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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

Defining Technology Integration (Part 2) | Larry Cuban on School Reform and Classroom P... - 0 views

larrycuban.wordpress.com/...-technology-integration-part-2

edtech integration

shared by Sean McHugh on 29 May 17 - No Cached
  • I wanted a definition that got past the issue of access to glittering new machines and Gee Whiz applications. I wanted a definition that focused on classroom and school use aimed toward achieving teacher and district curricular and instructional goals. I wanted a definition that put hardware and software in the background, not the foreground. I wanted a definition grounded in what I heard and saw in classrooms, schools, and districts.
  • “Technology integration is the routine and transparent use in learning, teaching, and assessment of computers, smartphones and tablets, digital cameras, social media platforms, networks, software applications and the Internet aimed at helping students reach the district’s and teacher’s curricular and instructional goals.”*
  • The devices and software are not front-and-center but routinely used in lessons
Sean McHugh

What every parent needs to know about video games: a crash course | Technology | thegua... - 0 views

www.theguardian.com/...station-xbox-wii-apps-children

gaming parents

shared by Sean McHugh on 18 Jun 14 - No Cached
  • Sean McHugh on 18 Jun 14
     
    What every parent needs to know about video games: a crash course Children of all ages are spending hours every day playing videos games, yet many parents struggle to understand why. Here's our essential guide
Sean McHugh

Why I don't limit screen-time for my kids - The Washington Post - 0 views

www.washingtonpost.com/...-limit-screen-time-for-my-kids

technology citizenship parents screentime

shared by Sean McHugh on 19 May 15 - No Cached
  • My husband and I never made a conscious decision to not limit screen time for our kids; we simply didn’t worry about it.
  • Our screens don’t isolate us from one another – they are another medium through which we interact.
  • technology is not mysterious. It doesn’t freak them out. It doesn’t control or oppress them. It’s a tool. They do homework on their iPads. They read books on e-readers for school and pleasure. They play games, watch videos, and chat with friends. It’s not a big deal. Screen time, for us, is still time spent together
Sean McHugh

Technology And Video Games Make Kids Think Differently About Old Questions - Forbes - 0 views

www.forbes.com/...ifferently-about-old-questions

video games minecraft obsession learning citizenship parents Parenting gaming

shared by Sean McHugh on 01 Jun 14 - No Cached
  • I never limit my kids’ screen time. I do, however, require reading time, outdoor play time, and physical toy time. The difference between limiting screen time and requiring non-screen time is subtle, but substantial. It emphasizes the positive benefit of other activities rather than scolding the screen.
  • I spend a lot of time making sure my children don’t get too heavily absorbed in any one way of perceiving. I do this by paying enough attention to what games my kids are playing that I can ask them to switch games. That’s right, not all games are the same. Each one has unique narrative properties. Each one has particular mechanics that inadvertently teach a specific way of making meaning of the world. Gaming is not a singular way of being. Parenting gamer-kids is not just about monitoring the on/off switch.
  • Consider Minecraft. Like most kids these days, mine play it all the time. I’ve written about the good things my kids learn by playing. I love the free sandbox creativity. I think it strengthens a sense of systems thinking. But I’m also worried that so many kids develop an almost obsessive relationship to the game.
  • Sean McHugh on 01 Jun 14
     
    "I never limit my kids' screen time. I do, however, require reading time, outdoor play time, and physical toy time. The difference between limiting screen time and requiring non-screen time is subtle, but substantial. It emphasizes the positive benefit of other activities rather than scolding the screen."
Sean McHugh

Can Games Make High-Stakes Tests Obsolete? | MindShift - 0 views

blogs.kqed.org/...ake-high-stakes-tests-obsolete

game-based assessment gaming formative

shared by Sean McHugh on 29 Jun 14 - No Cached
  • Sean McHugh on 29 Jun 14
     
    Adaptive and game-based learning technologies aim to untangle the complexity that makes widespread personalized instruction and assessment seem unfathomable. Behind the shiny graphics and mechanics, many games and apps feature complex assessment algorithms that collect and analyze student data. Sometimes that data is simply there for the teacher to view (and also for the student in the best implementations). Other times, the software is collecting data about the learner and adapting accordingly.
Sean McHugh

Games, Standards, and Assessment: Staying out of the Toxic Mess | EdSurge News - 1 views

www.edsurge.com/...-staying-out-of-the-toxic-mess

gaming assessment

shared by Sean McHugh on 29 Jun 14 - No Cached
  • Sean McHugh on 29 Jun 14
     
    We can use games to make a new toxic mess if we use them merely as a shiny new delivery device for old, bad ideas about teachers, testing and learning. Just like books, games are a technology that can be used for good or ill. Textbooks are the least good educational tool ever made (VanLehn et al. 2007) because they seek to be a one-size-fits-all, standardized, single system, stand-alone delivery platform for facts fit mostly for testing. Games should, together with other tools and with good teaching, deliver customized and collaborative problem solving for a complex, high-risk and fast-changing global world.
Sean McHugh

Three problems with the debate around screen time - 0 views

www.theguardian.com/...-the-debate-around-screen-time

time screen screen time science

shared by Sean McHugh on 20 Dec 18 - No Cached
  • it increasingly feels as though scientific evidence has become a casualty in the process.
  • the factors which underlie why the public discourse around technology is so dysfunctional
  • Google does not sort search output by quality; it ranks search input by popularity.
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  • Academics, public servants and other stakeholders alike need to recognise that plugging in a few terms of interest into a search engine will give an inherently skewed view of the actual state of the field
  • Academics, public servants and other stakeholders alike need to recognise that plugging in a few terms of interest into a search engine will give an inherently skewed view of the actual state of the field
  • these factors aren’t just focused on debates around the effects of technology – they speak to wider debates around science and evidence-based policy
  • Very recent evidence, that might use much better quality data or methods but that has not received much coverage, will not be featured. Yet one piece of high quality evidence might be worth 500 pieces of low quality evidence that populate the search output.
  • In 21st century life, finding evidence is not the most important skill anymore. Instead, it is recognising which evidence should be considered and which should be ignored, based on objective markers of quality.
  • Until this is addressed, moral entrepreneurs and doomsayers will dominate discourse with dire yet never fully substantiated claims
  • we need to be wary of any question which frames screen time as a simple number – questions like ‘how much screen time we should be engaging in?’, or ‘should we impose limits or bans on screen use?’ oversimplify a very complex concept to the point of becoming meaningless.
Sean McHugh

The trouble knowing how much screen time is 'too much' - BBC News - 0 views

www.bbc.com/...technology-42907037

screen time screen time EdTech

shared by Sean McHugh on 08 Mar 18 - No Cached
  • For now, anyone thinking about how much time using screens and social media is "OK" will ultimately have to make a personal judgement.
  • Rather than stating that social media was harmful, it suggested a more complex effect.
  • increasing the time spent using technology was linked to improved wellbeing
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  • the positive effect of regularly eating breakfast, or getting a proper night's sleep, was three times stronger.
  • the effects were small, with the positive effects of exercise being more significant.
  • A broader look at evidence provided by some other high quality studies again suggests the story is not clear-cut.
  • Playing electronic games, however, was not seen as leading to a greater risk of hyperactivity, or friendship or emotional problems
  • So how much time should we, or our children, spend looking at screens? It is difficult to be precise as different people spend time online in such different ways.
  • sugar
Sean McHugh

How the Google Suite Can Enhance Open-Ended Math Exploration | MindShift | KQED News - 0 views

ww2.kqed.org/...ce-open-ended-math-exploration

mathematics numeracy

shared by Sean McHugh on 10 Sep 17 - No Cached
  • Representations of math problems using words, images and numbers each use different parts of the brain, so the concept gets hardwired in a neural network drawing on multiple brain faculties instead of one numerical pathway
  • students are forced to articulate their thought process, how it compares and contrasts to ideas peers have shared, and in doing so may help the teacher identify any misconceptions.
  • Keeler sees many ways that technology could enhance the visual and collaboration elements of the work
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  • open-ended math activities in Google Slides because each student can play with visual representations, give feedback to peers, and receive ongoing feedback from the teacher.
  • Keeler likes using the technology because she can easily see how each individual is thinking about the problem. And students can interact with one another’s ideas, even when they aren’t physically in her class
  • Keeler often tells students not to delete mistakes from the slides, instead telling them to duplicate the slide and keep working. That way she can see the progression of their thinking. This also helps students to see how far they’ve come.
  • visualize division by divvying up a pan of brownies equally among friends. Keeler does this activity in a spreadsheet
  • Sean McHugh on 10 Sep 17
     
    Exploring the potential for digital tools to enhance and facilitate numeracy.
Sean McHugh

Digital Passport - 0 views

www.digitalpassport.org/...292209

technology learning digital citizenship cyberbullying

shared by Sean McHugh on 26 Feb 13 - No Cached
  • Sean McHugh on 26 Feb 13
     
    A magnificent way to engage with a 'gamify digital citizenship in Junior School.
Sean McHugh

Tynker - 0 views

www.tynker.com

coding technology edtech learning

shared by Sean McHugh on 23 Apr 13 - No Cached
  • Sean McHugh on 23 Apr 13
     
    "Tynker is a new computing platform designed specifically to teach children computational thinking and programming skills in a fun and imaginative way. The cloud hosted system is now available to teachers, schools and districts."
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."
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