Our traditional expectations for civility and ethical behavior are cracking apart right before our eyes.
On the basis of what’s happened at recent political conventions and the beginning of the election season, young people will be witnessing name-calling, stereotyping, hateful comments, online hate, and in some cases veiled bodily threats. Kids will hear things on TV at home and on the televisions that are broadcasting in lounges, waiting rooms, doctor’s offices, and everywhere else. They will hear radios broadcasting the news at home and in other peoples’ homes. And, of course, there’s social media.
Check out the May 16, 2016 New Yorker for the article A Whole New Ball Game: The Rolling Robot That Teaches Kids to Code. Author D.T. Max, describes how Ian Bernstein and Adam Wilson invented the Sphero robot, and he explains how the ideas wereconceived, how Sphero was designed, and the long process of promotion and sales. The article also includes explanations about how Sphero and other coding toys aim to help children develop 21st Century skills.
The comments from Sphero creators and from Paul Barberian, who became the first Sphero CEO, provide first-hand descriptions about working with and expanding ideas, connecting with a business incubator, and eventually starting a viable business. Max reminds readers about the Silicon Valley process — empathize, define, ideate, prototype, test — and how this process is crucial to the success of new inventions and in the schools where students use robot toys to solve problems. The article also includes thoughts from Barberian about how the business is considering expansion ideas, especially thinking about robots that develop personal attachments with their owners — what’s called adaptive personality. Continue reading “Teaching Kids to Code With Robots: Great New Yorker Article”→
To become successful, intelligent, and mindful 21st Century learners, young people need to understand and apply a small group of vocabulary words that now have expanded digital world meanings.
Parents may want to use and talk about these words in conversation as often as possible. Teachers should consciously incorporate them into the curriculum, because the vocabulary knowledge provides young learners with tools that help them consume information more effectively.
As young preadolescents and teens become more comfortable with these words and increasingly able at applying the conceptual meanings they may also gain skill at discerning and then avoiding many of the digital world problems and pitfalls that children encounter.
Over the past couple of years, I’ve heard middle and high school kids say that they are sick-and-tired of hearing about their digital footprints — with many exclaiming that they already know what they need to know. My thought? They understand how they make digital footprints, but they don’t always make good decisions when it comes to avoiding the not-so-good digital trails.
Watch this amazing and inspirational video about girls and coding. It’s worth sharing with kids and keeping it at hand when your child or a student in your class gets discouraged by a challenge in a math or coding activity.
The video comes out of the Made With Code project where there are lots of other videos to watch.
“Our goal,” he writes, “shouldn’t be to ban access to powerful tools for learning. Instead, our goal should be to show the students in our classrooms how to take full advantage of the learning potential sitting inside their purses and their back pockets”.
Read the entire blog post which addresses — broadly — the opportunities for learning that digital devices offer 21st Century students. Lots of educators may disagree with Ferriter’s view, but the fact is we fight a loosing mobile device battle. Students own these devices, and while they are always close at hand and the kids know how to use them to connect with others, most have no understanding for the true learning power of these devices offer. We could help them learn a lot more and become more thoughtful about using their mobiles.
Knowing how to write a comment that is appropriate for different online settings is a critical literacy skill for 21st Century children (and also for many of their parents). Too often young comment writers end up fervently wishing they had thought a bit more about what they posted.
Educators and parents need to pay serious attention to the commenting lives of kids. While the World Wide Web and social media offer young children, pre-adolescents, and teens nearly unlimited opportunities to comment and express their opinions, problems occur when young people do not possess the impulse control skills for such unrestricted access. Continue reading “Let’s Teach Children How to Comment”→