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“Digital play has the potential to help kids develop empathy" (Shapiro, 13). (This concept was something that was backed up by the idea that this allows children to communicate with one another and LEARN how to communicate with others earlier. It allows them to be exposed to children of all different backgrounds, ideas, and cultures, and through this guided play style, they are able to develop an earlier understanding of cultural and diversity value.)

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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" (Shapiro, 14). (This was a really neat tool and idea to me, because only in college did I realize that different classrooms and teachers and specialists can be skyped in or connected in in real time to hold discussions, share advice, and even have weekly pen pal conversations. I think this would be very beneficial at the elementary level, because this allows children to interact with other communities all around the world.)

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“Teachers, parents, and caregivers can introduce kids to games which show the world from diverse cultural perspectives" (Shapiro, 16). (The various examples of games here were really neat. They described various games in which simulations of being in a foreign country, for example, Iran, gives children 1) more global understanding, and 2) exposure to different community living habits and society. I thought that this was really insightful and would be a wonderful asset to the classroom.)

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“For example, many digital interactive texts and pieces of immersive journalism have been built for this purpose" (Shapiro, 16). (This was also really interesting, because it discussed exposing children to various real world problems and news so that they are more aware of the world around them. One example they gave was various articles regarding the U.S./Mexican border. I think this is crucial to introduce into a classroom in order to teach them how to be critical and aware of the situations going on in this country.)

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I think a lot of the ideas that this author used were very similar to my own understanding of the relationship between technology and education. I’ve always believed that if used correctly, technology can be an asset to the classroom, but the specific resources they suggested were really helpful. For example, the ideas of using video games that simulate other country’s daily living was really neat, the presidential debates and structure of other countries would also be really interesting. The idea of introducing current events about controversial topics, especially about identities, is something I think is key as well. Overall I think I wasn’t that much surprised by the concept of using technology, but the examples were really eye-opening.

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Honestly, I agreed with almost everything this author stated. The one thing I’m worried and wonder about is WHO made these resources this author is suggesting. For example, I can see a simulation game about the Iran presidential campaign being either very informative and insightful, or biased and manipulative in suggesting one certain reality to these students. I wonder if there is a way to screen technology before it enters into the classroom and how much freedom a teacher has in introducing these examples into the classroom.

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Maddy Jedlick                                Technology study about Hispanic, low-moderate income families, and technology usage in school and at home.             

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Maddy Jedlick                                Technology study about Hispanic, low-moderate income families, and technology usage in school and at home.             

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“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.”The article first talks about how often parents reach out to their children for help navigating technology. The conclusion was that parents (Hispanic parents) that did not graduate from high school are more likely to seek help from their kids opposed to parents with a college degree who are less likely. Parents see these interactions as being positive and, “powerful learning opportunities, because family members can fluidly exchange expert and learner roles to facilitate mutual skill- and confidence-building.”

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“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.”The article first talks about how often parents reach out to their children for help navigating technology. The conclusion was that parents (Hispanic parents) that did not graduate from high school are more likely to seek help from their kids opposed to parents with a college degree who are less likely. Parents see these interactions as being positive and, “powerful learning opportunities, because family members can fluidly exchange expert and learner roles to facilitate mutual skill- and confidence-building.”

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“Among those with a college degree, nine out of ten (90%) say that they have helped their child with technology, compared with 68% of those without a high school diploma.” In this section of the article, it talked about how often parents help their children with technology. The statistics from the article state that parent with a college degree are more likely to help their children with technology. There is also more parent involvement with younger children. The most common things parents help with are downloading things, learning how to use different tech, and fixing problems. 

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“Among those with a college degree, nine out of ten (90%) say that they have helped their child with technology, compared with 68% of those without a high school diploma.” In this section of the article, it talked about how often parents help their children with technology. The statistics from the article state that parent with a college degree are more likely to help their children with technology. There is also more parent involvement with younger children. The most common things parents help with are downloading things, learning how to use different tech, and fixing problems. 

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“Similarly, 60% of siblings whose parents did not graduate from high school often help each other with their homework, compared with 41% of those whose parent has a college degree.”This part of the article talks about how often siblings work together to watch educational videos and learn other things by using technology. 56% of siblings do these things together while 50% of siblings help each other with homework. The next section then talks about children whose parents have less education are more likely to help siblings with homework (the percentages are in the quote above).

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“Similarly, 60% of siblings whose parents did not graduate from high school often help each other with their homework, compared with 41% of those whose parent has a college degree.”This part of the article talks about how often siblings work together to watch educational videos and learn other things by using technology. 56% of siblings do these things together while 50% of siblings help each other with homework. The next section then talks about children whose parents have less education are more likely to help siblings with homework (the percentages are in the quote above).

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“The vast majority of low- and moderate-income parents (80%) believe using technology improves the quality of education, while 18% think it is a distraction that hurts education.”The end of the article talks about technology outside of school. At one of the schools, parents are offed a discounted rate for in home wifi, but it is still $9.95 per month. At home internet access is used for a variety of things like homework, writing blogs, creating art and connecting with teachers. The last portion of the article then talks about how parents feel about technology in the classroom.  80% of lower income to moderate income parents think technology in the classroom improves education while 18% think it is a distraction. Some parents feel that using technology in the class doesn’t allow teachers to properly asses students individual needs.

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“The vast majority of low- and moderate-income parents (80%) believe using technology improves the quality of education, while 18% think it is a distraction that hurts education.”The end of the article talks about technology outside of school. At one of the schools, parents are offed a discounted rate for in home wifi, but it is still $9.95 per month. At home internet access is used for a variety of things like homework, writing blogs, creating art and connecting with teachers. The last portion of the article then talks about how parents feel about technology in the classroom.  80% of lower income to moderate income parents think technology in the classroom improves education while 18% think it is a distraction. Some parents feel that using technology in the class doesn’t allow teachers to properly asses students individual needs.

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Gender is not a factor but age of teacher, whether or not they personally play games or they are working with low income students influences whether they use games with their students. They also use games to teach a variety of subjects compared to other teachers who may only use it for one subject like math.

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How are teachers using digital games in the classroom? 

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How are teachers using digital games in the classroom? 

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Most of the teachers that are using educational games and use short form games that the students can finish in a class. They found that teachers who are not using digital games are more likely to report that they aren't sure how to integrate the games into their teaching or around the Core curriculum.

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They talked about the benefits of digital games but also noted that only a third of teachers feel that working independently with digital games improved social skills compared to students who were playing in pairs or as a group. The authors also acknowledged that not all games are good for all learners or for learning outcomes. They also wrote about the other forces such as tablets and laptops in the classrooms, common core and the push for digital tools, companies and endorsements encouraging digital practice in the classroom.

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The authors call for additional research into how digital games are engaging and effective and also to delve deeper into when they are effective, for whom, how they are working and under what conditions to maximize student’s learning. They also emphasized and called for the need of teachers to be involved in the design of educational resources and digital games as we are the ones teaching it. They do make some good points on needing more resources for teachers who want to integrate games but don’t know how.

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I had some questions that came up as I was reading in regards to the emphasis of stakeholders like policymakers, administrators, partnerships, universities, angel funders and teachers to get more involved in the design of digital games and digital educational resources. There is no mention of the students, families, or communities. I find it very troublesome that we are creating curriculum to meet the learning needs of students, but not actively encouraging their participation in the design of the curriculum, the educational resources or the digital games that are supposed to be for them. On page four of the document it talks about how these digital games help students to think critically under time which are reflections of society which dismisses students who needs think time to process the information and highlights or uplifts a Eurocentric ideology. They actually use the term “most American children” as if we are all coming from the same way of living or interact with technology and games in the exact same way. The authors and article are not community or culturally sensitive and failed to address the lack of funding and resources or schools that don’t have the stakeholders the authors mentioned. How do teachers go about providing digital education if we don’t have the resources?

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Media as a catalyst for children's engagement in learning at home and across settings.

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·      There is a lot of variety in ways that children now have access to powerful content, generated new communicative possibilities, and new modes of expression and creativity

“Having access to a smart phone or tablet can be likened to having an encyclopedia, a creative production tool, television, and a gaming device all in one’s pocket.” (Pg. 19)

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·      Many parents used the internet to explore topics more deeply that their children were interested and curious about

“We had a space binge recently. It was a multimedia space binge. There was

an Apollo 11 book from the library; I have this really beautiful Apollo 11 art

book, lots of YouTube videos, and drawing. A rocket, planets, and stuff that

kids can draw. So it was cool. We’d learn about something in one format and

we’d take it into the other. Then we’d learn something else and we’d go back

to the first one and have a new insight” (pg.25).

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·      Media-inspired conversations created shared interests and shared understanding
“Media-inspired conversations could also bring up deeper lessons. Manuel, a construction worker and father of two girls, used movies as an opportunity to discuss behavior, values, and ethics with his 5-year-old daughter, Alicia. He described how he initiated discussion with his daughter around Charlie and the Chocolate Factory” (pg.27).

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·      Media production through families producing video or taking pictures and sharing among family through social media or email, children creating worlds in games and playing with family members

“Some families also engaged in producing video and/or watching themselves onscreen as recorded by others” (pg.28).

“Some parents
actively played games with their children. For example, “on weekends 5-year-old
Elise played an iPad Lego game with her father, an activity linked to her
tangible toy experience with physical Lego” (30).