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John Evans

Gaming and Literacy - GamingResources - 2 views

gaming.ala.org/...index.php

literacy gaming ALA EY MY SY

shared by John Evans on 07 Feb 09 - Cached
  • John Evans on 07 Feb 09
     
    21st Century Literacy, Visual Literacy, Media Literacy, Programming Literacy, Multimodal Literacy, Science Literacy, Technology Literacy
Clint Hamada

The Code of Best Practices in Fair Use for Media Literacy Education -- Publications --... - 8 views

www.centerforsocialmedia.org/...e_for_media_literacy_education

Best Practice Fair Use literacy CC copyright guide guidelines

shared by Clint Hamada on 07 Apr 10 - Cached
  • Fair use is the right to use copyrighted material without permission or payment under some circumstances—especially when the cultural or social benefits of the use are predominant.
  • This guide identifies five principles that represent the media literacy education community’s current consensus about acceptable practices for the fair use of copyrighted materials
  • This code of best practices does not tell you the limits of fair use rights.
  • ...51 more annotations...
  • Media literacy is the capacity to access, analyze, evaluate, and communicate messages in a wide variety of forms. This expanded conceptualization of literacy responds to the demands of cultural participation in the twenty-first century.
  • Media literacy education helps people of all ages to be critical thinkers, effective communicators, and active citizens.
  • Rather than transforming the media material in question, they use that content for essentially the same purposes for which it originally was intended—to instruct or to entertain.
  • four types of considerations mentioned in the law: the nature of the use, the nature of the work used, the extent of the use, and its economic effect (the so-called "four factors").
  • this guide addresses another set of issues: the transformative uses of copyright materials in media literacy education that can flourish only with a robust understanding of fair use
  • Lack of clarity reduces learning and limits the ability to use digital tools. Some educators close their classroom doors and hide what they fear is infringement; others hyper-comply with imagined rules that are far stricter than the law requires, limiting the effectiveness of their teaching and their students’ learning.
  • However, there have been no important court decisions—in fact, very few decisions of any kind—that actually interpret and apply the doctrine in an educational context.
  • But copying, quoting, and generally re-using existing cultural material can be, under some circumstances, a critically important part of generating new culture. In fact, the cultural value of copying is so well established that it is written into the social bargain at the heart of copyright law. The bargain is this: we as a society give limited property rights to creators to encourage them to produce culture; at the same time, we give other creators the chance to use that same copyrighted material, without permission or payment, in some circumstances. Without the second half of the bargain, we could all lose important new cultural work.
  • specific exemptions for teachers in Sections 110(1) and (2) of the Copyright Act (for "face-to-face" in the classroom and equivalent distance practices in distance education
  • In reviewing the history of fair use litigation, we find that judges return again and again to two key questions: • Did the unlicensed use "transform" the material taken from the copyrighted work by using it for a different purpose than that of the original, or did it just repeat the work for the same intent and value as the original? • Was the material taken appropriate in kind and amount, considering the nature of the copyrighted work and of the use?
  • Fair use is in wide and vigorous use today in many professional communities. For example, historians regularly quote both other historians’ writings and textual sources; filmmakers and visual artists use, reinterpret, and critique copyright material; while scholars illustrate cultural commentary with textual, visual, and musical examples.
  • Fair use is healthy and vigorous in daily broadcast television news, where references to popular films, classic TV programs, archival images, and popular songs are constant and routinely unlicensed.
  • many publications for educators reproduce the guidelines uncritically, presenting them as standards that must be adhered to in order to act lawfully.
  • Experts (often non-lawyers) give conference workshops for K–12 teachers, technology coordinators, and library or media specialists where these guidelines and similar sets of purported rules are presented with rigid, official-looking tables and charts.
  • this is an area in which educators themselves should be leaders rather than followers. Often, they can assert their own rights under fair use to make these decisions on their own, without approval.
  • ducators should share their knowledge of fair use rights with library and media specialists, technology specialists, and other school leaders to assure that their fair use rights are put into institutional practice.
  • Through its five principles, this code of best practices identifies five sets of current practices in the use of copyrighted materials in media literacy education to which the doctrine of fair use clearly applies.
  • When students or educators use copyrighted materials in their own creative work outside of an educational context, they can rely on fair use guidelines created by other creator groups, including documentary filmmakers and online video producers.
  • In all cases, a digital copy is the same as a hard copy in terms of fair use
  • When a user’s copy was obtained illegally or in bad faith, that fact may affect fair use analysis.
  • Otherwise, of course, where a use is fair, it is irrelevant whether the source of the content in question was a recorded over-the-air broadcast, a teacher’s personal copy of a newspaper or a DVD, or a rented or borrowed piece of media.
  • The principles are all subject to a "rule of proportionality." Educators’ and students’ fair use rights extend to the portions of copyrighted works that they need to accomplish their educational goals
  • Educators use television news, advertising, movies, still images, newspaper and magazine articles, Web sites, video games, and other copyrighted material to build critical-thinking and communication skills.
  • nder fair use, educators using the concepts and techniques of media literacy can choose illustrative material from the full range of copyrighted sources and make them available to learners, in class, in workshops, in informal mentoring and teaching settings, and on school-related Web sites.
  • Whenever possible, educators should provide proper attribution and model citation practices that are appropriate to the form and context of use.
  • Where illustrative material is made available in digital formats, educators should provide reasonable protection against third-party access and downloads.
  • Teachers use copyrighted materials in the creation of lesson plans, materials, tool kits, and curricula in order to apply the principles of media literacy education and use digital technologies effectively in an educational context
  • Wherever possible, educators should provide attribution for quoted material, and of course they should use only what is necessary for the educational goal or purpose.
  • Educators using concepts and techniques of media literacy should be able to share effective examples of teaching about media and meaning with one another, including lessons and resource materials.
  • fair use applies to commercial materials as well as those produced outside the marketplace model.
  • curriculum developers should be especially careful to choose illustrations from copyrighted media that are necessary to meet the educational objectives of the lesson, using only what furthers the educational goal or purpose for which it is being made.
  • Curriculum developers should not rely on fair use when using copyrighted third-party images or texts to promote their materials
  • Students strengthen media literacy skills by creating messages and using such symbolic forms as language, images, sound, music, and digital media to express and share meaning. In learning to use video editing software and in creating remix videos, students learn how juxtaposition reshapes meaning. Students include excerpts from copyrighted material in their own creative work for many purposes, including for comment and criticism, for illustration, to stimulate public discussion, or in incidental or accidental ways
  • educators using concepts and techniques of media literacy should be free to enable learners to incorporate, modify, and re-present existing media objects in their own classroom work
  • Media production can foster and deepen awareness of the constructed nature of all media, one of the key concepts of media literacy. The basis for fair use here is embedded in good pedagogy.
  • Students’ use of copyrighted material should not be a substitute for creative effort
  • how their use of a copyrighted work repurposes or transforms the original
  • cannot rely on fair use when their goal is simply to establish a mood or convey an emotional tone, or when they employ popular songs simply to exploit their appeal and popularity.
  • Students should be encouraged to make their own careful assessments of fair use and should be reminded that attribution, in itself, does not convert an infringing use into a fair one.
  • Students who are expected to behave responsibly as media creators and who are encouraged to reach other people outside the classroom with their work learn most deeply.
  • . In some cases, widespread distribution of students’ work (via the Internet, for example) is appropriate. If student work that incorporates, modifies, and re-presents existing media content meets the transformativeness standard, it can be distributed to wide audiences under the doctrine of fair use.
  • educators should take the opportunity to model the real-world permissions process, with explicit emphasis not only on how that process works, but also on how it affects media making.
  • educators should explore with students the distinction between material that should be licensed, material that is in the public domain or otherwise openly available, and copyrighted material that is subject to fair use.
  • ethical obligation to provide proper attribution also should be examined
  • Most "copyright education" that educators and learners have encountered has been shaped by the concerns of commercial copyright holders, whose understandable concern about large-scale copyright piracy has caused them to equate any unlicensed use of copyrighted material with stealing
  • This code of best practices, by contrast, is shaped by educators for educators and the learners they serve, with the help of legal advisors. As an important first step in reclaiming their fair use rights, educators should employ this document to inform their own practices in the classroom and beyond.
  • Many school policies are based on so-called negotiated fair use guidelines, as discussed above. In their implementation of those guidelines, systems tend to confuse a limited "safe harbor" zone of absolute security with the entire range of possibility that fair use makes available.
  • Using an appropriate excerpt from copyrighted material to illustrate a key idea in the course of teaching is likely to be a fair use, for example.
  • Indeed, the Copyright Act itself makes it clear that educational uses will often be considered fair because they add important pedagogical value to referenced media objects
  • So if work is going to be shared widely, it is good to be able to rely on transformativeness.
  • We don’t know of any lawsuit actually brought by an American media company against an educator over the use of media in the educational process.
John Evans

8 Good iPad Apps to Integrate Game-based Learning in Your Class ~ Educational Technolog... - 1 views

www.educatorstechnology.com/...s-for-game-based-learning.html

ipad apps learning Game-based

shared by John Evans on 16 May 15 - No Cached
  • John Evans on 16 May 15
     
    "Game-based learning is an educational trend that has gained so much popularity in recent years. At its core, game-based learning involves the use of the learning principles underlying games' play in learning situations. In his book " What Video Games Have to Teach Us About Learning and Literacy", James Paul Gee mentioned a number of these principles all of which are geared towards improving learners' critical thinking skills  and  enhancing their problem solving competencies. Marc Prensky is another thought leader in this field and his book "Digital Game Based Learning" provides a very good explanation of the basics of game based learning. For those of you using iPad in their teaching, here is a set of interesting apps you can use to incorporate the ethos of game-based learning in your classroom.   These are some excellent educational games  to engage students in different learning scenarios. We invite you to check them out and share with us what you think of them. Enjoy"
John Evans

Is Gaming the New Essential Literacy? | MindShift - 6 views

mindshift.kqed.org/...n-playing-games-teach-literacy

gaming literacy gbl game-based literacy gamification

shared by John Evans on 19 Oct 11 - No Cached
  • John Evans on 19 Oct 11
     
    "Is Gaming the New Essential Literacy?"
John Evans

Instructure Launches Minecraft MOOCs for K-12 -- THE Journal - 0 views

thejournal.com/...s-minecraft-moocs-for-k12.aspx

MOOC minecraft gamification free course

shared by John Evans on 13 Aug 14 - No Cached
  • John Evans on 13 Aug 14
     
    " "Even young kids have gotten very adept at Minecraft, so it can be quite intimidating for teachers," said Jason Schmidt, an instructional technologist for Bennington Public Schools who will teach the four-week MinecraftEdu MOOC, in a prepared statement. "If I can help get teachers over that hump, imagine how delighted students will be to have a learning environment tailored to their interests for a change." The other, Minecraft for Educators, "is a course for teachers who are wishing to gamify their learning experiences and deliver a unique pedagogy that will engage, enthuse and keep learners coming back for more," according to information released by the company. Both MOOCs are available through the Canvas Network. Minecraft for Educators will start January 26, 2015 and run through March 9. The company has also released a Minecraft app to allow students to submit assignments to the Canvas learning management system from within the game. Using the app, students can tag what they've made in the game for their teachers to visit, upload books they've written in game directly to the speed grader or use the game's circuitry tool to complete assignments that will be automatically graded. A video demonstration of the app is available at YouTube. Other MOOCs for teachers in the suite include: Digital Literacies 1; Digital Literacies 2; Five Habits of Highly Effective Teachers; Teachers without Borders: Educating Girls; and Tinker, Make and Learn. Among the other MOOC offerings in the new suite is a course designed specifically for parents, Parenting in the Digital Age, which aims to help them address issues such as cyberbullying, digital citizenship, exposure to inappropriate content, media literacy and screentime. Taught by Andrew Swickheimer, director of technology at Noblesville Schools, the self-paced course opens September 22. "Parental involvement in K-12 education has one of the biggest impacts on a child's commitment to learning," said Jared Stein, vice pres
John Evans

A Deceptively Simple Game that Teaches Students How to Ask the Right Questions | graphi... - 6 views

www.graphite.org/...how-to-ask-the-right-questions

simple game GeoGuessr how to ask right questions graphite blog

shared by John Evans on 26 Nov 14 - No Cached
  • John Evans on 26 Nov 14
     
    "Part of what makes games great is how subjective our enjoyment of them can be. The best games unravel in different ways for different people; we play them differently and in different contexts, changing what they mean to us. Unfortunately, when we evaluate games for the classroom we often don't consider how mutable they are. We see them as either containing a certain amount of educational content or not. Some games fit into this model, sure. But for games that are more akin to, say, modeling clay than quizzes -- the learning value is up for grabs; they need people to give them shape and context. On its face, Geoguessr -- a geography guessing game that tosses players into random parts of the world (using Google's Street View) -- doesn't seem to have much traditional educational value. There's not much to be memorized and used on a typical geography test. Players guess where they are rather than know it, and guessing is bad, right? Not quite. Because what Geoguessr gets kids to do is think about what the essence of geography is. It asks the player to consider "place" in every sense, not just from the perspective of a geographer. It asks the player to think like an anthropologist, a scientist, indeed - a detective. In fact, it's one of my go-to examples of "21st century literacy," that notoriously murky way of looking at the world that's tough to understand, let alone teach."
John Evans

Teaching Your Kid to Read? Let Her Play Minecraft - 1 views

magazine.good.is/...video-games-literacy

kid to read play minecraft gaming learning

shared by John Evans on 20 Feb 15 - No Cached
  • John Evans on 20 Feb 15
     
    "The first time linguist and game studies theorist James Gee played a video game, he failed many times over. But instead of giving up, he merrily persevered, choosing to exercise "learning muscles" he hadn't worked out since his grad school days. "Lots of young people pay lots of money to engage in an activity that is hard, long, and complex," he realized. Games were evidence that humans love learning. But why do they seem to love it more during Minecraft than in the classroom? A game, most simply defined, is nothing more than a set of problems that a player must solve in order to win. And whether played on a board, cards, a computer, an iPad, or a console, games have the ability to intrinsically shape the way we teach and learn language and literacy. "
John Evans

Three Awesome Games That Help Kids Make Games | MindShift | KQED News - 4 views

ww2.kqed.org/...apps-that-help-kids-make-games

games learning

shared by John Evans on 18 Aug 15 - No Cached
  • John Evans on 18 Aug 15
     
    "Some of the best games for learning aren't developed with schools in mind. But these more commercial games can be tough to wedge into a classroom. Even the most motivated teachers have to sideline these games because of scarce technology, budget, and/or time. Summer break presents the perfect opportunity for students to dig into games and build skills that'll reap huge rewards when they return in the fall. Game making can be one of the best ways to get students thinking creatively while cultivating useful technical literacies, and there's a ton of absorbing tools that students won't tire of over the long break. Here are three options to choose from depending on the type of technology students have at home."
John Evans

Three Awesome Games That Help Kids Make Games | MindShift - 0 views

blogs.kqed.org/...apps-that-help-kids-make-games

games help kids make gmaes

shared by John Evans on 05 Jun 14 - No Cached
  • John Evans on 05 Jun 14
     
    "Some of the best games for learning aren't developed with schools in mind. But these more commercial games can be tough to wedge into a classroom. Even the most motivated teachers have to sideline these games because of scarce technology, budget, and/or time. Summer break presents the perfect opportunity for students to dig into games and build skills that'll reap huge rewards when they return in the fall. Game making can be one of the best ways to get students thinking creatively while cultivating useful technical literacies, and there's a ton of absorbing tools that students won't tire of over the long break. Here are three options to choose from depending on the type of technology students have at home"
John Evans

Unlocking Financial Literacy Awareness With Free Finance & Accounting Tool and Lessons ... - 1 views

www.emergingedtech.com/...ness-free-finance-tool-lessons

unlocking financial literacy awareness free finance accounting tool lessons

shared by John Evans on 18 Apr 16 - No Cached
  • John Evans on 18 Apr 16
     
    "Most kids really appreciate today's technology. Want to know what the latest must-have phone is? What about the newest game or app? Often, you need look no further than the students in your classes. Many of them are passionate about using the coolest gadgets and tools. That's why teaching with cutting-edge technology can be a great way to connect with your students. The right app can make even the most boring or time-consuming subject seem interesting and understandable. Financial concepts like budgeting, buying a house, or running a business may not be the most exciting subjects for students, but it's important to teach kids financial literacy starting at a young age. ZipBooks is free accounting software that can help familiarize them with concepts around running a business. The interface is easy to grasp so students can jump right into the app with little instruction. It's not overwhelming like a lot of accounting software. Every element is labeled clearly, and there are in-app tips to help newcomers get started. There are lots of ways you could use ZipBooks in the classroom and we have outlined a couple ideas to get you started."
John Evans

7 Financial Literacy Apps For Students - 3 views

www.teachthought.com/...nancial-literacy-apps-students

financial literacy apps students

shared by John Evans on 31 Oct 13 - No Cached
  • John Evans on 31 Oct 13
     
    "In today's complicated economic times, many parents and educators are advocating for the importance of instilling financial literacy and wisdom in children early on to prevent fiscal irresponsibility in the future. In response to these sentiments, numerous companies - many of them startups - have started developing mobile apps and games to teach children (and adults) about spending, saving, loans, investments and other aspects of personal finance. Several such apps include:"
John Evans

Google Extends Digital Literacy Training to Teachers | EdTech Magazine - 5 views

edtechmagazine.com/...tal-literacy-training-teachers

google digital literacy literacy training teachers edtech magazine

shared by John Evans on 18 Sep 17 - No Cached
  • John Evans on 18 Sep 17
     
    "Digital citizenship has stepped into the forefront of a modern-day education. Experts indicate that as schools roll out tech, they also need to be rolling out digital citizenship education. Tech giant Google heeded that call and partnered with experts to launch Be Internet Awesome, an interactive campaign that educates students on how best to act on the internet. One part of this Google campaign is Interland, a game that has students travel an imaginary world where they need to fight hackers, phishers, oversharers and bullies with digital citizenship skills. While game-based learning can be effective, educators also need to be armed with skills to teach their students to be citizens of the web. This month, Google extended its Be Internet Awesome program to include a free online training course to help educators establish foundational skills needed to teach their students to have a safe and positive experience online."
John Evans

Do Kids Really Learn From Playing Educational Games on Tablets? | Catriona Wa... - 0 views

www.huffingtonpost.com/...ames-on-tablets_b_6701836.html

kids playing educational games games tablets literacy

shared by John Evans on 19 Feb 15 - No Cached
  • John Evans on 19 Feb 15
     
    "Last night while helping my 8-year-old son do his weekly spelling homework, my 5-year-old, always looking to divert attention his way, told me he'd learnt how to write the letters A and Z while playing an alphabet and phonics learning game on my tablet. "Would you like me to write the big or little A for you?" he asked grinning with self pride. Until recently, there has been little empirical evidence to answer the question everyone's asking about whether these educational Apps kids love playing really do teach them anything. But now there is hard evidence they do. A recent study conducted by New York University shows that a reading and phonics learning App had a measurable impact on the literacy of children."
John Evans

Where Edtech Can Help: 10 Most Powerful Uses of Technology for Learning - InformED : - 2 views

www.opencolleges.edu.au/...ses-of-technology-for-learning

edtech learning uses technology

shared by John Evans on 02 Mar 15 - No Cached
  • John Evans on 02 Mar 15
     
    "Regardless of whether you think every infant needs an iPad, I think we can all agree that technology has changed education for the better. Today's learners now enjoy easier, more efficient access to information; opportunities for extended and mobile learning; the ability to give and receive immediate feedback; and greater motivation to learn and engage. We now have programs and platforms that can transform learners into globally active citizens, opening up countless avenues for communication and impact. Thousands of educational apps have been designed to enhance interest and participation. Course management systems and learning analytics have streamlined the education process and allowed for quality online delivery. But if we had to pick the top ten, most influential ways technology has transformed education, what would the list look like? The following things have been identified by educational researchers and teachers alike as the most powerful uses of technology for learning. Take a look. 1. Critical Thinking In Meaningful Learning With Technology, David H. Jonassen and his co-authors argue that students do not learn from teachers or from technologies. Rather, students learn from thinking-thinking about what they are doing or what they did, thinking about what they believe, thinking about what others have done and believe, thinking about the thinking processes they use-just thinking and reasoning. Thinking mediates learning. Learning results from thinking. So what kinds of thinking are fostered when learning with technologies? Analogical If you distill cognitive psychology into a single principle, it would be to use analogies to convey and understand new ideas. That is, understanding a new idea is best accomplished by comparing and contrasting it to an idea that is already understood. In an analogy, the properties or attributes of one idea (the analogue) are mapped or transferred to another (the source or target). Single analogies are also known as sy
John Evans

10 AI Skillsets for the Digital Native Educator -- THE Journal - 2 views

thejournal.com/...e-digital-native-educator.aspx

AI digital native education educators

shared by John Evans on 25 Nov 23 - No Cached
  • John Evans on 25 Nov 23
     
    "Artificial Intelligence (AI) has been around for decades; however, with the introduction of generative AI, such as ChatGPT, there has been a newfound focus on how technology tools can impact the educational landscape. The AI revolution in industry is upon us and is beginning to establish itself as a permanent part of educational practice as evidenced by Lucarillo, Nagel, Hardman, and others. Therefore, it is crucial to equip teachers with the skills to use AI in ways that ensure a high-quality education for the students in classrooms across the globe. The urgency to upskill teachers is highlighted by the gap in skills that already exists in classrooms today, underscoring the digital divide. Just as in any content area, students come to classrooms with varying readiness levels and educational needs; using AI is no different. For example, there are preschoolers who play games on an iPad with empowered intelligent tutors. My prereading granddaughter uses AI predictive text programs, dictation technology, and iconography to text me from her mother's phone and to locate videos and programs she wants to watch. Some children, like her, have access, while there are many others who have no exposure or use of AI. Educators are encountering students at different AI literacy levels, and this divide will continue to grow. Therefore, teachers need to build the skillsets to increase their AI literacy and integration to develop more digital equity, serving students who are at a low readiness level, as well as those who are using AI as a writing partner."
John Evans

More and More, Schools Got Game - washingtonpost.com - 0 views

www.washingtonpost.com/...AR2009010301556.html

washingtonpost education simulations teaching article

shared by John Evans on 05 Jan 09 - Cached
  • As Net-generation teachers reach out to gamers, classrooms across the country are becoming portals to elaborate virtual worlds.
  • But lately, researchers and educators say sentiment toward gaming is changing. Advocates argue that games teach vital skills overlooked in the age of high-stakes tests, such as teamwork, decision-making and digital literacy. And they admire the way good games challenge players just enough to keep them engaged and pushing to reach the next level
  • if ( show_doubleclick_ad && ( adTemplate & INLINE_ARTICLE_AD ) == INLINE_ARTICLE_AD && inlineAdGraf ) { placeAd('ARTICLE',commercialNode,20,'inline=y;!category=microsoft;',true) ; } The Pew Research Center reported in September that 97 percent of youths aged 12 to 17 play video games, and half said they played "yesterday."
  • ...3 more annotations...
  • A new generation of game designers is borrowing from the sophisticated platforms and stunning graphics that captivate students for hours after school. They hope to channel the kind of feverish determination students exhibit when stealing a car in Grand Theft Auto and redirect it toward more wholesome pursuits, such as algebra.
  • Compelling games can help schools compete for students' attention, advocates say, even as many teenagers are tackling complex projects on the Internet in their free time.
  • Private foundations and the National Science Foundation have contributed millions of dollars to developing or studying games. The U.S. Education Department awarded a $9 million grant in September to a New York-based education firm to develop games for the hand-held Nintendo DS to weave into middle school science lessons
John Evans

Some Handy Resources to Help You Make The Best of LEGO Games in Your Instruction ~ Educ... - 0 views

www.educatorstechnology.com/...esources-to-help-you-make.html

handy resources lego games instruction educational technology makered

shared by John Evans on 19 May 16 - No Cached
  • John Evans on 19 May 16
     
    "LEGO games are widely used among young learners to help them develop key learning skills. More and more primary teachers are using them in their classrooms to help with skill development. From teaching numeracy to introducing kids to the basics of literacy, LEGO games have proved to be an essential learning component in the educational ecosystem. In today's post, we have curated for you this collection of interesting resources to help you tap into the educational potential of LEGO  in your instruction. These resources include mobiles apps and tools, printables, tips and ideas on how to use lego with students and several other materials."
John Evans

How Minecraft and Duct Tape Wallets Prepare Our Kids for Jobs That Don't Exist Yet | Ed... - 0 views

www.edsurge.com/...-for-jobs-that-don-t-exist-yet

minecraft duct tape wallets kids jobs passion creativity DIY

shared by John Evans on 03 Jun 15 - No Cached
  • John Evans on 03 Jun 15
     
    "My objective with this wide-ranging set of skills, and involving the community so closely in their development, is to give kids the chance to practice whatever makes them passionate now and feel encouraged -- even if they're obsessed with making stuff exclusively with duct tape. It's crucial that kids learn how to be passionate for the rest of their lives. To start, they must first learn what it feels like to be simultaneously challenged and confident. It's my instinct that we should not try to introduce these experiences through skills we value as much as look for opportunities to develop them, as well as creativity and literacy, in the skills they already love. MAGICIANS CRAFT ILLUSIONS THAT BAFFLE THE SENSES AND CONFUSE OUR REASONING. THEY PLAN LIKE SCIENTISTS, BUT PERFORM AS ARTISTS. ONLY THROUGH LONG AND DISCIPLINED PREPARATION DO THEY SUCCEED. It's difficult to predict which skills will be valuable in the future, and even more challenging to see the connection between our children's interests and these skills. Nothing illustrates this better than Minecraft, a popular game that might be best described as virtual LEGOs. Calling it a game belies the transformation it has sparked: An entire generation is learning how to create 3D models using a computer. Now, I wonder, what sort of businesses, communication, entertainment or art will be possible? Cathy Davidson, a scholar of learning technology, concluded that 65% of children entering grade school this year will end up working in careers that haven't even been invented yet. I bet today's kids will eventually explore outcomes and create jobs only made possible by the influence of Minecraft in their lives. Why take any chances and build your dream house with blueprints alone? The Minecraft kid could easily make a realistic 3D model of one for you to walk through before you build. That's why DIY treats Minecraft as a tool, not a game, and encourages our members to use it to pursue art, architect
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