For Module 7 class activity, we watched two video for two dads (Tommy and Brad). In Brad’s video, which platform did his daughter receive the bullying/racist messages from the twins?

Thinking of the range of theories discussed in the course so far, a researcher using Social Construction framework might study how our ideas of being a parent or of parenting are shaped by what we see and who we interact with on social media. 

According to research so far, parents tend to ____ their adolescent children’s screen time and ____ adolescents’ sleep time.

Lisa recently bought a smartphone for her 13-year-old daughter, Olivia, as a birthday present. Olivia appeared very happy and excited about owning a smartphone herself. However, Lisa started to worry about potential negative influences that the smartphone may have on Olivia’s safety and well-being. Lisa started to do some investigations on some parental control apps that can help her to monitor Olivia’s smartphone use and track her digital location. a. List 4 ways in which the smartphone use may post risks to Olivia’s safety and well-being. (4 points) b. Based on our discussion and the research evidence, would you recommend Lisa to use a parental control app? Why? (2 points) c. Then provide 3 clear, practical and distinct recommendations that you’d suggest to Lisa for helping Olivia to have safe, healthy and developmentally appropriate use of smartphones. Please keep in mind the context of their relationship. (3 points)

According to Belsky’s Parenting Model (1984), which is NOT included in the determinants of parenting?

During this section of the course, we’ve focused on technology use and recommendations for well-being for children in the following age groups: early childhood (birth to age 5), middle childhood (age 5-12), and  adolescence (age 12-18).  We’ve addressed how these groups vary developmentally across four developmental domains, which we also discussed at length in class, and how their use of technology can have specific and differential effects on that development. In the space below, select 2 age groups. (1 point) Identify 2 developmental domains. You will use these for comparison. (2 points) Identify 2 types of technology from these choices: iPad, computer, texting, social media, online gaming. You will use these for comparison. Discuss the possible impact on each developmental domain. Impact of the technology use should clearly indicate your understanding of development in that age group. (4 points)   You may copy and paste the text below to structure your answer. Age group 1: Age group 2: ———————————— Developmental Domain 1: Developmental Domain 2: ———————————— Technology 1: Technology 2: ———————————— How does [Technology 1] impact [Developmental Domain 1] for [Age group 1]? Ex: Technology impacts __ development for Age group because ____.   How does [Technology 1] impact [Developmental Domain 1] for [Age group 2]?   How does [Technology 2] impact [Developmental Domain 2] for [Age group 1]?   How does [Technology 2] impact [Developmental Domain 2] for [Age group 2]?

Sam is a college student and Gary is his dad. Together they text, video chat, and share TikTok videos. Based on this information, which of the selections below might BEST describe the role technology plays in this demonstration of Gary’s parenting. Gary is ________________.

Mirabel is trying to help her 14-year-old son Felix use his phone less. She establishes a “no phones after 9pm” rule for him. She is unwilling to bend this rule under any circumstance, and if Felix sneaks his phone after 9pm, she yells at him. This is an example of ____ parenting.

Greetings! This is an assessment of your knowledge and application of the content from modules 5 through 8. As would be the practice in the physical classroom, please DO NOT use any outside/additional material windows or devices while taking this test. Please close all other tabs in your browser (except when opening Zoom if you need it; see below). The exam may take a minute to load. Please don’t worry. Question 1 is a 0 point item allowing you to indicate that you are not/have not used additional material during the exam.  Questions 2-20 are multiple choice and true/false. Note that for question 20, there are 6 options. You choose 3. Then, in the response box, indicate the option by letter (A, B, etc), indicate True or False, and then a BRIEF explanation of your answer. Items 21-24 are short answers, with variable points bringing the exam total to 50. There are 2 extra credit questions at the end. As before all extra credit questions indicate that they are worth 0 points, this is so the point total on the exam isn’t changed from 50. The items will be scored and the extra points will show in a separate column in the grade book (Exam 2 Extra Credit).  Read each question carefully and answer as completely as possible.  You can return to any question before hitting ‘submit’ at the end of the exam if you’d like to revisit your answers.  You will have 90 minutes to complete the exam. The exam will close at 1:15 pm (unless accommodations provide for more time).  Assistance during the exam:  Xiaoran, Eunyoung, and Charlie are available via the Zoom link for class during the exam for questions about meaning or intent. You can visit the Zoom link any time during the exam if you have any questions: https://umn.zoom.us/j/92374951996?pwd=UA4RACpaChagaBbtx79zYVaT5tlcgr.1 Good luck! 

You are looking forward to most (out of this class):