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It’s hard to intergrade video games in the classroom and teacher are most likely not going to do it   “Teacher are the ones who ultimately decide whether and how to use digital games with students” (3)·
-Schools, teachers and administrator are not informed about the positive aspects of video game integration.
-  There are not enough professional development programs and resources that can allow for this to happen.

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Families as Digital Learning Teams: Children helping parents learn: “Children depend on each other more often when parents have less ability to guide their technology engagement” (28). In this quote, the authors attend to demonstrate how children with more digital literacy, or parents with less available parenting freedom and flexibility, are in a situation where they are spring-boarding off each other’s youthful access and knowledge to support parents. Even though this quote doesn’t directly address the issue of children teaching parents, we learn, and know, that children are often digital translators as well as linguistic translators in many communities.

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Families as Digital Learning Teams: Parents helping children learn: “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 (30). ”For me this is a clear class divide. For parents that are able to provide tech help, the assumption is that they have the education, access and training to provide their children with support. The digital divide is real, especially when it comes to home computer use vs. mobile use as supported by this article.

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Children’s use of computers and the Internet for learning at home: “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 (52% do so “often,” compared to 35% of those with mobile-only access) (34).” Additionally, the digital divide is exemplified by mobile-only homes, according to this article. This article states that internet and home-computer using homes are more likely to look up information that they are interested in. Although I don’t agree, I’m curious to see their qualitative data in how that plays out. You can search for the same information on a computer as a mobile device, so I’m curious what that looks like. Are they analyzing the quality of information searched between home computers and mobile devices or the inclination to seek that information out between those devices?

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Parents’ views about technology in the classroom: “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 individual needs (37).” This is a tricky issues. It seems like there is a duality in terms of student access and how parents view technology access and usage. High SES parents are pushing back on tech usage while low SES parents are seeing its benefits. I tend to agree with the parents that worry that “classroom technology use may result in teachers knowing less about their children’s individual needs.” Using computers as classroom babysitters and filler is real and needs to be unpacked. Math games during rotation instead of intention instruction is a problem. Just because Ss like to use computer doesn’t mean it’s the most effective instructional method. As we are in the midst of a complete tech dominance, it’s important to evaluate intention and outcomes for using technology with Ss, especially in elementary school.

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I disagree with this argument in the following quote: “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 (52% do so “often,” compared to 35% of those with mobile-only access) (34).” As I mentioned above, this assumes a classist dynamic where home computer, and higher SES families, have better access to information, than families with mobile access only. The internet is access. The device used doesn’t mean that one inherently has more access to what they “are interested in.” There are some things that mobile devices can do that home computers can’t do, and vice-versa. I’ve lived in very rural communities in different parts of the world where digital access was acquired by skipping desktop computers and laptops, going straight to mobile, and the access to information was equal. Granted, access to processing power and programs is different, but the line about “information about things they are interested in” is a flat out lie.

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I took a lot of time to process the implications of the findings of the authros research in Table 26. The differences between home Internet access an mobile-only access are interesting. Homework, educational focused activities, interests are all more common with home Internet access as opposed to mobile-only access. Again, this is a clear class implication. Those with the financial access to home computers/internet, are more likely to work on educational activities at home. However, the researchers also note that students are more likely to connect with other students and teachers via mobile than home Internet. For me as an educator, when I think about expectations with students and communication with families, I need to be aware and not make assumptions or requirements for these types of requirements around communication and “homework.” Just like with students, I will need to differentiate in how I expect how families and students communicate and evaluate and analyze how my reactions are to difference options, access and preferences.

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1. As parents, teachers or caregivers, we have responsibility to support our children to understand self and other in a networked world. "Teach them how to use new media to articulate their unique sense of self while simultaneously sustaining the dignity and value of global difference and diversity. " -P7

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1. As parents, teachers or caregivers, we have responsibility to support our children to understand self and other in a networked world. "Teach them how to use new media to articulate their unique sense of self while simultaneously sustaining the dignity and value of global difference and diversity. " -P7

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2. Geography lessons by using GeoGuessr or EarthPicker can offer opportunities for children not only to establish a sense of place but also to let them relate to the people in other parts of the world.              "With a well-facilitated discussion, maybe even some strategic Internet searches these activities can add an enormous amount of richness and depth to classroom lesson, introducing ideas about diversity, economic resources, language, and earth science." -P9

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2. Geography lessons by using GeoGuessr or EarthPicker can offer opportunities for children not only to establish a sense of place but also to let them relate to the people in other parts of the world.              "With a well-facilitated discussion, maybe even some strategic Internet searches these activities can add an enormous amount of richness and depth to classroom lesson, introducing ideas about diversity, economic resources, language, and earth science." -P9

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3. Exploring unfamiliar places by Expeditions or DiscoveryVR can be good tools for children to discover their related identity so as to promote global citizenship.            "When these kinds of questions are paired with early classroom experiences, it helps kids cultivate habits of mind that they can draw on when facing adaptive challenges in the future. Perhaps that's why Flum and Kaplan suggest that the primary focus of all educational activities should be for students 'to intentionally and consciously examine, investigate, and evaluate the relevance and meaning of content and action to their sense of who they are and who they want to be.'"-P11

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3. Exploring unfamiliar places by Expeditions or DiscoveryVR can be good tools for children to discover their related identity so as to promote global citizenship.            "When these kinds of questions are paired with early classroom experiences, it helps kids cultivate habits of mind that they can draw on when facing adaptive challenges in the future. Perhaps that's why Flum and Kaplan suggest that the primary focus of all educational activities should be for students 'to intentionally and consciously examine, investigate, and evaluate the relevance and meaning of content and action to their sense of who they are and who they want to be.'"-P11

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4. Through Skype, students are able to face differences and negotiate respectful interaction without expecting difference to transform into sameness.               "Hopscotch, marbles, jump rope, and jack were once the games that taught kids to follow rules, collaborate, and live in the world with others. But know these classic games can be supplemented with digital equivalents. After all, as we transition into a world of global connection, kids will need to practice negotiating difference in both networked playgrounds and local ones."-P14 

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4. Through Skype, students are able to face differences and negotiate respectful interaction without expecting difference to transform into sameness.               "Hopscotch, marbles, jump rope, and jack were once the games that taught kids to follow rules, collaborate, and live in the world with others. But know these classic games can be supplemented with digital equivalents. After all, as we transition into a world of global connection, kids will need to practice negotiating difference in both networked playgrounds and local ones."-P14 

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Agree                                    Since technology has permeated every aspect of our life, we should intentionally cultivate our children become macro-minded citizens in a networked world. I agree that if we use technology wisely, it does play an important role in supporting students access success.In the classroom, my students Facetimed Chinese Penpals in Guiyang last year. Through the screen students all felt excited to see and interact with each other. It undoubtedly helped them to develop the social skills they need to live in the world with others. In addition, I loved the idea that exploring unfamiliar places by Expeditions or DiscoveryVR. I feel it is a good idea to let children experience and explore some unknown place and also reflect themselves by critical thinking and discussion.  

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Agree                                    Since technology has permeated every aspect of our life, we should intentionally cultivate our children become macro-minded citizens in a networked world. I agree that if we use technology wisely, it does play an important role in supporting students access success.In the classroom, my students Facetimed Chinese Penpals in Guiyang last year. Through the screen students all felt excited to see and interact with each other. It undoubtedly helped them to develop the social skills they need to live in the world with others. In addition, I loved the idea that exploring unfamiliar places by Expeditions or DiscoveryVR. I feel it is a good idea to let children experience and explore some unknown place and also reflect themselves by critical thinking and discussion.  

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Disagree                                       I do not agree the author’s perspective of video game. In the article the author insists that video games can help people to imagine that life might look like from another perspective. In my opinion, some children and adults are addicted to video games because they provide them with a safe, unreal but fantastic world without any rules and pay. Video games definitely cannot encourage our students to cultivate empathy and see the world through different lens in a real world. Secondly, I am questioning whether all the resources using in the article can be used in all school districts especially in high needs schools. 

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Disagree                                       I do not agree the author’s perspective of video game. In the article the author insists that video games can help people to imagine that life might look like from another perspective. In my opinion, some children and adults are addicted to video games because they provide them with a safe, unreal but fantastic world without any rules and pay. Video games definitely cannot encourage our students to cultivate empathy and see the world through different lens in a real world. Secondly, I am questioning whether all the resources using in the article can be used in all school districts especially in high needs schools. 

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·       Curation is not just a selection that are shown in a museum or an art exhibit, its playlists, recommendation cites, rating and review organizations, etc.

·       “Curation of media around children’s interests was sometimes born of the need to have quality down time for busy parents.” (pg. 22)

·       Immigrant parents use technology to engage in a rich set of practice that connect home and school, and parents who have children in preschool encourage early learning with curated media.

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·       “Searching the Internet for information related to topics of interest and to connect to video-based learning resources is a daily practice for many adults and teens.” (pg. 25)

·       Parents use media as a conversational prop to help their children understand and/or learn more.

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·       “Media-inspired conversations could also bring up deeper lessons.” (pg. 27)

·       Parents can use their smart phones, iPads, and laptops for media to discuss behavior, values, ethics, race and racism, stereotypes in media, etc.

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·       Parents produce videos and take photos of their children through content creation.

·       Parents use social media and e-mail to share photos of their children with their family and friends.

“In addition to content creation, some parents actively played games with their children.” (pg. 30)

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Latino immigrant parents curated media from the countries that they were from to expose their children to aspect of their heritage culture.  They want their children to watch children programs that they grew up watching.  Therefore, parents use YouTube or subscribed to cable packages.  I agree with this because I grew up watching Spanish sitcoms like El Chavo del Ocho.  Luckily, we lived in Arizona so we had free Spanish channels so I was able to watch this sitcom my parents would watch in Ecuador.

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I disagree with the authors when they mention that having a smart phone or a tablet used as searches and as learning sources because not everything you see online is true.  You must do your research and trust a specific website because not all websites give the correct information.  For example, when I was researching about the benefits of hot yoga, one website said it was good for your joints and another website said it was good for your digestion.

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Alondra                                      Level up learning: A national survey on teaching with digital games.

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Alondra                                      Level up learning: A national survey on teaching with digital games.

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Video games are an effective way of learning·
“Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS), which emphasize the use of digital tools and systems to promote deeper learning and asses student progress” (5)·
-Video games were a very effective tool for learning concepts related to math and computer technology skills.
-They are also a way for teacher to implement the material that they are supposed to cover and to help evaluate the students.

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The effects of video games can go beyond the classroom
“drive deep learning and build collaboration, communication, and creativity skills that will equip students for life beyond school” (4)
- It’s a way for students to work in teams, partners and to set new goals.
- Video games are highly effective for more than 50% of students in their executive function skills.

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Three-quarters of K-8 teachers are using video games·
“Nearly three quarters (71%) of digital game-using teachers report that games have been effective in improving their student’s mathematics learning” (2)
-It’s important to focus on children k-8 because the way they feel about things they do in the early year of their schooling can shape how they will feel later on.
-Younger teachers are more likely to incorporate video games in the classroom.

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Personally, I do see the value of video games in education because I think that it can be a way for students to get that extra practice with concepts they need. I found the part when the author describes “players need to think critically and make meaningful choices under time and other pressures mirrored in real life” (4)” interesting. Even though, I see the value of them I hadn’t think that video games were a part where you needed to think critically. I can totally see the point of the author which  is why agree with it because depending on the video games sometimes you have to think about the different outcomes that can happen base on a decision that you will make.

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-The authors did not say anything that I strongly disagree with. They talk about the value of video games and the positive things that they bring to the classroom, and the students learning. While they did mention that the implementation of them can be hard, and there needs to be more professional developments for schools. They did not talk about how many schools would not be able to put video games in their curriculum due to the cost. It was barely touch that there might not be the resources for school to put video games. Probably the schools that they got to include in their study are schools that can cover the cost of video games, so it really leaves out a lot of students without the opportunity to try this in their classroom.