Sharing digital authority, when a child has more digital expertise than the parent, cultivateda climate of trust and youth empowerment that supported budding interests and expertise
This is what is happening in my house currently, as my husband (the caring adult & digital expert in house) helps mentor kids who are in our neighborhood on video games.
Well, that's sort of it. :)
caring adults,
I think this whole model is fairly dependent on something we need much more of in society: adults who, while they may have no direct stake in the outcome of children's lives, participate in the lives of the kids in their community. This is so important. And it's so necessary.
music gains recognition and resources when it is sponsored by a faculty mentorand gets institutionalized as a school club.
Again, maybe I need to get my act together and be the person to do this, but I'd love to see more of this connected to the work of Lucy Green. (Mostly this is about me getting my act together and reading more deeply.)
connected learningis fostered in environments that have particular social and cultural characteristics, and itcan be supported through diverse technologies, techniques, and infrastructures.
One of my professors in my (music ed) master's program often & famously said, "You control the environment that in turn controls you." He approached much of what we do in more of a behaviorist way, but I think the quote still holds.
Critics may suggest thatthis existential value is a post hoc rationalization for thebarriers he had faced and a failure to progress, but thisseverely underestimates how playing his part in a culturaleconomy created purpose, value, and reward.
Considering his work as community cultural contribution?
academic, career, civic, and political opportunities.3. CONNECTED LEARNING
Although to obtain a political career, young people need to have academics in order. Is there a way to further broaden this description? Aside from athletics, which is an extremely rare & challenging professional field to enter, arts-based achievement is often but certainly not always tied to academic success.
new learning technologies could amplify thesetendencies.
I generally believe that until we fix societal issues to correct these inequities, educators are taking on a Sisyphean task. There is no way for education as an institution, either as a societal force or in terms of smaller institutions like individual schools, to correct these inequities. They have to be dealt with in broader society first.
Time spentwith relationships that are not tied to connected learning are also important; young peopleneed space to pursue interests and social life with peers in ways that might not be tied to3. CONNECTED LEARNING
This is so important, too. Kids need time to themselves to break down information and have some sort of social development.
found that online threats generally mirror offline threats, and that threats andbenefits are unevenly distributed among different populations of youth.
This is so important, too.
A recent meta-analysis of research on social media and teen wellness indicates that atan aggregate level, harms are negligible, and social media use accounts for only a smallvariance in wellness (Orben and Przybklski 2019).
There have been reports that indicate that during the most intense months of the pandemic, more than half of teenagers surveyed said that social media was either important or very important for staying connected to friends & family members. I want to say that's from a more recent Rideout & Robb survey, but I appreciate the acknowledgement (not often stated in common discourse) that social media is not that harmful to teens — no more so than MTV or video games were to my generation (elder millennials).
The school’spromotion of classical music and the structure of music education on offer made it difficultfor him to convert both his commitment and discipline as well as his musical knowledge andexperience into forms of performance that were valued by the school.
Bingo. These folks (& these school teachers) also needed to read Lucy Green.
Yet this bond was kept out of sight to avoid teacher, peer, and parentalsurveillance.
I think this is so important, as kids don't necessarily want all of their learning surveilled. They may not realize how much they are learning in these peer groups, and often they don't want these connections evaluated by teachers or parents.
Which makes me wonder — as an educator I feel like all learning is my business, but are these connections really my business?
Buckingham (2007:96) sees this divide between in-school and out-of-school use “as symptomatic of a much broader phenomenon—a widening gap betweenchildren’s everyday ‘life worlds’ outside of school and the emphases of many educationalsystems.” Similarly, Collins and Halverson (2009) identify a culture gap betweeneducational systems designed in the industrial age and the emerging learning practices ofthe knowledge age.
Dr. Fisk you were right. I do appreciate this framework in this sense. As mentioned below, there has to be work done on both sides — from the school site to the home site, and cultural change moving toward valuing home learning has to happen before such a network can exist. Many families have very much been taught to value to the learning that happens at school without fully appreciating the learning that happens at home, seeing these two places as separate. (This obviously caused some serious issues & disconnects with online learning in 2020 also.)
When I was first reading Mei's story, sitting in a McDonald's PlayPlace while watching my kid, it hit me almost a little too hard. I very much appreciate the flexibility & support of this course & this program, but it goes so much further than what institutional supports can offer. Childcare concerns, support for mothers & parents altogether, are essential in our society, and those are not met in necessary ways. I have been having this conversation with my best friend frequently, about how much music educators are expected to work within what could be in some ways construed as a connected learning framework. However, sometimes I feel that we are expected to enmesh our lives too much into this learning framework. What happens when you need to separate your life completely from your work? What happens when you have to disconnect? I really appreciate the inclusion of this story and the consideration, especially from a viewpoint that I could so relate to.