Gwen Mueller is an IT Professional, #dnd Gamer-girl, #coffee drinker, geek in Secondary Education, editor on tumblr #education, curating #science, and #tech resources to inspire lifelong learning with 1/4 cup of #fun.
Michael Baker at the University of Toronto and Kevin Milligan at the University of British Columbia recently analyzed survey data of parents in three countries — the United States, Canada and Britain. They were especially interested to see how parents say they spend time with their children — and they turned up an intriguing gender difference in what they called “teaching activities.”
A four-year-old arrives at school and starts crying when she realizes her lunch is packed in a generic plastic bag, not the usual Disney Princess lunchbox she so loves. A friend tells her she won’t be able to sit at the princess lunch table—it’s only for girls with princess lunchboxes.
A fourth grader arrives home from school all excited. He has a Book It certificate from Pizza Hut because his mother signed the form showing that he met the reading-at-home goal his teacher set for him. He pleads with his mother to take him to Pizza Hut for dinner that night.
Sixth graders are assigned the task of writing to their principal about something important that they would like to see happen at their school. They decide to ask for school vending machines that sell snack foods and drinks.
As marketing to children intensifies, what can we do to minimize the damage? Keep reading.
The infographic highlights findings from the mobile learning report, Living & Learning with Mobile Devices, released today from Grunwald & Associates and the Learning First Alliance. According to the report more than 50 percent of parents believe that schools should make more use of mobile devices in education.
I’m really surprised by the data collected in this survey (2,392 parents) which isn’t unfortunately broken down into age categories. Two items of note:
83% said their school does not require use of personal electronic devices and 72% said it was not allowed at all.
Parents are concerned about theft of personal devices (81%), but 45% still plan to buy or have a personal mobile device purchased for their student. 32% of parents surveyed think schools should require this.
Moms and dads can take heart; new research suggest adolescence angst is merely a normal biological program of reorientation.
As parents know, adolescence is often a turbulent period when children consider their identity and social status. Research now suggests that during this transition period a specific region of the brain shows increased activity.
Children’s immediate neighborhoods—right on their block, outside their front door—are the ideal places for them to play outside. These are the safest, most comfortable places for children outside their homes because they can stay within earshot of their parents, and they can also get to know dozens of neighbors.
So, neighborhoods need children, and children need neighborhoods. Can we bring children back to neighborhoods again?
Teenagers are risk-takers — they’re more likely than children or adults to experiment with illicit substances, have unprotected sex, and drive recklessly. But research shows that teenagers have the knowledge and ability to make competent decisions about risk. So what explains their risky behavior? Scientists argue that this risky behavior may reflect the unique effect of peer influence on the still-developing teenage brain.
Making decisions involves a gradual accumulation of facts that support one choice or another. A person choosing a college might weigh factors such as course selection, institutional reputation and the quality of future job prospects.
But if the wrong choice is made, Princeton University researchers have found that it might be the information rather than the brain’s decision-making process that is to blame. The researchers report in the journal Science that erroneous decisions tend to arise from errors, or “noise,” in the information coming into the brain rather than errors in how the brain accumulates information.
When a child with autism copies the actions of an adult, he or she is likely to omit anything “silly” about what they’ve just seen. In contrast, typically developing children will go out of their way to repeat each and every element of the behavior even as they may realize that parts of it don’t make any sense.
The findings, reported in the Cell Press journal Current Biology on April 8, are the first to show that the social nature of imitation is very important and challenging for children with autism, the researchers say.
“The data suggest that children with autism do things efficiently rather than socially, whereas typical children do things socially rather than efficiently,” says Antonia Hamilton of the University of Nottingham. “We find that typical children copy everything an adult does, whereas autistic children only do the actions they really need to do.”
It behooves parents to keep up with the technological advances, not because they are good or evil, but because we need to learn their values and their dangers so that we can help our kids. We cannot help them navigate the landscape of social media, if we don’t know how works.
But there is a more important reason: When our children know something we don’t know, it gives our relationship with them a chance to be reciprocal. Kids teaching adults? That’s good for the family in the short run and the future of homo sapiens on the planet in the long run.
The book examines competition from all angles – physiological, psychological, historical. Their main point: competition, if done right, is a good thing. In fact, competition and team activities can drive learning and performance better than solo endeavors.
“In finite games, you compete and then you let it go, and you have rest and recuperation – that’s actually really important for kids,” said Bronson. “It’s the continuous sense of pressure that is unhealthy for them.”
Only one in 10 students surveyed would choose to take the crucial admissions test online vs. using the traditional No. 2 pencil and fill-in-the-ovals sheet.
“Taking tests on the computer to me is tedious. Dealing with a machine, anything can happen,” says Clayton, who did not take the Kaplan survey. “After awhile it starts to wear on you. It can also affect your ability to answer questions later on the exam.”
More than four out of five students (81%) said they would not want to take the SAT via computer, citing concerns such as technical difficulties, typing proficiency and wanting to work out math problems with paper and pencil. Nine percent weren’t sure. Among parents, 65% favored computers, in many cases noting that most kids are tech-savvy, and 15% were unsure.