Chris Riedel of THE Journal writes;
“According to the latest data, video for homework is on the rise; mobile computing is “beyond the tipping point”; and most kids don’t use traditional computers to connect to the Internet at home. Those are just three of the major trends revealed in the 2013 Speak Up Survey from Project Tomorrow, which CEO Julie Evans revealed at the FETC 2014 conference last week.
The 2013 results represent more than 400,000 surveys from 9,000 schools and 2,700 districts across the country. Respondents included 325,279 students, 32,151 teachers and librarians, 39,986 parents, 4,530 district administrators and, new to this year’s survey, 1,346 community members.”
“8. Gaming is Growing, and the Gender Gap is Closed
Another interesting area for Evans was student gaming. This year’s results showed 60 percent of students using laptops as a gaming device. Cell phones and game consoles tied with 54 percent use, while tablets clocked in at 44 percent.
Of particular note is students’ interest in taking gaming technology and applying it to learning difficult concepts, as well as their interest in using games as a way to explore career opportunities. Evans also noted no gender difference in students’ interest in games, with younger girls actually showing more gaming activity than their male counterparts.”
Annie Murphy Paul of Mind/Shift writes that;
“Girls should play more video games. That’s one of the unexpected lessons I take away from a rash of recent studies on the importance of—and the malleability of—spatial skills.
First, why spatial skills matter: The ability to mentally manipulate shapes and otherwise understand how the three-dimensional world works turns out to be an important predictor of creative and scholarly achievements, according to research published this month in the journal Psychological Science. The long-term study found that 13-year-olds’ scores on traditional measures of mathematical and verbal reasoning predicted the number of scholarly papers and patents these individuals produced three decades later.
But high scores on tests of spatial ability taken at age 13 predicted something more surprising: the likelihood that the individual would develop new knowledge and produce innovation in science, technology, engineering and mathematics, the domains collectively known as STEM.
The good news is that spatial abilities can get better with practice. A meta-analysis of 217 research studies, published in the journal Psychological Science last year, concluded that “spatial skills are malleable, durable and transferable”: that is, spatial skills can be improved by training; these improvements persist over time; and they “transfer” to tasks that are different from the tasks used in the training.
This last point is supported by a study published just last month in the Journal of Cognition and Development, which reported that training children in spatial reasoning can improve their performance in math. A single twenty-minute training session in spatial skills enhanced participants’ ability to solve math problems, suggesting that the training “primes” the brain to tackle arithmetic, says study author and Michigan State University education professor Kelly Mix.
Findings like these have led some researchers to advocate for the addition of spatial-skills training to the school curriculum. That’s not a bad idea, but here’s another way to think about it: the informal education children receive can be just as important as what they learn in the classroom. We need to think more carefully about how kids’ formal and informal educational experiences fit together, and how one can fill gaps left by the other.
If traditional math and reading skills are emphasized at school, for example, parents can make sure that spatial skills are accentuated at home—starting early on, with activities as simple as talking about the spatial properties of the world around us. A 2011 study from researchers at the University of Chicago reported that the number of spatial terms (like “circle,” “curvy,” and “edge”) parents used while interacting with their toddlers predicted how many of these kinds of words children themselves produced, and how well they performed on spatial problem-solving tasks at a later age.”
To read the full article by Annie Murphy Paul click here;