gaming experience is rich and varied, with a significant amount of social interaction and potential for civic engagement.
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YouTube - Cute Girl Has A Catchy Dance - 0 views
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A cute take on Derek Sivers 'how to start a movement' Ted Talk (http://bit.ly/a9x4Uh)
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shared by Barbara Lindsey on 23 Sep 08
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Major New Study Shatter Stereotypes About Teens and Video Games - MacArthur Foundation - 0 views
www.macfound.org/site/apps/nlnet/content2.aspx?c=lkLXJ8MQKrH&b=4192109&content_id={CF9B933A-8261-4FE5-B9AD-AD751CDEEFC6}¬oc=1&tr=y&auid=4041075
civic gaming macarthur pewresearch social teens
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A typical teen plays at least five different categories of games and 40% of them play eight or more different game types.
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76% of gaming teens play games with others at least some of the time. 82% play games alone at least occasionally, though 71% of this group also plays games with others. 65% of gaming teens play with others in the same room.
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76% of youth report helping others while gaming. 44% report playing games where they learn about a problem in society.
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12-14 year olds are equally as likely to play Mature and Adults Only rated games as their 15-17 year old counterparts.
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“Gaming is a ubiquitous part of life for both boys and girls. For most teens, gaming runs the spectrum from blow-‘em-up mayhem to building communities; from cute-and-simple to complex; from brief private sessions to hours’ long interactions with masses of others.”
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A focus of the survey was the relationship between gaming and civic experiences among teens. The goal was to test concerns that gaming might be prompting teens to withdraw from their communities. It turns out there is clear evidence that gaming is not just an entertaining diversion for many teens; gaming can be tied to civic and political engagement. Indeed, youth have many experiences playing games that mirror aspects of civic and political life, such as thinking about moral and ethical issues and making decisions about city and/or community affairs. Not only do many teens help others or learn about a problem in society during their game playing, they also encounter other social and civic experiences:
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Moreover, the survey indicates that youth who have these kinds of civic gaming experiences are more likely to be civically engaged in the offline world. They are more likely than others are to go online to get information about current events, to try to persuade others how to vote in an election, to say they are committed to civic participation, and to raise money for charity.
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Youth, parents, teachers, and others who work with youth should know about the wide diversity of video games – so they can take full advantage of games and their civic potential.”
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The study also found that these civic gaming experiences occurred equally among all kinds of game players regardless of family income, race, and ethnicity. These data stand in contrast to teens’ experiences in schools and others community situations, where white and higher-income youth typically have more opportunities for civic development.
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“This study offers us a glimpse into the potential of these new tools to foster learning and civic engagement, yet the findings about mature content suggest that parents and other adults need to be involved in young people’s game play, helping to realize the potential benefits while moderating unintended consequences. We see these results as the beginning of an important discussion about the role of digital media in learning, community, and citizenship in the 21st century.”
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virtually all American teens play computer, console, or cell phone games and that the gaming experience is rich and varied, with a significant amount of social interaction and potential for civic engagement.
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A typical teen plays at least five different categories of games and 40% of them play eight or more different game types.
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76% of youth report helping others while gaming. 44% report playing games where they learn about a problem in society.
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gaming can be tied to civic and political engagement. Indeed, youth have many experiences playing games that mirror aspects of civic and political life, such as thinking about moral and ethical issues and making decisions about city and/or community affairs. Not only do many teens help others or learn about a problem in society during their game playing, they also encounter other social and civic experiences:
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“Games that simulate aspects of civic and political life may well promote civic skills and civic engagement. Youth, parents, teachers, and others who work with youth should know about the wide diversity of video games – so they can take full advantage of games and their civic potential.”
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This study offers us a glimpse into the potential of these new tools to foster learning and civic engagement, yet the findings about mature content suggest that parents and other adults need to be involved in young people’s game play, helping to realize the potential benefits while moderating unintended consequences. We see these results as the beginning of an important discussion about the role of digital media in learning, community, and citizenship in the 21st century.”
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Cheater Cheater by Michael Erard - The Morning News - 0 views
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To me it meant that there were contradictions about what we did and what we said in our culture about who we looked up to and who we made pay for our sins. It also meant that authorship and authoring were far more complicated than could be taught—I myself was about to see this, live it.
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Because she had a disciplinary file in the dean’s office, she decided against graduate school and didn’t take the GRE, though she was thinking about graduate school in business. More importantly, though, her self-image as a good girl had been crushed.
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I told Haley a bit about how her plagiarism had affected me. How I took it personally, and trusted students a little less; I made sure that assignments were plagiarism-proof. But what she couldn’t know was how I became more confident in spotting an opportunity to instruct, and less interested in policing boundaries—which were, after all, mine to teach. She also couldn’t know that at one point, I’d considered designing a course that would focus on rewriting, rephrasing, riffing, and appropriation as real tools of the writer’s trade. It wouldn’t teach anything that would get anyone in trouble, but unlike other writing courses, it would be honest about where ideas and language come from: well, who knows where they come from, but not from angelic transmissions into our minds.
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Cell phone novels come of age › Japan Today: Japan News and Discussion - 0 views
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“Teenage girls began messaging with pagers in the early ’90s,” says Mizuko Ito, a research scientist who studies cell phone use among Japanese youth. “Because of this, Japan was the first country to have widespread mobile communications, even before mobile phones became affordable and popular.” Ito sees in the rise of cell phone novels a high degree of media and gadget literacy, a cultural willingness to experiment with new technologies, and a desire for private space and intimate communication.
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The way it works is this: novels are posted by members of cell phone community sites to be downloaded for free and read on other cell phones. Reading often takes place in crowded trains during long commutes. The works are published in 70-word installments, or abbreviated chapters that are the ideal length to be read between shorter train stops. This means that, despite small cell phone screens, lots of white space is left for ease of reading. Multiple short lines of compressed sentences, mostly composed of fragmentary dialogue, are strung together with lots of cell phone-only symbols. The resulting works are emotional, fast-paced and highly visual, with an impact not unlike manga.
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Following Starts, other publishers like Goma and Asuki Media Works moved in to cherry pick cell phone novel sites online and put out the next big hit. The number of cell phone novels in print began skyrocketing in 2006, when 22 books hit the shelves; the following year, there were 98. Even a no-name author with a cell phone novel publishing deal enjoyed a first run of between 50,000 and 100,000 copies.
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Indeed, cell phone novels do not go through the editorial selection process; they first become popular with readers and then are published based on their ability to please a crowd. This rawness is at once their appeal and a major hurdle keeping the emergent genre from maturing.
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Are Schools Inhibiting 21st Century Learning? : April 2008 : THE Journal - 0 views
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Students, teachers, and administrators also expressed interest in online learning. Forty-three percent of high school students said they were interested in it for earning college credit, and 39 percent of middle school students said they were interested in it as a way to get "extra help in a subject.
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"More than 33 percent of high school students, 24 percent of middle school students, and 19 percent of [students in grades 3 through 5] with no previous online class experience stated said they would like to take an online class, with girls having a slightly stronger interest than boys.
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About a third of teachers said they've :explored" methods for integrating online learning into their instruction. And, furthermore, a third also said they were interested in online learning for teacher professional development, and more than a quarter (26 percent) said that online learning is actually their preferred method for receiving training.
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As for school and district administrators, 45 percent said they viewed online learning "as a way to boost student engagement."
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Among teachers, parents, and school administrators, 52 percent said they think mobile technologies can help engage students in learning. They also agreed that mobile devices can help extend learning beyond the school day (43 percent) and help prepare students for work (42 percent).
Geography Girl on Flickr - Photo Sharing! - 0 views
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Technology: The Wrong Questions and the Right Questions | Education | Change.org - 0 views
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we have to create engagement which works educationally for more than 25% of students, precisely because we have to work against the dominant culture - "math is hard," "history is stupid," "languages are un-necessary." And we need to do that using the efficiencies of contemporary technologies.
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So tech, in my view, increases factual knowledge. It also allows a constant check of that knowledge. Math facts may stay fairly stable, but not the nations of Europe. Biological knowledge, chemical knowledge, changes constantly. We obviously need both, but a memorizer is not a person with a trustable education. A "finder" may be.
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the best thing we will have done for our children (and future generations) is to have fully engaged them in empowered learning, building relationships and thinking creatively - and right now technology is one of the tools that facilitates that kind of education, so we need to use it! http://www.iwasthinking.ca/2008/10/09/its-not-about-the-technology/
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i.e. I remember it only until I've finished the test) transforms to internalized (and useful) memorization only when the information is RELEVANT to my life! That's why kids can remember Pokemon points and Blues Clues songs yet struggle with their times tables or history dates! Yes, we need to agree on what content is foundational - AND we need to learn to teach it to (or learn it with) our children in ways that are meaningful to THEM, not just to us!
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I used to teach in an urban alternative school where many of my students were gang members. These students were not successful in school though they did get an education. I am sorry to say that the majority of their education did not come from school teachers nor was it an education sanctioned by the school district. I also through the years have been involved in many online communities of interest. Learning occurs there all the time. Not all members of these communities were successful in school but within these communities were successful in becoming educated about certain things. There is high quality education occurring in many places that we don't consider school: boy and girl scouts, workplaces, church youth groups, 4H, Little League, gangs, internet chat rooms, YouTube, blogs, libraries, family interaction, etc. In fact, the most relevant learnin for most people happens in one of hese other places of education and not in schools.
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If the goal for schools is to become the most relevant and useful place for education we need to harness the rhetorical draw of the gang, the personal significance of the family, the intrinsic nature of clubs and organizations like the Scouts and 4H, the relevance and applicability of the work place, and the openness of social media. The only way to do this is to personalize the learning experience for each student. This means that content will be as different from person to person as is the approach to teaching that content.
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Students who behave, and learn, most like their teachers do the best in classrooms. Teachers see this reflection as proof of their own competence - "The best students are just like me." And thus all who are "different" in any way - race, class, ability, temperament, preferences - are left out of the success story.
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Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audiobooks, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies. These technologies do something else - by creating a flexibility and set of choices unprecedented in human communication - they "enable" a vast part of the population which earlier media forms disabled.
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Back in Socrates' time it was all about the information you could remember. With this system very, very few could become "educated." In the ‘Gutenberg era' it was all about how many books you could read and how fast you could decode alphabetical text; this let a few more reach that ‘educated' status - about 35% if you trust all those standardized tests to measure "proficiency." But now it is all about how you learn to find information, how you build your professional and personal networks, how you learn, how to learn - because learning must be continuous. None of this eliminates the need for a base of knowledge - the ability to search, to ask questions, requires a knowledge base, but it dramatically alters both how that knowledge base is developed, and what you need to do with it. This paradigm opens up the ranks of the "educated" in ways inconceivable previously.
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We must abandon the one-way classroom communication system, be it the lecture or use of the "clicker," and teach with conversation and through modeling learning itself. We must lose the idea that "attention" means students staring at a teacher, or that "attendance" means being in the room, and understand all the differing ways humans learn best. We must stop separating subjects rigidly and adopt the contemporary notion of following knowledge where it leads us.
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shared by Barbara Lindsey on 17 Jul 11
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UC Berkeley orientation: UC Berkeley asks incoming students to say more than 'hello' - ... - 0 views
www.latimes.com/...cents-20110717,0,2416575.story
berkeley orientation students speech samples map mapping
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In addition to exploring their diverse backgrounds, students will discuss the language challenges graduates face as many work overseas, Hampton said. "They're going to be living in a multilingual context, and that's a really interesting thing for them to think about," he said.
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The voice samples will be attached anonymously to an interactive world map so other participants can hear them, and each student will be matched through a voice recognition program with five others who have similar pronunciations, Johnson said.
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With about 30% of incoming UC Berkeley students reporting that English was not their first language, exploring that linguistic diversity is a good way to help students feel comfortable at such a large school, faculty organizers said.
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This summer, UC Berkeley is asking new students to submit a less controversial part of themselves: Their voices and accents
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One result will be an analysis of California accents, as researchers try to get beyond such stereotypes as the Surfer Dude, Valley Girl and Central Valley Farmer to study participants' vowel sounds, along with their locations, ethnicity and socioeconomic backgrounds.
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After two years and perhaps again after four, students will be asked to make new recordings to determine whether being at UC homogenized their accents or pushed them into distinctive speech subgroups, Johnson said. (For example, he said, because of his Oklahoma upbringing, he pronounced "Don" and "dawn" identically in one of the experiment's exercises.)
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Among those embracing the project was Chloe Hunt, 18, a freshman from Santa Barbara who said the voice map made her even more curious to meet students from many cultural backgrounds. "It made me think about who I'm going to be sitting next to in class," said Hunt, who learned Farsi from Iranian relatives.
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Leah Grant, 41, who is transferring to UC Berkeley from Long Beach City College, said listening to the voice samples made her feel like part of the university already. The varying approaches also were amusing, she said.