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Sean McHugh

Digital media can enhance family life, says LSE study - 1 views

  • engaging in digital media activities together such as watching films, playing video games and keeping in touch via calls and messaging apps brings families together rather than dividing them
  • rather than displacing established ways of interacting, playing and communicating – digital media sit alongside them
  • the report’s authors highlighted parents’ concerns about “screen time”, which is a source of conflict in homes, though sleep and behaviour cause more disagreement. They also flag up a lack of support for parents who may face particular challenges regarding their child or family’s digital media use. Whereas on other issues they might turn to their own parents for advice, the digital generation gap means they are unlikely to be able to help
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  • traditional, shared activities persist in families, alongside newer digital activities
  • Rather than worrying about the overall amount of screen time children get, it might be better to support parents, many of whom are digital natives themselves, in deciding whether, when and why particular digital activities help or harm their child, and what to do about it
Sean McHugh

Screen Time? How about Creativity Time? - Mitchel Resnick - Medium - 1 views

  • Too often, designers of educational materials and activities simply add a thin layer of technology and gaming over antiquated curriculum and pedagogy
    • Sean McHugh
       
      I think because the designers of these apps are not educators and are therefore assuming that they often traditional education they experienced is the norm or at the very least is still a desirable outcome for the kids that they are designing their Apps for.
  • But I’m also sure that some students found it very discouraging and disempowering. And the activity put an emphasis on questions that can be answered quickly with right and wrong answers — certainly not the type of questions that I would prioritize in a classroom.
  • In many cases, the skeptics apply very different standards to new technologies than to “old” technologies. They worry about the antisocial impact of a child spending hours working on a computer, while they don’t have any concerns about a child spending the same time reading a book. They worry that children interacting with computers don’t spend enough time outside, but they don’t voice similar concerns about children playing musical instruments. I’m not suggesting that there are no reasons for concern. I’m just asking for more consistency.
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  • For kids growing up today, laptops and mobile phones aren’t high-tech tools — they’re everyday tools, just like crayons and watercolors.
  • Of course there’s a problem if children spend all their time interacting with screens — just as there would be a problem if they spent all their time playing the violin or reading books or playing sports. Spending all your time on any one thing is problematic. But the most important issue with screen time is not quantity but quality. There are many ways of interacting with screens; it doesn’t make sense to treat them all the same
  • Rather than trying to minimize screen time, I think parents and teachers should try to maximize creative time. The focus shouldn’t be on which technologies children are using, but rather what children are doing with them
Adrienne Michetti

Twine / An open-source tool for telling interactive, nonlinear stories - 0 views

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    A5) I'm hoping to create some Twine text games this summer, but I haven't started yet. https://t.co/ix3upQtKcQ #guildchat - Ellen Burns-Johnson (EllenBJohnson) http://twitter.com/EllenBJohnson/status/748948706288738305 Reading & learning abt @twinethreads - looks super interesting @kenjmcclure @FriedEnglish101 @davecaleb @klbeasley https://t.co/6YOMxum58c
Sean McHugh

Common Sense Media Census Measures Plugged-In Parents | Common Sense Media - 1 views

  • Everybody knows tweens and teens rack up lots of screen time. But what about parents?
  • the report reveals the tension between what we do and what we want our kids to do
  • when parents are aware of their kids' online activities, they're less likely to worry
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  • On any given day, parents of American tweens and teens average more than nine hours with screen media each day. Eighty-two percent of that time (almost eight hours) is devoted to personal screen media activities such as watching TV, social networking, and video gaming, with the rest used for work
  • The sheer amount of media and tech in our lives makes it tough to monitor and manage our own use -- let alone our kids'.
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    On any given day, parents of American tweens and teens average more than nine hours with screen media each day. Eighty-two percent of that time (almost eight hours) is devoted to personal screen media activities such as watching TV, social networking, and video gaming, with the rest used for work
Keri-Lee Beasley

Ms. Pana Says - Ms. Pana Says - 0 views

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    Pana's website with links to support coding and computational thinking in the Early Years
Keri-Lee Beasley

Beyond 'turn it off': How to advise families on media use - 0 views

  • scientific research and policy statements lag behind the pace of digital innovation
  • The 2011 AAP policy statement Media Use by Children Younger Than Two Years was drafted prior to the first generation iPad and explosion of apps aimed at young children.
  • Media is just another environment. Children do the same things they have always done, only virtually
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  • In a world where “screen time” is becoming simply “time,” our policies must evolve or become obsolete.
  • Role modeling is critical. Limit your own media use
  • The more media engender live interactions, the more educational value they may hold
  • The quality of content is more important than the platform or time spent with media. Prioritize how your child spends his time rather than just setting a timer
  • An interactive product requires more than “pushing and swiping” to teach
  • Play a video game with your kids
  • co-viewing is essential
  • Tech use, like all other activities, should have reasonable limits
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    In a world where "screen time" is becoming simply "time," our policies must evolve or become obsolete. 
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    New look at screentime from American Association of Paediatrics - finally.
Jeffrey Plaman

PFP: February 2004 - 1 views

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    Six Phases of Debriefing from Thiagi - great guidance when leading debriefs with students.
Keri-Lee Beasley

How computers change the way we learn - 0 views

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    "While there's no doubt that information technology can have its downsides for our day-to-day behaviour, there is very little evidence that computers are damaging our brains - any more than writing made us more forgetful. In fact, computers might just make us a bit smarter."
Keri-Lee Beasley

Apps that limit my child's time on the iPad. - samluce.com - 0 views

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    Helpful apps for managing time on devices.
Keri-Lee Beasley

Mathwire.com | Who Has? - 0 views

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    "I have ___. Who has ___?" maths games for whole class
Keri-Lee Beasley

Teens, Social Media & Technology Overview 2015 | Pew Research Center's Internet & American Life Project - 1 views

  • Boys are more likely than girls to report that they visit Facebook most often (45% of boys vs. 36% of girls). Girls are more likely than boys to say they use Instagram (23% of girls vs. 17% of boys) and Tumblr (6% of girls compared with less than 1% of boys).
  • As American teens adopt smartphones, they have a variety of methods for communication and sharing at their disposal. Texting is an especially important mode of communication for many teens. Some 88% of teens have or have access to cell phones or smartphones and 90% of those teens with phones exchange texts. A typical teen sends and receives 30 texts per day2
  • Teenage girls use social media sites and platforms — particularly visually-oriented ones — for sharing more than their male counterparts do. For their part, boys are more likely than girls to own gaming consoles and play video games.
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    Very interesting statistics on American teens' use of social media and technology.
Keri-Lee Beasley

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

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    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.
Keri-Lee Beasley

Study Reveals Fascinating Possibilities for Video Gaming and Brain Development and Repair - 1 views

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    Gaming can help growth of new neurons. 
Keri-Lee Beasley

Elyse Eidman-Aadahl on Writing in the 21st Century | Spotlight on Digital Media and Learning - 2 views

  • Absolutely. When we think about writing at the National Writing Project, we think about multimodal composition: words, audio, video, graphic texts, etc. That said, no one is abandoning words. We’re just acknowledging that today your ability to create and publish, say, a video affords opportunities for expression that go beyond just words.
  • Yes, absolutely. Whether in email, texts, or posting status updates, most people in the world are probably writing and publishing more words, images, video and audio now than ever before. Facebook is one of the biggest publishing platforms in the world. It’s word dependent, but it also includes audio and video—and creating audio and video are deeply compositional. The question is how can we take advantage of the fact that so many people are now creating and circulating content to improve teaching and learning.
  • Going public and writing for an audience is something we always cared about. Maybe the real shift is that now it’s easier and more expansive.
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  • There’s a very narrow band of writing that is assessed in schools, and a lot is at stake on that narrow field. So the question is how do we balance helping young people do well in assessment contexts with the other stuff that might actually take them fuarther in the world?
  • You mentioned earlier about teachers needing to have digital lives—why is that important to connected learning? We don’t want to just say to educators, “You do these fives steps and you’ll have active, enquiring learners.” That’s forgetting that the teacher is also a learner. We think if we have active, enquiring, connected, engaged adults, they’ll transfer that culture or learning and inquiry to young people.
  • How do we link what we’re learning about the creative opportunities in new digital environments to how people engage and learn in their communities and in society at large?
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