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Family interactions support each other's digital learning.

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Family interactions support each other's digital learning.

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"Children are often more adept at using new devices than their parents, but parents contribute to these collaborative experiences
by helping their children evaluate and interpret content that children have located for them online" (28)

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Children help one another with learning about technology

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Children help one another with learning about technology

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"Lower-income youth are also more likely to help each other learn about computers or mobile devices: 53%
do so often, compared with 33% of those in the higher-income group" (31)

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Low and moderate income families use technology at home for a variety of educational reasons

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Low and moderate income families use technology at home for a variety of educational reasons

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"Among 10- to 13-year-olds who use computers or the Internet, eight in ten (81%) do so to do homework, and four in ten (44%) to write stories or blogs. Many also use the Internet to connect with teachers (40%) and other students (46%)
about school projects. Among 6- to 13-year-olds, 81% play educational games and use the Internet
to look up things that they are interested in. Seven in ten (70%) use computers or the Internet
to do something creative, such as make their own art or music." (34)

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1.	There is an increasing use of digital games in K-8 classrooms

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1.	There is an increasing use of digital games in K-8 classrooms

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“Nearly three-quarter of K-8 teachers report using digital games for instruction” (2)

“teachers that use games more regularly also use games to hit a wider range of objectives (teach core and supplemental content, assess students) and expose students to a wider variety of game genres and devices” (2)

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2.	Digital games could be beneficial for students’ learning 

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2.	Digital games could be beneficial for students’ learning 

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“Nearly three quarters of digital game-using teachers report that games have been effective in improving their students’ mathematics learning” (2)

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3.	Teachers should be supported/trained in integrating digital games into teaching

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3.	Teachers should be supported/trained in integrating digital games into teaching

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“teachers may not be getting exposure to the broader range of pedagogical strategies, resources, and types of games that can enhance and facilitate digital game integration” (2)

“80% of digital game-using teachers wish it were easier to find curriculum-aligned games, and just 39% believe that a sufficient variety of such games even exist” (2)

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4.	Educational games should be evaluated to help teachers make the right choices

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4.	Educational games should be evaluated to help teachers make the right choices

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“how can teachers know, as they brose and search, which titles will best fit students’ interests, align with standards, units, and lesson plans, fill available class time, and fit their tight budgets?” (3)

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I think that changing the types of learning games that are played in the classroom could improve social skills. Especially considering how much of our world is now digital and powered through technology, I couldn’t really agree with the author about digital games being less effective in improving social skills.

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Parents views on classroom technology use varied by parents' education level, language use and income bracket 

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Parents views on classroom technology use varied by parents' education level, language use and income bracket 

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"nearly a quarter (23%)
of parents who did not complete high school think that using technology hurts children’s education compared with just 11% of parents who graduated from college. We also found that English-speaking Hispanics are much more likely to say that using technology improves the quality of children’s education than are Spanish-speaking parents (90% vs. 72%). The qualitative interviews conducted prior to the survey offer a possible explanation: English-speaking parents were more likely than Spanish-speaking parents to have attended U.S. public schools, in which many had used technology themselves.

" (36)

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It is not a disagreement, but more of a curiosity. The article focused on white, black and latinx families. I would like to know more about how other racial demographics intersect with class and their experiences with technology learning.

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The media that children partake in is produced by a combination of children interest, access, and parents/care takers choosing the media their children are exposed to.   “Curation of media around children’s interests was sometimes born of the need to have quality down time for busy parents.” (pg. 22) and “Having access to a smart phone or tablet can be likened to having an encyclopedia, a creative production tool, television, and a gaming device all in one’s pocket.” (Pg. 19)

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Families realizing their child's emergent technology literacy and utilizing it to find interests in the media (and some offline)
"Some families describe explicit bridging of interests between home and school"... (pg. 25) and "Finding that media helped with early academic skills was common." (pg. 24)

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Conversations within families that were sparked by something in the media, or media in general.
“Media-inspired conversations could also bring up deeper lessons.” (pg. 27)

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If possible, creating forms of media with children is a great way to connect and include them as well as playing technology/media/games with them.
"[Joshua] responded enthusiastically to the feedback from both the app and his mother, clenching hands, bouncing and leaning forward, expressing both positive affect and physical affection" (30).

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The problems I see within this article is the fact that it is assuming families have access to technology or media. If a family does not even have a tv, computer, smartphone, or anything like that then this is completely useless. I do understand that it is strictly focusing on the families that do have access to technology, and in that case the problem is still access based for internet, or inequity to families that do not.