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David Caleb

Children benefit from the right sort of screen time - life - 26 March 2014 - New Scientist - 2 views

www.newscientist.com/...right-sort-of-screen-time.html

screentime technology

shared by David Caleb on 25 Nov 14 - No Cached
Sean McHugh liked it
    • David Caleb
      David Caleb on 25 Nov 14
       
      Great quote - no effect on those that played video games.
  • When you separate the different types of screen out, the effects start to vary.
  • "It doesn't say anything about what you're using that time for."
  • ...18 more annotations...
  • For instance, a recent longitudinal study of 11,000 British children found that those who watched TV for 3 hours or more a day at age 5 had a small increase in behavioural problems two years later compared with those who watched for under an hour. But they found no effects at all for those who played computer games.
  • Passively watching TV is not the same as learning to read on a touchscreen, which is not the same as killing monsters on a console
  • First of all, lumping all screens into one category is not helpful. "Screen time is a really enticing measure because it's simple – it's usually described as the number of hours a day using screen-based technology. But it's completely meaningless,"
  • "The best research suggests that the content children view is the best predictor of cognitive effects,"
  • But they found no effects at all for those who played computer games.
  • "Children will learn from what they watch, whether that means learning letters and numbers, slapstick humour or aggressive behaviour,
  • The study found that all the children enjoy reading more when they look at stories using books and a touchscreen compared to just books.
  • children who watch age-appropriate, educational TV programmes often do better on tests of school readiness.
  • rise in BMI
  • hard to tease apart whether screen time actually causes the effects or whether they are linked in some other way
  • "It is impossible to determine with certainty that TV is causing obesity, and it is likely that other factors are involved in the complex problem of childhood obesity,
  • Her own studies have shown that children who struggle to learn using books often made more progress with iPads.
  • research in schools also found that iPads made children more cooperative and helped quieter kids to speak up
  • children receive immediate feedback
  • But they found no effects at all for those who played computer games
  • What is becoming clear is that it's not the technologies themselves we should be worried out but how they are used and how people interact with them
  • A lot of it is common sense. Don't unthinkingly hand over your device. There are educational apps whose benefits are backed up by research, says Flewitt.
  • Five hours sitting in front of the TV is not the same as 5 hours of some TV, a couple of hours playing on Dance Dance Revolution or some other kind of active game, followed by a Skype session with a grandparent.
Louise Phinney

Five characteristics of an effective 21st-century educator | eSchool News - 0 views

www.eschoolnews.com/...ffective-21st-century-educator

21stcenturylearning characteristics educator

shared by Louise Phinney on 30 Nov 12 - No Cached
  • Louise Phinney on 30 Nov 12
     
    anticipates the future, Is a lifelong learner, fosters peer relationships, teach and assess all levels of learners, is able to discern effective vs. non-effective technology
Keri-Lee Beasley

Cognitive Benefits of Playing Video Games | Psychology Today - 2 views

www.psychologytoday.com/...e-benefits-playing-video-games

gaming technology games benefits

shared by Keri-Lee Beasley on 23 Feb 15 - No Cached
  • Keri-Lee Beasley on 01 Mar 15
     
    If you are a parent who has been limiting your child's computer play because of the claims you have read of harmful effects, the research summarized here and in my previous posts on video gaming might give you pause.  The bulk of the research suggests that the claims about negative effects of video gaming are largely myths and the positive effects are real.  As children know in their bones, the kinds of mental skills that video games help to develop are among the skills that are increasingly important in today's world.
Jeffrey Plaman

Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback - 1 views

www.ascd.org/...eys-to-Effective-Feedback.aspx

MYPChat tweet feedback afl

shared by Jeffrey Plaman on 01 Dec 13 - No Cached
  • Jeffrey Plaman on 01 Dec 13
     
    This reading by @GrantWiggins is excellent: Seven Keys to Effective Feedback. http://t.co/znn7EUvSXF #MYPChat
  • Jeffrey Plaman on 01 Dec 13
     
    This reading by @GrantWiggins is excellent: Seven Keys to Effective Feedback. http://t.co/znn7EUvSXF #MYPChat
Keri-Lee Beasley

Using Technology to Break the Speed Barrier of Reading - Scientific American - 0 views

www.scientificamerican.com/...k-the-speed-barrier-of-reading

visual_literacy literacy technology comprehension reading

shared by Keri-Lee Beasley on 12 Sep 15 - No Cached
  • Unfortunately, the system of reading we inherited from the ancient scribes —the method of reading you are most likely using right now — has been fundamentally shaped by engineering constraints that were relevant in centuries past, but no longer appropriate in our information age.
  • search for innovative engineering solutions aimed at making reading more efficient and effective for more people
  • But then, by chance, I discovered that when I used the small screen of a smartphone to read my scientific papers required for work, I was able to read with much greater facility and ease.
  • ...9 more annotations...
  • hen, in a comprehensive study of over 100 high school students with dyslexia done in 2013, using techniques that included eye tracking, we were able to confirm that the shortened line formats produced a benefit for many who otherwise struggled with reading.
  • For example, Marco Zorzi and his colleagues in Italy and France showed in 2012 that when letter spacing is increased to reduce crowding, children with dyslexia read more effectively.
  • A clever web application called Beeline Reader, developed by Nick Lum, a lawyer from San Francisco, may accomplish something similar using colors to guide the reader’s attention forward along the line.  Beeline does this by washing each line of text in a color gradient, to create text that looks a bit like a tie-dyed tee-shirt.
  • one aims to increase the throughput of the brain’s reading buffers by changing their capacity for information processing, while the other seeks to activate alternate channels for reading that will allow information to be processed in parallel, and thereby increase the capacity of the language processing able to be performed during reading. 
  • The brain is said to be plastic, meaning that it is possible to change its abilities.
  • people can be taught to roughly double their reading speed, without compromising comprehension.
  • Consider that we process language, first and foremost, through speech. And yet, in the traditional design of reading we are forced to read using our eyes. Even though the brain already includes a fully developed auditory pathway for language, the traditional design for reading makes little use of the auditory processing capabilities of the brain
  • While the visual pathways are being strained to capacity by reading, the auditory network for language remains relatively under-utilized.
  • Importantly, our early indications suggest that the least effective method of reading may be the one society has been clinging to for centuries: reading on paper.
  • Keri-Lee Beasley on 12 Sep 15
     
    "Importantly, our early indications suggest that the least effective method of reading may be the one society has been clinging to for centuries: reading on paper."
Katie Day

Decoding Learning report - Nesta - UK - November 2012 - 1 views

www.nesta.org.uk/...decoding_learning_report

research technology education uk

shared by Katie Day on 22 Nov 12 - No Cached
  • Katie Day on 22 Nov 12
     
    "In the last five years UK schools have spent more than £1 billion on digital technology. From interactive whiteboards to tablets, there is more digital technology in schools than ever before. But so far there has been little evidence of substantial success in improving educational outcomes. Something is going wrong. Nesta commissioned the London Knowledge Lab (LKL) and Learning Sciences Research Institute (LSRI), University of Nottingham, to analyse how technology has been used in the UK education systems and lessons from around the world. Uniquely, we wanted this to be set within a clear framework for better understanding the impact on learning experiences. Decoding Learning finds proof of technology supporting effective learning, emerging technologies that show promise of impact, and exciting teacher practice that displays the potential for effective digital education."
Louise Phinney

Twelve Ideas for Teaching with QR Codes | Edutopia - 1 views

www.edutopia.org/...R-codes-teaching-andrew-miller

technology

shared by Louise Phinney on 06 Dec 11 - No Cached
  • Louise Phinney on 06 Dec 11
     
    As mobile learning becomes more and more prevalent, we must find effective ways to leverage mobile tools in the classroom. As always, the tool must fit the need. Mobile learning can create both the tool and the need. With safe and specific structures, mobile learning tools can harness the excitement of technology with the purpose of effective instruction. Using QR codes for instruction is one example of this.
Jeffrey Plaman

Flipping the Flipped Classroom: a Study of the Effectiveness of Video Lectures Versus C... - 0 views

www.researchgate.net/...Using_Tangible_User_Interfaces

flipping classroom exploration flipclass FlippedClassroom research

shared by Jeffrey Plaman on 16 Mar 16 - No Cached
  • Jeffrey Plaman on 16 Mar 16
     
    This is interesting research related to students doing video lecture then try VS try then video lecture methods. The authors call this Constructivist Exploration using Tangible User Interfaces. #spoileralert - Exploration followed by Video Lecture is more effective.
Jeffrey Plaman

interesting infographic on the increase in multi-tasking - 1 views

www.rasmussen.edu/...ltitasking-effect-on-brain.png

tweet infographic brain learning technology multitasking

shared by Jeffrey Plaman on 26 Aug 12 - No Cached
  • Jeffrey Plaman on 26 Aug 12
     
    interesting info graphic on the increase in multi-tasking in teenagers over the years and effects on brain activity http://t.co/kyAaq7Nb
Sean McHugh

The Overprotected Kid - The Atlantic - 0 views

www.theatlantic.com/...358631

shared by Sean McHugh on 01 Apr 14 - No Cached
  • Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called “Children’s Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences.” Children, she concluded, have a sensory need to taste danger and excitement; this doesn’t mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the “bird’s perspective,” as she calls it—“high enough to evoke the sensation of fear.” (2) Handling dangerous tools—using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements—playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play—wrestling, play-fighting—so kids learn to negotiate aggression and cooperation. (5) Speed—cycling or skiing at a pace that feels too fast. (6) Exploring on one’s own.
  • This last one Sandseter describes as “the most important for the children.” She told me, “When they are left alone and can take full responsibility for their actions, and the consequences of their decisions, it’s a thrilling experience.”
  • the final irony is that our close attention to safety has not in fact made a tremendous difference in the number of accidents children have.
  • ...1 more annotation...
  • sometimes it seems as if children don’t get the space to grow up at all; they just become adept at mimicking the habits of adulthood. As Hart’s research shows, children used to gradually take on responsibilities, year by year. They crossed the road, went to the store; eventually some of them got small neighborhood jobs. Their pride was wrapped up in competence and independence, which grew as they tried and mastered activities they hadn’t known how to do the previous year. But these days, middle-class children, at least, skip these milestones. They spend a lot of time in the company of adults, so they can talk and think like them, but they never build up the confidence to be truly independent and self-reliant.
  • Sean McHugh on 01 Apr 14
     
    Sandseter began observing and interviewing children on playgrounds in Norway. In 2011, she published her results in a paper called "Children's Risky Play From an Evolutionary Perspective: The Anti-Phobic Effects of Thrilling Experiences." Children, she concluded, have a sensory need to taste danger and excitement; this doesn't mean that what they do has to actually be dangerous, only that they feel they are taking a great risk. That scares them, but then they overcome the fear. In the paper, Sandseter identifies six kinds of risky play: (1) Exploring heights, or getting the "bird's perspective," as she calls it-"high enough to evoke the sensation of fear." (2) Handling dangerous tools-using sharp scissors or knives, or heavy hammers that at first seem unmanageable but that kids learn to master. (3) Being near dangerous elements-playing near vast bodies of water, or near a fire, so kids are aware that there is danger nearby. (4) Rough-and-tumble play-wrestling, play-fighting-so kids learn to negotiate aggression and cooperation. (5) Speed-cycling or skiing at a pace that feels too fast. (6) Exploring on one's own.
Mary van der Heijden

Fluency: Simply Fast and Accurate? I Think Not! - 0 views

www.nctm.org/...content.aspx

shared by Mary van der Heijden on 06 Nov 12 - No Cached
  • Mary van der Heijden on 06 Nov 12
     
    As mathematics educators at all levels consider effective implementation and instruction related to state or Common Core standards, a frequently asked question is, "What does it mean to be fluent in mathematics?" The answer, more often than not, is, "Fast and accurate." Building fluency should involve more than speed and accuracy. It must reach beyond procedures and computation.
Louise Phinney

Mobile That Works -- THE Journal - 0 views

thejournal.com/...mobile-that-works.aspx

mobile journal 21stcenturylearning

shared by Louise Phinney on 01 Dec 12 - No Cached
  • Louise Phinney on 01 Dec 12
     
    "In order for mobile technologies to be effective in the classroom, teachers and administrators will need to let go of the reins and let students take the lead, according to University of Michigan professor and researcher Elliot Soloway. "Kids are the experts on the technology," Soloway says. "Teachers are the experts not on the content but on the pedagogy and classroom management. The two have to live together. They have to learn together.""
Katie Day

Videos, Common Core Resources And Lesson Plans For Teachers: Teaching Channel - 0 views

www.teachingchannel.org

teacher_resources videos best_of usa

shared by Katie Day on 07 Dec 12 - No Cached
  • Katie Day on 07 Dec 12
     
    "Teaching Channel is a video showcase -- on the Internet and TV -- of innovative and effective teaching practices in America's schools. "
Mary van der Heijden

5 Critical Mistakes Schools Make With iPads (And How To Correct Them) - Edudemic - 2 views

edudemic.com/...schools-ipads-and-correct-them

ipads ipad mistakes

shared by Mary van der Heijden on 09 Dec 12 - No Cached
  • Mary van der Heijden on 09 Dec 12
     
    Over the last few years K-12 schools and districts across the country have been investing heavily in iPads for classroom use. EdTechTeacher has been leading iPad professional development at many of these schools and we've seen firsthand how they approach iPad integration. While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them.
Sean McHugh

5 Critical Mistakes Schools Make With iPads (And How To Correct Them) | Edudemic - 2 views

edudemic.com/...schools-ipads-and-correct-them

ipads Technology Teacher_Resources iPad_iPod_iTouch mistakes

shared by Sean McHugh on 14 Mar 13 - No Cached
  • Sean McHugh on 14 Mar 13
     
    With more schools opting for 1:1 student-to-iPad access, there exists a tremendous opportunity for a transformative shift in classrooms where students are empowered to navigate their own learning. While we've witnessed many effective approaches to incorporating iPads successfully in the classroom, we're struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We're sharing these common challenges with you, so your school doesn't have to make them. 1) Focusing on content apps 2) Lack of Teacher Preparation in Classroom Management of iPads 3) Treating the iPad as a computer and expecting it to serve as a laptop. 4) Treating iPads like multi-user devices 5) Failure to communicate a compelling answer to "Why iPads?"
Jeffrey Plaman

Center for Collaborative Action Research - 0 views

cadres.pepperdine.edu/...define.html

pepperdine actionresearch teaching professional_development

shared by Jeffrey Plaman on 10 May 13 - Cached
  • Jeffrey Plaman on 10 May 13
     
    Action research is a process of deep inquiry into one's practices in service of moving towards an envisioned future, aligned with values. Action research is the systematic, reflective study of one's actions, and the effects of these actions, in a workplace context. As such, it involves deep inquiry into one's professional practice. The researchers examine their work and seek opportunities for improvement.
Louise Phinney

The Principal of Change - 0 views

georgecouros.ca/blog

blog principal education change

shared by Louise Phinney on 06 Feb 13 - No Cached
  • Louise Phinney on 06 Feb 13
     
    " Time is always scarce, yet more things are coming our way.  Would I be comfortable that schools produced a student did not know cursive but could effectively communicate using a computer or mobile device? Probably. Would I be comfortable if a student knew cursive but had no idea how to communicate over a computer? Nope.  Would I prefer they could do both? Absolutely."
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