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NAGC 2011 TECH THAT

Brian Housand<br>East Carolina University<br><br>Angela Housand<br>University of North Carolina - Wilmington<br><br>Jennifer Troester <br>O’Neil Public Schools<br><br>Jillian Gates <br>Anchorage School District<br><br>Susan Jackson<br>The Daimon Institute for the Highly Gifted<br><br>In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?

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NAGC 2011 TECH THAT

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  1. Brian  Housand   East  Carolina  University     Angela  Housand   University  of  North  Carolina  -­‐  Wilmington     Jennifer  Troester     O’Neil  Public  Schools     Jillian  Gates     Anchorage  School  District     P.  Susan  Jackson   The  Daimon  InsBtute  for  the  Highly  GiEed   FOR  HANDOUTS  VISIT:   hDp://bit.ly/techthat  

  2. How do you use technology and how do you use technology with your students?

  3. Digital Natives

  4. (Internet World Stats, 2009)

  5. (De Moor, 2008)

  6. (Valcke, et al, 2008)

  7. (NPR March 16, 2011)

  8. Whiz Kids or Risk Kids

  9. Internet  Risks   Content   Risks   Contact   Risks   Commercial   Risks  

  10. Internet  Risks   Content   Risks   Commercial   Risks   Contact  Risks   ProvocaBve   Content   Wrong   InformaBon   InformaBon   Overload  

  11. Internet  Risks   Commercial   Risks   Content  Risks   Contact  Risks   Online   Contact     Offline   Contact   Cyber   Bullying   Sexual   SolicitaBon   Privacy   Risks  

  12. Quick  Web  Search  of  Known  Student  

  13. Internet  Risks   Commercial   Risks   Content  Risks   Contact  Risks   Online   Contact     Offline   Contact   Cyber   Bullying   Sexual   SolicitaBon   Privacy   Risks  

  14. Internet  Risks   Content   Risks   Contact   Risks   Commercial   Risks   Commercial   ExploitaBon   Personal  Data   CollecBon  

  15. NegaBve  Consequences  of  Unsafe   Internet  Behavior   •  Aggression   •  Fear   •  Symptoms  related  to   Psychological  Trauma   •  NegaBve  Self-­‐Image   •  IdenBty  Confusion  

  16. NegaBve  Consequences  of  Online   Sexual  SolicitaBon   •  EmoBonally  Upset   •  Shame   •  Anxiety   •  Developed  Stress   Symptoms  

  17. Boys’  Exposure  to  Sexually  Explicit   Content  May  Effect  Their   •  PercepBon  of  the  role  of  sex  in  a  healthy   relaBonship   •  View  of  females  as  sex  objects   •  AVtudes  about  Sex   •  Respect  for  females  

  18. NegaBve  Consequences  of  Online   Harassment  or  Cyberbullying   •  Felt  Threatened   •  Stress   •  Anxiety   •  Severe  Depression   •  Felt  Less  Safe  

  19. Shout Out! Give me a number between 1 and 10…

  20. Parent Strategies? ?  Review the Search History? ?  Be Part of the Social Network? ?  Centralized Location for ALL Technology? ?  Limit time or earn time on the Internet?

  21. Parent Strategies? ?  Model the Behaviors you Expect to see? ?  Make Connections – Online & Offline? ?  The rules that apply to physical safety apply to virtual safety?

  22. The Parent Perspective?

  23. InformaJon  Overload   CogniBve  oversBmulaBon  that   interferes  with  our  ability  to  “think”               (Toffler,  1970,  p.  350)  

  24. Anxiety May Result Anxiety May Result??

  25. Why Can’t Johnny Search?

  26. Barriers to Information Literacy •  Do not realize Internet does not have all of the answers •  Have not learned to judge quality •  Too many choices and too much information

  27. “Every man should have a built-in automatic crap detector operating inside of him.”

  28. NEW LITERACIES newliteracies.uconn.edu/

  29. Teacher Strategy  Explicit Instruction for Search  Use Correct Spelling  Use Root Words  Use Boolean Logic Operators  AND  NOT  OR

  30. http://www.google.com/educators

  31. Teacher Strategy  What About Kid Friendly Search Tools  TekMom’s Search Tools  Kids’ Search Tools (rcls.org/ksearch)

  32. Barriers to Personal Safety •  Cyberbullying activities are devoid of emotional feedback component •  Willing to disclose personal information •  Willing to send personal pictures •  Engage in f2f contact after initial online contact

  33. ¢  Bruner, 1996, suggested: “education typically disregards learners' perspectives on knowledge and their understanding of their capacity for learning” ¢  What are the ways we can provide environments and educational strategies that engage gifted kids in understanding and directing their own learning in contemporary classrooms wherein growth, enquiry, and personally relevant education are the focus?

  34. MINECRAFT is a game about placing blocks to build anything you can imagine. You, the player, will be dropped in a randomly generated world made out of cubes . . .

  35. MINECRAFT The game starts by placing the player on the surface of a huge procedurally generated game world. The player can walk across the terrain consisting of plains, mountains, caves, and various water bodies. The game world is procedurally generated as the player explores it.

  36. There are no spaceships, no lasers, no bullets, no armies, and no blood. In place of the fast-twitch first-person-shooter games dominating console and PC gaming is a construction oriented world set in primitive times that has captured the imagination of about 10 million free users and 3 million paid users worldwide. ( . . . more than $66M in revenue in less than two years.)

  37. GAMEBASEDLEARNINGAND NEXTGENERATIONSOCIAL NETWORKING ¢  An approach to learning that is multi- sensory, reflective and collaborative ¢  Allows learners a safe, creative environment with many options for interaction and creativity.  ¢  The simple structures (single blocks) means that it is relevant and meaningful because of what they can do, rather than some inherent element of the game.

  38. Minecraft is a sandbox game: a virtual world that allows free-roaming with almost no artificial barriers where you build and create.

  39. MINECRAFT’SEDUCATIONALUSE ¢ Can be used as a direct tool to address curricular based teaching and learning and replace some of the teaching materials that are in use right now. ¢ It is easy to use ¢ How do we wake the teachers’ interest in games? There is something incredibly compelling about this game.

  40. MINECRAFT The game is focused on creativity and building, allowing players to build constructions out of textured cubes in a 3D world.

  41. ¢  Core gameplay revolves around construction. ¢  Game world made of cubical blocks arranged in a fixed grid pattern which represent different materials, such as dirt, stone, various ores, water, and tree trunks. ¢  Players move freely across the world, while objects and items can only be placed at fixed locations relative to the grid. ¢  Can gather these material "blocks" and place them elsewhere, thus potentially creating various constructions

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