ZERO TO THREE’s free mobile app helps parents support early language and learning through fun activities, organized by age and everyday routines.
Let's Play provides parents and grandparents with fun ideas for keeping babies and toddlers entertained and learning, especially during daily routines like commuting time, chores, bedtime and bathtime, mealtime, and shopping. All of the activities reflect children's typical skills at each age and are designed to support development in the context of play and family routines.
Dedicated Learning Professionals and Educators across the globe were until recently desperately seeking for ways, methods and techniques to engage employees and students in the learning process. Surprisingly enough no one would think that games was the answer.
After all, games tend to increase learners’ natural desire for competition, goal achievement, and genuine self-expression, while they also promote interactivity, have rules, a quantifiable outcome, and can be colorful, appealing, and extremely realistic. Read More
The success and popularity of Minecraft in and out of classrooms is no surprise. It’s one of the best examples of the potential of learning with games because it embraces exploration, discovery, creation, collaboration, and problem-solving while allowing teachers to shepherd play toward any subject area.
But Minecraft is not the only game of this kind. Take a look at some of these.
“Students engaged in direct experience with materials, unforeseen obstacles, and serendipitous discoveries may result in understanding never anticipated by the teacher.”
― Sylvia Libow Martinez, Invent To Learn: Making, Tinkering, and Engineering in the Classroom
In 9th grade I cut my thumb on a saw in wood shop and had to get stitches. It wasn’t too bad…
However, that was the last year I took “shop” class in high school. I had enjoyed making our C02 cars in middle school, and liked the process of learning in “shop” class…but the food in Home Economics, and the potential game-making in Computer Programming took me away from wood shop. Nonetheless, I continued to create and make long after high school. Read More
James Paul Gee is an expert on how video games fit within an overall theory of learning and literacy. He is the Mary Lou Fulton Presidential Professor of Literacy Studies, Division of Curriculum and Instruction, at the Mary Lou Fulton College of Education at Arizona State University. He is also a faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin-Madison and a member of the National Academy of Education.
"What is a video game?" Gee asks. "It's just a set of problems; it could be anything. Doesn't matter what the problems are. All a video game is, is a set of problems that you must solve in order to win."
"What I'm pushing is really not digital media," James clarifies. "It's what I call 'situated and embodied learning.' And what I mean by that is being able to solve problems with what you know, not just know a bunch of inert facts. But be able to use facts and information as tools for problem solving in specific contexts." Watch the Video
Learn more about James Paul Gee on his personal website
Travelling to London, UK, has its ups and downs. On my last visit I got to a Pre-Raphaelite paintings exhibition—an up. Yet as I headed along the Thames to the gallery I also walked down memory lane—returning to times when as a teacher I had driven students up to the City. Great school, wonderful kids, hard working and full of bubbling interaction and humour.
But it was the early 1990s, and terrorists were firing mortars at 10 Downing Street and Heathrow airport; and planting massive bombs at the London Stock Exchange, and smaller ones in garbage bins and at the Royal Festival Hall, Hammersmith Underground, Harrods, and Whitehall, the centre of government.
Each time I took a bus full of students to a theatre, a debate competition or sporting event, I felt queasy. I accepted the responsibility, prayed hard, mapped out my way and paid very close attention to anything that seemed out of the ordinary. Read More
Pressure is mounting for colleges and universities to boost student graduation rates. At the same time, many see developing and scaling up learning technologies as a valuable strategy for keeping students engaged in the classroom and promoting success.
A recent infographic from Next Generation Learning Challenges (NGLC) identifies several ways technology can aid student success. The organization awards grants for technology solutions in education, including blended learning initiatives and learning analytics. Read More
Let’s start a discussion between parents about screen time, one that doesn’t begin with guilt-inducing decrees, such as the two-hour daily limit proposed by the American Academy of Pediatrics. Few families have the luxury of “protecting” their children from all screens, so why shame them or pretend otherwise? It’s time to seriously consider how to prepare our kids for a digital future instead of vilifying it.
A first step is to move the conversation away from how much screen time to what kind of screen time. What if we divided screen time into three categories: creative, interactive, and passive, then further divided our best content by skill-building, educational, and entertainment? Read More
If education shifted the focus from learning computing language to the digital building process itself, a world of creativity could be unleashed.
I am a proud geek and father of three young children. I taught myself to code Basic at the age of 12 on my father’s Commodore 64, and I actively encourage my children to be enthused by the notion of building with digital tools. But I don’t necessarily agree with the notion that every child must learn how to code.
Yes, technology is the fastest growing sector of the UK economy with over a quarter of all new jobs in London coming from the technology sector. And yes, what parent would not want their child to be the next Mark Zuckerberg or Jack Ma. Read More
Minecraft may have jumped the shark. It may be passed its prime. The phenomenon may be dwindling. And it has nothing to do with Microsoft purchasing the game. Nor do I think the game mechanics have lost any of their excitement. But from my perspective, as a parent, I’m not as supportive of my nine-year old son’s Minecraft habits as I used to be.
This is a change of heart for me. I’ve written a lot about Minecraft, mostly from a cultural perspective. I’ve asked questions about the way this phenomenon is shaping how a generation will think about the world. In one post, I optimistically argued that “when Generation Blockhead opted out of ‘Survival Mode’ in favor of a make-your-own-objective competition-free ‘Creative Mode,’ they simultaneously turned their back on a rigid race-top-the-top Darwinian economy and sent a ripple of change into our collective future.” Read More