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1. When a child learns tech skills, the whole family benefits.

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1. When a child learns tech skills, the whole family benefits.

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“These family interactions effectively mean that new skills acquired by one member benefit the family collective.” (page 27)

Family members are resources, children help parents learn, parents help children learn, children help their siblings learn, and these are powerful, collective, collaborative learning experiences for all family members

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2. Each child deserves access to Internet in and out of the classroom to truly have technology use be equitable

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2. Each child deserves access to Internet in and out of the classroom to truly have technology use be equitable

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“equitable access to broadband Internet and digital devices has become fundamental to initiatives aimed at making education itself more equitable.” (page 33)

High stakes testing are a large area where we see a shift in the role technology plays, as the majority of these texts are online

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3. Technology can be used as a tool at home and a way to enhance learning 

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3. Technology can be used as a tool at home and a way to enhance learning 

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“We note no consistent differences by either income or education with regard to the likelihood of youth engaging in these educational activities with technology.” (Page 36)

Students will use technology whether on a mobile device, or online to look up inspiration and find information

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4. Many Hispanic parents feel that technology takes away from their child’s individual needs 

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4. Many Hispanic parents feel that technology takes away from their child’s individual needs 

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“This finding underscores the importance of engaging parents as meaningful partners in efforts to address digital equity concerns related to formal education.” (page 38)

As teachers, we must recognize that technology affects our students and their families and that we must engage parents and communicate the ways and whys that technology is used in the classroom

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Did the author(s) make any arguments that pushed you to expand thinking about your students and their lives with technology? 

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Did the author(s) make any arguments that pushed you to expand thinking about your students and their lives with technology? 

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The author pushed me to think about the way that technology affects the student and the family together. I am pushed to think about the multiple perspectives of parents toward technology that are coming into the classroom. I want to know what it looks like to bring parents into the process and give them incite about what is going on in the classroom. The statistic about parents’ worries that technology takes away from the attention to individual attention stands out to me, and makes me want to know how to not let that happen, and also how to assure parents that their children’s needs come above everything else.

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Did the author(s) make any arguments in which you disagree?

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Did the author(s) make any arguments in which you disagree?

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There weren’t any arguments that I disagreed with, as I felt that this article provided a lot of different perspectives. The article is also statistically based and therefore the statements were also supported by evidence.

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1) “you are here: borders, boundaries, and geography"     - geography offers opportunities to help establish one’s sense of place                   - how you position yourself geographically can also give avenues to how you can relate to others in the world

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1) “you are here: borders, boundaries, and geography"     - geography offers opportunities to help establish one’s sense of place                   - how you position yourself geographically can also give avenues to how you can relate to others in the world

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“When young people have opportunities to explore otherness in a guided way, with a teacher or a mentor who models a respectful curiosity, they learn not only the value of being macro-minded, but also, they come to see the Internet as a portal to faraway cultures” (p. 9).

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2) “unfamiliar places: field trips for a connected world” & “identity & expression: articulating stories of the self” - To help one reach stability, they need help from others to build the capacity for exploration, reflection & articulation of self                      - Virtual reality is subjective but in raising global citizens, it could have benefits as they offer exploration (making sense of self in new context)

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2) “unfamiliar places: field trips for a connected world” & “identity & expression: articulating stories of the self” - To help one reach stability, they need help from others to build the capacity for exploration, reflection & articulation of self                      - Virtual reality is subjective but in raising global citizens, it could have benefits as they offer exploration (making sense of self in new context)

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“In other words, don’t ask kids simply to describe the things they’ve seen, but rather to explain how the things they discovered relate to their sense of identity” (p.

11).

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4) “lenses & perspectives: how you see the world”                      - as a global citizen, you need to know there’s other perspectives & digital play allows the space to practice that 

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4) “lenses & perspectives: how you see the world”                      - as a global citizen, you need to know there’s other perspectives & digital play allows the space to practice that 

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“With guidance, mentorship, and a playful attitude, kids can learn to think about what it would be like to jump into another game avatar” (p. 17).

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•	Media is one way that children engage with learning, even before they enter formal school.This addresses the main idea of the article that media has a role in most children’s lives in one way or another and this often results in media being a place that interests manifest.“Play themes and topics of interest are often generated from books, moves, and television, and increasingly the vast store of digital interactive media that can often be accessed from smart phones or other mobile devices.” (page 19)

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•	Media is one way that children engage with learning, even before they enter formal school.This addresses the main idea of the article that media has a role in most children’s lives in one way or another and this often results in media being a place that interests manifest.“Play themes and topics of interest are often generated from books, moves, and television, and increasingly the vast store of digital interactive media that can often be accessed from smart phones or other mobile devices.” (page 19)

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Sheila Carey

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•	Parents will curate what their children engage with in digital technology.This addresses the idea that most parents want to have control over what their children have access to. It can mean they collect media items around a favorite topic or only chose items that the parent deems as quality.“The theme of parents ‘curating’ or intentionally selecting media content for their children was prevalent in interviews” (page 22)

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•	Parents will curate what their children engage with in digital technology.This addresses the idea that most parents want to have control over what their children have access to. It can mean they collect media items around a favorite topic or only chose items that the parent deems as quality.“The theme of parents ‘curating’ or intentionally selecting media content for their children was prevalent in interviews” (page 22)

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·         There were primary Spanish and English families in this study. The article suggests that the Spanish speaking families had special opportunities to use media because all family members were able to use it to learn English.

“Among the Spanish-speaking families who were learning English, unique opportunities arose for both parents and children to learn together, since in many cases both parents and children were in the process of learning English” (page 24)

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•	The ultimate main take away of this article is that parents differ on how they approach media. There is a spectrum from non-enthusiastic of children using digital media to very enthusiastic.“Parents vary in their approaches to media for their children, and struggle to find resources” (page 32)

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•	The ultimate main take away of this article is that parents differ on how they approach media. There is a spectrum from non-enthusiastic of children using digital media to very enthusiastic.“Parents vary in their approaches to media for their children, and struggle to find resources” (page 32)

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How the article challenged my thinking:  Yes, the article suggests many other ways to think about media usage with kids than what I had thought about. I tend to think of it as a negative thing, something that takes away from kids playing outside. But this article suggested that there are other ways to incorporate media in healthy ways.One big example is that it can be a way to curate to a child’s interest. For example, if a child is interested in a certain animal or vehicle, a parent can find media that connects to these concepts so the parent and child can learn together. An example of this is my cousin, who has a strong interest in things in vehicles like cars and tractors. When we were kids, his parents did curate these things for him in videos and books, just like parents might do today using digital media.

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How the article challenged my thinking:  Yes, the article suggests many other ways to think about media usage with kids than what I had thought about. I tend to think of it as a negative thing, something that takes away from kids playing outside. But this article suggested that there are other ways to incorporate media in healthy ways.One big example is that it can be a way to curate to a child’s interest. For example, if a child is interested in a certain animal or vehicle, a parent can find media that connects to these concepts so the parent and child can learn together. An example of this is my cousin, who has a strong interest in things in vehicles like cars and tractors. When we were kids, his parents did curate these things for him in videos and books, just like parents might do today using digital media.

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Another is that media can be used for creating content, which can be a way of learning and playing as well. It’s funny because I also really enjoyed making silly videos with my friends when I was a kid so it’s interesting that I didn’t think about technology being a tool for this.

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Things I may disagree with: This article was very much observations about these families in the study and the ways they used media. I didn’t find much to disagree with per say but I did think of a few places of concern.1-	The families were watched for two weeks according to page 21. I wonder if that is enough time to really draw conclusions about these families, because it may not really be enough time to really understand patterns of these families and their digital media usage.2-	I also would be curious to know more about the differences between families who come from different language backgrounds. It felt like the Spanish speaking families came off as less aware of educational uses of technology so I wonder if that is a bias or if we can delve further into why that might be the case. 

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Things I may disagree with: This article was very much observations about these families in the study and the ways they used media. I didn’t find much to disagree with per say but I did think of a few places of concern.1-	The families were watched for two weeks according to page 21. I wonder if that is enough time to really draw conclusions about these families, because it may not really be enough time to really understand patterns of these families and their digital media usage.2-	I also would be curious to know more about the differences between families who come from different language backgrounds. It felt like the Spanish speaking families came off as less aware of educational uses of technology so I wonder if that is a bias or if we can delve further into why that might be the case. 

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3) “diversity & empathy: learning to negotiate difference”                                   - article claims that students can gain cultural awareness through systems like Global Oneness Project                         - skype can be used for virtual field trips, guest speakers, cultural exchanges                     - schoolyard games cultivate social emotional skills. Executive function & self-regulation skills sharpen as kids work to keep playtime as fun as possible. Every disagreement is a learning experience to practice negotiating difference.  

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3) “diversity & empathy: learning to negotiate difference”                                   - article claims that students can gain cultural awareness through systems like Global Oneness Project                         - skype can be used for virtual field trips, guest speakers, cultural exchanges                     - schoolyard games cultivate social emotional skills. Executive function & self-regulation skills sharpen as kids work to keep playtime as fun as possible. Every disagreement is a learning experience to practice negotiating difference.  

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“a plethora of evidence which shows that digital play has the potential to help kids develop empathy… Add the right guidance/mentoring, and digital experiences can help lay a foundation for life-long tolerance and open mindedness” (p. 13).

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1.	Taking a closer look at who is using games to teach “In Fall 2013, Joan Ganz Cooney Center, on behalf of the Games and Learning Publishing Council, surveyed 694 K-8 teachers from across the United States on whether and how they are using digital games with their students”(pg.5).

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1.	Taking a closer look at who is using games to teach “In Fall 2013, Joan Ganz Cooney Center, on behalf of the Games and Learning Publishing Council, surveyed 694 K-8 teachers from across the United States on whether and how they are using digital games with their students”(pg.5).

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2.    How teachers use digital games in the classroom “Four out of five game-using teachers say their students primarily play games created for an educational audience, compared to just 5% whose students most often play commercial games” (pg.5).
3.     Take a closer look at the teachers to see if there is a correlation between them “Gender does not predict digital game use in instruction, but younger teachers, those who teach at schools serving low-income students, and teachers who play digital games for their own pleasure are more likely to use games with their students”(pg. 5).
4.   Describe some experiences of the teachers while using games in their teaching lessons

“Teachers are learning to teach with digital games via more informal means i.e., from fellow teachers and by self teaching than formal training programs i.e., pre-service and in-service” (pg.5).

Did the author(s) make any arguments in which you disagree?

I am unsure where my thoughts can be placed under. I am thinking about other school subjects that are not “math games” or “literacy games,” for example, music. How can technology support students learning in this area that requires a lot more of hands on work and practice.  This is a thought that I was thinking of upon finishing reading this research.