What Makes a True Progressive in Communications & Tech Policy?

On April 1 the Information Technology & Innovation Foundation (ITIF) held an event to discuss its new report entitled “How Techno-Populism Is Undermining Innovation.”  The thrust of the report was to contrast the dangers of what it describes as “tech populism” with the virtues of what it calls “tech progressivism.”

The report begins with:

There was a time when technology policy was a game of “inside baseball” played mostly by wonks from government agencies, legislative committees, think tanks, and the business community. They brought sober, technical expertise and took a methodical approach to advancing the public interest on complex issues such as intellectual property rights in the digital era or electronic surveillance of telecommunications networks. But those days are gone. Tech policy debates now are increasingly likely to be shaped by angry, populist uprisings—as when a stunning four million submissions flooded into the Federal Communications Commission in response to its request for public comment on the issue of net neutrality; or when a loose coalition of protesters staged a dramatic blackout of popular websites in January 2012 to halt legislation that was intended to curb online piracy.

The authors seem to consider the mass-scale FCC comments and grassroots coalition building on tech issues as dangerous and destructive, in ways I find difficult to recognize:

Populism draws its strength from individuals’ fears, misunderstandings, or distrust, appealing to the prejudices of crowds and relying on demagoguery, distortion, and groupthink. Tech populists focus on maximizing self-interest and personal freedom, even if it comes at the expense of broader public interests.

I find the last reference to the “broader public interests” especially strange, since most of those I know who support net neutrality rules and strong privacy protections (whether expert or non-expert) strike me as genuinely very concerned about the public interest.

While there is plenty of room for thoughtful and respectful debate about how best to serve the public interest, the paper’s heavy use of straw-man arguments strikes me as an unfortunate example of the “demagoguery, distortion and groupthink” it condemns among those who seek to bring more citizens into the public policy arena (though exercised with a different style and mix of debating techniques).

The paper later notes that:

To be clear, the problem with technology policy debates is not that they have become more open and participatory, but rather that many, if not most of those who are choosing to engage in these debates do so from a position of fear, anger, or misunderstanding.

I strongly agree that communication policy debates should be based on facts, logic and a focus on the public interest.  But I think the paper is pretty biased in how it assigns responsibility for relying on “fear, anger and misunderstanding” (perhaps a close relative of FUD).

Related to this is the paper’s suggestion that it is irrational to embrace the “populist” view that:

[E]lites, especially big business and big government, will prevent useful rules from being established—or, if those rules are established, will find ways to bypass them at the expense of the broader public. They distrust the private sector because they believe corporations are driven purely by profit, and they distrust the public sector because they believe government is ineffectual and overbearing.

While this so-called “populist view” might be more accurate with a bit more elaboration and nuance, I disagree with the report’s suggestion that it is far from the mark in describing the reality of the political economy we’ve experienced in this country over the past several decades. When I consider actions taken and statements made by government officials (e.g., related to the Iraq War, NSA activities, financial reform, etc.) and some large corporations (e.g., in their lobbying and PR efforts to restrict municipal fiber network projects, neuter financial reform, etc.) I see valid, readily documentable reality-based reasons for distrust. And, to use the report’s own language, I’d rank these powerful institutions as among the most skilled and well-resourced purveyors of “fear, anger and misunderstanding.” They can, after all, afford to hire the most skilled practitioners of FUD, “truthiness” and other communication black arts.

Another concern I have with the report is that the event held to discuss it didn’t seem to include any expert presenters representing what its authors might consider the “populist” perspective on net neutrality and some of the other issues discussed in the report. I’d think that there would be at least one such person willing and able to share the stage without launching a fact-less emotion-laden diatribe. Perhaps some were invited to take part but declined. In any event, I suspect the lack of balance made the session less valuable than it otherwise might have been.

To provide some after-the-fact balance, I’d recommend reading what Free Press Senior Director of Strategy Tim Karr had to say about the ITIF paper and the related event. Here are some excerpts from what he wrote on Huffington Post:

Tech populism threatens innovation and the economy, argued ITIF President Robert Atkinson in his opening comments. Its practitioners, Atkinson said, are “emotional” and “self-interested.” Reason and the “benefits of progress,” on the other hand, motivate tech progressivism — which is really just another name for the cozy alliance between the corporate sector and government that had written tech policy for decades.

Tech populism elevates the input of the Internet masses, creating online vehicles for people to engage in the political process. Tech progressivism is a closed-door, gentlemen’s negotiation between businesses like Comcast, government actors that Comcast lobbies, and so-called experts like the Comcast-funded fellows at ITIF.

According to Atkinson and his colleagues, the public should trust that this insular process will lead to policies that serve all of our interests. Rather than engaging, people should just sit back and wait for the corporate-government pact to bestow its benevolent dictates upon us.

In this backwards equation, Atkinson casts newly engaged Internet users as straw men. We tech populists rely on mob rule and a distrust of authority, he claims. It’s the enlightened few, tech progressives like Atkinson and his corporate cronies, who must intervene in tech policy before we do any more damage.

Karr’s final point reminds me of times in our history when “the best and the brightest” in the policymaking and expert communities got it wrong, especially about big issues like war (think Vietnam and Iraq) and the economy, and used a combination of opaqueness, deception, straw-manning, and other (mis)communication tools to mislead citizens (and sometimes their representatives in Congress) about what was actually happening, what was at stake, and what could and should be done (the confident assertion that “there is no alternative,” or TINA, is a common technique for limiting the scope of the latter).

While chronic powerlessness can breed blind anger and resentment, chronic power can just as readily breed blind arrogance, aggravated by “theory-induced blindness,” among even the most well-meaning of “the best and the brightest.”

The more steps we individually and collectively take to lessen each of these tendencies, the better off we’ll be as a society.  My hope is that the Quello Center’s recently announced empirical study of net neutrality impacts will be a helpful step forward in that regard.

And the more tools and systems we develop to inform and empower citizens to participate actively and constructively in the policymaking process, the healthier will be our democracy, our economy, our society, and the environment in which we live.

Primary takeaways

  • Digital inequality shows larger impacts on youth academic performance as compared to time spent on screens.

  • Digital skills play a significant role in mediating unstructured online engagement (social media use, playing video games, browsing the web) and youth academic, social, and psychosocial development.

  • Unstructured online engagement and face-to-face social interaction are complementary and continuously interact to create and enhance youth capital outcomes.


A familiar story: concerns of screen time

Today’s discussions of adolescent well-being have coalesced around a clear narrative: teenagers spend too much time online, and their academic performance, mental health, and social lives are deteriorating as a result. A steady stream of academic papers, books, and op-eds, alongside a growing number of policy proposals––school phone bans, age-gated social media use, restrictive screen-time limits––rest on the same underlying claim, aligning with a contemporary, digitized version of the displacement hypothesis:

Screen time, particularly the unstructured, free-time spent on social media, gaming, watching video content, or browsing the web, is said to displace the productive face-to-face activities that build adolescents into capable adults.

The implied and often practiced solution is restriction. In response, this dissertation tested this claim directly, and placed it within the broader context of adolescence.

Across three years, I followed 653 Michigan adolescents from early through late adolescence: in grades 8 or 9 (survey one, 2019) to grades 11 or 12 (survey two, 2022). Notably, these students, studied over time, were part of a broader pooled sample of 5,825 students across the same eighteen highschools. The study window captured the year before and the year after the peak of the COVID-19 pandemic and related lockdown orders, functioning as an unprecedented stress test for theories of adolescent social, academic, and digital life and, importantly, as a benchmark to compare the effects of pandemic-related change and inequality to those effects from screen time alone.

Across four studies of adolescents, consisting of six cross-sectional and longitudinal analyses, findings are not consistent with the displacement narrative, nor the broader concerns about the time youth spend on screens.

Findings are, however, consistent with something the current public and (most) academic discussions have largely overlooked or ignored: the gaps and inequalities that determine whether adolescents can access and use the internet meaningfully in the first place.

What the displacement hypothesis overlooks

Displacement and related research and policy concerning the time young people spend online assumes a “zero-sum” model of adolescent day-to-day time. An hour online is an hour not spent studying, reading, sleeping, or interacting face-to-face (i.e., time spent on more productive or developmentally “better” activity).

Indeed, this makes sense logically. However, as an empirical claim, this model requires time spent online to behave differently from all other ways adolescents allocate time; it must produce uniquely negative outcomes and be inherently harmful across digital contexts, rather than the typical mix of trade-offs corresponding to, and often overlooked among any other social or developmental context.

Yet, online time does not differ from other youth activity. Instead, I find it has a mix of pros, cons, and even some “uniquely digital” benefits which youth utilize for social and academic gains. When I compared unstructured digital media use against traditional face-to-face interaction and activities, both produced similar patterns: some negative associations with academic outcomes, some null, and some positive.

Trade-offs within traditional face-to-face activity (for example, social time with friends and family, or time spent in after-school extracurriculars) are treated as ordinary developmental experiences that must be experienced for the betterment of development. The identical trade-offs involving digital time tend to be overlooked or ignored, and online engagement is perceived as altogether harmful.

A growing body of evidence, including this dissertation, do not support that distinction. Indeed, the developmental context is routinely misread, leaving out the context of the experiences and time spent on digital, as well as face-to-face activities, interactions, existing inequalities, and changes inherent to development. As such, I proposed a novel framework to understand these contexts:

Digital capital exchange

Rather than treating screen time as a unified harm, this dissertation advances an exchange”-based framework, grounded in James Coleman’s theories of youth capital and digital inequality scholarship, particularly following Eszter Hargittai, Jan van Dijk, and Alexander van Deursen (see this list of all dissertation references for full works).

The core proposition is that adolescents’ online engagement is not an alternative to developmental activity but another, albiet modern domain through which young people accumulate and mobilize online resources––particularly digital skills––that work alongside existing social networks and experiences to be exchanged for human capital (measured as: academic achievement, aspirations, STEM interest) and social capital (peer networks, community participation, extracurricular involvement).

Online time is not the mechanism; instead, it is digital skills that I find to be the most vital component in youth capital exchange and enhancement. Unstructured online engagement contributes to online skills; those skills, accumulated and mobilized alongside existing peer, family, and community networks, translate into the outcomes researchers and parents care about, i.e., academic achievement, aspirations, and face-to-face interaction and social networks.

This digital capital framework treats online and in-person contexts as complementary rather than antagonistic, and it situates adolescents’ digital lives within the structural conditions––connectivity quality, device reliability, autonomy of use––that determine whether exchange can occur at all.


Methods (in brief)

Paper-and-pencil surveys were administered to students in classrooms at two time-points: spring 2019 (N=2,876) and spring 2022 (N=2,949), across the same eighteen predominantly rural Michigan schools, grades 8–12. Official, nationally-ranked standardized reading, writing, and math test scores (PSAT 8/9, PSAT 10, SAT; College Board) were then anonymously linked to students’ survey responses with the help of participating districts.

Cross-sectional path analyses modeled pooled and wave-specific samples (pooled N=5,825); two-wave cross-lagged panel models tested reciprocal, longitudinal relationships on the 653 students who completed both surveys. Multi-group analyses of the cross-lagged panel models compared relationships between girls (N=345) and boys (N=308). All longitudinal models included time-invariant socioeconomic covariates as well as time-varying covariates to reduce omitted-variable bias.

Key findings: an overview

To summarize, to the best of my ability, eight chapters across 376 pages, I present two primary findings:

First: digital inequality predicted larger and more consistent declines in human capital than screen time did.

Unreliable home internet and technology maintenance problems––experiencing and/or dealing with broken or outdated devices and software, restrictive school-issued hardware, issues with connecting to or maintaining internet access––decreased youth GPA and standardized test achievement. And, these effect sizes were substantially larger than any negative direct effect from unstructured digital media use.

Across all four empirical studies, digital inequality emerged as the most substantial predictor of academic and developmental decline.

Second: digital skills mediated the relationship between online time and adolescent academic and social outcomes.

Unstructured digital media use, particularly online gaming and web browsing, predicted higher internet and social media skills for adolescents, which in turn predicted stronger academic achievement and self-efficacy (human capital), and social interaction and extracurricular participation (social capital). The positive indirect effect of screen time through skills offset or exceeded any small negative direct effects across several outcomes (supporting our existing peer-reviewed work: Hales & Hampton, 2025, and which you can read more about here).

These exchange processes were amplified when peer and family networks were modeled alongside digital skills, consistent with the premise that online and offline contexts operate together rather than in competition. The effect was not universal: social media skills amplified rather than offset a negative association with consistency of interest, one of the two subscales of grit. The exchange framework describes a contextual and conditional, domain-specific mechanism, not a blanket defense of time spent online.

Implications

If digital inequality, and not screen time, is the primary predictor of adolescent academic and developmental decline, and still warrants concern regarding access quality and experience even with the broader adoption of digital devices across the United States, the current policy emphasis on restriction is pointed at the wrong target. The evidence supports a different set of priorities.

Stable, reliable home (fast) broadband should be treated as an educational prerequisite rather than a consumer amenity. Unreliable connectivity exerted larger downward pressure on human capital than any measure of screen time, and that pressure intensified during the pandemic-era reliance on digital infrastructure. Technology maintenance, device repair, replacement, technical support, and the flexibility to install software and explore the web autonomously, matters as much as initial access, and school-issued devices that restrict autonomous use appear to hinder skill accumulation rather than support it.

Restrictive parental mediation of internet use was negatively associated with grit and self-efficacy at magnitudes comparable to the positive contributions of face-to-face activity. This challenges the assumption that digital restriction functions protectively. Instructive mediation, teaching adolescents to verify information, navigate platforms critically, and mobilize online resources toward meaningful ends, is the posture the data supports.

Finally, the technical skill-building that occurs through gaming, self-directed exploration, and deep web use is skill-building, not wasted time. Closing the persistent gender gap in these domains likely requires legitimizing technical play for girls, rather than restricting it for everyone.

None of the above is an argument that screen time is benign. It is an argument that screen time is the wrong focus, particularly when studied mostly in isolation. Context matters substantially, whether that is time spent on other activities during adolescence, the period of adolescence itself, digital inequality, resources gained from such online use, and how all such factors interact. The factor that predicts whether a given adolescent can convert online engagement into capital outcomes is structural: access, infrastructure, skills, and the autonomy to use them. These factors are distributed unevenly, and its uneven distribution, not hours logged, is what separates adolescents who thrive from those who fall behind.

The full dissertation is available through Michigan State University’s ProQuest archive, or see the embedded full-text PDF below. I’m happy to share papers, preprints, or the underlying framework with anyone interested and working in this area––don’t hesitate to reach out via my contact form. Thanks for reading.

What Makes a True Progressive in Communications & Tech Policy?