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The school I am interning at (The Carroll School) is using this in their middle school math classes. Small class sizes typically (4-8 kids /  class), and it's a 1:1 school where every child has a laptop. But - it's working well for designated independent work time in the math classes I've observed- where each kid is asked to play the game for 15 minutes on their own. Kids have their own profiles- and there are several different math mini games they can play, each game focusing on different math skills. Each mini game involves different game mechanics and art styles. But all games involve using arithmetic skills and math concepts to solve problems that progress them in the game. Good performance gives the kids in-game credits/money that they can use to customize their in-gam avatar. 

While I understand the reasons behind designing tablets like these, that monitor the content kids consume really carefully, it does bring up the larger issue of how do you really want to introduce kids to the internet. Do you shelter them by only letting them use kid-friendly apps, search engines, etc. or do you teach them early about smart and safe digital practices? There are of course plenty of safety reasons to go with the former, but I'm also interested in seeing how the latter might look.

"Skid-e-Kids says it offers children help with homework and parents a dashboard to keep tabs on what their kids are up to. "Skid-e-Kids is the only social network that is truly committed to not only keeping our children safe, but also making sure that they are systematically learning while they are having fun," the site promises."

I'mOK is a mobile app that rewards your kids for taking responsibility for staying connected. Checking in with parents is gamefied so that by checking-in to locations earns you points.

interesting premise.. first thing I thought was, it's taking something kids *might* be into (gameification, badges, etc) and mixes it with something they dread (letting their parents know where they are, what they're doing) -- what's the point for kids? What benefit can they draw? Why would they want to earn badges or points in game/app their parents suggested? ... But as the homepage suggests, the premise of parents using this app/system to translate the app's points into real-life rewards (a currency system that parents & kids can negotiate together)... that's an interesting idea. Maybe this kind of arrangement can actually work in some cases. But with gameification in general, I'm wondering about the likelihood of true internalization. Usually we're wondering the question of if kids are actually learning content for the long-term when intertwining it with the motivating factors of game elements. But now this adds on a layer of moral values, obligations, responsibility... are kids going to internalize that they should keep their parents in the loop cause their parents worry, it's the right/responsible thing to do? Or will it stay at the "well I'm earning points/money/privileges"...

''safe search for kids, by kids' - Kidrex (powered by Google). Wonder if there are any downside to using this vs regular Google in classrooms. (amount of the info limited? but safety assured due to filtering?)

Interesting - I understand the concern for safety but think that educators should also try and promote and support "safe googling" techniques. Here's a visual teachers can refer to or put up in their class (meant for older students I assume): http://www.freetech4teachers.com/2012/11/10-google-search-tips-all-students-can.html#.ULrCi6VRpUQ

yet another skeptic with doomsday predictions about kids and technology

Here's another example of kids establishing identify by exercising voice. When I teach on-line writing to my students I lay heavy emphasis on the fact that with power comes responsibility.

""The whole evening is about educating parents about the technology that's out there," said Laura Boss, director of communications for Newport-Mesa Unified School District, who stressed that parents should not be afraid of the every-changing technology and that being informed is the first step. "This is the world [today's] kids live in." The presentation encouraged parents to embrace their kids' digital world, support balanced use, monitor their kids' digital media use, and discuss what sites they are allowed to visit and what they can and can't download. A few tips shared during the presentation: Give kids a code of conduct. Remind them not to post/IM/text anything they wouldn't say to that person's face; Discuss cyber-bullying with kids and ask if they know anyone who has been bullied; Talk about the importance of privacy and how to protect it; and discuss their online identity and possible risky behavior. "Raise good digital citizens!" a slide stated."

A growing number of kids at increasingly younger ages are engaging in online social networking today-a development that is leading to a surge of news stories, media attention, and economic investment. In this paper, produced with the generous support of Cisco Systems and the Digital Media and Learning Hub at the University of California, Irvine, scholars Sara Grimes and Deborah Fields argue that these shifts in usage and public discussion demand a better understanding of the ways that social networking sites mediate kids' socializing and the opportunities and limits they place on kids' participation, particularly for young children.

This is a Facebook page started by parents at our local Elementary school about school.

Much of the conversation seems reasonable enough but it will be interesting to see how adults can model public conversation. I'm not comfortable with having adult conversation displayed for kids within the school environment. I think that this is the equivalent of parents fighting in front of their children. Kids don't process it in a healthy manner and adults who do it I think do so for their own convenience and at the peril of kids. I think if adult in this community can be disciplined in their comments and stick strictly to logistical information with the understanding that kids are watching (FB will never replace parent oversight), it may be a useful tool. I also think the only way teachers can influence this page is by jumping on and using it to communicate because it seems to me that is the real "ask" in establishing the page.

When I was a little kid, a strange little kid, I believed this scenario was playing out and that I was the only human that ever existed...You too? This is a full matured approach to the UI and emersive properties of AR & VR. But as usual, the vision of this new world mirrors present paradigms just with futuristic technical applicatios...playing vinyl records and adjusting the rabbit-ears on their TV to watch Survivor Season 325

Happy Holidays to the kid in all of us! Netbook recommendations for 8-12 year olds. Also link in beginning of article to "being a good tech parent."

Sesame Street matches kids' mobility via mobile devices

Newest Disney attraction called - Sum of All Thrills where kids get to design their own virtual roller coaster. It uses virtual-reality technology. "Disney hopes the interactive nature of the ride would also help kids learn that math and science can be fun."

While I would not consider this incredibly expensive ride a 'distruptive innovation' or even an emerging ed technology, what Epcot has done by bringing this DIY-VR concept to the masses (if you are one of the masses that can A- afford Disney and B-have the patience to wait in line for `5-6 hours) is very important to future ed tech innovation strategies. The progression/invention of such cost prohibitive entertainment tools will fall squarely on the high-end theme parks and consumer venues. The challenge has been set by Epcot and now others must either compete directly or develop a better or more accessible solution. Off the top of my head, I can think of a few cost saving innovations that might be developed in this 'race'- Artificial G-Force Engline: variable air pressure, smart-chairs, fans

I have over my career in the classroom become somewhat of an expert on reading kids' emotions through body language. Def. not on par with 'The Mentalist', but I can tell when I kid is going to explode or is hiding something or is in need of a lerning intervention. This is not really possible with distance learners...or is it and if possible, what are the implications on the students' psyche?

Found this in doing research for my HT500 presentation. Some foreign language teachers are installing the Sims in foreign languages and having kids play the game to develop their vocabulary. Teachers can use community-created game modding tools to edit text in the game, adding extra words and vocab lists. Because this is a game about everyday life, kids learn everyday vocabularies. Cool idea! I wonder if this would work with any other video games.

I have experienced this first hand. Adults find it cute to watch their young children staring deeply into their cell phones (iphones) as they pop digital balloons, etc. Disruptive? Def. if you are sitting next to this family at a restaurant.

Article illustrates how adept kids are with technology and what they can take away from it even when informally introduced. The article discusses a mobile tech experiment in Ethiopia. Really interesting outcome!!!

Great article originally posted by Lindsey Dunn on the discussion boar, about what children can do with technology. Is this the major difference that needs to be made in OLPC in order for it to be successful?

Stanford's acclaimed d. school inspired 50 teams of graduate students to pitch projects at Aspen Ideas Festival. Spark Truck, one of the winners is a "mobile maker lab" that brings simple tech to help inspire kids to become creators.

--- I would use this article for: 1) Target Practice 2) Toilet Paper 3) Fuel 4) Wrap for Smelly Fish 5) A Dust Pan What AM I TALKING ABOUT --- I was a poor black kid --- I would use this article to explain to all my Harvard classmates what technology is not!!!!!!