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1. Technology provides new opportunities for interest-driven learning because of how easily accessible it is.

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1. Technology provides new opportunities for interest-driven learning because of how easily accessible it is.

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“New technologies provide opportunities to extend this type of interest-driven learning by making informtion and activities so easily accessible.” (pg. 20)

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2. Parents curate what media their children consume based on their comfort levels with technology.

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2. Parents curate what media their children consume based on their comfort levels with technology.

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“The theme of parents “curating” or intentionally selecting media content for their childre was prevalent in interviews, although parents’ approaches, feelings about screen media and curation styles varied widely, even among families of similar income or education levels.” (pg 21).

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4. Creating with technology allows for children to expand their creativity. 

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4. Creating with technology allows for children to expand their creativity. 

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“Opportunities to produce, rather than simply consume, is one area that can be developed further in technology design and has the potential to contribute positively to learning and development.” (pg. 33)

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3. Parents use a form of activity called conversational anchoring when engaging in technology with their children.

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3. Parents use a form of activity called conversational anchoring when engaging in technology with their children.

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“We found that parents used the Internet, on computers or especially via mobile devices that can connect on the go, as a tool to seek visual and/or textual information “in the moment,” as a just-in-time teaching tool in ways not possible without this technology.” (pg. 26)

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Teachers who use digital games in their classes often are those who use it more in their private lives, are younger and do not receive their information from formal means, but from colleagues/friends and self-teaching. 

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Teachers who use digital games in their classes often are those who use it more in their private lives, are younger and do not receive their information from formal means, but from colleagues/friends and self-teaching. 

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"“Just 8% of K-8 teachers report receiving pre-service training on digital game integration. Teachers without formal training aren’t being exposed to the broader range of instructional strategies that can enhance and facilitate digital game integration (6) .”

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•	Educational program usage in the classroom has shown to improve students scores in various subjects, particularly math.

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•	Educational program usage in the classroom has shown to improve students scores in various subjects, particularly math.

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“Nearly three quarters (71%) of digital game-using teachers report that games have been effective in improving their students’ mathematics learning. However, only 42% report the same about their students’ science learning, despite research suggesting that games are well suited for teaching complex scientific concepts (5).”

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•	More research is needed to discover which types of digital games are the most effective in the classroom, and how they should be implemented.

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•	More research is needed to discover which types of digital games are the most effective in the classroom, and how they should be implemented.

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“If we continue to preach only that games can be effective, we run the risk of creating the impression that all games are good for all learners and for all learning outcomes, which is categorically not the case (8). ”

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Digital learning can also help students develop skills outside of academic areas, such as interpersonal skills, problem solving and creativity.

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Digital learning can also help students develop skills outside of academic areas, such as interpersonal skills, problem solving and creativity.

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“As such, the drive to level up can drive deep learning (Gee, 2003b; Squire, 2003), and build collaboration, communication, and creativity skills that will equip students for life beyond school (7).”

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Much of the article was based off of a study in 2013 that was done on the behalf of the Games and Learning Publishing Council, and only surveyed 694 teachers in the US. The article does not explain who the Council is, but their title suggests that they have a vested interest in the results of the study being positive towards digital games in the classroom. It also seems like a very small number of respondents to make generalizations about. It also doesn’t explain how the teachers were selected, their demographics, the schools they work in, or what they mean by “across the United States.” I am aware that we only have the introduction, and they do have an methods section, but as we do not have that we do not know. I am also curious about how the teachers can tell that the improvement is due to the games, and not due to other factors. I think that it is also important to note, since the authors did not mention this specifically in their brief discussion, is that teachers choose not to use games because they are expensive, and they do not have time. Substituting out face to face time with a teacher and classmates in favor of sitting in front a screen, when time is already very limited to spend on subjects. Not all schools have the funds to afford both the games, and the devices to play the games on regularly, without causing disputes. I also wonder how and if the games are culturally responsive or diverse. This is not necessarily a dispute with the author, it was just not an aspect that was ever discussed. 

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Much of the article was based off of a study in 2013 that was done on the behalf of the Games and Learning Publishing Council, and only surveyed 694 teachers in the US. The article does not explain who the Council is, but their title suggests that they have a vested interest in the results of the study being positive towards digital games in the classroom. It also seems like a very small number of respondents to make generalizations about. It also doesn’t explain how the teachers were selected, their demographics, the schools they work in, or what they mean by “across the United States.” I am aware that we only have the introduction, and they do have an methods section, but as we do not have that we do not know. I am also curious about how the teachers can tell that the improvement is due to the games, and not due to other factors. I think that it is also important to note, since the authors did not mention this specifically in their brief discussion, is that teachers choose not to use games because they are expensive, and they do not have time. Substituting out face to face time with a teacher and classmates in favor of sitting in front a screen, when time is already very limited to spend on subjects. Not all schools have the funds to afford both the games, and the devices to play the games on regularly, without causing disputes. I also wonder how and if the games are culturally responsive or diverse. This is not necessarily a dispute with the author, it was just not an aspect that was ever discussed. 

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Digital InequalityDigital  Family's and students using technology as a place for educational opportunity for students and opportunity for growth for students.   “Because digital devices and the Internet have become so essential, digital inequality can exacerbate educational and economic inequality as well. Therefore, it is critical that we understand how low- and moderate-income families in the U.S. are engaging digital technologies and how they perceive the opportunities—and potential risks— that these innovations present for their children” Pg 3   

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Digital InequalityDigital  Family's and students using technology as a place for educational opportunity for students and opportunity for growth for students.   “Because digital devices and the Internet have become so essential, digital inequality can exacerbate educational and economic inequality as well. Therefore, it is critical that we understand how low- and moderate-income families in the U.S. are engaging digital technologies and how they perceive the opportunities—and potential risks— that these innovations present for their children” Pg 3   

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Parent and Child Technology: interacting togetherSub categories also include: Child to child, Parent to child, child to Parent (Teaching them)In low-income families how they interact with technology and in what ways do low-income families utilize technology as an interactive tool rather than a singular tool in the house hole“We’re a team, and we achieve things together. When I don’t know something, my wife helps, or we ask our other son. We solve the problem together. In that aspect, technology has helped us, because it has made us closer” pg 5

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Parent and Child Technology: interacting togetherSub categories also include: Child to child, Parent to child, child to Parent (Teaching them)In low-income families how they interact with technology and in what ways do low-income families utilize technology as an interactive tool rather than a singular tool in the house hole“We’re a team, and we achieve things together. When I don’t know something, my wife helps, or we ask our other son. We solve the problem together. In that aspect, technology has helped us, because it has made us closer” pg 5

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Parents and Technology in the classroom                       Parents look at technology in the classroom as an educational tool and from their findings they believe that most families feel that way, despite varying income. Also found that parents educational status tended to change their views on technology (parents who did not do high school think of technology as a negative) “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. Their experiences may have predisposed them to positive attitudes toward classroom technology use. “ pg 12  

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Parents and Technology in the classroom                       Parents look at technology in the classroom as an educational tool and from their findings they believe that most families feel that way, despite varying income. Also found that parents educational status tended to change their views on technology (parents who did not do high school think of technology as a negative) “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. Their experiences may have predisposed them to positive attitudes toward classroom technology use. “ pg 12  

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Teachers knowledge vs. Technology                          More than half of parents believe that technology in the classroom does not support the teacher in knowing their students needs. They found that people from different cultures and immigrants were morelikely to find this to be a concern at hand. “This fear is especially strong among immigrant Hispanics: 75% of foreign-born Hispanics worry that teachers know less about their child’s individual needs due to the time spent using technology in class, as compared with 26% of U.S.-born Hispanics. This finding underscores the importance of engaging parents as meaningful partners in efforts to address digital equity concerns related to formal education” pg 14

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Teachers knowledge vs. Technology                          More than half of parents believe that technology in the classroom does not support the teacher in knowing their students needs. They found that people from different cultures and immigrants were morelikely to find this to be a concern at hand. “This fear is especially strong among immigrant Hispanics: 75% of foreign-born Hispanics worry that teachers know less about their child’s individual needs due to the time spent using technology in class, as compared with 26% of U.S.-born Hispanics. This finding underscores the importance of engaging parents as meaningful partners in efforts to address digital equity concerns related to formal education” pg 14

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This author did not make any arguments that I immediately disagree with. More that I would want to know more background information on the study that they conducted. Some of the findings stuprised me and I would be interested to see if it agrees with other study’s based on the same topic.For example: That immigrant families are more concerned about teachers not knowing much about the students because of technology. In my work I have found that it is usually the white families that are more concerned and the families of different cultural backgrounds see it as a positive. So I would be curious to look into that. 

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This author did not make any arguments that I immediately disagree with. More that I would want to know more background information on the study that they conducted. Some of the findings stuprised me and I would be interested to see if it agrees with other study’s based on the same topic.For example: That immigrant families are more concerned about teachers not knowing much about the students because of technology. In my work I have found that it is usually the white families that are more concerned and the families of different cultural backgrounds see it as a positive. So I would be curious to look into that. 

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There is this unsettling feeling that we are faced with due to our high exposure to diversity via digital media. We see so many differences that we often are so overwhelmed with what our own reality is that we have a hard time distinguishing the self. 

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There is this unsettling feeling that we are faced with due to our high exposure to diversity via digital media. We see so many differences that we often are so overwhelmed with what our own reality is that we have a hard time distinguishing the self. 

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“Hence, a lack of diversity feels stable and safe. In a connected world, however, we’re all faced with a dizzying and disorienting amount of exposure to a variety of diverse ideas, people, and cultures” (7).

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We can use digital games in order to teach students about the different cultures around the world. There is more to geography than just the borders and that is why it is important to learn about the people and cultures within those borders. 

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We can use digital games in order to teach students about the different cultures around the world. There is more to geography than just the borders and that is why it is important to learn about the people and cultures within those borders. 

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“Global citizens need to know about more than just the borders and boundaries. We need to teach them to understand the people, the cultures, and the economic factors as well” (8).

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We can utilize VR in order to expose our students to unfamiliar places without actually physically having to go there. This can cut down on field trip expenses and make these experiences more accessible to students who may have a hard time attending field trips. 

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We can utilize VR in order to expose our students to unfamiliar places without actually physically having to go there. This can cut down on field trip expenses and make these experiences more accessible to students who may have a hard time attending field trips. 

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“VR experiences are subjective rather than objective. But for aspiring global citizens, many of the educational benefits remain intact” (10).

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As the technology world continues to evolve we find new ways to stay connected to each other. Skype and other means of video chatting allow students more avenues to engage with each other and develop skills such as sympathy. They can learn about each others differences face to face through video chatting. 

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As the technology world continues to evolve we find new ways to stay connected to each other. Skype and other means of video chatting allow students more avenues to engage with each other and develop skills such as sympathy. They can learn about each others differences face to face through video chatting. 

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“In the 21st century, video chat replaces old fashioned international classroom pen-pals”(14).

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I think the access to VR might be difficult for some schools, although it is a good idea I think it is not always accessible. I also think getting teachers to hop on board with VR may be difficult in itself. How many VR headsets would be practical? Would only one students be able to use it at a time?