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Quote: “on behalf  of the Games and Learning Publishing Council,  surveyed K-8 teachers from across the United States on whether and how they are using digital games with their students” (p. 5)

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Quote: “Gender does not predict digital game use in instruction, but younger  teachers, those who teach at schools serving low-income students, and teacher who play digital games for their own pleasure are more likely to use games with their students” (p.5)

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Quote: “Teachers without formal training aren’t being exposed to broader range of instructional strategies that can enhance and facilitate digital game instruction” (p. 6)

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Quote: “Which tiles will best fit students’ interests, align with standards,  units, lesson plans, fill available class time, and fit their tight budgets” (p. 6) “together come up with common nomenclature around learning game sub-categories, and then use this taxonomy to label, market and review them” (p.6)

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Quote:“on behalf  of the Games and Learning Publishing Council,  surveyed K-8 teachers from across the United States on whether and how they are using digital games with their students” (p.
I found that arguments and evidence that the survey shared problematic because this was a survey survey done on the behalf of Games and Learning Publishing Council, a council that  according to the name, it seems , would be invested at least ideally and potentially financially in the promotion of digital gaming production, consumption and use. The publishers and those who the survey was on behalf of seemed like they had a personal investment in the topic and would serve to potentially benefit from it, so its contents could be questionable and potentially not objective .

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Quote:  "digital games have landed in classrooms" (p.5)
I would argue  that  they are not part of classrooms in rural areas where access to technology and the internet are severely limited

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Quote:“Digital games offer complex worlds in which individuals can playfully explore and  experiment, repeatedly fail and ultimately succeed.” (p.7)

I argue that there are other ways to achieve these goals and outcomes of digital games, whether through literature, projects or other resources.While I  do not  argue that digital game are completely ineffective and should therefore, not be used, I do argue that they should be used intentionally and only for certain purposes, not as a reward, or method of instruction because I think that too much screen time can be harmful to young children and that there are other ways for students to achieve these goals

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Parents use digital media to enhance their child’s learning by finding certain programs that relate to their child’s personal interests.

Quote: “With the rapid proliferation of digital assets, digital curation is becoming more widespread.” For example, one of the parents’ interviews explained how “his son’s persistent interest in firefighting was fed by digital episodes of Fireman Sam.” (p. 24)

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Parents use digital media for academic purposes.

Quote: For example, when one of the parents interviewed noticed that her daughter was struggling with “timed math quizzes” in school, she “downloaded an app that challenges players to complete the maximum number of operations in a limited time…” (p. 24)

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Although some parents are still wary of interactive media for their children (other than the traditional use of media mainly through watching tv), kids are still able to learn and explore with different devices when they visit relatives’ houses or friends’ houses.

Quote: Like many children, some would “gain access to digital apps on other peoples’ devices” while the parents would respect the other families culture and traditions and simply trust that the other parents would “regulate [their] digital use appropriately.” (p. 25)

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Parents encourage the use of digital media through watching films as well as making their own films in order to spark curiosity about social issues and/or their own or different cultures.

Quote #1: For example, one of the interviewed parents had her daughter watch the movie, “The Princess and the Frog”, which led to “discussing issues of race and racism, stereotypes in media, and how they do not reflect the reality of their own experience.” (p. 27)

Quote #2: Some parents have their children make their own films in order to, “naturally interweave the local and the global in their subject matter; bringing together a topic of widespread concern...as well as details of their local surroundings.” (p. 29)

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One thing that expanded my thinking was when this piece explained how some families had their students create their own videos in order to expand their creativity and knowledge about their own culture, opinions based on their cultural practices, and tradition (past and current). It made me think about creating an assignment, depending on the age level, where students could make a short little video interviewing their family and/or neighbors in regards to their certain culture and tradition that is related to a certain subject (like mentioned in the reading --> the environment, etc…).

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In my opinion, this article did a great job looking at the different ways in which parents utilize digital media in their children’s lives outside of the classroom in order to benefit their learning (if any). This piece did a great job comparing and contrasting different families coming from different SES backgrounds and relating their view on digital media on a continuum - whether the parents were “resistant or hesitant” with digital media use to “extreme enthusiasm” or whether or not the use of digital media aligned with their cultural or family values (p. 32). I also think this piece shows how incredibly diverse the use of digital media is/plays a role in American families. Some parts of this reading were not so surprising to me, whereas other parts were brand new information to me and sparked interest. Overall, I was impressed with this reading and cannot think of anything I strongly disagree with.

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Main Idea 1: Children helping parents learn technology

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Main Idea 1: Children helping parents learn technology

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Children frequently help their parents use devices
that connect to the Internet, such as computers, tablets, and smartphones. Half (53%) of all low- and moderate-income parents who use the Internet say that their child helps them, including 63% of those whose child is between 10 and 13 years old. (pg. 28)

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Main Idea 2: Parents helping children learn technology

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Main Idea 2: Parents helping children learn technology

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Some of the most common tasks parents help children with include finding information online (84% do so); learning how computers or mobile devices work (78%); fixing things that go wrong (70%); and downloading things (68%). (pg. 30)

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Main Idea 3: Children teaching each other how to use technology

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Main Idea 3: Children teaching each other how to use technology

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Just over half (56%) of 6- to 13-year-olds with siblings in the same age group often watch TV or videos together to learn things, and half (50%) often help each other with their homework. Slightly fewer than half (47%) read together, or to each other, “often,” or help each other learn about computers or mobile devices. (pg. 31)

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Main Idea 4: Children’s use of technology at home

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Main Idea 4: Children’s use of technology at home

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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. (pg. 34)

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The author brought up an argument that parents with misgivings about technology’s consequences in the classroom are those whose children should benefit most from self-paced or personalized instruction and correlates this with children who begin formal schooling speaking English as a second language (pg.38). However, I do not think that this correlation should be made with this particular group of students. I think all students would equally benefit from self-paced or personalized instruction, not just “children who begin formal schooling speaking a language other than English”.