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-Using for academic/learning purposes

"Finding media that helped with early academic skills was common. The Latino immigrant families engaged in a rich set of practices using technology to connect home school..." (p.24)

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Tech to contribute to the children's personal interests

"When preschoolers get interested in topics or characters or relational themes they often incorporate them into play scenarios..."

This quote leads to next paragraph... "New technologies provide opportunities to extend this interest driven learning by making information and activities more accessible." (p.19) (p.20)

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-Exploration of Internet & Video based learning resources
"the two moved across media platforms and practices, extending their interest through drawing and viewing online videos together"

-this includes producing video!!

(p.28)

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Media as a resource for sense-making and creativity

In order to do so the article highlighted ways families can and do use technology as a learning resource. "...These included (a) curation of media, (b) interest driven searches and linked activities, (c) content creation and co-play, and (d) "conversational anchoring",
(p. 21)

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-Attention to the equity issues in this article. I AGREED with this however the article really just touched upon it. It even stated: " There has been less attention provided to the question of how me might create opportunities for more equitable access to digital learning resources for families who have fewer financial resources and/or are from language minority groups".

My follow up question is why? Having a culturally responsive perspective to technology use is very important in classrooms where there is diversity.

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Playing digital games are beneficial for the development of student’s academic success because it allows teachers to provide a larger range of topics with a more individualistic approach.

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Playing digital games are beneficial for the development of student’s academic success because it allows teachers to provide a larger range of topics with a more individualistic approach.

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“Coincidentally, the teachers that use games more regularly also use games to hit a wider range of objectives (teach core and supplemental content, assess students) and expose students to a wider variety of game genres and devices” (p. 5)

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Although digital apps can help some students improve their reading comprehension and general literacy; however, these improvements are less obvious when it comes to STEM. Researchers have gotten mixed reviews on efficacy of using STEM related apps. 

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Although digital apps can help some students improve their reading comprehension and general literacy; however, these improvements are less obvious when it comes to STEM. Researchers have gotten mixed reviews on efficacy of using STEM related apps. 

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“only 42% report the same about their students’ science learning, despite research suggesting that games are well suited for teaching complex scientific concepts” (p. 5)

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A big component of improving the efficacy of digital resources is having adequate trainings available for teachers. Many times, teachers do not know how to properly use the technology available in order to benefit their students. 

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A big component of improving the efficacy of digital resources is having adequate trainings available for teachers. Many times, teachers do not know how to properly use the technology available in order to benefit their students. 

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“This means that we need to do more to promote these online resources, and identify how they can more effectively address teachers’ pedagogical questions as well as their lifestyles, learning styles, and organizational constraints” (p. 6)

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Although some digital programs may be very beneficial for the academic success of students; this does not mean that all digital resources are beneficial. Teachers need to be strategic about what games and digital resources they are allowing their students to use and decide whether or not they are worth their time.

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Although some digital programs may be very beneficial for the academic success of students; this does not mean that all digital resources are beneficial. Teachers need to be strategic about what games and digital resources they are allowing their students to use and decide whether or not they are worth their time.

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“Their synthesis of “value-added comparisons” (Mayer, 2011) demonstrated that certain game features support learning better than others, offering game developers specific guidance on how to optimize the learning potential of their products” (p. 8)

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Understanding self and other

“…teachers, parents, and caregivers need to help kids develop a sense of identity—one in which “self” and “other” are articulated in healthy and productive ways.”

Technology can both be a weapon and a tool in the develop of identity for kids. Used correctly and with guidance children can develop, express and explore a healthy sense of self and ‘other.’ When technology is misused this can develop unhealthy identities of self and others. (7)

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Lenses and perspectives: how you see the world

“Global citizens need to be able to imagine what the world looks like from other perspectives.” Seeing the world from a different perspective develops empathy, cultural awareness and tolerance which can also lead to healthy identity formation of self and others. (15).

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Diversity and Empathy: learning to negotiate difference

“In addition to understanding themselves, kids also need to learn how to deal with others.” Technology can provide windows for students to be able to learn from other students in other parts of the world. (13).

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Identity and Expression: articulating stories of the self

“Children need to learn that the computer is a tool for creative self-expression, and opportunity to articulate a narrative of the self.” Technology is a fun way for children to explore, express themselves, who they are. Tools like Adobe spark can allow children to create digital representations of a part of their identity. (11).

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Children helping parents learn and vice versa:	         

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Children helping parents learn and vice versa:	         

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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” (28).

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·       “the parents with the highest education are the most likely to help their children. 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)

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Children’s use of computers and the Internet for learning at home

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Children’s use of computers and the Internet for learning at home

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·       “Among 10- to 13-year-olds who use computers or the Internet, eight in ten (81%) do so to do homework, and four in ten (44%) to write stories or blogs. Many also use the Internet to connect with teachers (40%) and other students (46%) about school projects. Among 6- to 13-year-olds, 81% play educational games and use the Internet to look up things that they are interested in. Seven in ten (70%) use computers or the Internet to do something creative, such as make their Among 10- to 13-year-olds who use computers or the Internet, eight in ten (81%) do so to do homework, and four in ten (44%) to write stories or blogs. Many also use the Internet to connect with teachers (40%) and other students (46%) about school projects. Among 6- to 13-year-olds, 81% play educational games and use the Internet to look up things that they are interested in. Seven in ten (70%) use computers or the Internet to do something creative, such as make their own arty or music.” (34)

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Parents views about technology in the classroom

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Parents views about technology in the classroom

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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.” (36)