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Sean McHugh

1-to-1 Essentials Program | Common Sense Media - 0 views

www.commonsensemedia.org/...1to1

digital citizenship edtech resources technology parents

shared by Sean McHugh on 05 Apr 13 - No Cached
  • Sean McHugh on 05 Apr 13
     
    "1-to-1 Essentials offers the guidance you need in order to proactively, rather than reactively, address issues that schools commonly face when going 1-to-1. We encourage you to explore, customize, and choose the resources that will best support your school community."
Sean McHugh

Technology in Education | American Federation of Teachers - 0 views

www.aft.org/...ruyckere-kirschner-and-hulshof

shared by Sean McHugh on 20 Mar 16 - No Cached
  • pedagogy (i.e., teaching practice) and not the medium (i.e., technological tools and resources, such as whiteboards, hand-held devices, blogs, chat boards) that made a difference in learning, stating that instructional media are “mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition
  • there was no proof to show that a medium was capable of ensuring that pupils and students could learn more or more effectively. He saw the medium as a means, a vehicle for instruction, but that the essence of learning remained—thankfully—in the hands of the teacher
  • it is not the medium that decides how effectively learners learn
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  • the effectiveness of learning is determined primarily by the way the medium is used and by the quality of the instruction accompanying that use
  • The crucial factor for learning improvement is to make sure that you do not replace the teacher as the instrument of instruction, allowing computers to do what teachers would normally do, but instead use computers to supplement and amplify what the teacher does
  • the use of both e-learning and contact education—which is known as blended learning—produces better results than lessons given without technolog
  • the medium does not influence the learning
  • the medium seldom influences teaching, learning, and education, nor is it likely that one single medium will ever be the best one for all situations
    • Sean McHugh
      Sean McHugh on 20 Mar 16
       
      But 'ordinary real life is mediated by computers! I'm still only in classrooms where the myth that this is not true still persists! 
  • students do not naturally make extensive use of many of the newest technologies, such as blogs, wikis, and virtual worlds
  • the main reasons young people use technology. These reasons are mainly social
  • Digital natives! Whenever the question of digital innovation in education is discussed, this is a term that immediately comes to the surface. But it should be avoided. Even the person who coined the term digital natives, Marc Prensky, admitted in his most recent book, Brain Gain, that the term is now obsolete.2
  • Prensky’s coining of this term—and its counterpart for people who are not digitally native—was not based on research into this generation, but rather created by rationalizing phenomena that he had observed
  • The students use a large quantity and variety of technologies for communicating, learning, staying connected with their friends, and engaging with the world around them. But they are using them primarily for “personal empowerment and entertainment
  • university students do not really have a deep knowledge of technology, and what knowledge they do have is often limited to basic Microsoft Office skills (Word, Excel, PowerPoint), emailing, text messaging, Facebook, and surfing the Internet
  • There is simply no experimental evidence to show that living with new technologies fundamentally changes brain organization in a way that affects one’s ability to focus. Of course, the brain changes any time we form a memory or learn a new skill, but new skills build on our existing capacities without fundamentally changing them. We will no more lose our ability to pay attention than we will lose our ability to listen, see or speak.
  • Note that many of these studies examined the influence of television rather than the influence of interactive technology, such as smartphones and social media
  • when people think that young people today read less, it’s not about reading online content or text messages, it’s about reading book
  • young people are still doing a lot of reading, and these statistics make clear that many of them are reading for pleasure. However, we need to be careful about making too many sweeping assertions, since the reading figures in many countries are falling. Even so, we know that reading continues to be important: both reading by young people themselves and parents reading to their childre
Sean McHugh

Parenting for a Digital Future - Media literacy - everyone's favourite solution to t... - 0 views

blogs.lse.ac.uk/...iteracy-problems-of-regulation

media_literacy media literacy media fake news critical literacy

shared by Sean McHugh on 20 Mar 19 - No Cached
  • Media Literacy … provides a framework to access, analyze, evaluate, create and participate with messages in a variety of forms — from print to video to the Internet.
  • The more that the media mediate everything in society – work, education, information, civic participation, social relationships and more – the more vital it is that people are informed about and critically able to judge what’s useful or misleading, how they are regulated, when media can be trusted, and what commercial or political interests are at stake. In short, media literacy is needed not only to engage with the media but to engage with society through the media.
  • any media literacy strategy requires sustained attention, resources and commitment
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  • let’s get media literacy firmly embedded in the school curriculum
  • it might be wise to calculate the cost also – to individuals, to society – of not promoting media literacy, of having a population with insufficient critical knowledge to manage its digital safety, security, privacy, civic and health information needs or consumer rights.
  • it is commonly said that media literacy is, at heart, critical thinking (demand evidence, question sources, analyse claims, consider what’s at stake for whom, etc.) and, therefore, should be taught right across the curriculum from history to science or English
  • In order to enable citizens to access information, to exercise informed choices, evaluate media contexts, use, critically assess and create media content responsibly, they need advanced media literacy skills.
  • Media literacy should not be limited to learning about tools and technologies, but should aim to equip individuals with the critical thinking skills required to exercise judgement, analyse complex realities, recognise the difference between opinions and facts, and resist all forms of hate speech
  • Work to get media literacy firmly embedded as compulsory in the school curriculum.
  • Media education is a long term solution – it takes thought-through pedagogical strategies and years of teaching, not a one-shot campaign
Sean McHugh

The health impacts of screen time - a guide for clinicians and parents | RCPCH - 0 views

www.rcpch.ac.uk/...-time-guide-clinicians-parents

parents screen time screentime screen time

shared by Sean McHugh on 11 Jan 19 - No Cached
  • The evidence base for a direct ‘toxic’ effect of screen time is contested, and the evidence of harm is often overstated
Sean McHugh

Opinion | Don't Go Down the Rabbit Hole - The New York Times - 0 views

www.nytimes.com/...fake-news-media-attention.html

shared by Sean McHugh on 19 Feb 21 - No Cached
  • the way we’re taught from a young age to evaluate and think critically about information is fundamentally flawed and out of step with the chaos of the current internet.
  • It’s often counterproductive to engage directly with content from an unknown source, and people can be led astray by false information
  • the best way to learn about a source of information is to leave it and look elsewhere, a concept called lateral reading.
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  • Whenever you give your attention to a bad actor, you allow them to steal your attention from better treatments of an issue, and give them the opportunity to warp your perspective
  • Internet users need to learn that our attention is a scarce commodity that is to be spent wisely
  • four simple principles:1. Stop.2. Investigate the source.3. Find better coverage.4. Trace claims, quotes and media to the original context.Otherwise known as SIFT.
  • The question we want students asking is: Is this a good source for this purpose, or could I find something better relatively quickly
  • We’ve been trained to think that Googling or just checking one resource we trust is almost like cheating,” he said. “But when people search Google, the best results may not always be first, but the good information is usually near the top
  • The students are confused when I tell them to try and trace something down with a quick Wikipedia search, because they’ve been told not to do it,” she said. “Not for research papers, but if you’re trying to find out if a site is legitimate or if somebody has a history as a conspiracy theorist and you show them how to follow the page’s citation, it’s quick and effective, which means it’s more likely to be used
  • Use Wikipedia for quick guidance! Spend less time torturing yourself with complex primary sources
  • instill a reflex that asks if something is worth one’s time and attention and to turn away if not
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
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