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•	Educators using digital gaming in their classrooms are reporting increased improvement in their student’s scores. “Teachers who use games more often report greater improvement in their students’ core and supplemental skills” (p.5).

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•	Educators using digital gaming in their classrooms are reporting increased improvement in their student’s scores. “Teachers who use games more often report greater improvement in their students’ core and supplemental skills” (p.5).

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•	The study suggests that there should be a better/ more standardized way of categorizing games so that educators could better figure out which games would be useful and usable within the parameters of their curriculums. “Game developers, distributors, review sites/ services, and educators should together come up with common nomenclature around learning game subcategories….and creating meaningful new terms” (p.6).

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•	The study suggests that there should be a better/ more standardized way of categorizing games so that educators could better figure out which games would be useful and usable within the parameters of their curriculums. “Game developers, distributors, review sites/ services, and educators should together come up with common nomenclature around learning game subcategories….and creating meaningful new terms” (p.6).

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•	Digital gaming has emerged as a classroom tool and become much more popular since the 2000’s, especially since CCSS and NGSS became the curriculum norm (these promote digital tools for “deeper learning”). “…various forces have aligned to facilitate the uptake of digital games as learning tools in the US, including…the explosive entry of tablets into schools, which has opened K-12 classrooms up to the affordable but often overwhelming world of game apps” (p.8). 

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•	Digital gaming has emerged as a classroom tool and become much more popular since the 2000’s, especially since CCSS and NGSS became the curriculum norm (these promote digital tools for “deeper learning”). “…various forces have aligned to facilitate the uptake of digital games as learning tools in the US, including…the explosive entry of tablets into schools, which has opened K-12 classrooms up to the affordable but often overwhelming world of game apps” (p.8). 

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•	The study believes that training teachers in digital gaming for education is important to avoid wasting class time in relation to digital games because of unfamiliarity, and to avoid avoidance of use of these games. “…handing teachers new tools without the necessary contextual supports and training is an invitation for wasted time at best and widespread disenchantment with the tool at worst” (p.7)

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•	The study believes that training teachers in digital gaming for education is important to avoid wasting class time in relation to digital games because of unfamiliarity, and to avoid avoidance of use of these games. “…handing teachers new tools without the necessary contextual supports and training is an invitation for wasted time at best and widespread disenchantment with the tool at worst” (p.7)

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•	Obama’s statement referred to in this study was taken out of context. He followed up the statement referred to with a qualifying statement that he thought that games may be beneficial for students who are interested in games. https://www.mcvuk.com/president-obama-endorses-video-games/ •	I disagree with most of the claims that this research article is making, because it was done “on behalf of the Games and Learning Publishing Council” (p.5). I would be much more interested in seeing research from an objective organization.  

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•	Obama’s statement referred to in this study was taken out of context. He followed up the statement referred to with a qualifying statement that he thought that games may be beneficial for students who are interested in games. https://www.mcvuk.com/president-obama-endorses-video-games/ •	I disagree with most of the claims that this research article is making, because it was done “on behalf of the Games and Learning Publishing Council” (p.5). I would be much more interested in seeing research from an objective organization.  

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Parents use digital media to help enhance their child/ren’s learning by finding specific apps or programs that relate to their child/ren’s interests.

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

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Technology can contribute to the interest of each child individually

a.     “Some families in our study described using the internet to more deeply explore topics of children’s interests, whether sparked at school or elsewhere… Geoff described his sons multimedia space binge’ where they gathered information from various types of media. Beginning with a library book about Apollo 11, the two moved across media platforms and practices, extending their interest through drawing and viewing videos together,” (25)

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Technology can be an anchor in family’s conversation and help with questions a child may have in everyday life.

a.     “Elise, aged 5, having trouble recognizing the Orion constellation as her parents were pointing it out in the sky, so they used one of their smartphones to look up an image of the constellation… One a separate excursion… Kari used her smartphone to look up images of the shuttle transport that had been published online so they could look at the shutting in more detail, and from there went on to explore images of animals that had traveled into space,” (p. 26).

b.     “Diana… did a search on [her] iPad to bring up an image of the painting referenced in a poem they were reading,” (p. 26-27).

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An argument that was made that expanded my thinking was the argument that digital interactive media which can be accessed from smart phones or tables help young children learn. Though I already knew this, seeing it categorized with books made me think about how a lot of people look at children being on phones as a huge negative. Though I know that too much screen time is not beneficial to a child’s life, there is another way to look at media and technology and how we can use to help prepare or nourish children’s learning by finding the correct apps and videos for children to interact with.

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Parents can encourage the use of digital media by watching films or making their own films to spark curiosity in their children about culture and social and political issues.

a.     “He [Manuel] described how he initiated discussion with his daughter around Charlie and the Chocolate Factory… ‘What do you think the other kids did who had to leave?’ And she answered right away, that it was because they were badly behaved,” (p. 27).

b.     “The Princess and the Frog became a springboard for discussing issues of race and racism, stereotypes in media and how they do not reflect the reality of their own experience,” (p. 27).

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An argument that I disagree with is the idea of families making videos. The idea sounds great at first, but it gets me thinking about who is privileged enough to have parents who have the time to sit down and do research with their children about and film a video. It also gets me thinking about students who may be being raised by foster parents, grandparents, adoptive parents and how doing an activity like this in a classroom could give a child a sense of anxiety. I think it could be an amazing activity for your class but also could it end up being not socially responsive? What if a child’s parents are not knowledgeable about their culture, cultural practices or traditions? What do you do then?

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Technology has become an integral part of education in today’s school systems.
·         Low- and moderate-income families may be most at risk of being left behind economically and educationally because of digital inequality.

·         Students often rely on devices with Internet access to do research, do homework, and work with other students on school projects

·         “Computers and online connectivity are becoming increasingly important to ensuring that educational opportunity is open to all children, regardless of economic status” (pg. 3)

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Families often function as digital learning teams. Students often teach parents about technology, and parents also often teach students.
·         Children and parents help each other with learning how the computer or mobile device works, fixing things that go wrong, finding information online, downloading things like apps, software, music, or movies, and translating content.

·         Parents with less education are more likely to be helped by their children with technology, as are lower income parents, and Hispanic and Black parents.

·         Parents with more education are more likely to help their children with technology, as are higher income parents, and White parents.

·         Siblings also often teach each other about technology, especially in families in the lowest income group and with parents who have less education.

·         “Parents, children, and siblings supplement each other’s capabilities (and sometimes compensate for each other’s limitations). […] These activities are often dynamic interactions between parents and children.” (pg. 28)

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Children often use computers and the Internet at home for a variety of educational activities.
·         Children with home Internet access are able to do homework at home, write stories and blogs, and play educational games, and are also more likely to do research about topics they are interested in

·         “Children with home Internet access are more likely to go online to look up information about things they are interested in than those with mobile-only access.” (pg. 34)

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Parents have different opinions about the value of technology for their children’s formal education depending on various factors, such as race/ethnicity, income, and their own education.
·         Most parents consider technology use helpful in preparing for important tests.

·         Many parents, though, worry that higher use of classroom technology may result in poorer teacher-student relations and in teachers knowing less about their children’s individual needs

“Lower-income parents, non-White parents, and those with a lower level of educational attainment are all more likely to ‘strongly’ agree that technology helps prepare children for important tests” (pg. 37)

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-          The authors made the argument that English-speaking Hispanics often have different opinions about technology than Spanish-speaking Hispanics, most likely because they themselves attended U.S. public schools. I had never thought about this distinction before, and I had imagined Hispanics as a single demographic group. But, now I understand that Hispanic students whose parents speak English are going to have a different relationship with technology than Hispanic students whose parents speak only Spanish

-          I also previously thought about using technology as an individual endeavor. I never considered the effects technology can have on parent-child and sibling relationships, and even if I did, I only thought about the negative effects. The authors helped me consider how helping each other navigate technology can bring families closer together.

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-          There weren’t any specific arguments I disagreed with, but I thought that the authors completely left out an important aspect of technology in education, especially in 6- to 13-year-olds. I thought it would be worth mentioning the activities that are often done using technology that are not educational in nature, but can have a negative effect on a child’s educational progress by serving as distractions and by taking time away from education. These activities include social media and instant messaging platforms usually used by children ages 10-13, and video games on smartphones and computers played by kids of all ages. I was surprised that the authors did not bring up this point.

-          Other than this, I had no disagreements with any of the arguments the authors made, and thought that their data provided a valuable insight into the educational opportunities technology provides to children of lower-income families.