screen time as the sole measure of what’s OK for children is no longer adequate, the RAND researchers argue that screen-time limits shoudn’t go the way of the VCR:
Limits on screen time may remain important in restricting use that is passive, sedentary, or noneducational, and they may also prove useful in ensuring that children engage in a balanced combination of activities.
However, a more-comprehensive definition of developmentally appropriate technology use will empower ECE providers and families to make better decisions about the ways in which young children use technology–and help maximize the benefits young children receive from this use.
my note: information on Pinterest still goes the other direction. E.g.:
"It is my hope that people will look beyond the initial voyeuristic appeal and see the piece as a social commentary about how we connect with each other in a digital world," Cheers says, adding that personally, she thinks it's a little unhealthy to "shop" for a mate.
Venmo Is The ‘Killer App’ That The Mobile Payments Industry Has Been Waiting For
Venmo, owned by eBay’s PayPal unit, already channels as much volume in total dollar value of transactions as Starbucks’ successful mobile payment app, according to BI Intelligence’s estimates.
Venmo allows users to easily send money back-and-forth to one another for expenses like rent, restaurant and bar checks, and event tickets. Venmo is free to use and appears to be gaining the most traction with U.S. smartphone users in their late teens and twenties. It’s very popular on college campuses.
The Minecraft Experience Panel Presentation Games for Change NYC April 24th 2014
Last year at G4C Nick Fortugno threw some controversy into the conversation about Minecraft by suggesting Minecraft was not a game but a toy. The proposed panel extends that conversation by asking what is the Minecraft experience, can it be defined or categorised and what as game designers and exponents can we take from understanding its zeitgeist and the impact it has had on the serious gaming landscape?
In 2012/23 at both GLS and G4C many presenters made jokes about including the obligatory Minecraft slide and for very good reasons. Minecraft is arguably a game of immense impact. It has been embraced as part of learning programs focussing on seemingly disparate areas from digital citizenship, history, coding and the maker movement. It is probably the first game brought into the classroom by teachers to leverage the out of school groundswell of existing player excitement. It’s impact is multi generational and perhaps more global than any game before it. The fan base and user community/ies are strong and well supported and exemplar of the potential Jim Gee describes for Big G game. This panel proposes to leverage that Big G space in the lead up to Games for Change 2014 and to honor the voices of its players.
Minecraft has been variously described as a game, toy sandpit, learning space, creative environment, virtual world, and game-infused service. But what really are the affordances of this blocky 16 bit program and how can we even begin to define its value to learning? Enter the Minecraft Experience, a global crowdsourced program managed by Bron Stuckey of The Massively Minecraft Project. People engaging in Minecraft activities about the globe are being invited to describe Minecraft in all its contexts and adaptations. The categories for these experiences will emerge from the crowd sourced content as members contribute thoughts, media, resources and questions to build the __Minecraft Experience__ evidence base.
This panel of notable speakers has been drawn together to answer provocative questions about Minecraft’s success and define its relationship to and impact on learning. The panelists have been chosen to represent play in many contexts formal education, informal learning, self-organised learning, schools and non-school contexts. They include game designers, educators, researchers, learners and parents who have each had a personal and professional experience of this and many other games.
Panelists take a position on the Minecraft experience and use the resources provided by members of the project to inform, support and evidence their case.
How are players, educators and researchers invited to contribute?
- project wiki to prod, poke, stimulate and support crowd sourced content and dialog
- live youth speakers on the panel
- social media and wiki activity in lead-up using selected #minecraftproject
- video inclusions of educators, parents, kids/youth arguments, evidence and questions
- promotion of youth media pieces from existing YouTube etc to support and stimulate various provocative dialogs
- livestream of the panel to global contributors with live feedback and questions.
Who could benefit from joining this project and attending the G4C 2014 panel session?
- Educators seeking to understand Minecraft’s value to learning
- Programs seeking to adapt Minecraft as part of a program of impact or change.
- Game designers seeking to build in its wake
- Anyone wanting to consider issues of fidelity, adaptation, constructionism, popular culture, and impact in gaming.
Do Digital Natives Really Exist?
it’s an accurate depiction of the current generation of students? No one is born with knowledge. Everything is learned through environment and practice, so maybe it’s time to reexamine long held assumptions about students’ relationships to technology.
for the entire list of books, EBooks, and DVDs acquired in November 2013, please use this Google Doc list:
Stryker, Cole. Hacking the Future: Privacy, Identity, and Anonymity On the Web. New York: Overlook Duckworth, 2012.
Are We Puppets in a Wired World?
But while we were having fun, we happily and willingly helped to create the greatest surveillance system ever imagined, a web whose strings give governments and businesses countless threads to pull, which makes us…puppets. The free flow of information over the Internet (except in places where that flow is blocked), which serves us well, may serve others better. Whether this distinction turns out to matter may be the one piece of information the Internet cannot deliver.
by Evgeny Morozov
PublicAffairs, 413 pp., $28.99
by Cole Stryker
Overlook, 255 pp., $25.95
by John Naughton
Quercus, 302 pp., $24.95
by Eric Siegel
Wiley, 302 pp., $28.00
by Viktor Mayer-Schönberger and Kenneth Cukier
Eamon Dolan/Houghton Mifflin Harcourt, 242 pp., $27.00
by Alice E. Marwick
Yale University Press, 368 pp., $27.50
by Terence Craig and Mary E. Ludloff
O’Reilly Media, 108 pp., $19.99 (paper)