·      “Being connected to the Internet has become all the more essential as helpful resources for accomplishing these tasks have migrated online…Computers and online connectivity are become increasingly important to ensuring that educational opportunity is open to all children, regardless of their economic status.” (2)

·      “This pattern suggests a compensating mechanism, in that children depend on each other more often when parents have less ability to guide their technology engagement.” (5)

·      “Parents, children, and siblings supplement each other’s capabilities (and sometimes compensate for each other’s limitations.” (5)

“This finding underscores the importance of engaging parents as meaningful partners in efforts to address digital equity concerns related to formal education.” (14) 

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. Younger teachers

and those who play digital games frequently let their

students play more often, too.”

 

“Four out of five game-using teachers say their students

primarily play games created for an educational

audience, compared to just 5% whose students

most often play commercial games.”

 

“The widespread adoption of the 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

assess student progress.”

 

“We therefore urge policymakers 

to allocate funds to states and school districts to set

up partnerships with universities and other teacher

certification programs to offer adequate technology

and digital game training for the future teachers” 

 

“impression that all games

are good for all learners and for all learning outcomes,

which is categorically not the case.”