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Sean McHugh

The Touch-Screen Generation - The Atlantic - 0 views

www.theatlantic.com/...309250

EYE ECE early_years technology iPad apps education kids development

shared by Sean McHugh on 06 Nov 14 - No Cached
  • he hands are the instruments of man’s intelligence
  • In 2011, the American Academy of Pediatrics updated its policy on very young children and media. In 1999, the group had discouraged television viewing for children younger than 2, citing research on brain development that showed this age group’s critical need for “direct interactions with parents and other significant care givers.” The updated report began by acknowledging that things had changed significantly since then.
  • To date, no body of research has definitively proved that the iPad will make your preschooler smarter or teach her to speak Chinese, or alternatively that it will rust her neural circuitry—the device has been out for only three years, not much more than the time it takes some academics to find funding and gather research subjects. So what’s a parent to do?
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  • Previously, young children had to be shown by their parents how to use a mouse or a remote, and the connection between what they were doing with their hand and what was happening on the screen took some time to grasp. But with the iPad, the connection is obvious, even to toddlers. Touch technology follows the same logic as shaking a rattle or knocking down a pile of blocks: the child swipes, and something immediately happens.
  • A more accurate point of comparison for a TV viewer’s physiological state would be that of someone deep in a book, says Kirkorian, because during both activities we are still, undistracted, and mentally active.
  • even very young children can be discriminating viewers—that they are not in fact brain-dead, but rather work hard to make sense of what they see and turn it into a coherent narrative that reflects what they already know of the world.
  • Children’s lives are filled with media at younger and younger ages, and we need to take advantage of what these technologies have to offer
  • More important, she made the video demonstration explicitly interactive.
  • That exchange was enough to nearly erase the video deficit.
  • That kind of contingent interaction (I do something, you respond) is what captivates a toddler and can be a significant source of learning for even very young children—learning that researchers hope the children can carry into the real world. It’s not exactly the ideal social partner the American Academy of Pediatrics craves. It’s certainly not a parent or caregiver. But it’s as good an approximation as we’ve ever come up with on a screen, and it’s why children’s-media researchers are so excited about the iPad’s potential.
  • something about tapping the screen, about getting feedback and being corrected in real time, is itself instructive, and enables the toddlers to absorb information accurately, regardless of its source
  • A TV is static and lacks one of the most important things to toddlers, which is a “two-way exchange of information
  • The statement from the American Academy of Pediatrics assumes a zero-sum game: an hour spent watching TV is an hour not spent with a parent. But parents know this is not how life works. There are enough hours in a day to go to school, play a game, and spend time with a parent, and generally these are different hours. Some people can get so drawn into screens that they want to do nothing else but play games. Experts say excessive video gaming is a real problem, but they debate whether it can be called an addiction and, if so, whether the term can be used for anything but a small portion of the population.
  • We live in a screen age, and to say to a kid, ‘I’d love for you to look at a book but I hate it when you look at the screen’ is just bizarre. It reflects our own prejudices and comfort zone. It’s nothing but fear of change, of being left out.”
  • a useful framework—what she calls the three C’s—for thinking about media consumption: content, context, and your child. She poses a series of questions—Do you think the content is appropriate? Is screen time a “relatively small part of your child’s interaction with you and the real world?”—and suggests tailoring your rules to the answers, child by child.
Sean McHugh

Why the debate on reading print versus digital books needs to change - Parenting for a ... - 0 views

blogs.lse.ac.uk/...ing-print-versus-digital-books

reading EReaders screens comprehension

shared by Sean McHugh on 16 Dec 20 - No Cached
  • There is a concern in some quarters that children’s activities with screens will replace their reading of books. There is a concern that the habit of skimming digital texts will carry over to reading on paper. These are valid concerns but they are not substantiated by research and they omit the important role of context and individual readers in driving change.
  • There could be a difference because of the way gains were measured (methodological reasons) and/or because of how gains were defined (theoretical reasons).
  • The calibration process is not dependent on the digital medium but on the readers’ preference
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  • The readers’ awareness of how they read on screen (and the calibration process they engage in when reading on screen), might be the sources of the print-versus-screen difference
  • The chain of influences is an essential piece of understanding for the debates on reading on and off-screen. It is a continuation of a long argument in media studies where one camp of researchers focuses on metacognition and another camp of researchers on the inherent characteristics of the medium.
  • The screen introduced hyperlinks, large collections of e-books, automatic possibility for translation, multimedia representations of meaning
  • Recent research by the National Literacy Trust in the UK shows that it is not the reading medium but readers’ motivation that explains their reading habits: skilled readers read a lot and well both on paper and screen.
  • children are less aware of the disconnect between a digital and non-digital reading medium than any generation of children before them. It follows that they have different preferences, different resources for calibration, different lived examples of reading around them
  • The ‘home sweet home’ for reading in the digital age is the provision of, and the practice in the use, of high-quality texts on and off screen
Louise Phinney

Technology Integration Research Review | Edutopia - 0 views

www.edutopia.org/ion-research-learning-outcomes

technology research integration

shared by Louise Phinney on 12 Feb 13 - No Cached
  • Louise Phinney on 12 Feb 13
     
    A key transition over the history of information technology has been in the shift from passive audiences to active users. Digital technologies permit users unprecedented control over the content they consume and the place in and pace at which they consume it. At the heart of effective technology integration practices, digital technologies offer learners greater opportunities to be more actively involved in the learning experience.
Sean McHugh

It's Time For a Serious Talk About the Science of Tech "Addiction" - 0 views

www.wired.com/...-the-science-of-tech-addiction

addiction tech

shared by Sean McHugh on 02 Feb 18 - No Cached
  • Anxieties over technology's impact on society are as old as society itself; video games, television, radio, the telegraph, even the written word—they were all, at one time, scapegoats or harbingers of humanity's cognitive, creative, emotional, and cultural dissolution. But the apprehension over smartphones, apps, and seductive algorithms is different. So different, in fact, that our treatment of past technologies fails to be instructive
  • To combat addiction, you have to discard the addicting substance," Turkle wrote in her 2011 book Alone Together: Why We Expect More from Technology and Less from Each Other. "But we are not going to 'get rid' of the Internet. We will not go ‘cold turkey’ or forbid cell phones to our children. We are not going to stop the music or go back to the television as the family hearth.
  • it's really hard to do purely observational research into the effects of something like screen time, or social media use," says MIT social scientist Dean Eckles, who studies how interactive technologies impact society's thoughts and behaviors. You can't just divide participants into, say, those with phones and those without.
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  • that 0.36 percent means that 99.64 percent of the group’s depressive symptoms had nothing to do with social media use.
  • In datasets as large as these, it's easy for weak correlational signals to emerge from the noise. And a correlation tells us nothing about whether new-media screen time actually causes sadness or depression
  • research on the link between technology and wellbeing, attention, and addiction finds itself in need of similar initiatives. They need randomized controlled trials, to establish stronger correlations between the architecture of our interfaces and their impacts; and funding for long-term, rigorously performed research
Sean McHugh

Our new research shows that reading both in print and on screens benefits children's li... - 0 views

literacytrust.org.uk/...al-reading-axe-the-reading-tax

addiction technology tech screen time screentime research Parenting EReaders

shared by Sean McHugh on 16 Dec 20 - No Cached
  • Our new research into digital reading has found that young people who are the most engaged with reading are more likely to read both on paper and on screen than their peers who have low engagement with reading
  • Pupils eligible for free school meals and boys with the lowest levels of reading engagement are two of the groups most likely to benefit from using digital formats
  • young people who read above the level expected for their age read fiction both in print and on screen
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  • Digital reading is becoming an increasingly important part of children’s literacy lives. It gives children new and exciting ways to access a wide range of reading materials and is particularly effective at getting disengaged groups of children excited about reading
Sean McHugh

Teens, Technology and Friendships | Pew Research Center - 1 views

www.pewinternet.org/...ens-technology-and-friendships

social media technology pew research friends digital citizenship

shared by Sean McHugh on 13 Nov 16 - No Cached
  • Social media and online gameplay are the most common digital venues for meeting friends
  • Along with texting, teens are incorporating a number of other devices, communication platforms and online venues into their interactions with friends
    • Sean McHugh
      Sean McHugh on 13 Nov 16
       
      The overlap between socialising within a gaming context and within the context of platforms like Facebook is an interesting one... Teen use of social media has many parallels with MMORPGs, I wonder how the time spent on these platforms compares... I'd bet the girls spend as much, if not more time on social media than the boys do, even combined with their gaming time.
  • Video games play a critical role in the development and maintenance of boys’ friendships
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  • Playing video games is not necessarily a solitary activity; teens frequently play video games with others.
  • video gameplay, particularly over online networks, is an important activity through which boys form and maintain friendships with others:
  • 38% of all teen boys share their gaming handle as one of the first three pieces of information exchanged when they meet someone they would like to be friends with
  • 78% of teen online gamers say when they play games online it makes them feel more connected to friends they already know
  • Some 76% of teens ages 13 to 17 use social media
  • Social media helps teens feel more connected to their friends’ feelings and daily lives, and also offers teens a place to receive support from others during challenging times.
  • But even as social media connects teens to friends’ feelings and experiences, the sharing that occurs on these platforms can have negative consequences. Sharing can veer into oversharing. Teens can learn about events and activities to which they weren’t invited, and the highly curated lives of teens’ social media connections can lead them to make negative comparisons with their own lives
  • 88% of teen social media users believe people share too much information about themselves on social media
  • Teens face challenges trying to construct an appropriate and authentic online persona for multiple audiences, including adults and peers. Consequently, many teens feel obligated to project an attractive and popular image through their social media postings.
    • Sean McHugh
      Sean McHugh on 13 Nov 16
       
      Again, classic gamification of social media, where the online persona becomes more like a 'role' than the true character of the person, the equivalent of social media becoming a 'massive, multiplayer online, role playing game', but with the critical difference that this is IRL, which is a little scary, Black Mirror crazy...!
  • Girls are more likely to use text messaging – while boys are more likely to use video games – as conduits for conversations with friends
Sean McHugh

Do Video Games Make Kids Smarter? - ABC News - 0 views

abcnews.go.com/...story

gaming learning technology gamers

shared by Sean McHugh on 11 Dec 13 - Cached
  • Sean McHugh on 11 Dec 13
     
    "When many adults think of video games, they envision bombs, bangs and blood. As a result, many parents try to restrict their children's gaming time. But according to new research, they might be missing some redeeming qualities."
Sean McHugh

Do video games make people violent? - BBC News - 0 views

www.bbc.com/...technology-33960075

Gaming violence

shared by Sean McHugh on 18 Aug 15 - No Cached
  • Sean McHugh on 18 Aug 15
     
    APA Report attempt to find causal links between video games & violence built on shoddy research.
Sean McHugh

Lumosity's Brain Games Are Bullsh*t - 0 views

gizmodo.com/-games-are-bullshit-1649901132

gaming learning games brain

shared by Sean McHugh on 25 Oct 14 - No Cached
  • Recently, a coalition of nearly 70 researchers spoke against brain games like Lumosity, signing a letter of consensus posted by the Stanford Longevity Center that lambasted the brain training community for promising a kind of mind power boost that just isn't provable.
  • Often, however, the cited research is only tangentially related to the scientific claims of the company, and to the games they sell.
  • In 2009, a consumer group in the UK asked a panel of scientists to look into brain-training games, including Lumosity. These scientists explicitly debunked Lumosity's claims, and they are not alone.
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  • "The bottom line is that there is no scientific consensus that brain training works. All that can be concluded at this point is that time and money spent on brain training is, as likely as not, time and money wasted,
  • there is still plenty of excitement about the possibilities of brain-training programs in general. Even in the Stanford letter dismissing the current brain-training claims, the scientists acknowledge that several isolated studies have had promising results, and they deserved to be looked into further. And the concept that the brain is malleable, even for super old people, isn't just wishful thinking: It is true.
Sean McHugh

Screen-time does not disrupt children's sleep, new study finds | University of Oxford - 0 views

www.ox.ac.uk/...hildrens-sleep-new-study-finds

parenting screentime screen time school sleep research

shared by Sean McHugh on 08 Nov 18 - No Cached
  • new research findings from the Oxford Internet Institute at the University of Oxford, has shown that screen time has very little practical effect on children’s sleep.
  • while the correlation between screen time and sleep in children exists, it might be too small to make a significant difference to a child’s sleep
  • Focusing on bedtime routines and regular patterns of sleep, such as consistent wake-up times, are much more effective strategies for helping young people sleep than thinking screens themselves play a significant role
Sean McHugh

The Surprising, Research-Backed Benefits of Active Screen Time - 0 views

www.edsurge.com/...benefits-of-active-screen-time

screen time screentime

shared by Sean McHugh on 05 Mar 19 - No Cached
  • How about nine
    • Sean McHugh
      Sean McHugh on 05 Mar 19
       
      Outside of work? How is that possible? Get home from school at 4, bed at 9, even at that impractical extreme it's 5 hours, not allowing for meal time?
  • teens today are spending an average of nine hours a day online,
    • Sean McHugh
      Sean McHugh on 05 Mar 19
       
      Just like their parents; why is this key point so often overlooked?
  • sedentary screen time
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  • there is a very fine line between passive screen time, defined as when a child passively consumes digital content with no thought, creativity or interaction required to progress, and active screen time, which involves cognitive thought and/or physical engagement.
  • so vital for us to change how kids are using their computers and phones
    • Sean McHugh
      Sean McHugh on 05 Mar 19
       
      Again, only focused on kids, but if parents don't do likewise, how do they think they will have an effect?
  • As long as we ensure that our kids are actively using their screens, we can most likely avoid the problems that come with passive screen use
  • watching TV or videos
    • Sean McHugh
      Sean McHugh on 05 Mar 19
       
      What about the learning this offers? Specifically knowledge acquisition? Especially if that knowledge leads to hands on activity, like when kids use 'how to' videos?
  • learning a new skill like coding games or websites, creating music, writing and publishing stories or poetry
    • Sean McHugh
      Sean McHugh on 05 Mar 19
       
      Can you imagine many/and parents doing this? If they won't, how will they encourage their kids to do so?
Sean McHugh

Being a Better Online Reader | The New Yorker - 0 views

www.newyorker.com/...being-a-better-online-reader

addiction technology tech screen time screentime research Parenting EReaders

shared by Sean McHugh on 16 Dec 20 - No Cached
  • there’s still no longitudinal data about digital reading. As she put it, “We’re in a place of apprehension rather than comprehension.” And it’s quite possible that the apprehension is misplaced: perhaps digital reading isn’t worse so much as different than print reading
  • they also need different sorts of training to excel at each medium. The online world, she argues, may require students to exercise much greater self-control than a physical book. “In reading on paper, you may have to monitor yourself once, to actually pick up the book,” she says. “On the Internet, that monitoring and self-regulation cycle happens again and again.
  • Maybe the decline of deep reading isn’t due to reading skill atrophy but to the need to develop a very different sort of skill, that of teaching yourself to focus your attention
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  • The digital deficit, they suggest, isn’t a result of the medium as such but rather of a failure of self-knowledge and self-control: we don’t realize that digital comprehension may take just as much time as reading a book
  • It wasn’t the screen that disrupted the fuller synthesis of deep reading; it was the allure of multitasking on the Internet and a failure to properly mitigate its impact
  • some data suggest that, in certain environments and on certain types of tasks, we can read equally well in any format
  • We need to be aware of the effects of deeper digital immersion, Wolf says, but we should be equally cautious when we draw causal arrows or place blame without adequate longitudinal research
  • Deep-reading skills, Wolf points out, may not be emphasized in schools that conform to the Common Core, for instance, and need to meet certain test-taking reading targets that emphasize gist at the expense of depth. “Physical, tangible books give children a lot of time,” she says. “And the digital milieu speeds everything up. So we need to do things much more slowly and gradually than we are.” Not only should digital reading be introduced more slowly into the curriculum; it also should be integrated with the more immersive reading skills that deeper comprehension requires.
  • Wolf is optimistic that we can learn to navigate online reading just as deeply as we once did print—if we go about it with the necessary thoughtfulness.
Sean McHugh

Seven reasons why grown ups should play more video games | Technology | The Guardian - 0 views

www.theguardian.com/...s-should-play-more-video-games

video games games Gaming parents

shared by Sean McHugh on 06 Jan 17 - No Cached
  • the last five years has seen a huge renaissance in video game design
  • a lot of the technologies that are going to affect our lives in the next decade are being tested and developed in the video game sphere.
  • A lot of the people now making, producing and funding television and movies grew up playing video games – and that influence is becoming ever more obvious and important.
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  • how you cooperate on video game tasks is a pretty good indicator on how you will cope with real-life challenges
  • Games will break out of two-dimensional screens and into rooms, either through VR or AR, or through new combinations of TV and tablets. It’s possible that in twenty years, the idea of sitting down and just watching a narrative drama will seem outdated and anachronistic
  • video games remain astoundingly good value. A big mainstream release like Witcher 3 or Fifa 2017 will cost around £50 on console and less on PC, but they can provide hundreds of hours of entertainment
  • Video games have become important testbeds for artificial intelligence research
  • it’s a way of meeting with your children in a domain they enjoy and feel comfortable. It lets them take the lead; it lets them show you stuff
  • Games are fun. They provide fascinating worlds to explore and take part in, they let us do incredible, sometimes terrible things without recourse. They test out intelligence and reaction; they posit weird futures and possibilities; they let us take control of lives and bodies that we could never own or experience. They are made by artists and visionaries, they provide moments of utter transfixing beauty and resonance. The glowing sunset over the city of Los Santos in GTA V, the swoop of a dragon over the plains of Skyrim; the desperate struggle to survive in the snowy wastelands of The Long Dark; the heart-wrenching power of friendship in Life is Strange – these are valid forms of escape and experience; they tell us things.
  • it is time to see video games alongside – and equal to – books, television and cinema as a popular imaginative medium. It is OK to play.
Sean McHugh

pr0tean: It's About Time. 4 Transformational Tech 'Training' Techniques. - 0 views

pr0tean.blogspot.co.uk/...e-4-transformational-tech.html

professional_development research edtech learning technology techniques training time barriers enablers practitioner

shared by Sean McHugh on 04 Aug 13 - No Cached
  • Sean McHugh on 04 Aug 13
     
    "What are the most effective strategies for overcoming the barriers to the authentic integration of digital technologies in schools? The enquiry considered barriers to ICT (information communication technology) integration, and possible enabling solutions. Traditionally, the development of ICT expertise is facilitated by the provision of 'training courses'. However, for the duration of this enquiry this approach was suspended, in order to explore more learner-centred, collaborative approaches for managing teacher development; utilising opportunities for teachers to learn through interactions with their colleagues and with their own students. "
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