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Facebook Twitter A global perspective on children’s rights as media change. ES | FR | Donate | Join | Log In A global perspective on children’s rights as media change By Monica Bulger and Sonia Livingstone on February 09, 2014 (0) Comment | (0) Like ​Throughout the world, children1 are using media and communication technologies at ever younger ages.

A global perspective on children’s rights as media change

As technologies increasingly fill families’ “time, their houses, their children’s bedrooms and pockets” (Livingstone & Das, 2010:1), it seems that almost every experience – of play, learning, participation, work, and socialising - has an online dimension. In our report for UNICEF, A Global Research Agenda for Children’s Rights in the Digital Age (Livingstone & Bulger, 2013), we recommend the UN Convention on the Rights of the Child as a framework for considering children’s rights of provision, protection and participation in relation to digital media use. Figure 1: Ratio of youth (15-24) internet users to overall internet users, 2012.

Digital use in the global North Digital use in the global South Conclusions. Childrens_Rights_in_the_Digital_Age_A_Download_from_Children_Around_the_World_FINAL.pdf. 'Revenge porn' illegal under new UK law. 13 October 2014Last updated at 07:23 ET The distribution of images and videos can be reported directly to the police People who post so-called "revenge porn" pictures and videos on the internet could face two years in jail under a new law.

'Revenge porn' illegal under new UK law

The new Criminal Justice and Courts Bill will have an amendment dealing specifically with the practice. "We want those who fall victim to this type of disgusting behaviour to know that we are on their side," said Justice Secretary Chris Grayling. Physical distribution of images will also be covered. "The fact that there are individuals who are cruelly distributing intimate pictures of their former partners without their consent is almost beyond belief," Mr Grayling said.

He said authorities would do "everything we can to bring offenders to justice". Supporting Student Success By Building Resiliency Skills. Ruth D.

Supporting Student Success By Building Resiliency Skills

Kirsch, Ph.D., LCSW Children arrive at school with different “standard equipment”: abilities, skills, needs, and readiness to learn. For example, some students have few opportunities to develop the early skills that support reading success. An accompanying ISSS Brief, Vocabulary Instruction Through Stories and Expansion, explores some innovative approaches to help develop those skills. But student success is not limited to reading and math. These skills start to develop early in life as an interaction of the infant’s temperament and the responsiveness of his or her environment, most especially the development of a secure, trusting attachment to a caregiver.

I have Trusting relationships with adults and friends Rules and structure to my life Parental (teacher) encouragement I am Loveable Capable I can Do things well (academics, sports, computers, etc.) Schools are an excellent place to foster healthy development in youngsters whether teaching the “Three Rs” or AP chemistry. The Other 21st Century Skills.

Many have attempted to identify the skills important for a learner today in this era of the 21st century (I know it is an overused phrase).

The Other 21st Century Skills

I have an affinity towards the skills identified by Tony Wagner: Critical thinking and problem-solvingCollaboration across networks and leading by influenceAgility and adaptabilityInitiative and entrepreneurialismEffective oral and written communicationAccessing and analyzing informationCuriosity and imagination Today I viewed a slideshow created by Gallup entitled, The Economics of Human Development: The Path to Winning Again in Education. Here are some slides from this presentation. Mimi Ito - Weblog: Connected Learning. A few years ago, I conducted a study with a large team of researchers on how young people were learning through electronic games, social media, and digital media production.

Mimi Ito - Weblog: Connected Learning

We saw many reasons to be hopeful as to how the online world could support learning that is social, participatory, and driven by the personal needs and interests of the learner. We were inspired by young people who were taking to the online world to learn complex technical skills, create and share sophisticated media works, engage in social causes, and pursue specialized knowledge. At same time, we found reasons for concern. Mimi Ito: Opening Plenary at NMC 2010. The session begins with greetings from Susan Metros and Holly Willis of USC, delivered with charming Mickey Ears on their heads (Susan wears Minnie ears, Holly wears sorcerer’s apprentice ears).

Mimi Ito: Opening Plenary at NMC 2010

We then watch video greetings from the head of the USC Cinema Studies program and from the CIO and vice-provost for IT (using an interesting solarization/rotoscoping effect). Then comes the crowning touch (couldn’t resist): Susan presents Larry with his own official high potentate Disney Mad Hatter hat, complete with lovely flowing orange hair at the sides. A different tea party altogether. I confess that it’s a little hard to concentrate as Larry delivers his NMC news in this, ah, bold get-up. But the news is great: NMC is building on its Horizon Report with an initiative called Horizon Navigator.

Mimi Ito on Learning with New Media - Big thinkers series. What is Open Education/Free for Education- 'Open Education' is an international movement about making educational resources freely and openly available for educators and students to use, modify and share for teaching and learning.

What is Open Education/Free for Education-

This movement is quite popular in America, the UK and South Africa and is slowly expanding in Australia. For more information on the 'open education' movement, see the Cape Town Open Education Declaration. 'Free for education' is part of the 'open education' movement, but is not as broad. Teachers Shadowing Students: Doing What Students Do. Teachers Shadowing Students: What I Learned By Doing What I Ask Students To Do by Grant Wiggins, Authentic Education The following account comes from a veteran HS teacher who just became a Coach in her building.

Teachers Shadowing Students: Doing What Students Do

How Teachers Can Motivate Students of Any Age. iStock By Linda Flanagan Barry Schwartz laughs as he describes the little girl next door who suddenly dove into reading after a substitute teacher took over her elementary school classroom.

How Teachers Can Motivate Students of Any Age

For every book they read, recalls the Swarthmore College psychology professor, students received a point, which they later cashed in for prizes. The girl then started to read a book an hour. News - SWGfL. Available in Welsh.

News - SWGfL

Rigorous Project-Based Learning Transforms AP Courses. Constance Steinkuehler on Interest-Driven Learning (Big Thinkers Series) Online homework and social media pose parental dilemma. 10 October 2014Last updated at 05:00 ET By Judith Burns Education reporter, BBC News Parents find it harder to supervise homework that involves internet research Parents feel unable to make children study by blocking internet access, as homework often requires online research, a survey suggests.

Call for teens to self-regulate net use. Digital Lives Report -Bold Creative.pdf. 15 Sites and Apps Kids Are Heading to Beyond Facebook. 7 Surprisingly Inspiring Kids' Tech Trends for 2014. Zero to Eight: Children’s Media Use in America 2013. Hattie » Curriculum & Instruction. Thomas Guskey says that the best teachers don’t just know what their learners know, they have a plan a variety of ways to respond when learners don’t get it.

He doesn’t like the word re-teaching though, because he says re-doing it over the same way is never enough. Guskey notes real re-teaching is about directly addressing student confusion using a new method. Youth and Media. Tech-youth-development.pdf. Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project. Richard Halla*, Lucy Atkinsa and Josie Fraserb aDirectorate of Library and Learning Services, De Montfort University, Leicester, UK; bLeicester City Council, Leicester, UK (Received 15 May 2013; final version received 21 March 2014; Published: 10 April 2014) Abstract Despite the growing interest in digital literacy within educational policy, guidance for secondary educators in terms of how digital literacy translates into the classroom is lacking.

As a result, many teachers feel ill-prepared to support their learners in using technology effectively. Digilit131016.pdf. 9780262524834_Youth_Identity_and_Digital_Media.pdf.