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garth nichols

What The Screen Time Experts Do With Their Own Kids | MindShift | KQED News - 2 views

ww2.kqed.org/...experts-do-with-their-own-kids

technology social socialmedia

shared by garth nichols on 09 Feb 18 - No Cached
  • They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of “joint media engagement,” or simply sharing screen time.
  • But more than just limiting time, says Radesky, “I try to help my older son be aware of the way he reacts to video games or how to interpret information we find online.” For example, she tries to explain how he is being manipulated by games that ask him to make purchases while playing.
  • She sums up her findings from over a decade of research: “As kids and adults watch or use screens, with light shining in their eyes and close to their face, bedtime gets delayed. It takes longer to fall asleep, sleep quality is reduced and total sleep time is decreased.”
  • ...3 more annotations...
  • No screens in the hour before bed, no screens in the bedroom and no screens as part of the bedtime routine.
  • “You don’t want to look at a screen before bed because it tells your brain to stay awake.”
  • His materials promote the formula 5- 2- 1- 0. That means five servings of fruits and vegetables a day, no more than two hours of screens, one hour of physical activity, and no sugary beverages
  • garth nichols on 09 Feb 18
     
    "They unplug at family dinner and before bed. They have a family movie night on Fridays, which is an example of the principle Radesky touts in her research, of "joint media engagement," or simply sharing screen time."
Ryan Archer

The Distracted Classroom - The Chronicle of Higher Education - 1 views

www.chronicle.com/...239446

distraction classroom management teaching

shared by Ryan Archer on 26 Apr 17 - No Cached
  • Distraction occurs, the authors argue, when we are pursuing a goal that really matters and something blocks our efforts to achieve it.
  • They argue that distraction actually arises from a conflict between two fundamental features of our brain: our ability to create and plan high-level goals versus our ability to control our minds and our environment as we take steps to complete those goals.
  • cognitive control abilities
  • ...7 more annotations...
  • Our cognitive control is really quite limited: We have a restricted ability to distribute, divide, and sustain attention; actively hold detailed information in mind; and concurrently manage or even rapidly switch between competing goals."
  • while older adults can fully retain their ability to focus their attention, their capacity to block out irrelevant distractions diminishes with age.
  • That’s one reason why older adults may have more trouble concentrating on a conversation in a crowded restaurant than younger people.
  • What goal had I established for Kate’s learning that day? How had I created an environment that supported her ability to achieve that goal? And perhaps most important — assuming that the class had a learning goal that mattered for her — did she know about it?
  • The more powerful the goals we establish for ourselves, and the more we feel ownership over those goals, the more we are able to pursue them in the face of both internal and external distractions.
  • Most of us can shut out distractions when we are pursuing something that really matters to us.
  • Who creates them? How much do they matter? And how well do students understand them?
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