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Samantha Cristy
Main idea: Parents pick what media content their children are exposed to based on their child’s interest or what the parents want their children to learn, such as another language.
Quote: “Among the seven dual-language families, parents actively curated media in Spanish to reinforce children’s heritage language, and several used English-language media to expose their children to English, which was often not spoken in the home. These parents were all committed to having their children develop a strong foundation in both languages, and saw media as helpful resources” (p. 22-23).

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Samantha Cristy
Main idea: The use of media to gather information on a specific subject that interests a child and builds their islands of expertise (deep knowledge of a specific subject area).
Quote: “Diana used resources on the National Geographic website to explore her 4-year-old daughter’s interests in jellyfish and fires” (p. 25).

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Samantha Cristy
Main idea: Using media to deepen understanding and conversations in the moment. It is also using media as a springboard for starting conversations and gauging (as well as expanding) understanding.
Quote: “Elise, aged 5, was having trouble recognizing the Orion constellation as her parents were pointing it out in the sky, so they used one of their smartphones to look up an image of the constellation and help Elise identify it” (p. 26).

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Samantha Cristy
Main idea: Using media to create content, often inspired or encouraged by parents. This can also involve playing with others, such as siblings and parents.
Quote: "Naomi, aged 8, was particularly interested in media production, and used her iPod Touch to create her own ‘talk shows’ along with her 6-year-old brother Eduardo, Jr.” (p. 28).

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I wouldn’t say that I disagree with anything the authors argued; however, I was a bit surprised by the lack of discussion around the negative effects that technology can have on children. This is something that I thought any article about children’s use of technology, even for learning, would mention, even briefly. Instead, the article posed technology and media as being great for children’s learning and almost cast a negative light on parents who did not use technology as much. I saw this in the words that the authors chose to talk about parents who didn’t embrace media. One example is, “Two parents, both among the high socioeconomic status group, said that they did not conceptualize media as a meaningful or desirable learning tool for their children and they consequently were not proactive about finding high quality content” (p. 32). To me, this is written with a negative connotation, making me feel that it is not the “right” choice (however, this could just be how I read it and not the intention). Yet the article never talked about why the parents had these views and if they had valid reasons for not using technology and media. I wish that even a short section on this would have been addressed.

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Paige Bonitz

"digital games offer complex worlds in which individuals can playfully explore and experiment, repeatedly fail and ultimately succeed (7).

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"8% of teachers report receiving pre-service training on digital game integration. ....urge policymakers to allocate funds to states and school districts to set up partnerships with universities and other teacher certification programs to offer adequate technology and digital game training (6)

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(Paige Bonitz)
younger teachers, primarily those working in low-income students, teachers who play digital games for their own pleasure. Those who play digital games more frequently are more likely to let students play more often (5).

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The widespread adoption of the Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), which emphasize the use of digital tools and systems to promote deeper learning and assess student progress. Teachers are seeking ways to cover the new standards, and digital games offer a particular appealing option (8).

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I don't have many disagreements with this text as much of it was information and graphs about how teachers use technology and why they are being used. As someone who is not familiar with what technology is being used in classrooms it was useful to see what people are using. I think it was also useful to know that there is no formal training on using games, so I think being better advocates for training and knowledge sharing is important.

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The article focuses on how class and education affects access and use of technology “Because digital devices and the Internet have become so essential, digital inequality can exacerbate educational and economic inequality as well" (4).

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Children learn a lot of their technology habits from their family members. “Parents, children, and siblings supplement each other’s capabilities (and sometimes compensate for each other’s limitations) (28).

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Children also help parents learn about technology “Parents with lower educational attainment are more likely to turn to their children for help: 62% of those who did not graduate from high school do so, compared with 45% of those with a college degree" (28).

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Children learn about technology from their peers. “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" (31).

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| Students/people develop their identity in relation to others- “Additionally, many of humanity’s greatest thinkers have pointed out that a sense of self depends on one’s ability to recognize an “other.” Pg. 7   It is not only important for students to be exposed to other cultures, but to be immersed as much as possible, and to become familiar with cultural practices and experiences. – “The key point is that global citizenship starts with global awareness—not only awareness that other places exist, but also an appreciation of the landmarks and physical spaces that make a place unique.” Pg. 9   Once tool for exposing students to different realities can be virtual games. – “VR experiences are subjective rather than objective. But for aspiring global citizens, many of the educational benefits remain intact.” Pg. 10  Tolerance and empathy are crucial parts of being a global citizen, and cultivating cultural awareness. “Global citizens need to be able to imagine what the world looks like from other perspectives.” Pg. 15
| I was surprised by how many ways the author was advocating for use of technology in the classroom, many of them which I had never considered. The author talked about a lot of simulations via video or computer games, something which had not previously occurred to me.  The idea that digital play has the ability to develop empathy in students in new for me-I think I came from an era of technology where it was still heavily debated whether or not violent video games contributed to violence in schools.  “There is already a plethora of evidence which shows that digital play has the potential to help kids develop empathy. And that’s not surprising when you consider the extent to which it strengthens the capacity for communication and offers exposure to diverse ideas and images.” Pg. 13