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This dissertation examines if two popular smart speakers, i.e. Amazon Echo and Google Home, comply with selected GDPR requirements regarding the privacy of children. Supposedly being digital natives, the trend of datafication increasingly affects them, even in protected places such as their homes. Smart speakers, which are connected to virtual personal assistants, play a big role in the collection of children’s personal data at home. In particular, children might regard the assistants as intimates and reveal a critical amount of sensitive data to them. This is why smart speakers pose severe risks to children’s fundamental right to privacy according to art.16 of the UN Convention on the Rights of the Child, art. 7 and 8 of the Charter of Fundamental Rights of the EU and art. 8 of the European Convention of Human Rights. In spite of these dangers, smart speakers are not under the same scrutiny as smart toys. In order to protect their privacy, it is vital that these devices provide a high degree of data protection for children and fully comply with applicable regulations, especially with the GDPR. This paper thus examines the Amazon Echo’s and Google Home’s compliance with the GDPR by focusing on three categories: Transparency, parental consent according to art.8 GDPR and the right to erasure. The concerning findings of this research show that both devices violate the legal requirements of the examined categories in many ways. Especially, there are doubts if the processing of children’s data by Amazon Echo and Google Home complies with the GDPR principles of lawfulness, fairness and transparency. The smart speakers’ ways of processing personal data are often completely unclear for children and parents, turning the devices into “black boxes”. Also, parental consent in line with art. 8 is rarely sought before the processing of children’s data. Finally, children’s data are potentially stored indefinitely. Thus, it is suggested that smart speakers are not yet suited for the use by children and must be completely re-designed to provide them with the specific protection they merit under the GDPR according to recital 38.

Technological development has led to rich datasets, fast processing capabilities, and a large body of literature on accurate yet complex models. However, although managers see potential in becoming data-driven, few successfully apply contemporary analytics. In retailing, some of the hurdles are that (a) most applications are for online settings, while most retailing is still conducted in brick-and-mortar settings, (b) predictions of customer lifetime values are less relevant for rapid (automated) actions in real-time, and (c) there is skepticism due to the lack of empirical testing beyond large international firms, tech start-ups, and digital natives. In this study, we attempt to bridge this gap by exploring the potential benefits of automated machine learning compared to manager heuristics in predicting immediate future customer value in real-time, as applied on 338,184 grocery receipts, 179,568 beauty receipts, and 111,289 non-prescription pharmacy receipts. Our results from different retailing industries with various product characteristics in brick-and-mortar contexts show that automated machine learning provides great benefits in predicting immediate future customer value. This suggests that, even with limited know-how, brick-and-mortar retailers can implement contemporary analytics for better customer prioritization in real-time.

Pandemic and the lockdown have forced educational institutions to move their courses online. Many educators find themselves unprepared for teaching online, and also consider the online education as less effective than the physical classroom education. This note argues that the existing model of education has increasingly become disconnected to the needs of the society and learners, and online learning, if used creatively and wisely, has the potential of reinventing the education paradigm. It suggests that by focusing on the needs and context of the learner, online mode can make education more relevant and purposeful, and will prepare the learner for the current and emergent realities.

The profile of the Muslim generation can be seen through the map of the use of social media which is divided into two; that is, the native digital generation, the generation born above 1980 when internet technology has evolved and influenced its lifestyle, and the digital immigrant; that is, generations born under 1980 who are now still able to use internet technology in their lifestyle. This study aims to explain the tendency of social media to be used, the content of the message delivered, and the reasons for the use of social media by generations of Muslims. Theories used to analyze are technological determinism theory and triple M theory (mass society, mass media, and mass culture). This research uses a quantitative approach with descriptive statistical analysis. The object of his research is the generation of digital native Muslims and digital immigrants in Surabaya with a sample of 150 respondents. The results of this study explain the tendency of the highest percentage of each indicator as follows; the digital native Muslim generation has four social media accounts 31%, the digital immigrant has three social media accounts 40%. The digital native Muslim generation uses Instagram social media accounts 23%, digital immigrant uses Facebook 23%, and WhatsApp 32%. The Muslim generation digital native uses the time to social media in a day for 1 hour 21%, digital immigrant 37%. The Muslim generation digital native has the tendency to convey this type of message on social media with the theme of sharing information 28%, digital immigrant 25%. The tendency of delivering Da'wa messages to the digital native Muslim generation 7%, digital immigrant 73%, the tendency of message content in social media in the digital native Muslim generation with the theme of daily activities as much as 43%. The purpose and reason for using social media the digital native Muslim generation with themed information update 27%, digital immigrant themed information sharing 44%.

Santri in traditional Pesantren had always been blamed for their incapability to handle the negative impacts of the digital media (particularly the Internet). In consequence, there have been strict rules limited even strongly forbid the usage of the Internet for the santri in that kind of Pesantren. This issue, from a larger perspective, is an issue of the incapability of the digital natives to effectively use digital technologies. At this point, Palfrey and Gasser reminded us that “there are two possible paths before us — one in which we destroy what is great about the Internet and about how young people use it, and one in which we make smart choices and head toward a bright future in a digital age.” Arguing for the potential power of the Internet for developing capacities of the santri (intellectually, religiously, and mentally), this paper is an effort to walk on the second path by proposing a formula of what I call “DMLfS” (Digital Media Literacy for Santri). A SWOT analysis of the formula leads this paper to conclude that the Internet is considerably important for developing santri’s capacities to face the unstoppable-fast changing media technology. The formula of “DMLfS”, this paper argues, is one of the best answers to the question of how to create a digitally literate santri.

This article explores the use of massively multiplayer online games (MMOGs) as a type of serious games that have English as a Foreign Language (EFL) learning potentials. It highlights evidence from a case study which investigated the effects of role-playing in MMOGs on communication behaviours among EFL game players. Additionally, findings from the study elucidate the learning principles of good games that incorporate the dynamics of gaming which induce the language learner to be active generators of information, knowledge and language. Essentially the preliminary findings reported affirm the viability of online games as a potential tool for teaching and learning in the 4.0 era, which endeavours to engage the digital natives of the 21st century. The study thus claims that MMOGs in particular the massively multiplayer online role-playing games or MMORPGs can facilitate in providing contextualized and authentic language interaction opportunities in English between online multilingual speakers.

Educational programmes have recognized the growing need to use computers in the classes as it presents unprecedented challenges that help the students to acquire an inquiring, critical and creative mind to capitalize on the opportunities driven by the growth of information, knowledge and technology. The computer knowledge has begun influencing student’s learning experience for more than 25 years ago, but it was in a moderate manner (Cuban, 2001). However, the past decade has witnessed major trend toward integrating computer technology in all the language classes. The integration has increased because the computer technology represents an accessible and instant information, enormous potential for interactivity and media–rich communication, as well as educational tools which engage the students in the classroom (Mouza, 2002). Undoubtedly the recent advancement in information technology and computer usage in the classroom is rapidly transforming the environment of the classroom. The teachers cannot ignore the reality the today’s classroom must provide technology-supported learning (Angers & Machtmes, 2005). Being prepared to integrate the technology in the classroom has become a paramount skill in every teacher’s professional repertoires. The traditional role of the teacher as the center of the schooling is changing recently with all the introduction of the new technologies in the classroom. One of the effects of the new technologies is the decentralization of teachers in the learning environment (Damrian, 1998). This introduces a very valid point of how the teaching profession will change in the era of digital technologies. What is the role of the teacher in a classroom where he/she is no longer the only source of knowledge? How can he/ she teach effectively in a class, where every student has his/her computer and can Google any piece of information? The following study will investigate the effect of the implementation of the technology in the English as a foreign language (EFL) classes on the nature of the teachers’ profession.

The twenty-first century multi-tasking, tech-savvy, digital natives are smarter than their smart phones, and if English teachers do not change the way they teach and what they teach, they will be no more useful than their smart phones. Lecturing is good if the purpose is to disseminate information so that students can satisfy Bloom’s lower order cognitive abilities ‘knowing’ and ‘understanding’ information being imparted. However, it does not promote the higher order skills, such as analysing, applying, evaluating, and creating. Flipped classrooms can provide an ideal form for promotion of communication and critical thinking skills through interaction. The concept of flipping is understood as flipping lectures in favour of maximizing student talk/write time, flipping the responsibility of learning from the teacher to the learner, and flipping teacher’s stationery position in favour of making it more mobile and dynamic in the class. Methods of flipping can either through replacement of lecture with video or through learners’ enquiry to find the answer on their own with or without technological assistance.

Humor has been used as a tool against oppression since ages. With the advent of digital technologies, internet memes have gained prominence. Memes are mediums that communicate information through humor and satire. Today, internet memes have become a part of the political campaigning. This research paper thus analysis how internet memes have been used to communicate political satire. The study deals with the impact of internet memes on digital natives and digital migrants in India. Parameters like political engagement, influence on political views and voting behaviour are used to analyse the impact of memes. Using questionnaire as a tool for data collection, the research concludes that internet memes are used as a tool of political discourse but does not have a major impact on audience although it improves political engagement of the digital natives. Elaboration likelihood model and Agenda setting theory is used as a theoretical base for the study.

Library is increasingly becoming a museum of printed books and academic journals in view of the fact that digitization has become a mantra. Whether library has lost its relevance for tech-savvy 21st century learners within technology-driven academia is being debated upon. There seems to be an endless battle of wits between print-favouring digital immigrants or outsiders who are accused of being technophobia and online-preferring digital natives who are equally accused of being techno mania. However, library as a metaphor always evokes ideas associated with reading and education. The article argues that education is a near impossibility without library with or without digitization. Digitization is only an additional optional flavour customised according to the requirements of different stakeholders of higher education for whole person development.

Evident in classrooms today, it is not uncommon to have young learners skillful as technology users and game players who enjoy the hardship of taking part in challenging games and competitions, paradoxically, unwilling to deal with the challenges of the writing game. Perhaps it is logical to assume that the most convenient means to engage this group of learners in the writing process is to present them with instructional practices that they deem interesting and stimulating. To put this into practice, this study reports on the work with a digital native in an effort to develop a more positive attitude towards writing and with the ultimate aim of improving his writing performance. The foci of this study is three-fold: it explores the qualities that this learner has and brings to light the challenges he faces in the writing process as well as it looks into potential strategies and methods that might motivate him to become a better writer. Further implications and recommendations are suggested for teachers to engage such kind of learners in the world of writing.

The current research paper is an empirical study to ponder over English civilization instruction in this era of fast achievements. Being ourselves a novice teacher of English civilization module, and in collaboration with an expert of the course for thirty-years, we noticed that digital equipment is indispensable to teach the English civilization courses to English as a Foreign Language ( EFL) students, most of whom are brilliantly manipulating most of modern technologies. This study aims at answering two main questions such as whether or not teachers of English civilization at the Department of English ( Batna 2, Algeria) use computer-assisted language learning (CALL), and how CALL approach can be constructively used in delivering the same courses to digital natives. The primary goal of this work is to find out the optimal way of teaching English civilization module to EFL students in the digital (D) epoch. We opted for the ‘mixed methods’ approach to proceed the present study. This can be achieved through administering a questionnaire to EFL students at the Department of English at the University of Batna-2, Algeria, and through interviewing teachers whose field of specialization is civilization at the same department. In doing so, consistency of results can be ensured. The findings showed that the CALL approach is vitally important in teaching civilization courses to EFL students who were born digital. And most interviewees were aware of the insistent inexorableness of CALL in teaching American and British civilization lessons to EFL students under the dominance of electronic brains.

This study aims to attain the following objectives: determine the impact of Blended Language Learning System in the academic performance of the pupils, distinguish factors that affect the usage of Blended Language Learning System implementation, identify its advantages and disadvantages and know teachers’ perceptions regarding the new pedagogy in teaching Language. The mixed methods explanatory sequential design, where the qualitative data set will be used to clarify and deepen the quantitative findings was employed in the study. The researcher believes that this method will effectively distinguish how the shift from traditional learning to blended learning affected teachers’ pedagogical designs and pupils’ performances. In today’s fast-paced world, teachers often struggle to keep students engaged inside the classroom thus requiring the use of various materials and techniques to develop target competencies. There is a need for educators who are known as digital immigrants, while learners are digital natives, to be flexible and develop teaching styles that would fit into the learning styles of the pupils. With the use of Blended Language Learning System, English language teachers are expected to produce effective communicators who can understand and produce meaningful discourse while enjoying rich and vibrant learning experience. Elementary School Division of Jose Rizal University, the selected site, implemented Blended Language Learning System in the institution for the first time this school year 2015-2016 as part of the newly adapted textbook. Pupils were taught grammar lessons with the use of interactive online activities. A total of 48 pupils in grades 5 and 6, 24 per grade level, were selected as respondents. They were the lower sections’ bottom 7 in English based on their quarterly grades and the star section’s bottom 3. The six Elementary Language teachers were invited to participate in this research as well for the qualitative part of this study. The researcher interpreted data collated in an unbiased manner. For the quantitative phase of the study, the researcher used the mean of the pupils’ 1st quarter grades to get the level of their performance prior BLS. The mean of the 2nd and 3rd quarter grades were also computed to find if the level of the academic performance of the pupils changed after the implementation of BLS. T-test was used for a more comprehensive statistical analysis such as level of significance difference. To get the value of the survey conducted, weighted mean and its verbal description were applied. While for the qualitative phase, descriptive statistics was used to describe the profile of the respondents, pedagogical orientations, face to face and online activities and perceived changes in blended learning. Interviews were also coded as well as the class observations. The researcher vividly described all the observations acquired during the interviews and class observations.

As technology undermines the economic model supporting the traditional press, news organizations are succumbing to the siren call of “native advertising” – a new marketing technique for unobtrusively integrating paid advertising into editorial content. Brands are increasingly turning to native ads to preempt consumers’ well-documented ad avoidance. Although the native advertising model debuted on digital native news sites, it is now ubiquitous in elite legacy media as well. Everyone knew “native” had “arrived for good” when the venerable New York Times not only introduced its online “Paid Post,” but incorporated sponsored content in its print editions, and even hired an in-house branded content production team to conceive and execute the embedded ads on behalf of advertisers. Because such integrated advertising must inevitably flirt with disguise and deception, administrative and scholarly attention has principally addressed it through a consumer protection lens. Yet this conventional frame ignores the more insidious hazards of this transformational development. Apart from confusing at least some consumers, the turn to native ads will profoundly hobble the press in the exercise of its democratic role and will invite recalibration of its privileged constitutional status. These effects are particularly troubling in an age when increases in global state power and new forms of censorship most call for a powerful, independent and fearless press. Still, since native advertising is here to stay, admittedly imperfect responses must be explored. In that spirit, this Article proposes three solutions: 1) designing sponsorship disclosure at the per-ad level in close alignment with results of rigorous empirical research regarding consumers’ cognitive and perceptual responses to labeling; 2) adopting an additional new approach to corporate-level disclosure – highlighting advertiser identity and spending – in order to aid public oversight over the editorial independence of news organizations; and 3) addressing structural impediments to collective action by news organizations in order to promote collective strategies for effective self-regulation in the deployment of native advertising.

Writing legal documents with plain English is difficult, and the “checklist-find” revision strategy enables legal writers to identify and revise common plain English and grammar weaknesses in their legal documents by using their word processors’ “find” functions — Control F on PCs and Command F on Macs — to locate clutter words on a predesigned, personalized checklist. Even seasoned legal writers face many challenges when trying to write plainly. First, legal writers are often busy people working under tight deadlines. Second, they often must make difficult ideas understandable to as broad an audience as possible in as plain a fashion as possible. Third, they face the formidable task of cutting the overgrowth of legalese that strangles even the simplest concepts in legal writing. The checklist-find technique is simple — you do not have to be a grammarian or a techno-wizard to use this technique or to teach others to use it — and it uses tools that students already have at their disposal. Early in their legal writing careers, law students are not likely able to self-identify weaknesses in their writing. They are, however, likely to have used Control F to find specific terms in a document. Accordingly, checklist-find helps our students, who are technologically savvy or “digital natives,” to employ technology to their advantage to both maximize their learning and to process lots of new information, thereby lightening their “cognitive loads.”

Until now, privacy research has neglected the last stage of the information life cycle: deletion. Concern about secure deletion of information, however, is growing, particularly with regard to information posted in social networking sites. Stories about how such information can harm careers have led to discussion of a “right to be forgotten” (RTBF). We survey consumers to understand their attitudes about this proposed RTBF and find that it is distinct from previously validated first-order privacy constructs. We also find that digital natives and digital immigrants have different attitudes about the RTBF. Our results have important implications for both research and practice.

Based on the reflection conducted by the teacher and post-lesson conference/interview with the students, they were found academically aroused if the concepts taught in Araling Panlipunan (Social Studies) were reinforced with visual stimulants like pictures, sayings/quotations, drawings, and videos. Being considered as the 21st Century Digital Natives or IT Generation, students motivate best in learning concepts through the use of technology. Thus, the researcher as a public secondary school teacher constructed the I.W.G.G. instructional games, an acronym for INTERACTIVE WORD GUESSING GAME, to increase memory retention and conceptualization of ideas in Araling Panlipunan. These instructional materials were composed of four Powerpoint-reinforced instructional materials namely IWGG-Concept, IWGG-Image, IWGG-Video, and IWGG-Combo. The teacher constructed the prototypes of the games and conducted the pre-implementation of the learning materials during the 1st and 2nd quarters of SY 2014-2015 on two pilot sections to test the validity of the said instructional games. The final implementation was conducted during the 3rd grading period. The result of the preliminary and post applications revealed that the instructional games were effective based on the result obtained in the drills conducted by the teacher and the applicability survey as attested by the students. Also, public secondary Araling Panlipunan teachers from the various schools in Cluster III of the Division of Pampanga had validated the efficacy of the instructional games presenting and teaching concepts in Araling Panlipunan interactively.

Why should English continue in India as a language, or as a literary study, or as a medium? Has there been any major paradigm shift in the English language education policy since the days of its first architect? What is English language teachers’ commitment and contribution to the policy making? Is its continuance a sign of neo-imperialism in India? Which English is or ought to be taught: British, American, or International (Global)? How should it be taught? Who are qualified to teaching English today? Above all, is there any conflict between people’s attitude and politicians’ attitude toward English education in India? It is high time that these questions were honestly and intellectually approached and addressed rather than postponed inadvertently or conveniently. As postcolonial educators, English language teachers ought to assist policy makers in the country to evolve policies with regard to men, matter, and methods of ELT that are a must for the 21st century citizens who are increasingly viewed as digital natives with the attributes of multi-tasking individuals. The paper attempts to address these vital questions dispassionately through the analysis of the Minutes of Macaulay and the Educational Reports of Commissions and Committees appointed in Independent India from time to time.

The Security of the Digital Natives project sets out to study the level of awareness and perception of IT security amongst university students, paying particular attention to the world of mobile devices. The report analyses the answers given by 1012 students from over 15 Italian universities to a multiple-choice questionnaire. The analysis shows that students' perception of their knowledge is generally wrong and that they are unaware of the risks arising from their behaviour. In view of these risks, a proposal has been made to implement technical and legal measures to reduce future problems deriving from faulty or lax adoption of security measures on their mobile devices.

As technology advances, the aspects of our lives that are played out in the digital realm, both personal and professional, are ever-increasing. We conduct our banking online, we communicate with friends, family and business associates via email and social networks, and we create original, creative works on internet-based applications. Our creative work, professional work, and practical communications that were once limited to oral communication and paper records are now captured, conveyed, and stored digitally. Trading tangible media for the digital realm has become commonplace. Some changes are as simple as the box of photographs stored in the closet that are being replaced by expansive online libraries of digital photographs. On a grander economic scale, for example, is the marketability of a celebrity persona that was once measured by his or her ability to promote products in a newspaper print ad or on a television commercial. Now, the number of people accessing that celebrity’s life, opinions and preferences in the digital realm can have an equal or greater financial effect. While this evolution can have many advantages in our every day lives – making thinking, doing, communicating, and working - easier, quicker, more efficient, and less expensive, it can also jeopardize things that we may take for granted in our purely "tangible" life. The digital age may decrease our actual, human interactions and compromise our privacy. It may reduce what may be considered "our property" in the tangible world to something owned and controlled by others when carried out in the digital realm. Within the conversion to a digital world, our property rights, and thus our ability to convey and devise those to others, may, quite literally, get lost in translation. The property rights we most frequently give up to carry on life in the digital realm are those that are carried out and promulgated within a framework of copyright-protected material. For example: email, Facebook, Twitter, and various "gaming" activities are copyright-protected. For estate planners, these facts present hurdles to carrying out the wishes of those who desire to transfer some of their digital "property" to their loved ones, friends, or others either by devise or within an inter vivos trust. For example, a man may spend years building an iTunes library of music. At $0.99 to $1.29 a song, and likely more in the future, he may invest thousands of dollars over the years in this collection. Upon his death or disability, he may wish to transfer this library to his children. The current law does not allow this; the point at which he himself is unable to use the library, there is no way in which any party can lawfully utilize that song library.This paper will examine the property rights individuals generally hold in copyrighted material and digital copyrighted material. It provides a thorough explanation of the First Sale Doctrine as applied to tangible media and the limitations on its applicability in the digital realm. It then goes on to explain Congress’s first attempt at incorporating digital media into the First Sale Doctrine in 1998 – what conclusions it drew and why Congress declined to update the doctrine. Between technological advancements, court cases in the U.S. and overseas, and various other legal principles and practices, there are now substantial policy bases for revisiting a "digital" First Sale Doctrine. The implementation of a digital First Sale Doctrine would have far-reaching effects; however, for our purposes, this doctrine would at least provide individuals with assurance that their digital property can be preserved to pass along to others.

Technology has posed many challenges to the teaching methods and materials of English as a second language. English teachers need to switch over to hi tech-based productive teaching methods from the conventional chalk and board method which no longer appeals to students of an entirely new generation of English learners with changing needs. Facebook, the most widely used type of social networking service, can be explored as an alternative learner- friendly mode of learning English outside classroom. Irrespective of social status, most students own (smart) mobile phones with the internet connectivity and they can be motivated to use it for improving their communication skills while they enjoy communicating with their circle of friends the matters that matter most to them. This paper proposes to examine the viability of the use of Facebook as a strategy of doing (communicating) as learning (English) to improve students’ conversational, commentary, and information-sharing skills in English and to assess how it contributes to learner autonomy. The central hypothesis of the proposed paper is that students enjoy communicating through Facebook their thoughts, feelings, and values and they do not feel any constraints in doing so. The very act of communicating that they are reluctant in formal classroom atmosphere becomes a rewarding experience and motivating factor in the virtual world. The proposed study intends to employ empirical method for collection and interpretation of data.

Law students matriculating today were “born digital.” As digital natives, they have never known a world without digital technology, and therefore, they think and process information differently than previous generations. Although law school student bodies have changed, law school assessment methods have remained static, with students nearly universally being evaluated entirely by one exam at the end of the course. Best Practices, the Carnegie Report, and more recently the ABA, have acknowledged that this system of evaluation is contrary to learning theory and that periodic assessment of student learning is crucial to improving the performance of both students and teachers. Nevertheless, change has yet to occur.It is time to change. Using technology to assess student learning is one way to begin effectuating this change. Digital Natives are comfortable with technology and expect to have it integrated into the curriculum. Moreover, incorporating technology as a means to assess student learning will help prepare future lawyers for the realities of law practice today. Technology also allows law professors to conduct meaningful assessments of large numbers of students more efficiently. This article therefore introduces several examples of how to use a number of today’s technologies - both inside the classroom and outside the classroom - in the hopes of initiating further exploration into effective means of using technology to assess student learning at the course level.

Digital natives – the generation for whom the Internet has always existed – have embraced the medium as one of choice. They use social computing applications as a medium for many activities, including receiving and giving product advice (ratings, comments), meeting with and talking to friends (social networking, chat), organizing events (social networking), learning (Wikipedia, weblogs), and communication with the general public (Youtube, weblogs). Facebook, a social networking service, has reached an audience of approximately 800 million users; young Iranians organize protests against their government via social networks, while amateur journalists and artists are viewed by millions on Youtube and weblogs. Inspired by these developments, corporations now seek to adopt social computing applications and derive similar benefits for their organizations. However, despite their growing interest, many firms report significant problems with the implementation and acceptance of social computing applications. We describe how three companies solved significant communication and collaboration issues by incorporating social computing applications into their intranets. Particular attention is paid to the deployment and adoption processes.

Youths are “digital natives” [22] who live parallel lives on the Internet and in the “real” world [29, 14]. These parallel lives, or cybercommunities, are built upon youths’ willingness to disclose highly personal information online, regardless of the intimacy of the offline relationship they share [5, 20, 27]. Unfortunately, such personal disclosures can change from socially constructive to destructive, from innocent chats to aggression [14, 20, 17, 35, 21]. Cyberbullies and cyberpredators take advantage of the continual erosion of privacy by information technology [24], frequently shielding themselves through anonymity or the use of creative screen names. Some aggressors employ multiple screen names, allowing for multiple attacks against one or more victims. Further complicating detection are ISP privacy policies that often restrict the release of identifying information about cyber aggressors, even after an assault has been committed. Current research on youths and cyber aggression falls into three general areas: rates of occurrence, effects, and prevention of cyberbullying and cyberpredation [20, 35]. One area that has received less scholarly attention is the effectiveness of tracking cyberaggressors to protect cybervictims. This research explores the detection, identification and tracking of cyberbullies and cyberpredators using multiple screen names across multiple platforms.Cyber aggression and language pattern analysis: Clearly, researchers ardently respect and vigorously defend the right to individual privacy; however, the inability of current approaches to fully protect youths strongly suggests the need for this research approach. Automated detection of cyber crime is being established as a cross-disciplinary research area [1, 28, 11], and machine learning techniques, informed by research in communication theory are being leveraged to develop algorithms for automatic detection of predation and bullying in electronic media. We are currently engaged in a multi-pronged study analyzing the communicative approaches employed by cyberbullies [29] and by sexual offenders to approach youths online for sex. Using a modified version of the Olson, et al. luring communication theoretical model (LCT), we are developing machine learning technologies, Chatcoder, to aid in the recognition and detection of these communication patterns. We were able to correctly identify lines containing the ages of the victim and predator, the use of grooming language, and the approach (the attempt to actually meet), as well as unlabeled lines, with 68% accuracy using both a rule-based, and a decision tree learner [18, 15]. To improve Chatcoder’s accuracy and to improve the ability of parents and law enforcement to protect youths, we are beginning a new phase of our research that will allow us to identify authorship based on text-based activities on multiple online social networking sites. Work in Progress: In this paper, we describe the data set we are creating, the process used to develop the data set, and the Internet Identity task. We also discuss our progress toward authorship identification based on communicative patterns on multiple websites. In order to facilitate research on Internet authorship, we are preparing a new dataset, which will be made available to the research community. We are currently manually collecting websites that present information about a particular online user (the userids that we are using to seed our collection activities have been collected randomly from a variety of social networking sites). Our research assistants are using search technologies to identify other userids and social networking sites used by these individuals. We have collected information on 69 users thus far, with more in progress. Our next step is to crawl these links and build an XML database that can be used for analysis and testing. These online authorship techniques, once mature, will allow us to develop technology to track cyberaggressors even when they change their ids or move to a different platform. Acknowledgements: This material is based in part upon work supported by the National Science Foundation under Grant No. 0916152.

In the 21st century, we experience rapidly evolving digital media and technologies in use that are no longer new and are actually embedded in the fabric of daily life. Students today use these technologies to explore various information resources in and out of schools as they live with them in every facet of their lives. Educators must apply technology to guide and engage students through the experience of learning. Further, digital technology has transformed our larger society by becoming central to the act of experiencing all forms of information, writing, communicating, and multifaceted thinking, which are major concerns of schooling. This article describes and analyzes the impact of digital media in contemporary life in order to consider these impacts to achieve the objective of education. Educators cannot ignore the changes that digital media brings to our life and education. The goal of this paper is to trigger a rethinking of the impact of the digital media to our lives and encourage educators to contemplate a new form of instruction for students in the present and future digital age.

The paper concerns the attitude of digital natives towards privacy. From this perspective, the author considers tort liability related to sharing of video and image on internet by means of UCG platforms.

This paper is focused on the role of main social activities, as creating and sharing personal content. The reason is connected to the raise up, in last ten years, of User Generated Content as a system to allow people to be active on the Web1. In the first paragraph I analyze the Webpopulation through recent surveys, showing different ways to classify generations. I comment the Jenkins’ - convergence culture‖ [2006], the push and pull media definition of Negroponte [1995] and the difference between digital natives and digital immigrants [Prensky 2001]. The second paragraph deals with use and consumption of digital media between young and adults. from the computer use to cell-phone and portable gaming device. In particular the cell-phone seems to be an important medium to be online in every place and every time: it allows people to take and share photos, video, text and so on. This brings us to the third paragraph where I discuss mobility and applications: following Anderson [2010] the desktop is replaced with the webtop or web-applications that do not require a browser to be used. This is particularly evident for recent mobile devices as iPhone and iPad. Convergence and mobility allow people to share content in every time: yet ten years ago people used to share digital information (file-sharing) as video, music and text, by illegal channels such as Napster, without knowing who uploaded that on the Web. The Web 1.0 phase was characterized by an - anonymous dimension. Instead, the current Web allows people to share information about their own life, publishing on social media, freely, their own photo, video, text, with real name and surname (life-sharing). At the center of the Web is the - ego, the user. In the fifth chapter I analyze three social media that are currently catching up people’s attention - Facebook, YouTube, Twitter - and I try to explain how they make possible to users to share culture and frame of their life. At the end I spent some words about piracy and privacy issue that social media bring up.