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Students who use digital games in the classroom learn about more varied topics in a variety of ways.
“Teachers who use games more often report greater improvement in their students’ core and supplemental skills (5).”

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Many teachers do not feel that they have the time or the knowledge to use games to teach core and supplemental skills.
“Until teachers and students are freed from organizational constraints that limit longer stretches of student gameplay, there are ways of situating play sessions in relation to the broader lesson plan that can free teachers to use a wider variety of games; teachers simply need help figuring out how (6)”

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Ultimately teachers are the ones who get to decide whether digital games are used in the classroom, which games are used, and for how long but in order for this to happen teachers need to be trained on how to use them collaboratively within their curriculum.

“Digital game-based teaching requires fundamental shifts in one’s pedagogical approaches to content (Mishra & Koehler, 2006).”

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Most teachers count on their fellow coworkers to educate them on how to use digital games in the classroom.

·       “According to the survey, in-service teachers rely on colleagues and mentors most for professional learning and advice on digital game based teaching (6).

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Global citizenship includes global awareness: places don’t just exist but how the landmarks and physical spaces make them special.

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Global citizenship includes global awareness: places don’t just exist but how the landmarks and physical spaces make them special.

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“A field trip, in either the virtual or the physical world, is special because it lets children practice orienting themselves to unfamiliar places.” (10)

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Global citizens can utilize technology to see the world, their identity through productive ways.

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Global citizens can utilize technology to see the world, their identity through productive ways.

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“The 3D printed objects lifted from a heated print-bed should be seen as the finger-paintings and sand castles of the 21st century, laying the foundations for future creativity, innovation, and entrepreneurship. These activities provide an understanding that tools exist to enable personal expression.” (12)

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Global citizens possess cultural awareness, but not just facts about different cultures.  Culture awareness includes interactions with other cultures as well.

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Global citizens possess cultural awareness, but not just facts about different cultures.  Culture awareness includes interactions with other cultures as well.

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“Teachers can encourage real connections through Empatico, GlobalSchoolsNet.org, PenPal Schools, or iEARN, which connect classrooms around the world to work on projects together.” (14)

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Global citizens can see the world through different lenses and perspectives.

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Global citizens can see the world through different lenses and perspectives.

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“As our kids grow into the macro-minded grownups of the future, they will need to do more than just recognize difference; they will need to negotiate respectful interactions.” (14)

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There is one example the author mentioned that made me feel not totally disagreed, but more hesitant and intrigued.  The author mentioned the use of technology to connect with other classrooms around the world to work on projects together.  I’m wondering how feasible this would be.  First of all, there might be language barriers.  Second of all, time difference.  It would be interesting to find out how the program works through further researching.

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There is one example the author mentioned that made me feel not totally disagreed, but more hesitant and intrigued.  The author mentioned the use of technology to connect with other classrooms around the world to work on projects together.  I’m wondering how feasible this would be.  First of all, there might be language barriers.  Second of all, time difference.  It would be interesting to find out how the program works through further researching.

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•	Allowing kids to use digital devices but making some rules about how long kids can use digital devices every day is still hard figuring out.Quote: “Despite Barbara’s deep ambivalence about screen time, Cati is enthusiastic about playing a variety of interactive games.”

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•	Allowing kids to use digital devices but making some rules about how long kids can use digital devices every day is still hard figuring out.Quote: “Despite Barbara’s deep ambivalence about screen time, Cati is enthusiastic about playing a variety of interactive games.”

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•	Getting some help or suggestion from the American Academy of Pediatrics (AAP)Quote: “For example, she restricted television viewing until Cati was two, as recommended by the American Academy of Pediatrics (AAP) in 2013 and she frequently discusses the shows they do watch”

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•	Getting some help or suggestion from the American Academy of Pediatrics (AAP)Quote: “For example, she restricted television viewing until Cati was two, as recommended by the American Academy of Pediatrics (AAP) in 2013 and she frequently discusses the shows they do watch”

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•	Supporting kids to use digital devices and believing it is important to use digital devicesQuote: “She is not about to impose restrictions on the routines of the technologically sophisticated and immersed parents of Cati’s school friends and besides, she trusts the other parents to do no harm. And, she does not want media to become “forbidden fruit” and thinks it is important for Cati to be part of her peers’ ‘culture’ – a culture that increasingly incorporates the latest devices and digital resources. 

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•	Supporting kids to use digital devices and believing it is important to use digital devicesQuote: “She is not about to impose restrictions on the routines of the technologically sophisticated and immersed parents of Cati’s school friends and besides, she trusts the other parents to do no harm. And, she does not want media to become “forbidden fruit” and thinks it is important for Cati to be part of her peers’ ‘culture’ – a culture that increasingly incorporates the latest devices and digital resources. 

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•	Desiring for more information about how to best help their children use digital media Quote: “Barbara and Jose Ruben are not alone in their desire for more information and clarity about how to best leverage and manage digital media use.”

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•	Desiring for more information about how to best help their children use digital media Quote: “Barbara and Jose Ruben are not alone in their desire for more information and clarity about how to best leverage and manage digital media use.”

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Learning technology can positively influence the relationship between parents and children or children and children in low-income households. Family members teach each other about technology, from that build technology-confidence.

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Learning technology can positively influence the relationship between parents and children or children and children in low-income households. Family members teach each other about technology, from that build technology-confidence.

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"“Children helping parents, and parents helping children, should be understood as powerful learning opportunities, because family members can fluidly exchange expert and learner roles to facilitate mutual skill- and confidence-building. Among siblings, these exchanges are most common in families where parents have less education, lower incomes, and report helping their children less frequently. This pattern suggests a compensating mechanism, in that children depend on each other more often when parents have less ability to guide their technology engagement.” (Rideout & Katz, 28)

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According to the survey, most parents say that the amount of technology used in their children’s classroom is just right and that it is beneficial to students. However, parents’ views on the technology used in classroom can be very different as these views relate to their level of education and racial background. Parents who did not complete high school and Spanish-speaking parents tend to think that the use of technology in school can hurt children’s learning while English-speaking parents who have higher level of education believe that technology can improve students’ learning.

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According to the survey, most parents say that the amount of technology used in their children’s classroom is just right and that it is beneficial to students. However, parents’ views on the technology used in classroom can be very different as these views relate to their level of education and racial background. Parents who did not complete high school and Spanish-speaking parents tend to think that the use of technology in school can hurt children’s learning while English-speaking parents who have higher level of education believe that technology can improve students’ learning.

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"“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.” (Rideout & Katz, 36)

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Technology for learning at Home: The survey indicates that 96% of children aged 10-13 uses computers or Internet at home for a variety of educational purposes. The most often activities children use computers or Internet for are: doing homework, playing educational games , looking up things they are interested, and making art, music or something creative. 

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Technology for learning at Home: The survey indicates that 96% of children aged 10-13 uses computers or Internet at home for a variety of educational purposes. The most often activities children use computers or Internet for are: doing homework, playing educational games , looking up things they are interested, and making art, music or something creative. 

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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.” (Rideout & Katz, 34)

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3.	Parents’ concern on the use of technology in the classroom:Hispanic parents are most likely fear that the use of technology in their children’s classroom can affect the time teacher spend with students hence they would know less about the students’ individual needs. That is why it is important to engage to address their concerns about digital equity.

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3.	Parents’ concern on the use of technology in the classroom:Hispanic parents are most likely fear that the use of technology in their children’s classroom can affect the time teacher spend with students hence they would know less about the students’ individual needs. That is why it is important to engage to address their concerns about digital equity.

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. “Hispanic parents are much more likely to worry that classroom technology use results in teachers knowing less about their child’s individual needs… This finding underscores the importance of engaging parents as meaningful partners in efforts to address digital equity concerns related to formal education. The parents with the most serious misgivings about technology’s consequences in the classroom are among those whose children should benefit most from self-paced or personalized instruction: that is, children who begin formal schooling speaking a language other than English. (Rideout & Katz, 38)