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Learning across boundaries: How librarians are bridging children’s interests

2021-02-08T22:20:17+00:00abril 16th, 2020|Tags: , , , |

As part of the Families Learning Across Boundaries (FamLAB) Project, the Joan Ganz Cooney Center surveyed library professionals in the U.S. about how they are connecting children’s learning across settings. Learning across boundaries: How librarians are bridging children’s interests Report underscores the commitment to serving their communities that many librarians share as they actively seek to understand their patrons’ interests and needs, and find innovative ways for their libraries to evolve as community learning centers. At the same time, nearly half of our respondents reported that the general public simply may not be as aware that libraries provide such a wealth of [...]

Educational ICT report: Brazil’s mobile-only internet use grows

2021-02-08T23:49:55+00:00marzo 30th, 2020|Tags: , , , |

The 7th edition of the ICT Kids Online Brazil survey was recently launched by the Comitê Gestor da Internet no Brasil. Drawing on a nationally representative survey with 2,964 internet-using children aged 9 to 17 and one of their parents, the Brazilian report is the longest-running in the Global Kids Online network with annual waves since 2012. In 2018-19, the survey estimated that 86% of Brazilian children aged 9 to 17 years are internet users – up from 85% in the previous year. While inequalities in access to and use of digital technologies persist, some of the gaps are slowly decreasing. [...]

Beyond Learning-As-Usual, Connected Learning Among Open Learners

2020-03-16T20:57:54+00:00marzo 18th, 2020|Tags: , , , |

This is a report published by Lindsey “Luka” Carfagna. Is part of a series on connected learning that was made posible by grants from the John D. and Catherine T. MacArthur Foundation in connection with its grant making initiative on Digital Media and Learning. Open learning has emerged within the public imagination as a potentially disruptive force in higher education. It has attracted the attention of policy makers, venture capitalists and the technology sector, key functionaries in higher education, teachers, students, activists, progressives, futurists, and researchers. Despite the amount of attention it has received in popular media, there has been very little research on open [...]

The common sense census: inside the 21st-century classroom

2021-02-08T22:28:31+00:00marzo 9th, 2020|Tags: , , , |

Technology has become an integral part of classroom learning, and students of all ages have access to digital media and devices at school. The Common Sense Census: Inside the 21st-Century Classroom is a report that explores how K–12 educators have adapted to these critical shifts in schools and society. From the benefits of teaching lifelong digital citizenship skills to the challenges of preparing students to critically evaluate online information, educators across the country share their perspectives on what it's like to teach in today's fast-changing digital world. Reference Vega, V., & Robb, M. B. (2019). The Common Sense census: Inside the [...]

Learning across boundaries: how parents and teachers are bridging children’s interests

2021-02-08T23:51:31+00:00marzo 2nd, 2020|Tags: , , , |

This report presents findings from separate surveys of 1,550 U.S. parents and 600 pre-K–8 teachers on whether, to what extent, and how U.S. children ages 3–12 are linking their learning experiences across home, school, and community settings. The inquiry paid particular attention to the ways in which caregivers and teachers support and, in some cases, impede the development of young children’s interests and the learning associated with pursuing these interests. Focusing on differences across demographics, the developed environment, and socio-economic status while taking an equity perspective, findings highlight areas of weakness and strength in this ecosystem of connected learning, suggesting what [...]

Connected Learning: Reflections on a Decade of Engaged Scholarship

2021-02-08T22:41:55+00:00febrero 28th, 2020|Tags: , , , , |

This report presents a vision for understanding and revitalizing the ways in which we support learning during these changing times. Responding to the interests and needs of young people, researchers, educational practitioners, and policy and technology makers, this report synthesizes a varied set of content and perspectives: empirical research on the changing landscape of new media and learning, design principles, evaluation approaches, learner and case studies oriented to identifying and spreading positive innovations. The authors were part of the Connected Learning Research Network (CLRN), an interdisciplinary group of scholars, designers, and educational practitioners, who collaborated between 2011 and 2019 to study [...]

In their own words: what bothers children online? with the EU Kids Online Network

2021-02-08T23:53:10+00:00febrero 26th, 2020|Tags: , , , |

Nearly 10,000 children told these authors in this report about what upsets them and their friends online. Their responses were diverse, revealing a long list of concerns. Pornography (named by 22% of children who told us of risks) and violent content (18%) top children’s online concerns. Overall, boys appear more bothered by violence than girls, while girls are more concerned with contact-related risks. Violence receives less public attention than sexual material, but many children are concerned about violent, aggressive or gory online content. As children told them, video-sharing websites are often associated with violent and pornographic content, along with a range [...]

GLOBAL KIDS ONLINE: CHILE / Chilean children’s internet use and online activities

2021-02-08T22:54:07+00:00febrero 19th, 2020|Tags: , , , |

The aims of this study were to: (a) adapt the Global Kids Online survey to be applied in the Chilean context; and (b) to gather data from a representative sample related to the access, uses, skills and risks of young internet users in Chile. About findings, first, in relation to access, results show that 84.5% of households with child internet (9 to 17 years-old) users have a connection at home, which is higher than the home access of all Chilean households (76%) (SUBTEL, 2016). However, there are differences by socioeconomic group (SEG) regarding the availability and type of connection. Second, regarding [...]

What (and where) is the ‘learning’ when we talk about learning in the home?

2020-01-10T12:18:52+00:00enero 8th, 2020|Tags: , , , |

In trying to address the vexed challenge of theorizing learning transfer to make sense of how we learn across social contexts and what learning might mean in more informal domestic circumstances, Stevens and his colleagues offer a series of detailed studies of gaming in the home (Stevens, Satwicz, & McCarthy, 2008). In this report Sefton-Green talk about this work. For him, they argue that we need to look at the “dispositions and purposes” that people bring with them to experiences and then consider “what people make of experiences in other times and places in their lives” (pp. 63–64). Learning, they suggest, [...]

Publicación de los “Informes PERSONAE” sobre prácticas de personalización del aprendizaje (II)

2019-12-10T14:02:17+00:00diciembre 11th, 2019|Tags: , , , , , , , |

En el marco de las actividades de investigación del último curso (2018-2019) del proyecto PERSONAE, nuestro equipo ha elaborado diferentes informes con las principales ideas extraídas del seguimiento de las prácticas innovadoras de personalización del aprendizaje en los centros participantes. Concretamente, hemos observado algunas de las actividades relacionadas con una o más dimensiones de personalización del aprendizaje escolar, como la reflexión sobre uno mismo como aprendiz y sobre el propio proceso de aprendizaje, o la toma en consideración y el trabajo con los intereses del alumnado, entre otras.  Los informes, que ya se han compartido con los centros, se pueden consultar [...]