How My Kids Use the Google Home Mini #TeacherMom

Someone gave us a Google Home mini last fall. I don’t really use it, but we thought the kids might be interested, so we set it up. I recently found out I can view all of its history, which I found fascinating. Here’s how my kids have put it to use, most of the time without my presence. “Hey Google…”

  • “…can we listen to music?”
  • “…what are fake flowers made of?”
  • “…what do you eat for breakfast?”
  • “…start a timer for 20 minutes.”
  • “…how do you spell…?”
  • “…what should I be for Halloween?”
  • “…where do wolves live?”
  • “…are tarantulas harmless?”
  • “…tell me a story.”
  • “…are you a robot?”
  • “…what are orangutans?”
  • “…do you eat donuts?”
  • “…can you play a game with me?”
  • “…do you have a sister?”
  • “…tell me a joke.”
  • “…what author wrote Amelia Bedelia?”
  • “…tell me a fairy tale.”
  • “…when do you unplug cords?”
  • “…when do you go fishing?”
  • “…where should me and my dad go for our date?”
  • “…it is 9:45. How many more hours until lunch?”
  • “…what kind of claws do jaguars have?”
  • “…what’s 12 times 12?”
  • “…are fairies real?”
  • “…what colors can dogs see?”
  • “…how do you say bear in Spanish?”
  • “…what do dragons eat?”
  • “...how long does it take to walk between home and school?”
  • “…is there a Santa?”
  • “…what was the first thing people made with electricity?”
  • “…how many hours are in the morning?”
  • “…is the blue whale bigger than any building?”
  • “…what are very good kid jobs?”

I love the questions almost as much as the fact that they can so readily find answers. What a marvelous gift it is to have a record of the questions my children have been asking over time.

How is technology impacting your children’s sense of inquiry (like their ability to find answers to questions even before they can read), access (like their ability to turn on music and timers), and connection with the world around them (like their ability to feel like the information of this age belongs to them, too)?

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Can We Talk About Rationing Screen Time? #TeacherMom

First, let me be clear. I am not in favor of kids spending excessive amounts of time on their devices. The addiction factor, sleep issues, and even growing risk of depression/suicide are all well-known issues for me.

7th grade teacher Pernille Ripp has even recently gone #phonefree in her classroom for these last couple of months, a move her students seem to love as it allows them to more comfortably share vulnerable learning processes.

What I want to discuss is the impact of rationing screen time for our kids. I’m talking about bargaining for behavior, tallying minutes, and otherwise keeping such a tight grip on the amount of time our kids spend on screens that they begin to fixate on it.

It reminds me of what happens when we focus so thoroughly on “forbidden foods” that we end up binge-eating.

What if, instead…

…we regularly discussed the importance of balance?

…we explicitly taught even our young kids that tech can be a tool for empowerment, rather than just an device for entertainment?

 

…we created reasonable default screen time allowances our kids can count on so they don’t have to spend their days worrying when they will next be allowed to watch a movie or play a video game?

…we talked honestly with our kids about our screen time habits — both how we use it for practical and/or positive purposes, and how we are trying to improve not-so-positive habits?

…we set up rules and limitations in a shared manner, learning together about what helps us achieve balance and healthy lifestyle?

Our kids have been born into an remarkable and unprecedented age of technology. Let’s find ways to work alongside them as they work to develop healthy, positive, and balanced habits.

featured image: DeathToTheStockPhoto

Inquiry Into Action

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Sometimes, taking action on something that matters to us is big. Sometimes, it’s small. How do we know which is the best path? How do we get started? How do we keep going when it’s hard? Use this week’s provocation into Action to help get kids thinking more about what it means to them.

Resource #1: What Matters to You//Me?

Resource #2: PSA from Patrick Larkin, via AJ Juliani

Resource #3: Mother of 4 Builds House From Scratch By Watching Youtube Videos

Resource #4: What Do You Do With An Idea by Kobi Yamada

Resource #5: Be Kind by Pat Zietlow Miller

Provocation Questions:

  • What does it mean to take action?
  • Why is taking action an important part of learning?
  • How are we responsible for taking action on our learning?
  • How might our perspective on a particular action change over time?
  • Why is taking action so difficult sometimes, even when it’s something important to us?
  • How might technology transform the way we can take action today?

featured image: DeathToTheStockPhoto

The Baby, the Bathwater, & Empowered Tech Use

I’d like to first clarify what I do not mean by “empowered tech use:”

  • intensely rationed “screen time” for good behavior
  • hours spent at school on “personalized” programs that take the person out of personalized learning

Both of these uses are less about empowerment and more about control. And they both convey negative messages about tech use; at best, that kids’ tech use is limited to consuming, and at worst, that kids are not to be trusted when it comes to responsible, creative tech use. Neither message suggests kids can or should take ownership over their tech use.

We often worry about what’s at stake when students don’t use tech with responsibility. I wonder what’s at stake when students aren’t taught to use tech with empowerment?

When we turn the conversation around, we can empower our kids to take ownership over their tech use, to balance creating vs. consuming, to contribute in positive ways, and to develop skills as literate digital citizens.

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21st Century Literacy Opportunities You Probably Overlook #TeacherMom #IMMOOC

I’ve decided to join this year’s #IMMOOC as I finally read George Couros’ book, Innovator’s Mindset. I’m looking forward to making new connections with teachers around the world and to finding ways to push my thinking and comfort zone over the next 5 weeks!

Here’s a passage that has stood out to me most for this week’s reading:

“We are spending so much time telling our students about what they can’t do that we have lost focus on what we can do. Imagine that if every time you talked about the ability to write with a pencil, you only focused on telling kids to not stab one another with the tool. What would you really inspire in your students? Creativity? Unlikely. Fear? Almost certainly.”

It seems that the older my kids get, the more often I hear about the dangers of screen time, online predators, and cyberbullying. Rarely if ever do I hear parents share the amazing ways they are engaging in technology with their kids.

Apart from this being a missed opportunity to build positive associations with the possibility tech affords, it also misses out on some serious opportunities for literacy (both traditional and digital).

As rare as it is to hear about the positive examples among parents, I actually observed an impromptu example just this weekend as my mother-in-law sat at the computer with my nephew. They were searching out some fun gadgets together on Amazon, but what quickly caught my attention was the language my mother-in-law was using with my nephew. As they looked at new products, she helped him scroll down the page, saying things like, “When I’m looking at something I think I might like to buy, I look first at the 1-star reviews. That helps me find out what I might not like about it.”

I listened as they read the reviews out loud together and then discussed whether they thought those would be relevant issues. And as they navigated new products, it was clear my nephew was quickly becoming more discerning about what he was viewing.

Who would have thought Amazon could be rich soil for literacy? But I guess if we’re paralyzed by fear, we’re not exactly on the lookout for ways we might invite our kids to join us in our screen use.

Now, to be clear, if our kids’ device use is also limited to moments we “give in” due to begging or boredom, that’s also a missed opportunity. The key is in how we are engaging with our kids, and in positive, practical ways. I’m looking forward to finding more ways we can show kids what they can do with tech, both as parents and as teachers.

featured image: DeathToTheStockPhoto

Autonomy & Cell Phones In Class

My scope of experience with kids and phones doesn’t extend past 5th graders. There’s only one real incident I can even recall where a student kept visiting her backpack to check out her phone, which was resolved without much fuss.

But the question of whether teachers should make sweeping bans of devices from their classrooms is highly relevant to teachers everywhere because it speaks to our efforts toward fostering greater student ownership and autonomy over their learning.  At the same time, we do know that app-makers design apps to be as enticing as possible, to which kids are even more likely to fall prey to distraction and time-wasting.

In fact, an educator in this KQED MindShift article compared it to candy: “Don’t give kids unlimited access to “Halloween candy and Christmas cookies while they are still learning to eat a balanced diet.””

For whatever reason, this reminded me of a couple of plates that my dietitian mother-in-law gave to my kids:

I’ve liked these just because it’s easier to pour applesauce and yogurt into the portions. But to my surprise, they’ve also caused my kids started initiating conversations about food groups, portions, and intake balance. We also noticed together the absence of candy and treats as a food group, and have discussed the importance of moderation there, too.

The MindShift article also quoted educators who emphasize the importance of making cell phone use and distraction a direct conversation. Surely, just as there is value in letting kids in on the big picture of dietary balance, there is value in letting kids in on the big picture of balanced cell phone use.

Of course, that does not equate to an automatic green-light on all devices at all times. In fact, having an open conversation is a great way to invite student input on troubleshooting. Questions/discussion points you might ask might include:

  • How can devices enhance our learning?
  • How might devices enhance feedback within our classroom? With learners across the globe?
  • How might devices cause a distraction for ourselves? How might they distract our peers?
  • What does balanced device use look like?
  • What are the possible dangers of unbalanced device use?
  • What strategies or guidelines might minimize distraction while maximizing learning in our classroom?

However we choose to manage the issue, inviting our students to take a more proactive role can help not only mitigate the management issues but empower our students for more longterm ownership over their own device use.

featured image: DeathToTheStockPhoto

The Power of One Young Digital Citizen–Again

I started off my daily Twitter review yesterday with a post from @Sue_Crowley with several intriguing comments:

and


I decided to check it out. It appears that source of all the hubbub centers on phenomenal new customer service rep managing the Southern Rail UK Twitter account. His name’s Eddie, and he’s a 15 year old receiving some work experience

Not only did he do a fabulous job fielding ordinary customer service questions, but he interacted with customers in a way that definitely caught Twitter’s attention. And young as he is, several interested parties already appear to be trying to poach him for their organizations:

This is definitely one young digital citizen that has his 4 C’s down: communication (fielding hundreds of comments), critical thinking (figuring out helpful responses), creativity (engaging with people in a fun way that got the attention of thousands), and collaboration (working with Neil).

Ultimately, this thread brought me back to reflecting on digital citizenship and literacy yet again. While we know that the jobs of the future will little-resemble the jobs of today, we still often treat the very devices and platforms that will carry our students toward that future — as nuisances. Banning phones, blocking Youtube, insisting on a single way of note-taking.

But here, we have an example of what happens when our students are given authentic opportunities to engage with those devices and platforms and audiences instead.

The fact is, digital citizenship empowers students to amplify their voices for good. Shunning it for fear of the distraction, cyberbullying, etc. perpetuates the very mentality that encourages abuse of these resources: namely, that they are not part of the “real world” and are therefore relegated only for entertainment purposes.

So next time you encounter a blanket ban of a digital resource that seems to favor adult convenience over student ownership, here are a few questions you might ask:

  • How might teaching digital citizenship help students treat the resource with more responsibility?
  • What are alternative courses of action to remove the nuisance factor?
  • How often do you personally treat this resource as an opportunity to create, share, and connect, vs. simple entertainment?
  • How often do you share with your students the ways that you use this resource to create, share, share, and connect?
  • How can you re-envision my students using this resource in a powerful, meaningful way (both now and throughout their lives)? How can you help your students see themselves using the resource in that way?
  • Will this ban help or hinder students in their development of the 4 C’s of 21st century learning?

featured image: DeathToTheStockPhoto