So, how does this relate to Artificial Intelligence (AI), youth, and teens? However, AI is shifting this focus. This can make AI companions feel “safer” than human relationships. AI companionship apps are evolving fast. AI doesn’t just analyze what youth and teens say.

That’s why conversations around “Duty of Care” legislation aimed at Big Tech matter so much. (2) At its stronger age verification and moderation tools (admittedly, this one is easier said than done) The aim corner. (6) These predators aren’t just lurking in the shadows anymore, they’re using smart tools, AI-generated

Artificial Intelligence (AI) is transforming how we live, work, and interact. we can better protect our children in today's AI generated onlife world. Here are some ways AI is being exploited by predators: Deepfake Technology Deepfake AI can create fake AI-Enhanced Social Media Scanning Predators can use AI algorithms to scan social media profiles, identifying AI-Generated Fake Identities AI makes it easier for predators to create convincing fake profiles.

potential of AI, and its associated challenges. Artificial intelligence (AI) has come a long way in the past decade. , Generative AI, into their platforms. (oldest) Discriminative AI is designed to analyze patterns and make predictions. (newest) In contrast to Discriminative AI, Generative AI has the ability to produce completely novel

or iPad with gaming, assumes digital education tools are distractions rather than effective learning aids

Chapter 1: The Greater Good In this web book, we will discuss several concerns associated with the onlife world that both teens and parents need to be aware of and alive to. However, we want to emphasize that the majority of our teens are doing super-uber-cool things online and using the internet in positive ways—and we adults need to start acknowledging this fact. Youth are using the power of digital media and technology to explore, connect, create, and learn in ways we only dreamed of. Here are some of the positives we’ve seen the majority of teens engaging in: Pursuing their passions Gaining knowledge and self-educating  on topics they care deeply about Exploring identity and self-expression , and figuring out where they belong in this big, wonderful world Writing blogs and building online communities Gaming and participating in e-sports , fostering strategy, communication, and teamwork Learning to code and build digital tools Maintaining friendships and forming new ones , often with people from around the globe Streaming, creating, and remixing music Producing and editing videos , becoming skilled storytellers Engaging in constructive discussions  with like-minded individuals Taking action in social and political activism , supporting causes and driving real change Acting as digital first responders and peer supporters , helping others in times of emotional, psychological, or social distress The biggest shift we’ve seen in recent years? Teens are no longer just consumers  of social media—they’ve become producers  and creators  of digital content, knowledge, solutions, and movements. Real-World Youth Innovation Highlights Consider just a few of the many powerful examples we’ve come across: A BC First Nations teen  who built an app to preserve and teach her Indigenous language An 18-year-old in Vancouver  who developed an app to predict falls in seniors based on gait detection Two Alberta teens  who co-founded a software company while still in high school Three Nova Scotia students  who solved their school's Wi-Fi coverage problem through app development A team of four 11-year-old girls  who built an app to support peers with social anxiety and tied for third in a global  competition A 14-year-old girl  who invented a device to eliminate vehicle blind spots, earning a $20,000 scholarship A 15-year-old Ontario girl  who built a digital cane to assist those with visual impairments A BC teen  who created an app to support youth in responding to drug overdoses A group of Ontario high school girls  who placed third in a national cybersecurity competition A Grade 12 student  who developed a mentorship app to connect teen girls with women in tech, winning a $10,000 scholarship A New Brunswick teen  whose school-closure alert app is now widely used A 14-year-old in BC  who built a homework organizer app to help his peers stay on top of schoolwork A team of robotics students  who engineered a robotic wheelchair for a child with mobility challenges These are not isolated cases. This is a wave. A movement. A quiet revolution of youth innovation, empathy, and purpose that’s being powered by the onlife world. And yet—how often do we, as adults, amplify these success stories with the same energy we express fear about online dangers? Let’s shift the narrative. Let’s begin by celebrating what’s going right. Let’s lead with the belief that most  teens are not just surviving online—they’re thriving. https://thewhitehatter.ca/blog/most-teens-using-tech-social-media-in-a-positive-way-case-in-point/   When to Be Concerned as a Parent That said, being celebratory doesn’t mean being blind to potential harm. Knowing that most of our kids are doing amazing things online, it’s also our job as parents and caregivers to know when to step in. So, when should you be concerned about your child’s onlife activity? Here are some red flags  to be aware of: Vamping:  Is your child spending long hours online late at night? Teens call this "vamping." Late-night screen time often disrupts healthy sleep cycles and may indicate overstimulation or escapism. Screen switching:  Do they suddenly close or hide their screen when you enter the room? This behaviour could signal they’re viewing content they know you’d find concerning. Secretive behaviour:  Are they reluctant to talk about what they’re doing online? Do they get defensive when asked about their activity? Homework deception:  Do they claim to be doing homework online, while teachers report they’re falling behind? Concerning content:  Have you come across unexplained sexual, violent, or otherwise disturbing content on their device? Unexpected communications:  Is your child receiving calls, emails, mail, or packages from unknown individuals? Predators sometimes switch to non-digital channels to avoid detection. Social withdrawal or behavioural shifts:  Is your child pulling away from family, acting out, or showing other marked changes in mood or personality? Parent Tip: Look for Clusters One sign alone may not mean much—teens are private by nature. But when two or more  of these warning signs start clustering together, that’s your cue to raise your antenna. Don’t jump to conclusions, but do initiate a calm, respectful, and non-judgmental  conversation. Avoid accusations. Lead with curiosity, not control. Ask questions like: “I’ve noticed you’ve been staying up really late online—how are you feeling?” “You seem a little distant lately. Anything going on that you want to talk about?” “You’ve always loved sharing what you’re up to. I miss that—can we catch up?” Your goal is not to police their behaviour—it’s to remain a trusted adult they feel safe turning to if and when something goes wrong. In the end, the onlife world is not inherently dangerous or inherently safe. It’s a powerful tool—one that reflects the values and guidance we give our kids. And when we engage with them in this world, not from fear, but from curiosity, respect, and hope? That’s when we empower them to do great things.

Support initiatives and legislation aimed at holding tech companies accountable for the ways they use

However, in today’s world of artificial intelligence (AI) “prompt engineering” (learning how to word code using AI) is becoming just as important as learning traditional coding programs such as Python, However, these AI tools are becoming more advanced. Is there a possibility that these AI assistants could eventually surpass human programmers? Presently, AI serves as a valuable aid in coding skill enhancement, yet it should not be mistaken for

In his farewell speech, President Joe Biden expressed concern about what he described as the rise of a "tech-based oligarchy" in the United States. (1) He warned of a "dangerous concentration of power" held by a few of the world's wealthiest tech billionaires, highlighting the influence these individuals and their companies wield in shaping politics, culture, and society. These warnings come at a critical moment, as the intersection of technology, politics, and business is increasingly influencing decisions that directly affect families. One example is the ongoing current debate over TikTok, the popular social media app, and its role in politics and governance. In 2020, then-President Donald Trump issued an Executive Order addressing perceived national security threats posed by TikTok, citing concerns over its ownership by Chinese company ByteDance. (2) The order proposed banning the app in the U.S. unless it was sold to an American company. Fast forward to today, President Trump, during his current term, has reversed his stance, suggesting that TikTok could remain operational in the U.S. if certain demands are met—such as a 50% ownership stake being transferred to American interests. (3) This shift has raised eyebrows, especially given reports of financial and political ties between TikTok’s leadership, its American business allies, and President Trump’s campaign donors. For instance, in December 2024, Trump reportedly met with TikTok CEO Shou Chew, a meeting that coincided with significant donations from TikTok partners and supporters to his campaign. (4)(5) On January 2nd 2025, Trump posted on his Truth Social platform, stating, “Why would I want to get rid of TikTok?” while highlighting its benefits to him, his administration, and his supporters. (6) Will he once again flip back to a full ban ? - only time will tell. What Does This Mean for Parents? The concerns raised by Biden about tech oligarchs and the ongoing TikTok debate have implications far beyond politics, they touch on the well-being and safety of children online. While politicians debate the future of platforms like TikTok, the conversations rarely focus on issues that matter most to parents, such as: Protecting kids from harmful content. Problematic Algorithms Addressing data privacy concerns. Creating environments where children can safely explore, learn, and socialize online. Instead, in the end, these debates often seem driven by financial and political motivations rather than the best interests of families as can be seen with what is happening with TikTok. In today’s political and technological climate, holding tech companies accountable for the content they promote and the data they collect is proving to be an uphill battle. While advocacy groups continue to push for evidence-based legislation, progress is slow and often hampered by competing political and financial interests. This is why parental involvement in digital literacy and internet safety is more important than ever. Parents must take an active role in: Educating their children about the risks and benefits of using social media platforms. Monitoring their online activity to ensure they’re engaging in safe and age-appropriate behaviour. Advocating for change, but understanding that meaningful legislation may not come quickly, or responsibly, from politicians While pushing for stronger laws to regulate tech giants is essential, parents cannot depend solely on lawmakers to safeguard their children’s online experiences. By staying informed, setting boundaries, and fostering open communication about technology, parents can provide the guidance kids need to navigate today’s digital landscape safely and responsibly. The rise of a tech-based oligarchy is a real and pressing concern, but the immediate solution lies in the hands of families. Parents are, and will always be, the first line of defence in protecting their children from the challenges of today’s online world. Rant OFF The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References: 1/ https://www.reuters.com/world/us/biden-raises-alarm-about-dangerous-concentration-power-among-few-wealthy-people-2025-01-16/ 2/ https://trumpwhitehouse.archives.gov/presidential-actions/executive-order-addressing-threat-posed-tiktok/ 3/ https://www.forbes.com/sites/alisondurkee/2025/01/19/trump-vows-hell-save-tiktok-from-ban-heres-what-he-can-and-cant-do/ 4/ https://x.com/kaitlancollins/status/1868761606542524712 5/ https://www.politico.com/news/2024/03/14/trump-tiktok-billionaire-donors-00146892 6/ https://truthsocial.com/@realDonaldTrump/posts/113762718646858742

We recently came across a video presentation where a speaker shared the following statistics and statements with parents and caregivers. While these statements contained factual elements, they were presented without the necessary context, creating an alarming and often misleading narrative. Let’s address these claims to help our parents and caregivers that follow us, make informed decisions based on a balanced perspective. Statement #1: “The average number of hours that teens spend online watching a screen is 8.5 hours a day just for entertainment.” This statistic originates from a study by Common Sense Media conducted in the United States during the height of the COVID-19 pandemic. (1) While accurate for that period, it’s critical to note the extraordinary circumstances under which this data was collected. During the pandemic, youth were largely confined to their homes, with screens often being their primary means of entertainment and social connection. Before the pandemic, studies showed that teens spent an average of 3-4 hours daily on screens for entertainment. (2) As life has returned to normal, it’s reasonable to expect future research to reveal a decrease in screen time, aligning more closely with pre-pandemic levels. Without this context, the statistic, though true, can be misleading. Statement #2: “3.5 hours online will double the risks of anxiety and depression in our kids.” This claim stems from a 2019 study referenced by the U.S. Surgeon General. (3) The presenter then linked this statistic to the previously mentioned 8.5-hour figure, suggesting that technology use is a primary driver of a youth mental health crisis. While this association might seem compelling, it ignores other critical research findings. For example, a 2021 study involving 74,472 adolescents found that “daily social media use is not a strong or consistent risk factor for depressive symptoms.” (4) This is consistent with much of the evidence-based, peer-reviewed research, which we’ve detailed in our article “Does Technology + Social Media = Mental Health Issues for All Youth? We Need to Reframe the Question!” (5) The broader body of research suggests that the relationship between screen time and mental health is far more nuanced. Factors such as the quality of online interactions, individual predispositions, and offline support systems play significant roles in determining how digital engagement impacts mental health. Simplistic correlations fail to capture this complexity. Statement #3: “The FBI says there are over 500,000 online predators online daily.” This figure is often quoted in presentations by others, but has fluctuated over time. At one point, the FBI estimated the number at 750,000 (6) ; later, it was revised to 500,000. (7) However, there is NO solid research underpinning these numbers, NONE, which is why reputable organizations like the Canadian Centre for Child Protection and the U.S. National Center for Missing and Exploited Children refrain from citing the FBI numbers. (8) While the precise number of online predators remains unclear, the risks of online predation and exploitation are undeniably real and substantial. In 2024 the Internet Watch Foundation found “So far this year, the new data can show that of the overall 563,590 victims documented, most of the children seen were between the ages of 7 and 10 (201,787). Girls made up the majority of the victims (430,463). (9) This highlights the importance of proactive digital literacy and safety education and parental oversight. Unfortunately, presenting the figures quoted by the FBI without context often serves more to shock than to inform. It’s crucial that we shift the focus from fear-based narratives to actionable prevention strategies that empower both parents and children. The title of this article, “The Truth But Not the Whole Truth,” reflects the way these statistics were used in the presentation we reviewed. While the numbers cited were sometimes accurate, they were taken out of context to create a narrative of shock and awe. This approach may capture attention, but it also risks distorting reality and fostering unnecessary fear. Parents and caregivers deserve a balanced understanding of the challenges and opportunities that come with raising children in today’s onlife world. Misrepresented statistics do little to advance meaningful conversations about online safety and mental health, but it does push political agendas, sell books and online youth safety products. Instead, let’s focus on: Understanding when and how statistics were gathered is critical to interpreting their relevance - contextualize data! Recognizing that technology’s impact on youth varies widely depending on individual and environmental factors - we need to have more nuanced discussions on the topics of technology as it relates to youth mental health. Equipping families with practical digital literacy and internet safety tools and strategies to navigate the digital landscape responsibly that is evidence based. When it comes to digital literacy and internet safety, statistics can be a powerful tool to inform and guide decision-making, but only when presented with proper context. Misleading narratives, even when based on factual data, can undermine a parent’s or caregiver’s confidence and provoke unwarranted fear. As parents and caregivers, it’s vital to approach the onlife world with a balanced perspective. Rather than succumbing to alarmist rhetoric, parents and caregivers should seek out nuanced discussions and evidence-based insights that prioritize understanding over fear. By contextualizing data, considering individual circumstances, and focusing on empowering education, families can create environments that promote both safety and opportunity in the digital age. Ultimately, the goal is not to fear technology but to navigate it thoughtfully and responsibly, because raising digitally literate and resilient children requires clarity, not confusion. Let’s work together to foster informed, proactive, and confident approaches to online safety that is evidence based. Digital Food For Thought The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References: 1/ https://www.commonsensemedia.org/sites/default/files/research/report/8-18-census-integrated-report-final-web_0.pdf 2/ https://news.gallup.com/poll/512576/teens-spend-average-hours-social-media-per-day.aspx 3/ https://jamanetwork.com/journals/jamapsychiatry/fullarticle/2749480 4/ https://www.sciencedirect.com/science/article/abs/pii/S1054139X20304031 5/ https://thewhitehatter.ca/blog/does-technology-social-media-mental-health-issues-for-all-youth-we-need-to-reframe-the-question/ 6/ https://www.fbi.gov/video-repository/newss-henry_051611/view 7/ https://www.koaa.com/news/deep-dive/fbi-estimates-500-000-online-predators-are-a-daily-threat-to-kids-going-online 8/ https://thewhitehatter.ca/blog/unpacking-the-750000-predators-statistic-shifting-focus-to-what-really-matters/ 9/ https://www.iwf.org.uk/news-media/news/new-tech-enables-thousands-of-additional-child-victims-to-be-counted-in-sexual-abuse-images-for-the-first-time/

CAVEAT: This article was spawned by a report on Check News by Skye Ryan here on Vancouver Island that you can find here https://cheknews.ca/they-really-enjoy-this-nanaimo-grade-7-students-become-newscasters-1235673/ Imagine a classroom where students aren’t just rotely absorbing information, they’re actively creating, collaborating, and honing real-world digital skills. As reported by Chek News reporter Skye Ryan, here on Vancouver Island, a Grade 7 French Immersion class at École Quarterway Elementary in Nanaimo, British Columbia, that vision has become a reality. This week, the students showcased their budding talents in journalism on Chek News through their self-produced news broadcast, Quarterway Nouvelle . Led by teacher Erika Traspedini, this unique initiative is a shining example of how the thoughtful use of technology in classrooms can prepare students for future success when it comes to their use of technology both in and outside the classroom. The weekly broadcast involves students taking on various roles, from anchoring in front of the green screen to operating cameras and managing the production schedule. As quoted in the news story, “It’s a project that includes everyone,” explains Traspedini. “Some students are in front of the camera, some are behind. At the end of the week, we see the result, and it’s very rewarding.” Each student brings their strengths to the table. From covering sports to delivering a word of the week in Hul’q’umi’num’, students have found their niched an exciting way to showcase creativity and build confidence. The benefits extend beyond the immediate thrill of creating a newscast. According to Dan Getz, associate dean of Broadcast and Media Communications at BCIT, projects like this are crucial for fostering media-savvy individuals, “The more media-savvy young people we have in this world, only benefits our society,” he said. So why did we write this article - some parents not only want to ban cellphones in class, but there is a growing movement to also ban all tech, including laptops, out of classrooms. The success of Quarterway Nouvelle highlights a critical question: what opportunities would students miss if technology were removed from classrooms? Without access to digital cameras, iPads, computers, editing software, and other digital tools including cellphones, these students wouldn’t have had the chance to explore broadcast journalism, develop technical skills, or discover potential career paths. While some advocate for banning technology in schools to limit distractions, projects like this demonstrate its immense value when integrated thoughtfully. Technology, when used as a tool for learning, fosters collaboration, creativity, and real-world skills, qualities essential for thriving in a rapidly changing world. It’s all about how students are using their tech in schools that really matters. The Quarterway Nouvelle project will continue until the students graduate in June 2025, giving them a platform to grow their skills and confidence. As the clock ticks toward each week’s broadcast deadline, Traspedini’s students are not just learning about journalism, they’re building a foundation for the future. By embracing technology in the classroom, we’re not just teaching students to use tools. We’re equipping them to create, innovate, and lead in a digital world. The right use of technology today in schools is an investment in the bright career opportunities of tomorrow. Big Tip of our White Hat to the teacher and students - job well done! !! Digital Food For Thought The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech

A recent Canadian study published this month titled, “Prospective Associations Between Preschool Exposure to Violent Televiewing and Externalizing Behavior in Middle Adolescent Boys and Girls” has been gaining attention in some parent and caregiver circles, with claims that it supports the idea that violent media, particularly video games, leads to violent behaviour in youth. (1) However, it's important to clarify the study’s scope and findings before jumping to conclusions. This research focused on preschooler’s exposure to violent content on television, not video games, and tracked their behaviour over 17 years. It involved 963 girls and 982 boys who were first studied between the ages of 3.5yrs and 4.5yrs. Longitudinal studies like this one can provide valuable insights into long-term behavioural trends, but it’s essential to interpret any findings correctly. To gain deeper insight into this study's implications, we sought the expert opinion of a PhD psychologist who also conducts research in this field. They pointed out that the reported effect sizes in the study, how much violent TV watching was associated with externalizing behaviours like aggression, were extremely small: Physical aggression (β = 0.065; 95% CI, 0.001 to 0.089) Antisocial behaviour (β = 0.074; 95% CI, 0.040 to 0.487) In simple terms, yes there was an effect, but these numbers indicate a relationship so tiny that it could easily be statistical noise. As the PhD psychologist explained to us, “These effect sizes are too small to be interpreted as supportive of the hypothesis that violent media causes violent behaviour.” This study highlights an ongoing issue in how research is sometimes misinterpreted or misrepresented to support preexisting narratives. As our expert said,  “Will we ever get to an age where we accept that tiny effect sizes, even if ‘statistically significant,’ cannot provide real support for a beloved hypothesis?” In this case, the hypothesis being promoted is that violence viewed on screens leads to violent behaviour in youth. However, the study didn’t even examine video game violence, this is a clear example of cherry-picking data to fit a particular agenda. Far too often, people in our field of digital literacy and internet safety will cite a study like this and proclaim, “Aha, here’s proof that violent video games cause violence in youth.” However, it’s important to remember that a single study doesn’t establish a fact, and even if the findings are accurate, what is the statistical significance of the results?  So what should parents and caregivers take away from this Canadian based research: When encountering claims about studies, especially on social media or advocacy websites, take a moment to dig deeper. Ask whether the claims accurately reflect what the research studied and found. A study showing a small statistical effect doesn’t necessarily mean there’s a meaningful real-world impact - context matters. Video games and TV are not the same, and conclusions about one cannot automatically be applied to the other. If a study’s findings seem alarming, consult trusted experts who can help interpret the data. This is especially important for those like us who speak to parents and educators about digital literacy and internet safety. As parents and caregivers, navigating the complex world of media and its impact on youth requires careful consideration and critical thinking. The Canadian study in question, while valuable for its longitudinal approach, does not provide substantial evidence to support the claim that violent video games causes violent behaviour in youth. It’s essential to recognize the difference between what the study actually examined (violent TV viewing in preschoolers) and the narrative some may try to attach to it. Misinterpreting or exaggerating research findings not only misleads parents and caregivers, but also detracts from meaningful conversations about media, behaviour, and youth development. (2) Rather than succumbing to fear-based interpretations, parents and caregivers should focus on fostering open communication with their children, staying informed about the content they consume, and understanding the broader context of research findings. By emphasizing facts over assumptions, we can create a more balanced and informed perspective on media’s role in our children’s lives. This is what we strive to do here at the White Hatter. As parents and caregivers, it’s vital to approach media-related concerns with a balanced perspective grounded in facts rather than fear. While it’s important to monitor the content your child consumes, it’s equally crucial to understand what the research actually says, and doesn’t say, about its potential impact. In this case, the evidence does very little to support the claim that violent media causes violence in youth, much less that video games are to blame, especially where there are a number of other published peer-reviewed studies that say other wise. (3)(4)(5)(6)(7) By staying informed and critical, we can make better decisions for our families and help foster a healthier, more informed discussion about youth and media. Digital Food For Thought  The White Hatter Facts Not Fear, Facts Not Emotions, Enlighten Not Frighten, Know Tech Not No Tech References: 1/ https://www.mdpi.com/1660-4601/22/1/129 2/ https://thewhitehatter.ca/blog/technology-is-a-tool-not-a-toxin-why-a-parents-use-of-a-cellphone-is-not-the-new-secondhand-smoke/ 3/ https://royalsocietypublishing.org/doi/10.1098/rsos.171474 4/ https://link.springer.com/article/10.1007/s10964-019-01069-0 5/ https://www.liebertpub.com/doi/abs/10.1089/cyber.2020.0049?journalCode=cyber 6/ https://www.sciencedirect.com/science/article/abs/pii/S0747563220303885 7/ https://fortune.com/2023/05/02/stanford-researchers-scoured-every-reputable-study-link-between-video-games-gun-violence-politics-mental-health-dupee-thvar-vasan/amp/