Moriarty (2011). New roles for endangered languages.

“The advantages of endangered language media and pop-culture presence are many. First, such presence fulfils an important symbolic function and challenges the traditional ideologies and associations of endangered languages with labels such as ‘outdated’ and ‘backward’ …” (p 447)

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Vowel (2016). Myth-Busting. (Indigenous Writes: A Guide to First Nations, Métis, and Inuit issues in Canada.)

“Every single one of us, Indigenous and non-Indigenous alike, has been fed a series of lies, half-truths, and fantasies intended to create a cohesive national identity. What is most startling about this is that a great many people are aware of the errors and omissions present in our system of education and in our public discourse, yet there has not been a national attempt to rectify this.” (p 120)

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Aagaard (2017). Breaking down barriers: The ambivalent nature of technologies in the classroom.

“Combined, these discourses lead us to _the paradox of educational technology_: When something good happens, we praise technology; but when something bad happens, we blame the students (occasionally, this blame also extends to their teachers).” (p 1129)

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Marshall (2018). Student time choices and success.

“… the results strongly suggest that the majority of first-year students at the institution studied are investing more hours than are designed by teachers, some reaching more than double a full-time workload during the period studied.

“Overwork can be a serious issue and anecdotally students are susceptible in some disciplines, such as computer science, architecture and design, to overwork substantially beyond the expectations and requirements of courses.” (p 1226)

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Twenge et al. (2018). Increases in Depressive Symptoms, Suicide-Related Outcomes, and Suicide Rates Among U.S. Adolescents After 2010 and Links to Increased New Media Screen Time.

“Adolescents who spent more time on new media (including social media and electronic devices such as smartphones) were more likely to report mental health issues, and adolescents who spent more time on nonscreen activities (in-person social interaction, sports/exercise, homework, print media, and attending religious services) were less likely.” (p 3)

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Spitzer (2014). Information technology in education: Risks and side effects.

“… we have evidence that humans can learn how to multitask just about as much as they can learn how to fly.” (p 84)

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Fogg (2009). A behavior model for persuasive design.

“The FBM asserts that for a person to perform a target behavior, he or she must (1) be sufficiently motivated, (2) have the ability to perform the behavior, and (3) be triggered to perform the behavior. These three factors must occur at the same moment, else the behavior will not happen.” (p 1)

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Bowles (2018). The Digital Gap Between Rich and Poor Kids Is Not What We Expected.

“… as Silicon Valley’s parents increasingly panic over the impact screens have on their children and move toward screen-free lifestyles, worries over a new digital divide are rising. It could happen that the children of poorer and middle-class parents will be raised by screens, while the children of Silicon Valley’s elite will be going back to wooden toys and the luxury of human interaction.” (¶4)

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Children’s Screen Time Action Network (2018). Our letter to the APA.

“Persuasive technology is the design[3] of digital devices and apps to influence human thoughts and behavior. While these techniques are used for positive purposes (e.g., more efficient website navigation), they are also employed with the guidance of psychologists and other behavior experts working in the tech industry to persuade users, many of whom are children, to spend long periods of time using social media and video game sites.” (¶4)

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Manjikian (2017). Social Construction of Technology: How objects acquire meaning in society. (Technology and World Politics: An Introduction.)

“While engineers physically construct or make an object, interest groups also construct the object — by virtue of the language they use to describe the object, the ways in which it is marketed and sold, and the ways in which it is regulated and understood.” (p 28)

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