Creative Teaching & Learning

Media spies

We’re constantly bombarded with media images, but can children able to evaluate them critically? Kym Stewart shares the ‘media spies’ topic she has used with two classes in Canada – to help children uncover what advertisers are really saying.

media-images-schools.pdf

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e-Learning Update issue 62"
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      string(5198) "e-learning UPDATE  www.teachingtimes.comFEARS OF TECH ADDICTIONIN CHILDREN LIVING DIGITALCHILDHOODThe Internet is now more popular than TV and 25% of toddlers have their ownmedia device, according to new research by Tech and Play. According to thesurvey, 25% of under threes have their own media device, such as a tablet orgames console, and 37% of three to five year olds. Older children, between fiveand 15 years old, are most likely to have the most access to electronic devices.The report outlines the key findings of a co-produced study, developed in collaboration between academicsat the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Pirmary School and the children’smedia companies Dubit and Foundling Bird (Appendix 1 outlines the project team members and Advisory Boardmembers).The project was co-produced in that all project partners contributed to the development of the project aimsand objectives and were involved in data collection, analysis and dissemination. The aim of the study was toidentify pre-school children’s (aged 0-5) uses of and responses to tablet apps in terms of the impact on their playand creativity.Research conducted by OFCOM has shown that the use of technology amongst children has increasedconsiderably, particularly amongst young children. In 2015, toddlers aged around three to four years old spenton average 6 hours and 48 minutes per week on electronic devices, which soared to 8 hours and 18 minutes lastyear – an increase of 26%. For children aged between five and 15 years old, the average time also substantiallyincreased, from 14 hours and 42 minutes in 2015 to 15 hours in 2016. Children today are becoming increasinglyaddicted to electronics and technology, emphasising the claim that youngsters are living in a “digital childhood”.The OFCOM research has suggested that, due to the increase in technology use among young children,Helping teachers with today’stechnologyAn ICT Update Publicationwww.teachingtimes.come-learningUPDATESeptember 2017http://www.teachingtimes.comhttp://www.teachingtimes.comnewsSEPTEMBERe-learning UPDATE  www.teachingtimes.comonly one in 10 toddlers of the so-called “iPad generation” are labelled as being ‘healthy’ by paediatricians. TheNightingale Hospital, located in central London, has treated children as young as 12 years old for ‘technologyaddiction’. PAARS, a charity from North London has seen a marked rise in the number of children becoming‘addicted’ to electronic devices, such as tablets, games consoles and phones. As a result, they have seen a suddenincrease in the number of children verbally abusing, or even physically hitting them, when they take devicesaway from them, or turn the internet off to prevent usage.Furthermore, starting at a screen, such as an electronic device, can arguably have adverse effects on thebrain and concentration. Technology has a profound impact on the way young children think and feel, and sincetechnology is full of stimuli and often requires paying attention to a number of things at the same time. Childrenwho spend the majority of their childhood online tend to have less of an ability to focus than youngsters whouse technology minimally. Moreover, children as young as seven years old are developing hunchbacks andcurved spines due to long hours spent bending over devices such as phones and tablets.Due to the rise in technology, there has been a noticeable decline in children’s programming times onpopular television channels, such as ITV, Channel 4 and Channel 5. In 1998, repeats of children’s TV showsmade up just 38% of children’s television, whereas in 2011, the figure rose sharply to 91%, according to OFCOMresearch. As well as this, programming schedules among major channels have decreased significantly – with ITVhaving the sharpest decline. In 1998, ITV had an astonishing 424 hours’ worth of children’s shows in a year, whichfell drastically to 42 hours in 2015. Furthermore, Channel 5 saw the second largest drop, with 353 hours in 1998being reduced to 30 in 2015. Additionally, Channel 4 cut their hours drastically in 2015, reducing 49 hours to amere zero.According to the BBC, over the last six years, children’s viewing of TV programmes has dropped by morethan a quarter. In an attempt to revive the children’s sector, last month, the BBC unveiled it will invest moremoney into children’s television as part of the BBC’s first Annual Plan. The new investment will see the budget forchildren’s programming reach £124.4m by 2019-20, up from the current figure of £110m. The BBC claim in threeyears, £31.4m of their budget will be spent online, to appeal to younger generations that are becoming more“tech savvy”, in order to combat competition from American broadcasters such as Netflix and Amazon Prime.MORE…EXPLORING PLAY AND CREATIVITY IN PRE-SCHOOLERS’ USE OF APPS http://www.teachingtimes.comhttp://edtechnology.co.uk/Article/fears-of-tech-addiction-in-kids-living-digital-childhoodhttp://www.techandplay.org/reports/TAP_Final_Report.pdfhttp://static.lgfl.net/LgflNet/downloads/online-safety/LGfL-OS-Reports-Safe-Online-in-2017-Summer.pdf"
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Digital Learning

Fears Of Tech Addiction In Children Living Digital Childhood

14 Sep 2017

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      string(5610) "Blurring the lines between gaming and gambling Copyright YGAM 2020: all rights reservedSafer Internet DayHave you noticed howmany adverts there are for gambling? Once you get past 9 pm on commercial televisionchannels it seems as if every other advert is for bingo, bookies and bettingcompanies. This impression isborne out by statistics. In June last year the first two Premier League matchesfeatured 24 separate gambling adverts in commercial breaks. It was sonoticeable that it prompted the Daily Mail to accuse gambling firms of ‘providing the gatewayfor the next generation of harm’. During the World Cup in 2018, BBC research analysed 11 games broadcast on ITV. 62 of the 66commercial breaks contained one or more gambling advertisements.Then there are raffles – the mainstay of fundraising for charities. One of the ironies is that if you go online to look for advice on gambling from the National Society for the Prevention of Cruelty to Children (NSPCC) you will find their Responsible gambling guide – NSPCC and just three entries further down the page, Play our raffle | NSPCC. This typifies our mixed response to gambling in the UK. ‘It’s just a bit of fun’, but an increasing number of gambling clinics are being set up to help the 224,000 adults (0.4% of the population) ‘higher risk problem gamblers’, and the two million (3.6%) who have been classified as being ‘at risk’ of developing a serious gambling problem. The difference technology makesMany children start gambling via arcades and similar places, perhaps at fairgrounds and the seaside, having fun with their parents, moving from hook-a-duck and the grab-a-toy to fruit machines. There were signs that there was a dip in gambling with lockdown when pubs and amusement arcades shut down. However, we have a generation of young people shut up at home, often with laptops in their bedrooms and smartphones in their pockets who can gamble 24 hours a day, without anyone else knowing.Type ‘heroin’ or ‘alcohol’ into a browser and page one gives you Wikipedia entries and health warnings. Type in ‘gambling’ and you have to scroll past a slew of gambling adverts for ‘free spins’, ‘instant cash on your winnings’, ‘fast payout’, ‘£10 bonus’, ‘sign up now’. Now, with cookies these adverts will not just be on Google but will pop up on social media and in junk mail and so those with a gambling problem will be faced with near constant temptation and even more opportunities to gamble.For as long as people have gambled, there have been gambling addicts, but they usually had to go out of their homes to ‘scratch the itch’. Over the past 15 years, there has been a relaxation of rules for the gambling industry, coupled with more sophisticated technology and faster internet, so gambling has come out of arcades, betting shops and casinos and into children’s bedrooms. The current state of playGambling often used to be closely linked to real world events such as betting on the result of a football match or the winner of a TV show. With technology, the real world is irrelevant and young people can gamble round the clock in a virtual fantasy world.Links between gambling and other activities teenagers may tryCopyright YGAM 2020: all rights reservedA report by the Gambling Commission last year estimated there are now 55,000 regualar  gamblers aged 11-16 in England, Scotland and Wales, and 350,000 who gamble regularly. In this age group, gambling is more popular than smoking or taking drugs; 11% of 11 to 16-year-olds reported that they had gambled in the previous week, compared to only 6% who had smoked tobacco and 5% who had used illegal drugs.Perhaps part of the reason lies in the fact that teenagersare quite lethargic. They would need to make an effort to get cigarettes anddrugs but can gamble 24 hours a day without even getting out of bed. The link with gaming Many youngchildren enjoy games on their phones or tablets and findthem a great way of relaxing and escaping from the tedium and pressures ofday-to-day life. A recent study ofthe most popular desktop videogames showed that more than 70% ofgames – even some designed for young children – now contain ‘loot boxes’. Thisis all part of a drive to monetise games and increase profits. Loot boxes let playersuse points or virtual currency or, in some cases real money, to open a box thatcontains a mystery item. The Immersive and addictive technologies FifteenthReport of Session 2017–19 Report, published in September 2019 bythe House of Commons Digital, Culture, Media and Sport Committee, make alink between loot boxes and gambling:‘They are a common form of microtransaction, with a 2018Gambling Commission survey finding that 31% of 11–16 year olds have paid moneyor used in-game currency to open loot boxes.140 Although some games (including,notably, a version of Fortnite) reveal the contents of a loot box to the playerbefore they decide whether to pay for it, usually the contents of loot boxesare unknown to the player at the point of purchase—what a player gets for theirmoney is therefore based on chance’ (page 27)They also cited evidence from Ben Lewis Evans, auser experience researcher at Epic Games, who gave a presentation called‘Reward Psychology—Throwing out the Neurotrash’ and talked about the rewardmechanics behind devices like loot boxes in games such as Fortnite: ‘The reasonthese are famous is they are quite often the ratios used in gambling. 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Digital Learning

Gambling – An Insidious Harm We Need To Address

21 Jan 2021

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Two decades ago, pupils used computers in dedicated IT suites, but in the modern school, functioning without wireless is not an option. While there is still a place for the wired-in computer, wireless-enabled devices offer greater versatility through the multi-purpose use of classrooms.In addition to the substantial online educational resources—videos, e-books, podcasts and more—blended learning now offers the opportunity to use digital media alongside traditional teaching methods to provide students with a more personalised learning environment through independent online study and curriculum delivery via a digital platform. The development of virtual reality and artificial intelligence offers further enhancement for education. Virtual reality can enable a student to travel to different continents or time periods and experience different cultures or eras from their desks, while artificial intelligence can be used to help predict a student’s individual learning needs. All of this relies on an increasing number of wireless-enabled devices—from laptops or tablets for students to interactive whiteboards, VR headsets and TVs—with an internet connection offering high bandwidth and low latency.There is also the growth of the Internet of Things (IoT) for devices that form part of the wider school environment, such as heating systems controlled by temperature sensors, occupancy sensing for recording attendances and video surveillance monitoring that utilises AI/machine learning to enhance security. All of these devices are connected via the internet.‘We are pleased to support a Scottish-born company whose complementary, emerging technology has the potential to transform delivery of wireless broadband communications. The pilot trial in Kyle Academy represents a potentially very valuable contribution to our knowledge and understanding of evolving 5G technologies’Paul Wheelhouse, MSP Minister for Energy, Connectivity and the Islands.LiFi: the solution from the ceilingIt is against this background that schools need to start exploring options to provide greater bandwidth—while ensuring low latency and security—to be able to cater for, and benefit from, the growing number of devices and digital tools as well as cope with sudden spikes in usage when an entire class streams a video. The solution to this can be found in the classroom ceiling—adapting existing lighting systems for LiFi to provide the next generation of high-speed wireless internet connectivity.I coined the term ‘LiFi’ in a TedGlobal Talk in 2011, and demonstrated the transmission of a video by an ordinary LED light installed in a desk lamp. 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Digital Learning

Riding the Light Improving Bandwidth with LiFi

8 Aug 2019

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e-Learning Update issue 62"
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Older children, between fiveand 15 years old, are most likely to have the most access to electronic devices.The report outlines the key findings of a co-produced study, developed in collaboration between academicsat the Universities of Sheffield and Edinburgh, the BBC (CBeebies), Monteney Pirmary School and the children’smedia companies Dubit and Foundling Bird (Appendix 1 outlines the project team members and Advisory Boardmembers).The project was co-produced in that all project partners contributed to the development of the project aimsand objectives and were involved in data collection, analysis and dissemination. The aim of the study was toidentify pre-school children’s (aged 0-5) uses of and responses to tablet apps in terms of the impact on their playand creativity.Research conducted by OFCOM has shown that the use of technology amongst children has increasedconsiderably, particularly amongst young children. In 2015, toddlers aged around three to four years old spenton average 6 hours and 48 minutes per week on electronic devices, which soared to 8 hours and 18 minutes lastyear – an increase of 26%. For children aged between five and 15 years old, the average time also substantiallyincreased, from 14 hours and 42 minutes in 2015 to 15 hours in 2016. Children today are becoming increasinglyaddicted to electronics and technology, emphasising the claim that youngsters are living in a “digital childhood”.The OFCOM research has suggested that, due to the increase in technology use among young children,Helping teachers with today’stechnologyAn ICT Update Publicationwww.teachingtimes.come-learningUPDATESeptember 2017http://www.teachingtimes.comhttp://www.teachingtimes.comnewsSEPTEMBERe-learning UPDATE  www.teachingtimes.comonly one in 10 toddlers of the so-called “iPad generation” are labelled as being ‘healthy’ by paediatricians. TheNightingale Hospital, located in central London, has treated children as young as 12 years old for ‘technologyaddiction’. PAARS, a charity from North London has seen a marked rise in the number of children becoming‘addicted’ to electronic devices, such as tablets, games consoles and phones. As a result, they have seen a suddenincrease in the number of children verbally abusing, or even physically hitting them, when they take devicesaway from them, or turn the internet off to prevent usage.Furthermore, starting at a screen, such as an electronic device, can arguably have adverse effects on thebrain and concentration. Technology has a profound impact on the way young children think and feel, and sincetechnology is full of stimuli and often requires paying attention to a number of things at the same time. Childrenwho spend the majority of their childhood online tend to have less of an ability to focus than youngsters whouse technology minimally. Moreover, children as young as seven years old are developing hunchbacks andcurved spines due to long hours spent bending over devices such as phones and tablets.Due to the rise in technology, there has been a noticeable decline in children’s programming times onpopular television channels, such as ITV, Channel 4 and Channel 5. In 1998, repeats of children’s TV showsmade up just 38% of children’s television, whereas in 2011, the figure rose sharply to 91%, according to OFCOMresearch. As well as this, programming schedules among major channels have decreased significantly – with ITVhaving the sharpest decline. In 1998, ITV had an astonishing 424 hours’ worth of children’s shows in a year, whichfell drastically to 42 hours in 2015. Furthermore, Channel 5 saw the second largest drop, with 353 hours in 1998being reduced to 30 in 2015. Additionally, Channel 4 cut their hours drastically in 2015, reducing 49 hours to amere zero.According to the BBC, over the last six years, children’s viewing of TV programmes has dropped by morethan a quarter. In an attempt to revive the children’s sector, last month, the BBC unveiled it will invest moremoney into children’s television as part of the BBC’s first Annual Plan. The new investment will see the budget forchildren’s programming reach £124.4m by 2019-20, up from the current figure of £110m. The BBC claim in threeyears, £31.4m of their budget will be spent online, to appeal to younger generations that are becoming more“tech savvy”, in order to combat competition from American broadcasters such as Netflix and Amazon Prime.MORE…EXPLORING PLAY AND CREATIVITY IN PRE-SCHOOLERS’ USE OF APPS http://www.teachingtimes.comhttp://edtechnology.co.uk/Article/fears-of-tech-addiction-in-kids-living-digital-childhoodhttp://www.techandplay.org/reports/TAP_Final_Report.pdfhttp://static.lgfl.net/LgflNet/downloads/online-safety/LGfL-OS-Reports-Safe-Online-in-2017-Summer.pdf"
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Digital Learning

Over 80% Of London Key Stage 2 Pupils Lack Knowledge To Search For Information Safely Online

14 Sep 2017