and Freedom of Expression United Nations Children’s Fund –Child Safety Online, Global Challenges and Strategies United Nations Educational, Scientific and Cultural Organization – The ABCs of Global Citizenship education.

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Appendix Survey questions and result summary https://chhavi17.typeform.com/report/Qfo8nz/Q0C6LeaQ1ug3DvyU

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