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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. 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 Note 1. Close. 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. 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". "That is why we will change the law and make it absolutely clear to those who act in this way that they could face prison. " Continue reading the main story “Start Quote 'Never acceptable' Supporting Student Success By Building Resiliency Skills. Ruth D. 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. In order to be successful in life, children must also develop healthy personal skills, both interpersonal (“plays well with others”) and intrapersonal -- those skills that are necessary to deal with adversity and promote emotional health. 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. 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). 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. This presentation sparked my thinking about what other skills and attributes would serve the learners (of all ages) in this era of learning. GritResilienceHope and OptimismVisionSelf-RegulationEmpathy and Global Stewardship Grit Students can develop psychological resources that promote grit, tenacity, and perseverance. Resilience. 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.

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. While highly activated and motivated youth were mining the learning riches of the Internet, these young people were a decided minority, and tended to be those who were already technologically and educationally privileged.

The Essence of Connected Learning from DML Research Hub on Vimeo. This path towards connected learning is both personal and professional for me. 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). 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. And what is Navigator?

Now Larry’s introducing Mimi Ito, who’ll be speaking to us on “Learning with Social Media: The Positive Potential of Peer Pressure and Messing Around Online.” Three principles: I. Mimi Ito on Learning with New Media - Big thinkers series | Readable. 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.

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. 'Free for education' resources allow educators and students to freely copy and use resources for educational purposes, but do not permit the resources to be modified and shared.

Many Australian institutions which produce resources for the education sector specifically select to permit the free use and copying of their material for educational purposes. This is stated either in the terms and conditions or copyright statement on their website. 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.

Because her experience is so vivid and sobering I have kept her identity anonymous. But nothing she describes is any different than my own experience in sitting in HS classes for long periods of time. And this report of course accords fully with the results of our student surveys. I have made a terrible mistake. I waited fourteen years to do something that I should have done my first year of teaching: shadow a student for a day. This is the first year I am working in a school but not teaching my own classes; I am the High School Learning Coach, a new position for the school this year. Teachers Shadowing Students: My Class Schedules For The Day(Note: we have a block schedule; not all classes meet each day): The schedule that day for the 10th grade student: 7:45 – 9:15: Geometry.

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. 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. The only catch was that she picked her books based on the number of pages and type size, and “she couldn’t tell you anything about any of them,” he says. Schwartz shared this story about the binge-reading neighbor during a conference call with Yale University associate professor Amy Wrzesniewski explaining their research on motivation.

They assumed that some combination of internal and external motives would lead to the most success, as measured by the officers’ willingness to stay beyond the five-year commitment to the Army and to graduate and become commissioned officers. In Elementary School Related. News - SWGfL. Available in Welsh South West Grid for Learning and Plymouth University in partnership with Welsh Government have just completed a survey to define the e-Safety landscape in Wales. The survey aims to provide a snapshot of how teachers, parents and young people in Wales perceive online safety and where they need more support and information.

The findings and the recommendations from the landscape survey will serve as a foundation that will underpin the work that Welsh Government and South West Grid for Learning will undertake over the next 12 months to improve e-Safety in schools in Wales. The findings are based on analysis of a survey completed by professionals, teachers and children, as well as on schools in Wales which are currently using the 360 degree safe e-Safety self-review tool. The findings of the survey can be summarised as follows: Recommendations: Build local capacity in schools and other agencies that empowers them to sustain their own online safeguarding strategy. 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. Some 63%, of 2,000 UK parents polled said confiscating smartphones and tablets was futile. But 70% feared social media could distract children from their work.

The survey, for an internet blocking service, found 56% felt using parental web filters could damage their relationship with their children. Many parents said they wanted their children to develop the self-discipline to control their own internet use. Parents of secondary pupils aged 11 to 16 were questioned earlier this month. "What am I supposed to do? 'Mucking about' "He took two hours to do his homework - 20 minutes doing it, the rest of the time mucking about on the web. Continue reading the main story “Start Quote Targets. 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. What re-teaching isn’t: Saying it again, more slowly and/or loudlyTeaching everything over to everyoneTelling student the answersHaving students keep practicing until they finally understand What re-teaching is: Using a new instructional strategy from a new category of strategies. Common Questions: Q: Shouldn’t students practice more if they don’t understand? A: Only perfect practice makes perfect. Q: How are you supposed to think up all these activities when you realize some students don’t get it? Q: How do you know exactly what students misunderstand? Q: Isn’t all this unfair? Youth and Media. Tech-youth-development.pdf. Defining a self-evaluation digital literacy framework for secondary educators: the DigiLit Leicester project | Hall.

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. The DigiLit Leicester project created an infrastructure for holistic, integrated change, by supporting staff development in the area of digital literacy for secondary school teachers and teaching support staff. The purpose of this article is to demonstrate how the critique of existing digital literacy frameworks enabled a self-evaluation framework for practitioners to be developed. *Corresponding author.

Making sense of policy in practice. Digilit131016.pdf. 9780262524834_Youth_Identity_and_Digital_Media.pdf.