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1.With guidance it can help prepare our students for tomorrow –Understanding oneself

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1.With guidance it can help prepare our students for tomorrow –Understanding oneself

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“These things all mold us, but nevertheless, we remain ourselves,” (pg. 6).
“Without  guidance and mentorship, identity can too easily be fortified and expressed through hate, prejudice, or violence,” (pg. 7)

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“Geography lessons can offer opportunities for kids to establish a sense of place. Let young people know where they are, and let them discover how their location relates to people in other parts of the world,” (Pg. 8).

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“Field trips is not just about being some place. It’s about exploration making sense of the self in a new context. A field trip, in either the virtual or the physical world, is special because it lets children practice orienting themselves to unfamiliar places,” (pg. 10)

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“In addition to understanding themselves, kids also learn how to deal with others. To live, work, and communicate with other people, they must developo empathy and a capacity to see the world from other perspectives,” (pg. 13).

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-      Technology can be used for many different purposes that will support learning and social interactions. “Having access to a phone or tablet can be likened to having an encyclopedia, a creative production tool, a television, and a gaming device all in one pocket.” (pg.19)

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-      Parents who use curating with technology for their kids search and select what they want their children to have access to; curating varies within parents. “parents varied in their tendency to actively curate…number of factors including their own expertise with media, their beliefs about its value, and their concerns about possible negative effects of screen time on development.” (pg. 22)

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-      Interest driven searches uses technology to research topics that children are interested in. Websites, videos, and the internet in general help to build the island of expertise for these topics. “media use contributed to children’s developing islands of expertise.” (pg. 25)

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Conversational anchoring is bringing up questions and conversations while watching an informational video for a deeper lesson and content creation and co play is a creative way to engage social skills and interactions, culture, language, and learning. “discussing topics (in Spanish) that ranged from describing the local surroundings, to fears, to wildlife and environmental conversations, which was a focus at her elementary school.” (pg. 29)

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They mentioned how there was a family or two who had no internet in their homes and throughout the text they don’t seem to bring up how technology was being used in their homes.

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74% of K-8 teachers use digital games as part of their curriculum

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74% of K-8 teachers use digital games as part of their curriculum

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- “Younger teachers, those who teach at schools serving low-income students, and teachers who play digital games for their own pleasure are more likely to use games with their students." pg 5

- Most of the time these games are short ones that can be finished within a single class period.

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“Teachers who use games more often report greater improvement in their students’ core and supplemental skills.” pg 5

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“Teachers who use games more often report greater improvement in their students’ core and supplemental skills.” pg 5

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- “71% of digital game-using teachers report that games have been effective in improving their students’ mathematics learning." pg 5

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There needs to be more training and resources for teachers to use digital games in the classroom

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There needs to be more training and resources for teachers to use digital games in the classroom

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- "Just 8% of K-8 teachers report receiving pre-service training on digital game integration.” pg 6

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- They “have the potential to transform K-12 education” pg 6

- “Players need to think critically and make meaningful choices under time and other pressures mirrored in real life.” pg 6

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-      Families rely on each other when it comes to technology, especially lower-income families who also did not have access to higher education. Relying on each other often times brings them closer together creating stronger bonds. Parents tend to also rely on their children, who are more tech savy/confident. “We’re a team, and we achieve things together. When I don’t know something, my wife helps, or we ask our son. We solve the problem together. In that aspect, technology has helped us because it has made us closer.” (pg. 28)

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-      Children not only help their parents learn or use technological devices, but each other as well. This is true for lower income families where we see that children whose parents do not have higher education, so they are more likely to help one another. “60% of siblings whose parents did not graduate from high school often help each other with their homework, compared to 41% of those whose parent has a college degree.” (pg. 31)

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-      Whether children have home access or mobile-only access, there was no “significant differences between how often they used digital devices to do homework, play educational games, make art or music, connect with teachers, work with other students, or write stories or blogs.” (pg. 34) Also, there is no consistent data showing differences in use of technology based on income. The differences are among ethnicities when it comes to what exactly they are doing with technology.

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Depending on their level of education and income, parents have different opinions on whether or not technology is beneficial for their children in school. “Most parents whose children do use computers or tablets at school said that they consider technology use helpful in preparing for important tests (84%). On the other hand, one-third of parents (34%) worry that classroom technology use may result in teachers knowing less about their children’s needs.” (pg. 37)

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The only thing that I might disagree on is the part where the author says “Hispanic parents are much more likely to worry that classroom technology use results in teachers knowing less about their children’s individual needs.” 59% of them compared to 24% Black parents and 7% of whites. This fear is mostly among immigrant Hispanics. I think that this fear might come from them not growing up with technology in their classrooms. It was usually just a notebook, pencil, book, a teacher and a chalk board. They might see their kids stuck to devices all day which impacts the relationships that they make with their children so they think that a similar thing could be happening in the classroom as well if there is a lot of computer/screen time. But at the same time, they know how beneficial technology can be for the children.

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I don’t think the author made any points that I disagreed with, but maybe question more about. For example, I understand that digital play can play as a useful too to

their advantage with guidance, but what if their parents don’t know or have the funds for it.

I also like the idea of using skype as a good opportunity for students to engage with others, but I think it’s better when its face to face and more in person human interaction.