The Atlantic reports that a group of researchers will get access to Instagram’s data to study how the platform affects the mental health of teens and young adults.
Now, after years of contentious relationships with academic researchers, Meta is opening a small pilot program that would allow a handful of them to access Instagram data for up to about six months in order to study the app’s effect on the well-being of teens and young adults. The company will announce today that it is seeking proposals that focus on certain research areas—investigating whether social-media use is associated with different effects in different regions of the world, for example—and that it plans to accept up to seven submissions. Once approved, researchers will be able to access relevant data from study participants—how many accounts they follow, for example, or how much they use Instagram and when. Meta has said that certain types of data will be off-limits, such as user-demographic information and the content of media published by users; a full list of eligible data is forthcoming, and it is as yet unclear whether internal information related to ads that are served to users or Instagram’s content-sorting algorithm, for example, might be provided. The program is being run in partnership with the Center for Open Science, or COS, a nonprofit. Researchers, not Meta, will be responsible for recruiting the teens, and will be required to get parental consent and take privacy precautions.
It’s a much-needed step forward from Meta to participate in research like this. While I’m no fan of blocking access to social media or smartphones for teens, there is no question about the effects social media can have on teens.
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I’m sorting through my feelings about kids, social media, smartphones in schools, and dopamine. There’s quite a growing roar online about the time kids spend on social media and the number of notifications they get during the school day. Of course, leading the charge is Jonathan Haidt, who wants you to take away your kid’s phone.
I haven’t read his book yet and likely won’t for some time, but if we’re worried about notifications on phones (you can turn them off, and we can teach kids, and ourselves, responsible usage) and how much time kids are spending on social media and phones, we have more work to do than to take the phones away.
Bans don’t work, and the kids just model what they see adults doing. Also, I remember a time when the old folks said that kids shouldn’t spend all their time playing video games (also getting dopamine hits) or watching TV, and there’s an awful lot of us that turned out just fine.
Quote of the Day
“The research proves what gamers already know: within the limits of our own endurance, we would rather work hard than be entertained.” (Jane McGonigal, Reality Is Broken)
Musical Interlude
Yo-Yo Ma has traveled to several national parks, performing in beautiful environments. He performed inside Mammoth Cave last year (I’m still bummed I didn’t get to see the concert), and on Earth Day 2024, he performed in Alaska.
Long Read of the Day
This year marks the 40th anniversary of the pivotal “A Nation At Risk” report, an event that shaped educational discourse in the United States for decades. In a thought-provoking partnership, The 74 has joined forces with Stanford University’s Hoover Institution to launch the “A Nation At Risk +40” research initiative. This collaborative project delves into the wide-ranging impacts of forty years of educational reforms through a series of expert analyses, offering a critical look at how far we have come and the areas where we falter.
It’s Derby Week here in Kentucky, and I can’t help but wonder what state our public schools would be in if our state leaders were as concerned with education as they are with a horse race.
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Everybody can sing—maybe not well—but should that stop you? That’s the philosophy of Pub Choir, based in Brisbane, Australia. At each Pub Choir event, a conductor “arranges a popular song and teaches it to the audience in three-part harmony.” Then, the evening culminates with a performance that gets filmed and shared on social media. Anyone (18+) is welcome to attend.
This time, they sang a favorite of mine, Radiohead’s “Creep”.
Yes, I still ask myself every day, “What the hell am I doing here? I don’t belong here…” – such is the life of anyone suffering from imposter syndrome. But this song always helps.
Enjoy.
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Ideas rot if you don’t do something with them. I used to try to hoard them, but they rotted. Now I just blog them or tell people about them. Sometimes they still rot, but sometimes someone finds them useful in one way or another.
Edd Dumbill
Herein lies the essence of this site. It’s a public brain dump of my thoughts and cool things I find.
More of us should do this kind of “public scholarship” to enrich all lives, especially our own.
But the truth is that the new media ecosystem, combined with a rapidly evolving publishing industry and renegotiations of public spaces, has opened up myriad opportunities and ways to make scholarship more visible and useful for wide audiences outside of academe.
Find ways to share your thoughts and discoveries with the world, regardless of how minor you think they may be.
Someone is waiting.
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The Connected Educator is more than just someone that uses technology in the classroom. The connected educator is a lifelong learner, ready to adapt and use the tools available to improve their practice. They embrace new ideas and viewpoints throughout the connected world. Through the development of connected learning communities, the connected educator can improve their practice, encourage the work of others, and build an ever-changing repository of shared knowledge to benefit the education community as a whole.
BECOMING A CONNECTED LEARNER AND EDUCATOR
As educators of 21st-century learners, we must embrace different models of learning and connectivity that are native to our students. Learning happens for our students in a connected world. The same should hold for educators. Collaboration between educators of diverse backgrounds and levels of expertise allows for creating connected learning communities: an amalgamation of communities of practice, professional learning communities, and personal learning networks. Connected learning communities provide the same benefits as the three aforementioned communities but on a scale not previously achievable due to the connected tools available today.
BUILDING CULTURE THROUGH COLLABORATION
Conversations with a community of practice can lead to deep, connected learning. Learning as a connected educator is important to connect with global educators in a globalized world. Educators can make learning relevant for themselves and their students through communities of practice. The focus of connected learning is on a collaborative culture that includes having a shared vision, shared values, and opportunities for inquiry.
In the past, connecting outside of the classroom was relegated to professional development opportunities and conferences that only a few educators attended. With tools like Twitter and Facebook, teachers can participate in groups and chats based on grade levels, content areas, teacher leadership, and more. Bookmarking and sharing sites such as Diigo and Wakelet allow teachers to curate resources around any topic and share them with the larger community. Blogging tools like Blogger, WordPress, Squarespace, and more allow teachers to reflect on professional learning with a worldwide audience.
BUILDING COMMUNITY THROUGH CONNECTIONS
Educators must have a plan and purpose for how they will build their personal learning network (PLN). Tips for getting started creating a PLN include:
Begin with one tool and add others when comfortable.
Establish a consistent username across all networks.
Find a mentor to help along the way.
Choose well-respected and familiar educators, see who they follow, and select connections from their list.
Educators assume roles and responsibilities in a PLN: linking, lurking, learning, and leading. Linking and lurking involve staying on the sidelines and being reluctant to share thoughts. Learning and leading members are frequent users who share ideas and help shape the community. The learning and leading roles should commit to bringing those linking and lurking into action.
While forging ahead in new connected realms, it is important that educators work to sustain these communities and foster growth. Through appreciative inquiry, educators can sustain the initial work begun in newly connected virtual communities by focusing on their strengths and asking “what if?” to explore possibilities. Community members can keep a positive perspective on what can be accomplished using the 4-D model of appreciative inquiry: discovering what they feel the group is at its best, dreaming about what it would be like to see those discoveries happen, designing the community to make those dreams happen, and fulfilling the destiny for the community by implementing those designs.
TRANSFORMATIONAL LEADERSHIP THROUGH CONNECTIONS
Transformational leaders collaborate, encourage connected learning, and believe in distributed leadership. Distributed leadership is shared throughout the school by many people to strengthen the community. To shift to transformational leadership, traditional leaders must let go of control to move forward. Distributed leadership requires having a shared vision and shared responsibility in problem-solving. In a connected world, solving these problems includes making online connections with experts to inform ideas. Being connected allows teams to collaborate outside of the school day in a shared space.
CONNECTIONS TO LEADERSHIP
Being a connected educator goes hand in hand with teacher leadership. It is important in leadership to be an effective communicator and collaborator, which are also important aspects of being connected. Connected educators build their personal learning networks, or communities of practice, to continue professional learning and build connections outside of their school community.
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I’ve been on Twitter for over 15 years now (a disturbing bit of trivia in and of itself) and have seen all the changes along the way.
Since Elon Musk took the company private in October 2022, there’s undoubtedly been an uproar from many who believe the site will become a cesspool of misinformation, hatred, and racism.
Even the education world that embraced Twitter as a way to grow personal learning networks over a decade ago has begun to show signs of leaving the platform.
Musk has already laid off roughly half of Twitter’s staff, fired some top leaders, and deep-sixed its board of directors.
The changes could have major repercussions. Back in 2021, Twitter famously ousted President Donald Trump when he declared that voter fraud had cost him the presidential election, despite an overwhelming lack of evidence to support his claims.
It’s the end of another week, and we’re heading straight into the very witching time of the year. Hocus Pocus 2, Halloweentown, and The Nightmare Before Christmas have been on repeat at my house.
Many of us enjoy a good scare from time to time (because humans are weird), so here are ten things I found this week to help get you in the spooky mood…
For streaming fans, here are some new spooky tales to check out this spooky season (I am hearing amazing things about Werewolf by Night and Cabinet of Curiosities from my friend, Brian Rodman).
Speaking of Brian, if you’re a fan of all things comics & horror, you should check out his work. He’s venturing into prose in the coming months, and I can’t wait.
I keep talking about AI art generators and their ability to create some amazing creations from strings of words. Of course, they can’t take the place of true artists, nor should they. But they’re fun for projects like reimagining scary movie posters.
As always, thanks for reading. Enjoy yourself this Halloween, and remember to check your candy for anything suspect or ridiculous (Seriously, drug dealers aren’t going to randomly give their product away. They make money selling it.)
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Since the dawn of time, students have been looking for ways to get out of writing papers. How do I know this? Because I was a student who tried to get out of writing papers.
I was terrible at it since I’d mostly just end up not writing the paper (Have I told you how horrible I was as a student in middle school & high school? Or maybe I wasn’t horrible, I just didn’t want to do things that were busy work and it all seemed like busy work…) and placing all my hopes for decent grades on awesome test-taking abilities.
Regardless of the wonderful technologies our students can use today, at some point, they are going to write a paper. Until we convince every teacher in the world that there are other ways to demonstrate learning mastery, there’s a paper in every student’s future. And there are times when a paper is the best form of assessment or communication.
With advances in artificial intelligence, we may need to rethink writing assignments for students.
Rethinking Writing with AI in Mind
As we think about creating deeper learning experiences for students and moving past work that doesn’t have applications outside the classroom and only asks for evidence of low-level learning, we educators need to know what’s possible with AI writing programs.
If you’re asking students to give an answer that looks something like a “listicle” you might find on a website, an AI writer can craft an incredibly decent response.
Without AI, innovate_rye says the homework they consider “busywork” would take them two hours. Now homework assignments like this take them 20 minutes.
I quickly searched for “ai writing apps” and retrieved around 82 million matches. The first page of the search results is littered with articles like “21 Best AI Writing Software Tools of October 2022 (Top 3 Picks)” and “21 Best AI Writing Tools of 2022,” amongst many others.
My point is this: students will find a way to game the system. They will put more effort into getting out of work than they will in doing the work if the work they are asked to do seems pointless.
Technology is a tool that we can leverage to complete mundane tasks. The part of that statement that is difficult to define is the mundane part. Who decides what tasks are mundane and which ones aren’t?
A Plea for More Authentic Tasks
I’m not saying that papers can’t be authentic; I’m saying that we have to think carefully about what we ask students to write about. As with all the work we ask of students, a move toward more authentic, student-centered learning is essential in our modern world.
Planning frameworks like the 4 Shifts protocol can help us think about the tasks we ask of students and how we can modify those tasks for more authentic work.
And maybe worry a little less about software writing student responses.
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While other Black climbers have previously climbed Mount Everest, this was the first summit by a team of Black climbers. The other Full Circle team members who summited were Thomas Moore, also of Colorado; and Manoah Ainuu, Rosemary Saal, Demond Mullins, James “KG” Kagami, and Evan Green. Phil Henderson, who lives in Cortez, Colorado, led the Full Circle team but did not climb.
“If you’re a black person or a Latino person and you Google ‘climbing,’ you’re going to still see lots of people who don’t look like you,” Taylor said. “That, I think, makes those sports … seem a little bit more unapproachable.”
