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Digital Learning

Parents Struggle to Balance Screen Time Rules With Digital Homework | MindShift

Original Source

Posted By Sherwen Mohan

As technology becomes a more common feature of classrooms and computer-based testing becomes the norm, even the youngest learners are being pushed to master keyboarding and computing skills. But what does it feel like for a kindergartener, whose family has faithfully followed the American Academy of Pediatric’s suggestions to limit screen time, to arrive at school and immediately be assessed on a computer?

In her PBS MediaShift essay, Jenny Shank describes the tensions emerging between parents with low-tech child rearing styles, teachers frantically trying to prepare students for computer-based tests that could determine the future of their careers, and districts following the latest trends. Shank’s essay gives voice to that “stuck in the middle” feeling when a parent supports the idea of technology integration in school generally, but isn’t sure she thinks it’s being done well. Shank writes:

“I’m all for teaching kids about technology, which will be a part of their personal and work lives forever. But shouldn’t they learn how to write software programs rather than how to scan a text and answer multiple-choice questions on a screen? Shouldn’t they learn about how to assemble computer hardware, build an object with a 3-D printer, or shoot and edit digital video footage rather than passively watch as a computer reads them a book? Many studies suggest that when people read on a screen rather than paper, they read less attentively and retain less. So why aren’t schools using computers for what these machines are actually good at instead?”

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Uncategorized

Game Face On: Gamification for Engaging Teachers in PD

Game Face On: Gamification for Engaging Teachers in PD

Original Source 

Posted By Ian Jukes

This article by Matt Baier, for Edutopia, published on February 19, 2015 outlines a professional development program that inspires teachers to feel the emotions of creativity, contentment, awe and wonder, excitement, curiosity, pride, surprise, love, relief, and joy while learning and developing skills that promote more effective use of technology tools.

Creativity, contentment, awe and wonder, excitement, curiosity, pride, surprise, love, relief, and joy. These are the ten emotions that game players experience, according to Jane McGonigal in Reality is Broken: Why Games Make Us Better and How They Change the World. Do teachers report feeling any of these emotions when they describe professional development? No (except for maybe relief when it’s over).

Conquering Technology

My colleague Kathy Garcia and I decided to create a professional development program that inspired teachers to feel these emotions while learning and developing skills toward more effective use of technology tools. We created a professional development game, accessed through the iTunes U platform, called Conquering Technology. Our teachers learn skills like taking advantage of the iPad’s accessibility features, digital workflows, creating their own iBooks, using Google Apps, and authoring their own iTunes U courses.

The critical component for success was for teachers to become self-motivated in advancing their skills. For inspiration, we incorporated badges, awards, levels, gift cards, and public recognition, as everyone is uniquely motivated. Our focus has remained on positive motivation rather than a fear of negative consequences.

Conquering Technology was created for the novice-to-advanced user. Starting with basic skills, faculty members progress through challenges with support resources available any time, anywhere. While some challenges develop general iPad skills, our focus revolved around using the iPad effectively and creatively in our 1:1 iPad educational environment. We didn’t have too much difficulty creating a list of skills in which our faculty should be proficient. Our challenge was determining how faculty would demonstrate their knowledge. We called each skill-learning unit with assessment a challenge and grouped them into levels, which in turn were grouped into episodes.

Motivation and Recognition

Each level has an associated badge that is displayed within faculty profiles on the Cathedral Catholic High School website once all challenges have been completed. We wanted faculty to be publicly recognized for their hard work, so when they pass all the levels in an episode, they earn a $50 gift certificate. In addition, they receive an award that is presented to them either in front of their class or at an all-faculty meeting. Public recognition is a key component — not only do we want to publicly acknowledge our pride, but it’s also critical in motivating some people.

All faculty members are expected to complete one episode per year. As an iPad school, we find that iTunes U is the perfect tool for delivering our professional development game. iTunes U is an outstanding platform for delivering a wide variety of content to an iPad. Videos, links, apps, documents, audio — anything from the iTunes Store, App Store, or iBook Store can be easily added. Even more importantly, any training content that we create ourselves can be easily delivered to our learners.

We use a private course with our faculty but have made the first two episodes public. The third episode is still in development and should be published before the 2015-2016 school year begins.

The first episode focuses on how teachers can use the iPad for themselves. The second episode focuses on how the teacher can use the iPad to manage his or her classes and engage students. The third episode will focus on how teachers can help students to use the iPad to create. The fourth will focus on helping students connect to the wider world (e.g. publish content, connect with other learners or professionals, etc.).

Accessible Resources

As technology trainers we saw several positive outcomes.First of all, there was a marked increase in teacher motivation to participate in our technology training. Even reluctant learners were willing to take part, and many of them reported that they appreciated the opportunity to have all of the necessary resources available to them on their own time. We saw much more buy-in than we expected across our whole faculty. We cannot seem to publish episodes fast enough for our most motivated teachers. This is a great problem to have.

In addition, teachers worked on the game on their own time. Even though we have professional development time set aside once a month, teachers were working on their own during prep periods, after school, and even on the weekends.

Another benefit is that more teachers would actually use the resources that we created. Kathy and I have made many tutorial videos and screencasts that unfortunately were not used as widely as we hoped. Now that they are part of Conquering Technology, they are being used more frequently by teachers.

Anyone can do this. Many of you probably already are. Let’s share and collaborate! Our courses are public and available for free in the iTunes U catalog. Use your iOS device to subscribe to Episode 1 and Episode 2. We’re proud of our work but are always eager to see what’s working in other schools as well. Please let us know about any technology-conquering PD you’ve used or created.

 

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Disruptive Innovation

Google to Revamp its Products with 12-and-Younger Focus

As a primary school teacher, I was always hesitant to allow my students to perform open searches using uncensored search engines. Leave it to an innovative company like Google to address that concern in improvements to their search engine. USA Today’s writer Marco della Cava shares the exciting new from Google.

posted by: Ryan Schaaf

Original Source

SAN FRANCISCO — With Google processing 40,000 search queries a second — or 1.2 trillion a year — it’s a safe bet that many of those doing the Googling are kids.

Little surprise then that beginning next year the tech giant plans to create specific versions of its most popular products for those 12 and younger. The most likely candidates are those that are already popular with a broad age group, such as search, YouTube and Chrome.

“The big motivator inside the company is everyone is having kids, so there’s a push to change our products to be fun and safe for children,” Pavni Diwanji, the vice president of engineering charged with leading the new initiative, told USA TODAY.

“We expect this to be controversial, but the simple truth is kids already have the technology in schools and at home,” says the mother of two daughters, ages 8 and 13. “So the better approach is to simply see to it that the tech is used in a better way.”

Google would not offer a timetable for the rollout. But executives noted this will be a full-time effort that comes on the heels of recent kid-centric efforts such as its virtual Maker Camp, Doodle 4 Google competition and Made with Code initiative, which Thursday will see the lights of White House Christmas trees illuminated based on coding programs created by kids from coast to coast.

“We want to be thoughtful about what we do, giving parents the right tools to oversee their kids’ use of our products,” says Diwanji, who will attend the White House ceremony. “We want kids to be safe, but ultimately it’s about helping them be more than just pure consumers of tech, but creators, too.”

Controversy may well follow in the wake of Google’s drive. While tech companies are always seeking out new markets, which in turn expand their user base and ultimately drive up revenue, traditionally kids younger than 13 have been off limits.

The Federal Trade Commission’s Children’s Online Privacy Protection Act so far has levied fines against 20 companies in its 15-year history for mining young user information without parental consent. In September, Yelp was fined $450,000 for failing to implement a functional age screen in its ratings app.

“We aren’t looking to play gotcha, it’s just about kids being protected and promoting business compliance,” says Maneesha Mithal, associate director of the FTC’s privacy and identity protection division.

Mithal says COPPA has been updated a number of times in the past decade to reflect the exponential growth of tech trends. Specifically, the act has been amended to include provisions for everything from geolocation data gleaned from mobile devices to photo- and voice-uploading protocols on social networking sites.

“One of the great things about technology is that we should be able to create safe places for kids,” Mithal says. “We don’t want to stifle that as long as parents are in the driver’s seat.”

But parents may have a tough time keeping track of everything their kids are into tech-wise, says Marc Rotenberg, president of the watchdog group, Electronic Privacy Information Center.

“The prospect of audio-based advertising targeting our children is very real, and that’s significant when you’re talking about an age group that is very susceptible to manipulation,” Rotenberg says. “The FTC will have to step up on this. I don’t think we want a world where our kids are sold things they don’t need.”

Diwanji says she understands those concerns, but adds that as a parent she “is a big believer in coaching moments for kids, rather than just blocking what they can do. I want to enable trust in them. Thirteen isn’t some magical number. I want to teach them what’s right and wrong, and bring families together using technology.”

If Google has a skunkworks for this kid project, it’s a small room in its Mountain View, Calif., headquarters dubbed the Kids Studio, where children of employees are encouraged to spend hours tinkering with various prototype projects.

Diwanji says that watching those kids tinker reminds her that a child’s-eye-view of, say, the Google search engine isn’t remotely the same as an adult’s. That fact was brought home by her younger daughter, who after Googling “trains” was stunned to see a list of Amtrak train schedules pop up.

“She came to me and said, ‘Mommy, you should tell Google about Thomas the Tank Engine, because Google obviously doesn’t know about him,'” Diwanji says, laughing.

Her point: User experiences for a range of Google products are ripe for under-13 makeovers. What also is being worked out are the ways in which parents will be able to oversee their child’s interactions with Google’s technologies, perhaps limiting usage to set time frames.

“We want to enable supervision but not be regimental,” says Diwanji during a visit to Google’s San Francisco outpost. “But that’s challenging because no two parents are alike. I have friends who are helicopter parents and others are even more liberal than me, but everyone has to be accommodated by whatever we create.”

Diwanji seems the right person for this push into unchartered waters. Growing up in a middle-class family in western India, she was technologically precocious, winning a coding content in seventh grade and eventually studying computer science as the only woman in her university program.

When she was accepted at Stanford University for a master’s degree in computer science, her father had to mortgage parts of his small software company in order to pay for just one quarter of his daughter’s graduate school education.

“I was determined to stay,” she says with a smile, describing how she approached a range of professors before finally landing financial assistance to complete her degree. A Sun Microsystems job and two start-ups later, she landed a job at Google a decade back.

“This is perhaps one of my greatest challenges,” she says. “We want to lay the foundation right, and then make sure every single part of Google is great for kids. They are the future, so why not give them the tools to let them create it.”