“For many less-educated Americans, the economy and society are no longer providing the basis for a good life. Concurrently, all-cause mortality in the U.S. is diverging by education — falling for the college-educated and rising for those without a degree — something not seen in other rich countries.”
Community and technical colleges educate more people per year than apprenticeship programs, coding boot camps and federal job training programs combined, noted Tamar Jacoby, president of Opportunity America and author of the report. Nonetheless, many people underestimate the value of these institutions.
As four key insights in this analysis will later show, teacher, parent, and student conversations on social media have been largely siloed within their individual groups and focused on different aspects of the education system. However, the pandemic—and the far-reaching issues generated by it, such as an exam-grading controversy and students’ mental health—represent important moments when the three groups united in joint conversations around education, ripening the possibility for change.
Social listening is an innovative and relatively new research method for gathering and making sense of large amounts of social media data. We were particularly intrigued by the promise of social media data scraping for targeting the thoughts and sentiments of the millions of citizens whose voices simply cannot make it into even the most ambitious of surveys.
In 1927-1928, a large research study was undertaken by the Payne Fund, an educational foundation. Superintendents and principals in hundreds of American schools were surveyed; they were asked their views on the value and importance of educational broadcasting. The responses were so positive that it inspired the Ohio Department of Education, along with Ohio State University, to make educational broadcasts more widely available. The Ohio legislature allocated $20,000 for the project, and the Ohio School of the Air was born; it debuted on January 7, 1929, operating four days a week, from 1:30 to 2:30 p.m. By the end of 1929, more than 230 Ohio communities had installed radios in their schools so that students could hear the daily programs, broadcast from Ohio State’s WEAO in Columbus and powerful Cincinnati commercial station WLW.
Having a budget enabled the Ohio School of the Air to produce top-quality programs that were interesting for students, and easy for teachers to build discussions around—there were even sample lesson plans and suggested readings provided. It also meant being able to hire talented professionals to read poetry or perform Shakespearean plays, native speakers to give French lessons, and experienced musicians for music appreciation (a major plus for schools too small to have their own orchestras or glee clubs). And students were not just passive listeners: the lessons often included talks by well-known experts, like aviators, or doctors, or scientists, or journalists, or even the governor, who answered questions the students had asked.
But what Facebook has built, according to Horwitz, is not a system to protect the integrity and security of Facebook users with a large audience. It is an over-broad attempt to ward off what employees call “PR fires” — a side effect of which being that the users with the biggest megaphones are given another channel by which to spread whatever information they choose with little consequence.
When we do not believe we will need information later, we do not recall it at the same rate as when we do believe we’ll need it.Because the internet is readily available, we may not feel we need to encode the information. When we need the answer, we will look it up.