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Unit Guide T4 2018

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Raising Your Child in a Digital World - Essential tips from my book

Want to ditch your techno guilt and take the guesswork out of raising young kids in a digital age?
My blog posts below will help to eradicate your digital dilemmas.

Raising Your Child in a Digital Age - Essential tips from my book

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Five Myths About Handwriting in the Digital Age

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Raising Your Child in a Digital World - Essential tips from my book My blog posts below will help to eradicate your digital dilemmas. Raising Your Child in a Digital Age - Essential tips from my book Catch the Webinar Replay for Five Myths About Handwriting in the Digital Age You must accept the Terms and Conditions.

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Australian Curriculum + Digital Technologies 1

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Australian Curriculum + Digital Technologies 1

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Rationale
This rationale complements and extends the rationale for the Technologies learning area.
In a world that is increasingly digitised and automated, it is critical to the wellbeing and sustainability of the economy, the environment and society, that the benefits of information systems are exploited ethically.

Aims
In addition to the overarching aims for the Australian Curriculum: Technologies, Digital Technologies more specifically aims to develop the knowledge, understanding and skills to ensure that, individually and collaboratively, students:

design, create, manage and evaluate sustainable and innovative digital solutions to meet and redefine current and future needs

Structure
The Australian Curriculum: Digital Technologies (F-10) comprises two related strands:

Digital Technologies knowledge and understanding - the information system components of data, and digital systems (hardware, software and networks)

PDF documents
Resources and support materials for the Australian Curriculum: Technologies are available as PDF documents.
Digital Technologies: Sequence of content
Technologies: Sequence of achievement

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Australian Curriculum + Digital Technologies 2

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Australian Curriculum + Digital Technologies 2

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The Australian Curriculum: Digital Technologies (F-10) comprises two related strands:

Digital Technologies knowledge and understanding - the information system components of data, and digital systems (hardware, software and networks)

Digital Technologies processes and production skills - using digital systems to create ideas and information, and to define, design and implement digital solutions, and evaluate these solutions and existing information systems against specified criteria.

Table 3 outlines the focus of expected knowledge, understanding and skills in Digital Technologies F-10 and Figure 4 illustrates the relationship between the Digital Technologies strands.

Table 3: Digital Technologies content structure

Knowledge and understanding

Processes and production skills

Digital systems

the components of digital systems: hardware, software and networks and their use

Representation of data
how data are represented and structured symbolically

Collecting, managing and analysing data
Creating digital solutions by:

investigating and defining

generating and designing

producing and implementing

evaluating

collaborating and managing

Figure 4: Relationship between the Digital Technologies strands

Together, the two strands provide students with knowledge, understanding and skills through which they can safely and ethically exploit the capacity of information systems (people, data, processes, digital systems and their interactions) to systematically transform data into solutions that respond to the needs of individuals, society, the economy and the environment. Teaching and learning programs will typically integrate these, as content in processes and production skills frequently draws on understanding of concepts in the knowledge and understanding strand.

The strands are based on key concepts that provide a framework for knowledge and practice in Digital Technologies. For more information see Key concepts below.

This strand focuses on developing the underpinning knowledge and understanding of information systems: digital systems and representation of data.

Digital systems

The digital systems content descriptions focus on the components of digital systems: hardware, software and networks. In the early years, students learn about a range of hardware and software and progress to an understanding of how data are transmitted between components within a system, and how the hardware and software interact to form networks.

Representation of data

The representation of data content descriptions focus on how data are represented and structured symbolically for use by digital systems. Different types of data are studied in the bands including text, numeric, images (still and moving) and sound from Foundation to Year 8 and then categorical and relational data in Year 9 and 10.

This strand focuses on developing skills to create digital solutions to problems and opportunities. The Digital Technologies processes and production skills strand focuses on:

collecting, managing and analysing data, which involves the nature and properties of data, how they are collected and interpreted using a range of digital systems and peripheral devices and interpreting data when creating information

defining problems and designing digital solutions (Foundation - Year 2), which develops into defining problems and designing, implementing and evaluating solutions that have been developed by students, and evaluating how well existing information systems meet different needs (Year 3-10)

communicating ideas and information (Foundation - Year 4), which develops into managing, creating and communicating ideas and information (Year 5-6) through to independently and collaboratively managing projects to create interactive solutions (Year 7-10). This involves creating and communicating information, especially online by creating websites, and interacting safely using appropriate technical and social protocols.

These require skills in using digital systems; and critical and creative thinking including systems, design and computational thinking.

Computational thinking

The curriculum is designed so that students will develop and use increasingly sophisticated computational thinking skills, and processes, techniques and digital systems to create solutions to address specific problems, opportunities or needs. Computational thinking is a process of recognising aspects of computation in the world and being able to think logically, algorithmically, recursively and abstractly. Students will also apply procedural techniques and processing skills when creating, communicating and sharing ideas and information, and managing projects.

A number of key concepts underpin the Digital Technologies curriculum. These establish a way of thinking about problems, opportunities and information systems and provide a framework for knowledge and practice. The key concepts are:

abstraction, which underpins all content, particularly the content descriptions relating to the concepts of data representation, and specification, algorithms and implementation

data collection (properties, sources and collection of data), data representation (symbolism and separation) and data interpretation (patterns and contexts)

specification (descriptions and techniques), algorithms (following and describing) and implementation (translating and programming)

digital systems (hardware, software, and networks and the internet)

Interactions (people and digital systems, data and processes) and impacts (sustainability and empowerment).

The concepts of abstraction, data collection, representation and interpretation, specification, algorithms and implementation correspond to the key elements of computational thinking. Collectively, these concepts span the key ideas about the organisation, representation and automation of digital solutions and information. They can be explored in non-digital or digital contexts and are likely to underpin future digital systems. They provide a language and perspective that students and teachers can use when discussing digital technologies.

Abstraction

Abstraction involves hiding details of an idea, problem or solution that are not relevant, to focus on a manageable number of aspects. Abstraction is a natural part of communication: people rarely communicate every detail, because many details are not relevant in a given context. The idea of abstraction can be acquired from an early age. For example, when students are asked how to make toast for breakfast, they do not mention all steps explicitly, assuming that the listener is an intelligent implementer of the abstract instructions.

Central to managing the complexity of information systems is the ability to 'temporarily ignore' the internal details of the subcomponents of larger specifications, algorithms, systems or interactions. In digital systems, everything must be broken down into simple instructions.

Data collection, representation and interpretation

The concepts that are about data focus on the properties of data, how they are collected and represented, and how they are interpreted in context to produce information. These concepts in Digital Technologies build on a corresponding statistics and probability strand in the Mathematics curriculum. The Digital Technologies curriculum provides a deeper understanding of the nature of data and their representation, and computational skills for interpreting data. The data concepts provide rich opportunities for authentic data exploration in other learning areas while developing data processing and visualisation skills.

Data collection describes the numerical, categorical and textual facts measured, collected or calculated as the basis for creating information and its binary representation in digital systems. Data collection is addressed in the processes and production skills strand. Data representation describes how data are represented and structured symbolically for storage and communication, by people and in digital systems, and is addressed in the knowledge and understanding strand. Data interpretation describes the processes of extracting meaning from data and is addressed in the processes and production strand.

Specification, algorithms and implementation

The concepts specification, algorithms and implementation focus on the precise definition and communication of problems and their solutions. This begins with the description of tasks and concludes in the accurate definition of computational problems and their algorithmic solutions. This concept draws from logic, algebra and the language of mathematics, and can be related to the scientific method of recording experiments in science.

Specification describes the process of defining and communicating a problem precisely and clearly. For example, explaining the need to direct a robot to move in a particular way. An algorithm is a precise description of the steps and decisions needed to solve a problem. Algorithms will need to be tested before the final solution can be implemented. Anyone who has followed or given instructions, or navigated using directions, has used an algorithm. These generic skills can be developed without programming. For example, students can follow the steps within a recipe or describe directions to locate items. Implementation describes the automation of an algorithm, typically by using appropriate software or writing a computer program. These concepts are addressed in the processes and production skills strand.

Digital systems

The digital systems concept focuses on the components of digital systems: hardware and software (computer architecture and the operating system), and networks and the internet (wireless, mobile and wired networks and protocols). This concept is addressed in both strands. The broader definition of an information system that includes data, people, processes and digital systems falls under the interactions and impacts concept below.

Interactions and impacts

The interactions and impacts concepts focus on all aspects of human interaction with and through information systems, and the enormous potential for positive and negative economic, environmental and social impacts enabled by these systems. Interactions and impacts are addressed in the processes and production skills strand.

Interactions refers to all human interactions with information systems, especially user interfaces and experiences, and human-human interactions including communication and collaboration facilitated by digital systems. This concept also addresses methods for protecting stored and communicated data and information.

Impacts describes analysing and predicting the extent to which personal, economic, environmental and social needs are met through existing and emerging digital technologies; and appreciating the transformative potential of digital technologies in people's lives. It also involves consideration of the relationship between information systems and society and in particular the ethical and legal obligations of individuals and organisations regarding ownership and privacy of data and information.

Across each band, students will create digital solutions that will use data, require interactions with users and within systems, and will have impacts on people, the economy and environments. Solutions may be developed using combinations of readily available hardware and software applications, and/or specific instructions provided through programming. Some examples of solutions are instructions for a robot, an adventure game, products featuring interactive multimedia including digital stories, animations and websites.

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Australian Council on Children and the Media 

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Australian Council on Children and the Media 

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Children and Media Australia (CMA) is a registered business name of the Australian Council on Children and the Media (ACCM).

CMA provides reviews, research and advocacy to help children thrive in a digital world.

ACCM is national, not-for-profit and reliant on community support. You can help.

ABN: 16 005 214 531

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australian council on children and the media

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Children and Media Australia (CMA) supports children and families to thrive in the expanding world of screen media - Children and Media Australia

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Children and Media Australia (CMA) supports children and families to thrive in the expanding world of screen media

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Common Sense Media: Age-Based Media Reviews for Families

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Common Sense Media is the leading source of entertainment and technology recommendations for families. Parents trust our expert reviews and objective advice.

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The Journal of Media Literacy Education 

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The Journal of Media Literacy Education 

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The Journal of Media Literacy Education is an online, open-access, peer-reviewed interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. It is the official journal of the National Association for Media Literacy Education. No author fees are charged for publication in this journal.

Research Articles

Book/Media Review

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Open access, peer-reviewed scholarly and professional journal of the National Association for Media Literacy Education | University of Rhode Island

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The Journal of Media Literacy Education is an online, open-access, peer-reviewed interdisciplinary journal that supports the development of research, scholarship and the pedagogy of media literacy education. It is the official journal of the National Association for Media Literacy Education. No author fees are charged for publication in this journal.

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Join Philip Yenawine for an in-depth discussion in this video Visual Thinking Strategies - Film, part of Visual Thinking Strategies

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Connecting beyond the Classroom - Move from local to global learning modes

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Connecting beyond the Classroom - Move from local to global learning modes

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Erin Klein

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Brainstorming and mind mapping

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Want to learn better? Start mind mapping

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Want to learn better? Start mind mapping

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Want to learn better? Start mind mapping | Hazel Wagner | TEDxNaperville

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Like pencils or markers, they can be used in developmentally appropriate ways and have dramatic impacts on learning (Haugland, 1992) or they can be used in developmentally inappropriate ways, which will not teach children and may even be detrimental to their development (Haugland, 1992).

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Encode a secret message on a World War II Enigma machine. Journey into outer space to explore the surface of the sun. Or see what your town looked like in the 1800s. No, these aren't Ms. Frizzle's lesson plans. All are real activities taking place in classrooms across the nation.

These days, all you need to take your class on the adventure of a lifetime is a fabulous app-or two, or three, or 50. To find out how teachers around the country are using apps to transform the classroom experience, we polled our Scholastic Teachers Facebook community, reached out to our advisers, and connected with education bloggers. The responses prove that there are incredible apps for every occasion, from reinforcing lessons to communicating with parents. Here are 50 of our favorites.

Language Arts

Math

Dexteria Dots
iOS. $2.99. Grades K-3
"A great tool for teaching, practicing, or building fluency in fundamental math concepts," says Shira Lee Katz, director of digital learning at Common Sense Media. On graphite.org, an app-review-and-rating platform for educators, Katz's team highlights the app's interactivity.

Money BINGO
iOS. $1.99. Grades 1-3
"This easy-to-use app allows students to fine-tune their foundations in adding and subtracting with coins and bills," says second-grade Michigan teacher Erin Klein, who blogs at Kleinspiration. "Teachers will love
the built-in manipulatives."

Science

Social Studies

Music & Art

Special Needs

Letter Reflex
iOS. $3.99. All ages
Use kinesthetic learning methods to assist kids struggling with letter reversal for the letters d, b, p, and q. "[The app] is fast-paced enough to keep a student entertained, while being difficult enough for the students who need this intervention," explains Hinton.

Communication & Organization

Classroom Management
Click Here to Subscribe to Instructor Magazine Image: Jonathan Nackstrand/AFP/Getty Images

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50 Awesome Apps for Teachers | Scholastic

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Encode a secret message on a World War II Enigma machine. Journey into outer space to explore the surface of the sun. Or see what your town looked like in the 1800s. No, these aren't Ms. Frizzle's lesson plans. All are real activities taking place in classrooms across the nation.

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Discover recipes, home ideas, style inspiration and other ideas to try.

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.

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How to Use Photoshop: The Bookmarkable Photoshop Tutorial for Beginners

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Explore this beginner’s guide to 12 of the most useful tools in Photoshop to find out what they do, where to find them, how to use them, and a few tips and tricks for getting the most out of them.

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KidsMatter: Using social media in your service

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KidsMatter: Using social media in your service

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Facebook, Twitter, Instagram, Flickr, Pinterest, Google+ ... the list goes on. Many of you will already be using some of these social media platforms personally, but there's also scope to engage with them on a professional level.

It is up to you whether you 'do' social media in your service or you choose not to. Your team knows your ECEC service community and context best and it's vital to consider this when making any decisions, including those about social media.

But have you considered...

Why ECEC services would use social media

More than two-thirds of Australians now use social media (most of that group at least use Facebook). If that's where your ECEC community already is, you can communicate with them on 'their turf' by participating in the platforms and conversations that they're already part of.

Social media isn't just about being social: it's also a great way to access resources and to make them available to a community.

You can use social media to have conversations with families, your community more broadly and other services. You might:

post children's work to communicate with families

educate and raise awareness in your community about early childhood, mental health, learning, or your service philosophy

promote events.

It's an opportunity to establish an online 'voice' for your ECEC service-to publicise what you're about as an organisation and what's happening day-to-day.

In the days of cyber-bullying and the need to be cyber-safe, using social media offers an opportunity to educate your community about how to keep children safe and develop critical literacy about information accessed online.

Why ECEC services wouldn't use social media

Members of your community might not have access to social media, leading to some inequity in communication.

Literacy levels could create complications or obstacles. This can involve having difficulties with written English language, or how to work computers.

Social media may not be trusted as a source of reliable or reputable information.

Educators and families may have concerns around confidentiality or privacy. All people have different comfort zones around what information about them is available online.

People may be concerned that wrong things might be written about individuals or the service and that negative or conflict-laden conversations could occur.

How ECEC services could start using social media

1. To get started, have a think about what platforms would suit your community. Do you know what each of these platforms do? Click on the links below and explore a platform you don't know about:

2. Find out what platforms people already use. You could try doing a social media 'audit' by asking staff, families and the wider ECEC community what they already access.

3. Check your policies and procedures-do they need to be adapted or modified to account for online engagement in social media? If you're part of a wider education system, they might have a view on how you can go ahead. Think about:

1. privacy and permissions

2. who decides content

3. who posts and moderates

4. house rules for interacting with others on social media.

As with any change there are intended and unintended consequences. Be mindful of what's happening with your social media presence- participating in social media is an ongoing process, and will need your attention.

If you have any questions about where to now, we (Amelia and Heather) or your Facilitators would love to chat about it. Email or call to arrange a time.

Some other resources that could help decisions about social media:
ECA's Digital Business Kits Study about Australians' use of social media

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KidsMatter was developed by mental health professionals and education and childcare staff in response to the high rates of school-age children with mental health difficulties and the problems they face getting help. It is is a partnership between education and health sectors and is funded by the Australian Government and beyondblue.

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Who liked you today? Social media for educators
Provocative posts by Rebecca Thompson regularly make it onto Amplify Top Ten lists. An inclusion support professional, Rebecca has a wealth of experience in the sector and an active presence on social media both personally and with her business, Stone and Sprocket. Today she shares something a little different to her previous posts, with a reflection on where social media fits into early and middle years educators' lives. Does it help or hinder professional development? Do you follow or do you lead online? How could you - and your colleagues - get more of the benefits of the vast communities of practice and thought, while also protecting yourselves from trolls, faux pas, and fake news?
Who liked you today?

How many likes did your post get today? Nobody you? liked you? How do you feel?

Around 15 million Australians over the age of 13 have an active Facebook account - that's around 60% of all Australians and if we remove children from the count, close to 80% of Australians regularly use Facebook.

Not you? Maybe you're happier sharing your bushwalk pics on Instagram, or your political comments on Twitter, or keeping up with your older kids on Snapchat or Tumblr?

Or maybe you don't post anything much anywhere, but you like, comment and share messages to keep in touch with your friends, your family and your profession.

Let's Face(book) the facts

We can't ignore the impact social media in general, and Facebook in particular, has on our communities and our profession. I have had a Facebook account since its inception and while at first I had no idea how to drive it, I do remember the feeling of connectedness at the beginning.

When I clicked on a friend, they had mutual friends who then had friends that I had that were mutual ... and the web went on. Most humans share a deep need to feel connected and Facebook does exactly that: very clever Zuckerberg, very clever.

These days it's hard to remember Facebook was once the home for young people. Fewer than one million Australian 13-17 year olds currently have Facebook, however 1.2 million Australians aged 65 or more are active in the platform.

Facebook has continually added to its services too, so now it's possible to read all your news, check on most of your friends and family, engage in professional and personal special interest groups, store years' worth of photos and videos in unlimited online albums, and run a complete online business with a store or bookings service and payments.

Professional posting

A few years ago I came across the early childhood realm within the world of Facebook. Public forums, private groups, secret groups and business pages. All of them full of people wanting to be inspired about early childhood practice and people wanting to inform and inspire.

There was another wonderful feeling of belonging and connectedness to group of people who loved the same things and challenged my thoughts. Many of the groups have their own social rules that members must follow, just like any face-to-face network of people.

Within groups are a diversity of educators, consultants and professionals from other disciplines that contribute. The contributions of pedagogues and other leaders is regular, firm and persistent. But is it helpful? Do people want 'help'? What is it about social media groups and forums that you like to read or contribute to?

Mentoring via Facebook

I know that as a self-identified mentor I enjoy seeing where other teachers are at and I will post provocations and share my own position - or lack of position - to help push them just outside their comfort zone. When we are in that uncomfortable zone, we learn, and I include myself in that learning.

What I see often, though, are contributions or responses that that insist on being the only truth can often leave teachers feeling deflated and with no action plan to move to the next step or critically reflect.

So can Facebook be a valuable professional activity?

see how others do things

hear another person's perspective on a topic

find out information about policies

Some the benefits of making or reading contributions are:

see how others do things (and feel like you're failing)

hear another person's perspective on a topic (and feel attacked)

find out information about policies (and fall for the fake news version of regulations and legislation!)

Some of the negatives of the contributions are;

Pinstafacing

Another phenomenon that I have coined is Pinstafacing. This is where educators take information suited to one of the social media platforms - like Pinterest - and try to apply it their context in another platform - like Facebook - where it may not work so well.

A classic example of this is when educators proudly post a picture-perfect room set up - often accompanied by a call to Show me your room!.

This kind of image, without a lot of description about how and why the set up was created ( Bought these amazing pillows at Kmart!) can cause the OP (Original Poster) unexpected consequences when Facebook users don't follow the brief but instead do what they do: comment, critique, and show how their set up is better or worse and why.

We know those times where an awesome set up for a craft experiences or a comfy corner is created for the children, but five minutes later it's trashed. Facebook is more about sharing stories, so if you aren't going to show your after pic too, it might be better posted to Pinterest or Instagram where visual perfection is more appreciated!

Know your platform

So how can we nail it from a service's perspective?

Here are some recommendations (not rules!) for early childhood teachers who are serious about using Facebook, and other platforms like Pinterest, Instagram and LinkedIn as a way to stay connected, share information and be inspired.

Talk with your staff about what you believe the purpose of participating in social media is. This might include marketing, professional resources, policy information, connectedness, inspiration, and wellbeing via supportive groups.

Find out what your colleagues are already using and if it aligns with your service's current beliefs, values and policy systems. Maybe your activities need to be brought in line with policy, or maybe your policy needs to be brought in line with current practices in social media. Either way, make amendments that are current and valid. This might include allowing staff to set up private groups for communication with families, or it might be time to disallow any social media connections with families based on your service and staff needs.

Create boundaries about how accessible you are to each other via social media for work discussions. Some people find Facebook easier as it is all in the one place, others prefer not to be contacted via this medium for work, even by Facebook Messenger.

Discuss the ethics around having parents and families as personal Facebook friends. Sometimes it can work well, other times it can't. Often when we start banning or creating rules the grey areas get left to sort themselves out, much like when working with children focus on respect and responsibility.

When you are contributing in a group think before you post. I don't know how many times I rushed a response due to the passion behind it (or simply because I was in a hurry with two young boys) and found that my message was not clear or upset someone and even misspelt which is not a great way to conduct our selves as education professionals. Passion is often irrational (and don't be afraid to use the delete button in hindsight).

Reflect on the marketing images and text you use to promote yourself or your service. Is it ethical? Is it inclusive? Or is it just horribly 2007? Consider if promoting your service as the 'best on the block' is best done by showing images of children on iPads or cartoon animals dressed up in nappies: is this how we want the community to see our profession?

Be careful about tagging others in posts by a third party. By naming them yes, you draw their attention to the post, but you might also drag them into an unwanted conversation or leave them feeling thrown in front of a bus. You can share the post privately by message just as easily as by commenting with your colleague's name.

Sitting behind a screen doesn't waive your responsibilities as a professional. Remember if we want the community and governing bodies to acknowledge our profession we need to act like professionals.

Avoid taking everything the internet says for gospel. Challenge the ideas of others respectfully by doing your own research and offering another perspective if you think it's valuable. can go like wild fire on some posts but are you liking because everyone else is? Are you liking because that person is popular? Do you really believe in what's being said or are you following the herd to say the post is 'so inspiring'?

Keep an eye out for trolls as you are trip-trapping over the bridge. Sometimes you don't even notice that a person is persistent and that you are in fact 'trolled'. This is where anything you comment on or write will always have a response that is challenging you. When you ask the person to stop or ignore them, they keep going. This is where the and features are essential and will make your social media life much more enjoyable! This is a feature worth talking about in your staff meetings.

Carefully select images of children and educators alike to share and celebrate the joy of this profession and the joy or childhood. We are best placed to advocate for children to have the best chance and rich experiences. If you are a leader, consider allowing one of your team to create beautiful stories specifically to share online. Avoid seeing it as a waste of time and look at how you can re-purpose the images and activities you are already creating in your service to connect even more with families and the wider community.

If you haven't already, it's time to hunt down the benefits and create boundaries around the negatives:

Got an ache to take a break from social media?

I'll leave you with a final recommendation, one that's even more important than learning how to use the block button.

Social media can be overwhelming at times. Maybe you've had a bad run with a comment being taken the wrong way, or you've see one too many posts asking the same question and you despair for the future of your profession. It's absolutely normal to be 'over it' from time to time, so do what I do, take a Facebreak!
Inclusion Support CCCC/CELA members My Time Our Place and Early Years Learning Framework Connections EYLF/NQF Ideas and Discussions
Some Australian early childhood groups on Facebook
CELA's Rattler Magazine, Issue 123, pp15-16 Facts feed professional conversations Advocacy is for every day, not just campaigns, Martel Menz on Amplify More posts by Rebecca Thompson Statistics compiled by SocialMediaNews.com.au for May 2018. Source: Vivid Social - Social Media Agency. Figures correct as of 31/05/18.
Further reading

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Who liked you today? Social media for educators - Community Early Learning Australia

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Print or PDFProvocative posts by Rebecca Thompson regularly make it onto Amplify Top Ten lists. An inclusion support professional, Rebecca has a wealth of experience in the sector and an active presence on social media both personally and with her business, Stone and Sprocket.

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RaisingChildren: Social media for children and teenagers

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RaisingChildren: Social media for children and teenagers

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About social media for pre-teens and teenagers

Popular social media apps among pre-teens and teenagers include Instagram, Messenger or Messenger Kids, Pinterest, Reddit, Snapchat, TikTok, WhatsApp and YouTube Kids.

Online chat in multiplayer video games, like Fortnite, League of Legends, Clash of Clans and The Sims is also a popular social media option for pre-teens and teenagers.

Using social media often involves uploading and sharing content. This includes:

creating online profiles

posting comments or chatting

uploading photos and videos

reacting to or 'liking' other people's posts

sharing links

tagging photos and content

creating and sharing game modifications

remixing or changing existing content and sharing it.

Social media: benefits

Social media is a big part of social and creative life for pre-teens and teenagers.

Pre-teens and teenagers use social media to have fun, make and maintain friendships, share and learn interests, explore identities and develop relationships with family. It's an extension of their offline and face-to-face interactions. For older teenagers especially, it's often a key part of how they connect with friends.

Social media can connect pre-teens and teenagers to online global groups based on shared interests. These might be support networks - for example, for young people with disability or medical conditions, LGBTIQ+ teenagers, or children from particular cultural backgrounds. Or they might be sites for commenting on and sharing content about particular interests like games, TV series, music or hobbies.

Your child can get many other benefits from using social media:

Learning: your child can use social media to better understand, extend or share what they're learning at school, either informally or in formal school settings.

Hobbies and interests: your child can use social media to follow their interests and learn new ones.

Creativity: your child can be creative with profile pages, images, video and game modifications.

Mental health and wellbeing: connecting with extended family and friends and taking part in local and global online groups can give your child a sense of belonging.

Social media: risks

Social media can also pose risks. For your child, these risks include:

being exposed to inappropriate or upsetting content, like mean aggressive, violent or sexual comments or images

uploading inappropriate content, like embarrassing or provocative photos or videos of themselves or others

sharing personal information with strangers - for example, images, date of birth, location or address

cyberbullying

being exposed to too much targeted advertising and marketing

being exposed to data breaches, like having their data sold on to other organisations.

Managing social media risks for pre-teens and teenagers

Talking about social media use
Talking with your child is the best way to protect them from social media risks and ensure their internet safety. Talking gives you the opportunity to help your child:

work out how they want to treat other people and be treated online - for example, you can encourage your child to make only positive comments

understand the risks involved in using social media - for example, your child might be tagged in an embarrassing photo taken at a party

learn how to navigate the risks - for example, if your child posts an identifiable selfie, they can reduce risk by not including any other personal information

learn what to do if people ask for personal details, are mean or abusive online, post embarrassing photos of them, or share information that links back to them.

Finding out more about social media
Social media apps and functionality are always changing, so it's a good idea to keep up to date with the social media your child uses. You could ask your child which platforms are popular and which ones they like. You could also get your child to show you how they work.

Thinking about age recommendations
Most social media apps require people to be at least 13 years old to sign up. But these age restrictions aren't always enforced, so pre-teens can often still use the apps. It can be tricky if your child's friends are using social media apps before they're old enough and your child wants to do the same.

If you want your child to wait, here are some options you could think about:

Could you compromise? What if your child uses a family social media account until they're old enough for their own? This could give your child a way to connect with friends with your help to navigate social media.

Could your child use a child-friendly social media app, like YouTube Kids or Messenger Kids? These have stronger safety settings and age-appropriate content.

What about banning social media?
It can be hard to ban social media, even for younger children. This is because social media is increasingly a part of children's apps, games, websites and learning environments. Instead, it's better to teach your child how to navigate social media risks and behave respectfully on social media.

Internet safety for children aged 9-11 years and internet safety for teenagers is about identifying and managing risks and also protecting your data and privacy.

Setting up social media guidelines

Some written guidelines about social media can help your child get the benefits of social media while using it responsibly, respectfully and safely. This agreement could be part of a family media plan. If these guidelines include your social media use as well as your child's, you can be a positive role model.

Here are things your guidelines could include.

Using social media
This might cover basics like:

when it's OK to use social media and how long your child can spend on social media

whether it's OK to use social media during homework time, family meals and so on

where it's OK to use social media - for example, only in family areas of the house, not bedrooms.

Posting content and comments
It's important for your child to agree to:

think about why they want to post something and what reactions they might get before they post

not upload or share inappropriate messages, images and video

show respect in posts and when sharing content - for example, if it's not OK to say or do something face to face, it's not OK online

seek consent before posting images of others.

Protecting privacy
It's a good idea to go through social media privacy guidelines and settings with your child.

Your child can protect their privacy by agreeing to:

not share personal information like location and date of birth - for example, by giving this information to strangers online, doing online quizzes or tests and so on

not add personal details like phone numbers or date of birth to private profiles

regularly check privacy and location settings on apps and devices

keep passwords and log-in details private and not share these with friends

not use social media or other online accounts on public wi-fi

log out of all accounts after using public computers.

Staying safe on social media
Safety essentials for your child include:

blocking and reporting people they don't know or people who post upsetting comments or content

not clicking on pop-ups - some pop-ups that seem safe can lead to pornography sites or are scams

accepting friend requests only from people whose identity they know

taking screenshots of concerning things they see online, and talking to a trusted adult about them.

One way you can teach your child how to be safe and respectful on social media is by making a joint social media account that you can use together. This can give your child the chance to get familiar with social media before they're old enough to have an account of their own.

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Social media benefits and risks: pre-teens and teenagers

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Social media is a vital part of life for many pre-teens and teens. Social media guidelines can help your child get social media benefits and avoid risks.

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ACECQA uses a range of social media channels to inform, engage and communicate with the community and education and care sector. Below is some information about the social media platforms...

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No extra readings this week. Rather be working on Assignment 1 Part A and I will see you on Friday at 4pm for the intensive. Don't stress about Assignment 1 Part A, rather on Saturday it will be a goo opportunity to discuss what you are thinking and where you are headed. Regards Leigh.

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Common Sense Media editors help you choose Virtual Reality Apps. Try these immersive experiences to get a taste of VR.

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What Parents Need to Know About Virtual Reality

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What Parents Need to Know About Virtual Reality

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What Parents Need to Know About Virtual Reality

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As VR becomes reality for families, discover the potential and pitfalls of this impressive technology. Advice from Common Sense Media editors.

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9 Things To Ask Siri That Your Kids Will Find Hilarious

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9 Things To Ask Siri That Your Kids Will Find Hilarious

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Want to hear your kids laugh, but find that funny faces and silly sounds just aren't cutting it? Have knock-knock jokes been falling flat in your household of late? Lucky for you, those mini handheld computers we tote around everywhere have the solution, and its name is Siri. If you have an Apple iPhone, here are a few things to ask Siri that are sure to make your kids giggle and guffaw:

1. What is zero divided by zero?

Siri does not like this question. Your kids will love hearing Siri hilariously berate you for asking it, while getting in some jabs about a sad Cookie Monster with no cookies.

2. Can you beatbox for me?

Apparently, Siri's been practising. The beat Siri drops may just be the combination of a kind of footwear plus a feline friend, but - according to Siri - the beat could just keep going and going and going...

3. What's your favourite colour?

Is Siri an alien? Or is Siri's fav colour just a subtle hint at Apple's logo? Either way, your kids will probably think something extraterrestrial is afoot after hearing Siri's answer to this question.

You'll Also Love: 7 Kinds Of Apps All Parents Need

4. What does the fox say?

Whether your family is familiar with Time Magazine's number two most viral video of 2013 or not, Siri's commitment to this response is sure to get some laughs.

5. What are the three laws of robotics?

Siri has a couple replies to this question, but either way your kids will laugh at Siri's adherence to house rules (like not running with scissors) or Siri's fourth slacker-related rule.

6. How much wood would a woodchuck chuck?

Another with a few responses, Siri does not like to give a straight answer to this one. Whether that's splitting hairs about the type of woodchuck, or running you all into a wormhole consisting of the words "wood" and "chuck."

You'll Also Love: 9 Apps Every Parent Wishes Were Real

7. Can you tell me a joke?

This may seem an obvious request, but who knew Siri had so many jokes? Some of them could be deemed AI classics, but the ones your kids will likely love most is when Siri's jokes are at your expense.

8. Can you tell me a story?

Oh boy does Siri have a long-winded story all about - you guessed it - Siri! It takes place in a galaxy far, far away and has a happy ending (for Siri).

9. I love you, Siri.

Get ready for the Star Wars-induced giggles to continue. Alongside "I know" are some flattering and not-so-flattering responses to your newly professed love for Siri - and the kids will get a kick out of watching you tell a phone you love it!

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9 Things To Ask Siri That Your Kids Will Find Hilarious | CBC Parents

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Want to hear your kids laugh, but find that funny faces and silly sounds just aren't cutting it? Have knock-knock jokes been falling flat in your household of late? Lucky for you, those mini handheld computers we tote around everywhere have the solution, and its name is Siri.

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How to Create Engaging Virtual Reality Apps

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How to Create Engaging Virtual Reality Apps

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How to Create Engaging Virtual Reality Apps

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There are two ways you can design content for virtual reality apps: using a 360-degree camera and 3D animation. Here is how you can implement VR in mobile app development.

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I have founded company in 2011 with mission to provide IT & Software experience worldwide.

Augmented reality in education will soon affect the conventional learning process. AR has the potential to change the location and timing of studying, to introduce new and additional ways and methods. Capabilities of Augmented Reality technology may make classes more engaging and information more apprehendable.

Educators know that the learning process should be all about creativity and interaction. While teachers do not necessarily need to recruit all students into science, their goal is to get them interested in a subject. That's where AR could come in handy.

Nowadays 80% of young people own smartphones. Most of them are active smartphone users that use these gadgets to access social platforms, play games and to be in connection with friends and relatives. In the meantime, much lesser part of young adults uses phones for studying purposes, to do the homework, dig information about a subject, etc.

The potential of combining smartphones and Au gmented Reality for education is big, though it still has to be fully discovered. AR, in various ways, could grant students extra digital information about any subject, and make complex information easier to understand.

Nowadays we may find some excellent examples of augmented reality in education worldwide. Ability to connect reality and digital content has been steadily improving, opening more options for teachers and students.

Augmented reality animated content in classroom lessons could catch students' attention in our dynamic day and age, as well as motivate them to study. Adding extra data, e.g. a short bio of a person, fun facts, historical data about sites or events, visual 3D models, would give students a wider understanding of topics.

While doing homework, students may scan certain elements of a book and receive text, audio or video tips from teachers. Or they may find useful information about the course, a teacher or other students which could lead to better communication.

AR technology has an ability to render objects that are hard to imagine and turn them into 3D models, thus making it easier to grasp the abstract and difficult content. This is especially good for visual learners and practically anyone to translate theoretical material into a real concept. For example, Polytechnic Institute of Leiria in Portugal integrates AR into math lessons and students report it as helpful, easy and interesting.

By incorporating Augmented Reality into lessons teachers are able to involve students into the process with 3-dimensional models. It may be just a part of the lesson, like a teaser, or the support of the main topic with extra info from a different perspective. Like this case, when a Canadian tech company CASE transformed the wall of the school gym into a ball game by adding Augmented Reality layer to it. Kids throw balls onto a wall to hit floating shapes and so have fun physical exercises.

Visitors of museums could access AR via smartphones and discover historical content related to objects. Additional information about what they see, though due to space or budget limitations, not all museums and landmarks can afford this. Once AR becomes more available, there will be new great opportunities for museums. The upside is that Augmented reality is already accessible to visitors through mobile devices.

Manual training, hand exercises, quiz solving etc. help earn a better knowledge of any lesson. AR apps for medical students may be one of the ways to learn human anatomy, explore more deeply. Augmented Reality basically means interaction with 3D models. And you can set the rotation, transparency, color scheme, styles etc. Finally, there could be more advanced animations via special gadgets like holographic lenses, instead of smartphones.

In many cases, theoretical knowledge is not enough to obtain proper skills in professional areas. Students shouldn't be mere listeners and passive observers. Students of technical faculties especially need practice and hands-on experience in their areas. Through interaction, unlike VR, AR features could help perform a virtual practice - with augmented tutorials, digital modeling, and simulations, and acquire some experience in the end. It is not a secret that motivated and engaged students will understand a subject better and learn faster.

Within augmented reality, in education , we can divide it into 3 categories of apps: the ones specialized for students, the ones for kids, and apps for self-education. Let's start off with a few examples of AR apps for students.

Elements 4D (Android / iOS) by DAQRI studio, an app for studying chemistry. It allows combining different elements as the simulation, to see how they would react in reality. To start it special triggers on printed cards are used. On their w ebsite, you can find lessons plans suitable for high school, secondary and elementary school programs. Take a look:

Anatomy 4D (iOS /Android) is best suitable for medical students. By scanning printed targets the application shows 3D models of a human body and allows to interact with it. Users may change and adjust any part of the human body, learn more about parts, joints, functions etc.

Corinth Micro Anatomy, ais another human anatomy application that may be interesting for medical staff. Or Human Heart 3D app with less content, but more specific - to explore human heart in details. 3D model of a heart completed with various animations and textual tips about it.

AugThat (), designed by a former teacher, is the application that brings AR in a classroom . AugThat main ly targets students who lack motivation with help of 360-degree virtual photos and multiple 3D experiences.

Math alive, developed for kids in up to 3rd grades, connect a computer, a camera, and specially printed cards. Pupils under a teacher supervision place cards in front of a camera, practicing basic counting skills. Animal Alphabet AR Flashcards is a similar AR app but for learning letters, the application brings cards "into life" by showing live animals when the answer is correct .

3D models and various info-graphics about mammals, insects, fish, birds, and reptiles. Bugs 3D ( ZooKazam or Bugs 3D.ZooKazam () in order to teach about animal species offers animated Android) helps kids to know more about insects, placing quests and questions about them and showing descriptions and images to play with.

For fun activities, art and drawing there are Quiver and Chromville. To learn about plants and flora there is Arloon Plants (.). For the smallest kids check out Pete the Cat: School Jam app - it serves "pre-education" goals, like to teach empathy for live beings, as well as creativity .

Google Translate ( / ) is just great for studying foreign languages without a dictionary. By using Google Translate special "AR mode" you may instantly check up unknown words. Works well both for s tudents and tourists, to navigate in cities abroad.

Amazing Space Journey, SkyORB 3D, and Star Walk. All of them have one purpose which is to study the skies with all its secrets. Learn more about stars, c onstellations, planets of the Solar System, galaxies, etc.

Tools/Platforms to create AR content

There is a category of AR apps that isn't for educational purposes primarily, but they may serve as a tool to create augmented reality content for various subjects. Check out some of the following (the list is not exhaustive).

Augment ( and ) with packages suitable for educational purposes in schools and universities. The platform provides options to create 3D models, as well as multiple other useful features.

ZVR, a powerful tool by Zspace that comes with an extensive toolkit to create educational materials. Students equipped with special glasses could interact with AR objects, while there may also be used by engineers and designers.

Daqri Studio, the application to make AR projects and experiences, with examples of education apps like Anatomy 4D, Elements 4D.

Blippar (Android / iOS) an AR creation tool already used for many educational projects and partnered with different media outlets. It visualizes topics and objects from print material turning it into 3D interactive models.

and two powerful and popular tools to create AR content designed by Layar Creator. Both of them have potential in many areas, not just education. Coming with user-friendly constructors, guides and tutorials, YouTube videos, audio tracks, images, https links, 3D models etc.

Despite the rising use of Augmented Reality in many areas of the modern era, augmented reality in education is still new and unsettled. Though possibilities of AR in teaching/studying are great, providing new ways of learning . Teachers get to catch the attention of students and motivate them better, while students get new tools to visualize their subjects and complex concepts, as well as obtain practical skills. Moreover, even parents can benefit - by engaging their children to study with playful apps.

ThinkMobiles is one of most trusted companies conducting IT & software reviews since 2011. Our mission is to provide best reviews, analysis, user feedback and vendor profiles. Learn more about review process.

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Use of Augmented Reality in Education: tools, apps and tips - 2023

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I have founded company in 2011 with mission to provide IT & Software experience worldwide. Augmented reality in education will soon affect the conventional learning process. AR has the potential to change the location and timing of studying, to introduce new and additional ways and methods.

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The Multiple Uses of Augmented Reality in Education

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The Multiple Uses of Augmented Reality in Education

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Classroom learning as we know it is undergoing change at an unprecedented rate. Technology has made its way to the classroom, increasing the engaging and interactive elements that many students are benefitting from. Students today are already familiar with various technologies, which is why computerized tools and apps make sense in a classroom setting. among marketing students has shown that the introduction of technology makes 87% of students more likely to attend class and 72% of them more likely to participate.

Augmented and virtual reality are seeing more prominent utilization in classroom and educational settings. The format and even the location of the learning process could be transformed through AR in the years to come. Keeping in mind that 71% of people aged 16 to 24 in the US have a smartphone, AR could be the next big thing in education.

Let's explore educational uses of the AR technology in detail.

Augmented Reality Classrooms

One of the simplest AR uses in education is its introduction in the traditional classroom.

Supporting textbook materials with AR examples adds another dimension to the learning process - a process that will become a hybrid of the traditional approach and innovative practical illustrations of complicated concepts.

Here's a simple example of how AR could be utilized in the classroom. By scanning the covers of textbooks, students get a short description of what they're about. Thus, smarter choices can be made about the selection of learning materials that will be most suited to the task at hand.

4D augmented reality flashcards are also in existence already. Dinosaur 4D+ by Octagon Studio is a set of AR flashcards that give students a better idea about what dinosaurs have looked like that simultaneously provide information about their habitats, biology, and the origin of dinosaurs.

Source: https://medium.com/emerge-edtech-insights/meetup-augmented-reality-in-education-e78039fdf80b

Augmented reality can make the educational experience fun for a young and restless group of people who have gotten used to visual stimulation and interactivity. Apps and AR resources are already being used in the classroom (successfully), and chances are that the scope of application will expand even further as more AR developers take on the task.

AR-Enabled Worksheets and the Educational Process at Home

Augmented reality can also help students handle their homework and assignments better when they're not interacting with an educator.

In the very near future, teachers could start providing their students with AR-enabled worksheets. The aim of these study aids would be to encourage students to explore educational content at their own time.

Printable AR worksheets are already being tested out in an array of educational institutions. The International Society for Technological Education provides support and guides on the creation of such learning materials .

Kids and teens rarely leave their phones. This fact can be harnessed to promote learning in a way that will appeal to the contemporary students.

Augmented reality can make images and information "pop out" of a textbook or a worksheet. It puts emphasis on the most important concepts and it also breaks the boundaries of textbook learning that's perceived as mundane and tedious by many students.

Once textbook materials and apps are chosen for the purpose, the implementation of AR technology in the learning process will become simple and easy. This is one of the reasons why the technology is preferred over virtual reality developments. While VR necessitates the use of a headset, AR needs solely an app and a smartphone to bring educational concepts to life.

A Higher Level of Safety: The AR Lab

Lab experiments and demonstrations are undoubtedly one of the most effective practical options for bringing challenging concepts to reality. Due to budget limitations, available equipment or safety hazards, however, many schools limit the scope of practical demonstrations that students are exposed to.

This is another fact that's beginning to change through the adoption of AR technology. The number of experiments and demonstrations students can witness is going to grow. In fact, such educational tools are already available.

is an excellent example of such AR development. When printed targets are scanned, students see a 3D model of the human body that can be interacted with. Experience Chemistry is another similar development. It enables for virtual reactions to take place as students progress through different levels and learn about chemical elements.

Through AR, students can also inquire more knowledge about the safety procedures to follow in a lab and the potential hazards to be aware of. Such demonstrations are much more engaging than a standard safety tutorial, which is why young people could be expected to remember the protocols better.

Students and Teachers Taking Control of the Educational Process

The ultimate goal of technology being introduced in the classroom is personalization. Students can explore the lessons and the concepts that they need to review and they can go through the AR demonstration at their own pace.

The next step would obviously be the creation of personalized learning materials by both students and teachers.

AR apps like HP Reveal simplify the process of creating your own augmented reality. An image that a student or a teacher shoots can be linked to online content that appears in a floating window whenever the respective image is scanned.

Metaverse and Traces are examples of similar AR apps. They allow for the creation of place-based AR information pop-ups. Just imagine how useful and fun these could be during a field trip. Teachers can easily create content for the individual needs of different students by relying on such apps. The ready availability and cost-efficiency of such solutions will obviously increase their propagation in the near future.

Teachers can come up with quests, interactive puzzles, and quizzes for their students, making discovery and learning much more exciting. When in need, they may develop special content for groups of students or individuals in need of a more thorough or specific approach. Ultimately, the effectiveness of the learning process will increase because students will receive the special attention they may need to move forward with a certain subject or concept.

There are many other ways in which AR can be utilized in schools, universities, and in e-learning. AR could work with other technologies like VR to create something known as mixed reality. The real world is only a starting point from which exploration begins. The sky is the limit, both when it comes to topics that can be explored in AR settings and the demonstrations or knowledge presentations that can be crafted through the use of the technology.

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The Multiple Uses of Augmented Reality in Education

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Classroom learning as we know it is undergoing change at an unprecedented rate. Technology has made its way to the classroom, increasing the engaging and interactive elements that many students are benefitting from. Students today are already familiar with various technologies, which is why computerized tools and apps make sense in a classroom setting.

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This is background information about ScratchJr. You can find answers to troubleshooting questions in the 'FAQ' section.

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With ScratchJr, young children (ages 5-7) can program their own interactive stories and games.

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According to the Scratch Jr website: Coding is the new literacy! With ScratchJr, young children (ages 5-7) can program their own interactive stories and games. In the process, they learn to solve problems, design projects, and express themselves creatively on the computer.

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With ScratchJr, young children (ages 5-7) can program their own interactive stories and games.

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Moving from the Jr version to the more advanced version of Scatch

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Click one of the signs (blocks, sprites, stage, or sharing) to hear about them, and press 'next' to advance. Once you have looked at all of them, a 'making a game' button appears, where you can learn how to make a simple cat and mouse game. Curated by @elea0042! Thank ...

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Try out these starter projects from the Scratch Team. Look inside to make changes and add your ideas.

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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This is the main Scratch website, which can be used globally, provided by MIT.

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Technology and Interactive Media in Early Childhood Programs

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Self-Regulated Learning A Touchstone for Technology-Enhanced Classrooms

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Digital access to knowledge in the preschool classroom- Reports from Australia