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Brian Housand
East Carolina University

Angela Housand
University of North Carolina - Wilmington

Jennifer Troester
O’Neil Public Schools

Jillian Gates
Anchorage School District

Susan Jackson
The Daimon Institute for the Highly Gifted

In this highly interactive session participants will explore the social and psychological implications of living in a world with boundless technology opportunities. Using case studies and current research we will explore how to help students create balance, navigate digital environments safely, and advocate for their own well-being. This session addresses the tough questions facing teachers, parents, and administrators as they help students navigate a new world online: How do gifted students deal socially, emotionally, and intellectually with “constant connectivity”? How do teachers and parents bridge the digital divide to support gifted students while keeping them safe online?

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  1. 1. Brian  Housand   East  Carolina  University     Angela  Housand   University  of  North  Carolina  -­‐  Wilmington     Jennifer  Troester     O’Neil  Public  Schools     Jillian  Gates     Anchorage  School  District     P.  Susan  Jackson   The  Daimon  InsBtute  for  the  Highly  GiEed  FOR  HANDOUTS  VISIT:  hDp://  
  2. 2. How do you usetechnology andhow do you usetechnology with your students?
  3. 3. Digital Natives
  4. 4. (Internet World Stats, 2009)
  5. 5. (De Moor, 2008)
  6. 6. (Valcke, et al, 2008)
  7. 7. (NPR March 16, 2011)
  8. 8. Whiz Kids orRisk Kids
  9. 9. Internet  Risks  Content   Contact   Commercial   Risks   Risks   Risks  
  10. 10. Internet  Risks   Content   Commercial   Contact  Risks   Risks   Risks  ProvocaBve   Wrong   InformaBon   Content   InformaBon   Overload  
  11. 11. Internet  Risks   Commercial   Content  Risks   Contact  Risks   Risks   Online   Offline   Contact     Contact   Cyber   Sexual   Privacy  Bullying   SolicitaBon   Risks  
  12. 12. Quick  Web  Search  of  Known  Student  
  13. 13. Internet  Risks   Commercial   Content  Risks   Contact  Risks   Risks   Online   Offline   Contact     Contact   Cyber   Sexual   Privacy  Bullying   SolicitaBon   Risks  
  14. 14. Internet  Risks  Content   Contact   Commercial   Risks   Risks   Risks   Commercial   Personal  Data   ExploitaBon   CollecBon  
  15. 15. NegaBve  Consequences  of  Unsafe  Internet  Behavior   •  Aggression   •  Fear   •  Symptoms  related  to   Psychological  Trauma   •  NegaBve  Self-­‐Image   •  IdenBty  Confusion  
  16. 16. NegaBve  Consequences  of  Online  Sexual  SolicitaBon   •  EmoBonally  Upset   •  Shame   •  Anxiety   •  Developed  Stress   Symptoms  
  17. 17. Boys’  Exposure  to  Sexually  Explicit  Content  May  Effect  Their  •  PercepBon  of  the  role  of  sex  in  a  healthy   relaBonship  •  View  of  females  as  sex  objects  •  AVtudes  about  Sex  •  Respect  for  females  
  18. 18. NegaBve  Consequences  of  Online  Harassment  or  Cyberbullying   •  Felt  Threatened   •  Stress   •  Anxiety   •  Severe  Depression   •  Felt  Less  Safe  
  19. 19. Shout Out!Give me a number between 1 and 10…
  20. 20. Parent Strategies!"   Review the Search History""   Be Part of the Social Network""   Centralized Location for ALL Technology""   Limit time or earn time on the Internet"
  21. 21. Parent Strategies!"   Model the Behaviors you Expect to see""   Make Connections – Online & Offline""   The rules that apply to physical safety apply to virtual safety"
  22. 22. The Parent Perspective!
  23. 23. InformaJon  Overload  CogniBve  oversBmulaBon  that  interferes  with  our  ability  to  “think”              (Toffler,  1970,  p.  350)  
  24. 24. Anxiety May Result!
  25. 25. Why Can’t Johnny Search?
  26. 26. Barriers to Information Literacy•  Do not realize Internet does not have all of the answers•  Have not learned to judge quality•  Too many choices and too much information
  27. 27. “Every man should have a built-in automatic crap detector operatinginside of him.”
  29. 29. Teacher Strategy  Explicit Instruction for Search  Use Correct Spelling  Use Root Words  Use Boolean Logic Operators  AND  NOT  OR
  30. 30.
  31. 31. Teacher Strategy  What About Kid Friendly Search Tools  TekMom’s Search Tools  Kids’ Search Tools (
  32. 32. Barriers to Personal Safety•  Cyberbullying activities are devoid of emotional feedback component•  Willing to disclose personal information•  Willing to send personal pictures•  Engage in f2f contact after initial online contact
  33. 33. ¢  Bruner, 1996, suggested: “education typically disregards learners perspectives on knowledge and their understanding of their capacity for learning”¢  What are the ways we can provide environments and educational strategies that engage gifted kids in understanding and directing their own learning in contemporary classrooms wherein growth, enquiry, and personally relevant education are the focus?
  34. 34. MINECRAFT is a game about placing blocks to build anythingyou can imagine. You, the player, will be droppedin a randomly generated world made out ofcubes . . .
  35. 35. MINECRAFT The game starts by placing the player on the surface of a huge procedurally generated game world. The player can walk across the terrain consisting of plains, mountains, caves, and various water bodies.The game world isprocedurallygenerated as theplayer explores it.
  36. 36. There are no spaceships, no lasers, no bullets, no armies, and no blood. In place of the fast-twitch first-person-shooter games dominating console and PC gaming is a construction oriented world set in primitive times that has captured the imagination of about 10 million free users and 3 million paid users worldwide. ( . . . more than $66M in revenue in less than two years.)
  37. 37. GAME BASED LEARNING ANDNEXT GENERATION SOCIALNETWORKING¢  An approach to learning that is multi- sensory, reflective and collaborative¢  Allows learners a safe, creative environment with many options for interaction and creativity. ¢  The simple structures (single blocks) means that it is relevant and meaningful because of what they can do, rather than some inherent element of the game.
  38. 38. Minecraft is a sandbox game: a virtual world that allows free-roaming with almost no artificial barriers where you build and create.
  39. 39. MINECRAFT’S EDUCATIONAL USE¢  Can be used as a direct tool to address curricular based teaching and learning and replace some of the teaching materials that are in use right now.¢  It is easy to use¢  How do we wake the teachers’ interest in games? There is something incredibly compelling about this game.
  40. 40. MINECRAFT The game is focused on creativity and building, allowing players to build constructions out of textured cubes in a 3D world.
  41. 41. ¢  Core gameplay revolves around construction.¢  Game world made of cubical blocks arranged in a fixed grid pattern which represent different materials, such as dirt, stone, various ores, water, and tree trunks.¢  Players move freely across the world, while objects and items can only be placed at fixed locations relative to the grid.¢  Can gather these material "blocks" and place them elsewhere, thus potentially creating various constructions
  43. 43. ¢  Players destroy or harvest blocks and inventory.¢  Placed down elsewhere to alter the environment or used in the game’s crafting system.¢  Two modes: ¢  Survival mode: ¢  usethe blocks to build shelter while ¢  monsters that at night. ¢  Playershave to find the blocks they need on their own. Creative mode: removes all the enemies and grants players a supply of every type of block available to use. —  multiple players, while survival
  45. 45. Some materialsrequire specialequipment to bemined.Stone: wooden pickaxeGold: iron pickaxeObsidian: diamondpickaxe.Create shovels andnormal axes to minesand, dirt and woodfaster.Mining no longerinstant: hit the blocka couple times, toolsreduce the time.
  47. 47. ¢  Method by which many blocks, tools, and CRAFTING other resources are made in Minecraft.¢  Must move items from inventory into a crafting grid.¢  Grid can be accessed in the players inventory or on a Crafting Table.¢  Must then arrange them into the pattern representing the item(s) they wish to Some create. blocks can not be¢  As long as the proper pattern of resources is placed, it will not matter where within the found in grid the ingredients are placed. nature¢  Crafting recipes can also be flipped but horizontally from their depictions: for instance, you can make a bow with the require strings on the right instead of the left. crafting.
  48. 48. ¢  Clay: split into clay balls, which when baked turn into bricks which can be combined to form brick wall blocks.¢  Baking happens in a stone oven, needs a steady supply of coal: oven itself needs to be crafted at a workbench (needs to be constructed first).
  49. 49. The pickaxe isCRAFTING created by placing two sticks down the middle of the 3×3 grid Visualize this as two small sticks being put together to form a long handle for the pickaxe. Three of the same resource (wooden planks, stone, iron, gold or diamond) are then placed across the top three boxes in the grid. Picture this as being the blade of the pickaxe that is attached to the top of the handle.
  50. 50. Randomly generated world structured such a fashion that morevaluable resources are either rare or only spawn in deep caverns farbelow the ground.Aside from building blocks the game also offers more complex building.The player can create railway systems and ride mine carts, row in asmall boat, and build pressure plates, switches, doors and electricalcircuits to power various contraptions.
  51. 51. MINECRAFTENVIRON¢  World is divided into biomes ranging from deserts to snowfields.¢  The in-game time system follows a day and night cycle¢  Throughout the course of the game the player encounters various non-human creatures, referred to as mobs.¢  During the daytime, non- hostile animals spawn, which can be hunted for food and crafting materials.¢  Hostile monsters, such as large spiders, skeletons, zombies and the dangerous exploding "creeper" will spawn in unlit areas, such as in caves or during the night.
  55. 55. ¢  when on multiplayer, they have to decide as a group what the settings will be or what they want to create or how they are going to play¢  to make many of the structures they create, they have to calculate the layout and position of doors/ windows/other items within the structure before they begin, will it physically fit in the space, have the right proportions, etc
  56. 56. ¢  There is no manual so they have to find other resources to figure out what they want to do and there are many ways to do that that involve research skills¢  Students go on youtube, and other peoples blogs, and then try the things out: - this is how Daniel learned to set up his server - also how hes learning to do the mods - he watches a bit, then tries, then when hes stuck he goes back and finds more info and tries again - he is learning how to differentiate between those whose information is very useful and well-presented, and those who are either bogus or clueless
  57. 57. ¢  Complex systems can be built using the in-game physics engine with the use of primitive electrical circuits and logic gates. —  For example, a door can be opened or closed by pressing a connected button or stepping on a pressure plate. —  Similarly, larger and more complex systems can be produced, such as a working arithmetic logic unit – as used in CPUs.
  58. 58. Boys: there are no rules. Parents : they have to design rules based on what they want to get out of the game, especially on multiserver
  59. 59. Boys: There is no one to tell Parents: They can indulgeyou to stop or settle down themselves with noor just let it go repercussions and recriminations¢  Lucas (Mr. Fireworks) can build things, then arbitrarily smash and blow things up, then ¢  Daniel (Mr. Perfection) can go back to building, then go get 3/4 of the way through exploring, and then blow things an enormous construction, up again, then hang around and make a complex item using and realise that it wont work pistons and redstone out the way he wants because (electricity). all the windows will not be perfectly equidistant, and so destroy it and start again¢  Also, they can reach a point where they choose to stop, or let it go, or settle down,  which is a priceless learning process.
  60. 60. Boys: We have control They learn how to self-over how we play monitor; it invites deep engagement ¢  Me: The game has a number of modes which require them to follow rules to achieve specific goals (aka other video games), but in general they can decide how they want to play (soon-to-be-released Adventure mode, Player vs Player, Creative with no Monsters, No Cheating (no using the Inventory Edit mod, etc). ¢  But more importantly, it is an Open Source architecture so anyone (including the kids) can create skins and modifications and join in the creative process so the game is always changing and personalised
  61. 61. Boys: There are cool Learn new techonology skills:videos out there endless resources need to be vetted and utilized¢  ¢  Me:This gets them excited about what they could create, and they are motivated to try things they see in the videos,- also they . are motivated to make some videos themselves, and so learn video editing, etc
  63. 63. In order for a class of, for example, 25 to have full access to Minecraft(such as may be needed in order to demonstrate fully) it would cost$373.75. Perhaps you could negotiate with Mojang themselves tolower this cost. Much of the basics of Minecraft is available inCreative mode which completely free, but at least one or two fullaccounts would need to be set up for demonstration purposes alone.Order the game at:
  64. 64. Minecraft is the inevitable progression from one-dimensional social networks like Facebookto virtual world social networks. If the Mojang folks supported a more robust serverarchitecture and possibly larger game maps, we could see worlds with hundreds ofthousands of simultaneous players. I believe Minecraft fulfills the promise Second Life andIMVU have not; these players are not waking up and deciding to go into a virtual world.They are deciding to play and build in Minecraft and the world and social rules follow fromthat. Minecraft gives its players a reason to come together to interact, much like an outdoorBBQ brings us together to eat and socialize or a dance club brings us together to dance andsocialize.Minecraft also presents a number of challenges to traditional video gaming in general.every single block in the game is moveable and alterable, exept bedrock (the only trulyindestructile block in the game), which prevents players from falling into the void (thespace beneath every minecraft world)The entire game landscape can be redrawn by the players, one block at a time.This is enormously empowering to a child who lives within a strict set rules about whatmay and may not be touched in the real world. In Minecraft, you can touch everything. (Theblocks do adhere to primitive logical rules like gravity and the effects of states of matter, soit is not a complete free for all.) In addition, the marvel of the game’s success cannot beunderstated. It has not even been formally released and it has 10M players? And it wasdeveloped by one person until early 2010, and then a tiny team (relative to big gamedevelopment) who built and then leveraged a rabid community of their users, many ofwhom are technical enough to hack and improve the game in all sorts of unimaginableways. So where can this all go? If the team at Mojang wanted to and thought this way, Ithink this game could be a platform for global social interactions and easily become thelargest virtual world social network.
  65. 65. Working deskof 11 year oldexceptionallygifted boy:built pyramidto scale, runsown server,using in schoolprojects,architect ofthe socialcontract inwhich hisMinecraftcommunityoperates.In schoolhighlyunmotivated.
  66. 66. The entire game landscape can be redrawn by the players, one block at a time. This is enormously empowering to a child who lives within a strict set rules about what may and may not be touched in the real world. In Minecraft, you can touch everything. (The blocks do adhere to primitive logical rules like gravity and the effects of states of matter, so it is not a complete free for all.)
  68. 68. The entireMULTISENSORY LEARNING game landscape can be redrawn by the players, one block at a time. This is enormously empowering to a child who lives within a strict set rules about what may and may not be touched in the real world
  69. 69. MINECRAFT’S EDUCATIONAL USE: SOMEIDEAS¢  Give students login information and have them all log into a school-hosted multiplayer server (Yes, you can host your own private server).  Tell them they have arrived on a deserted(?) island (think Lost, maybe?).  They need to work together to build a society.  Who will gather resources?  Who will build?  Who will plan?  How will they feed themselves?  How will they defend themselves from the skeletons/creepers at night (though these villains could be turned off as a feature).  The key here is to have them plan and write all of this based on their in-world experiences.¢  Have students journal daily life on their island as though they were a real person in a real place.  Imagine… “Day 1 – Not sure how I got here.  Haven’t seen another person.  All was fine until nightfall.  I began to hear a groaning sound in the forest and that’s when I saw the zombies.  Now I’m holed up in a cave hoping they go away.”¢  Have students think of a real-world machine and attempt to recreate it in their Minecraft world.  People have even made basic computers out of Minecraft materials.  Yes, it can be that complex.  You can craft circuits with basic logic functions out a material called redstone.  Players have built working rail stations, musical instruments, and more.¢  Of course the multiplayer potential for the game opens up lots of collaborative opportunity.  Imagine different classes working together to build something, different grade levels, or even students from schools in two different parts of the world!
  70. 70. ¢  it is 2010 MAY BE THE YEAR OF GAME BASED LEARNING. It is becoming clear to me that educators are climbing over the mountain of scepticism towards using games to learn and embracing it with open arms.
  71. 71. USING MINECRAFT FOR LEARNING building the logic separate from the theme, allowing users to specify their own style and context but keeping the challenges fun, educational and relevant.
  72. 72. Teacher Strategy  Utilize “Teacher Invitation”  Blogs  Chat rooms  Messaging  Sharing files
  73. 73. Teacher Strategy  Internet Use Contract  Mutual Teacher/Student Agreement with Signatures!  Specific Expectations  Consequences
  74. 74. Teacher Strategy  Utilize Creative Productivity  Provide a purpose for online activity  Require product oriented outcomes  Student choice
  75. 75. Teacher Strategy  Support Positive Interactions  Value individuals  Honor and celebrate diversity  Open and honest communication  Demonstrate respect and integrity
  76. 76. Teacher Strategy  The rules that apply to physical safety apply to virtual safety  Don’t talk to people you do not know  Bullying is unacceptable  No Tolerance
  77. 77. Edmodo is a free, secure, social learning platform forteachers, students, schools, and districts. FREE! FEATURES: Groups Messages Assignments Calendar Poll Student Emails NOT required!
  78. 78. Questions