DAY TWO Creative Outlets CONFRATUTE 2014
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The document discusses the relationship between video game play and creativity in children. It summarizes findings from a study that found video game play was positively associated with creativity in children. It then quotes Seymour Papert, who argues that video games teach new ways of thinking and learning that are fast-paced and rewarding. Papert notes that while video games require significant time, this exposure to the future is an advantage. He also argues that school often seems slow and boring in comparison to video games.
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This document provides many ideas for engaging and empowering gifted kids, including exploring educational websites, learning to code, engaging in creative pursuits like making movies and photography challenges, and playing video games. It emphasizes teaching kids to think creatively and learn, unlearn, and relearn. The goal is to move beyond just teaching literacy to cultivating creativity and an empowering worldview to prepare children for an uncertain future.
Montana AGATE - Parents and Tech
This document provides ideas for engaging and empowering gifted kids through technology and digital media. It suggests balancing screen time with other activities while also allowing creativity through making movies, coding, gaming, and online learning platforms. The key is empowering children by teaching them to navigate the digital world safely and make their own choices, rather than just limiting or prohibiting technology use.
PARENT SESSION - ROUND ROCK 2014
This document provides ideas for engaging and empowering gifted kids through technology and digital media. It suggests both protecting kids and empowering them to learn independently online. Specific suggestions include using sites like Khan Academy and iTunes U for learning, coding websites to learn programming, and digital tools like iMovie and Lego Movie Maker to foster creativity. The document emphasizes balancing screen time with other activities and having open conversations about appropriate and safe internet use.
STEM for all: Developmental & game-based approach, Tuula Nousiainen
1. This document discusses developmental and game-based approaches to STEM education for all students. It highlights the need to attract students to STEM fields earlier, address gender imbalances, and take a holistic, compulsory approach to technology education from preschool through professional education.
2. Games are discussed as a way to motivate students and help them acquire knowledge and understand scientific concepts. Both commercial games and learning games designed for educational purposes are addressed. Gamification techniques that incorporate game elements are also presented as a way to engage students in typically non-game activities.
3. The document proposes future work exploring science and technology interest in early years, creativity in technology education, and the effects of game-based ped
Mc502 presentation
Daniel Southall explores the future effects of gaming and integrated interactivity. He discusses arguments that violent video games train players to be aggressive in real life but also references work showing games allow safe expression and separation from reality. Southall examines positive social aspects of games like Team Fortress 2 and potential for virtual worlds in education, as well as concerns over unequal access. Both benefits and risks are seen for increased immersion through virtual reality, including health impacts and sustainability issues if reliance on technology and resources grows.
Gifted Kids and Tech - What Parents Need to Know
brianhousand.com/page2015
If growing up in a digital age is challenging, raising kids in a digital age is even more difficult. With unprecedented access to technology that seemingly changes on an almost daily basis, gifted children are being asked to grow up online. This session will equip parents and teachers with tools and strategies to empower and engage today’s youth in meaningful ways.
1.cue.pandora.part1.v2.0 final
The document discusses how games, virtual worlds, and mixed reality are being used beyond just entertainment and are helping to organize innovation. These technologies are being used for training, education, and problem solving across various fields. They represent new ways of developing identity, community, and organizing human development and learning.
Creative Outlets Tennessee 2016
This document discusses creativity and how it can be fostered in education. It provides various definitions of creativity which emphasize making new combinations of old elements and seeing relationships between disparate ideas. The document advocates teaching students to think creatively rather than just memorizing facts. Various techniques are presented for stimulating creativity, such as differentiated curriculum, brainstorming words and questions, and constructing metaphors. The importance of incubation periods for ideas to develop is also highlighted.
Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee...
Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee...Jim "Brodie" Brazell
“Serious Games—Beyond Games,” “The Age of Science Nonfiction” and “Convergence Technopolei,” Digital Learning Landscapes Conference, Stavanger Economic Development, Lysee Telecom and University of Stavanger, Stavanger, Norway, October 23-25, 2006.Digital students - Is there a Gap? presentation at the EDEN 2012, Porto
'Digital students' are defined as young adult students who have grown up with active participation in technology as an everyday feature of their lives. This is an attempt to identify the relation between the use of a certain technology and the respective digital students characteristics. The introduction of these characteristics had an influence on the requisite the students require from learning and communication.
Unit 4 Implementation and Institutionalization
The document discusses the implementation and institutionalization of educational gaming software. It outlines the history of gaming from early systems like Odyssey to modern educational games. While some see games as promoting violence, research shows they can have positive learning benefits. Gaming is currently at the implementation stage, where it is being examined but not fully accepted. For gaming to be fully institutionalized, educators must understand how to harness games to further academic goals and combine popular entertainment with curriculum into a powerful teaching tool.
2010 - Gamification of Education
The document discusses the potential for using games and gamification in education in the Dominican Republic. It notes several recent technological developments in the country that could help enable this, such as the Cyberpark of Santo Domingo and increased cellular connectivity. However, it also identifies areas needing improvement, such as the education system and developing more open educational resources and comprehensive ICT policies. The document advocates leveraging games and simulations to provide interactive, engaging learning experiences for Dominican students.
A field study of understanding
This study examined children's knowledge, skills, and interaction with capacitive touch technology like the iPad. 20 children aged 8 played games on iPads which were observed and their skills assessed. The study found that children were knowledgeable about touch screens due to technology exposure at home. They could independently use and handle iPads, showing motor skills. When playing games, children interacted positively with the technology, expressing curiosity through actions and words. The study concluded that with guidance, touch screen technology can help develop children's creativity and prepare them to be innovative in the future.
The i mpact of
This document outlines a study on the impact of multimedia technology on traditional games among Generation Y in Malaysia. It discusses how Generation Y's lifestyle has been influenced by trends like globalization and technology. The study aims to understand Generation Y's perceptions of traditional games versus multimedia tools, investigate the effects of multimedia technology usage, and illustrate how technology evolution influences Generation Y's activities. The document describes the research methodology, which uses a mixed methods approach including surveys and interviews to address the problem statement and research questions.
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This document outlines a study on the impact of multimedia technology on traditional games among Generation Y in Malaysia. It discusses how Generation Y's lifestyle has been influenced by trends like globalization and technology. The study aims to understand Generation Y's perceptions of traditional games versus multimedia tools, investigate the effects of multimedia technology usage, and illustrate how technology evolution influences Generation Y's activities. The document describes the research methodology, which uses a mixed methods approach including surveys and interviews to address the problem statement and research questions.
PARENT GUIDE TO EMPOWER AND ENGAGING GIFTED KIDS WITH TECHNOLOGY
Brian Housand, Ph.D.
brianhousand.com
East Carolina University
TODAY’S TECHNOLOGY AND GIFTED STUDENTS:
WHAT PARENTS NEED TO KNOW
If growing up in a digital age is challenging, parenting in a digital age is even more difficult. With unprecedented access to technology that seemingly changes on an almost daily basis, gifted children are being asked to grow up online. This session will equip parents with tools and strategies to empower and engage their children in meaningful ways.
Principles of Games and Simulations -presentation to a games and learning cla...
This document contains a summary of research on the educational benefits of simulations and games. It discusses how simulations and games can support learning through scaffolding, problem-driven activities, exploration, interaction, agency, learning by doing, reflection, handling failure, adaptivity, character development, and engagement. Key factors in designing effective game-based learning include providing context and interaction. Research also suggests games may facilitate learning conversations and support Vygotsky's zone of proximal development by providing motivation and feedback.
Technology and outdoor education: Some experiential possibilities
The document discusses the relationship between technology and outdoor education. It explores how outdoor education both relies on technology for activities and safety, but also aims to distance participants from technology. The document proposes that technology and outdoor education can have a symbiotic relationship, with technology enhancing outdoor education skills and understanding. It provides examples of how different technologies, both old and new, have been used in outdoor education settings and could be applied going forward.
Highlights from SXSW 2014
This document discusses several topics related to technology and its impact on society. It addresses interaction art in public spaces, the fight for online privacy, the digital divide, and how failure can be key to creativity. It provides quotes from various experts on each of these topics. For example, it discusses interactive public art installations and quotes the creators of Daily Tous Les Jours talking about bringing magic to public places. It also addresses concerns about online privacy and fighting back against loss of privacy, quoting Edward Snowden on the NSA.
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Virginia Gifted Conference October 2020
Great teachers personalize learning, take interest in students' interests, have great expectations for students, and create meaningful learning experiences. The document discusses how great teachers differentiate, individualize, and personalize learning for students. It also explains how great teachers design learning experiences that heighten anticipation, stimulate interest, and deepen understanding through techniques like Connect-Extend-Wonder discussions. The overall message is that great teachers make learning engaging and personalized for each student.
MAGC Webinar October 2020
This document contains details about Brian Housand's upcoming speaking tour for various gifted education associations in Fall 2020. It lists the dates and locations for his presentations, which will be either online or in-person. It also advertises his virtual conference presentations in November and December. The text promotes Brian's approach of engaging students through choice, creativity, complexity, and curiosity to increase engagement. It provides his email addresses and website for more information.
WAETAG Superheroes
This document discusses different archetypes or personality types that gifted individuals may relate to, including Orphan, Wanderer, Warrior, Altruist, Innocent, and Magician. Each type has a core task and gift, such as the Orphan's task of survival and gift of resilience. The document provides guidance on how to support students who identify with each type, such as by modeling compassion for Altruists or allowing independence for Wanderers. It also discusses theories of identity development and features quotes about giftedness and heroism from movies.
Meddler uncw april 24 2020
This document discusses the role of a "meddler-in-the-middle" teacher based on Erica McWilliam's research. A meddler teacher allows students to struggle through problems without rushing to provide answers, encouraging independent and creative thinking. Examples are provided of questions a meddler teacher may ask students to stimulate discussion and different perspectives. The document also promotes strategies like assigning perplexing projects and having students slow down and closely examine ideas and problems from multiple angles. Overall, the summary promotes the benefits of a teacher taking a meddling approach to bring out students' creative thinking.
Math, memes, and Maintaining a Social Distance
The document shows a diagram with points A, B, C, and D positioned 6 feet apart in a square formation. It then demonstrates that the distance between points A and B is the square root of 18, or 4.24 feet. Next, it asks how far point A is from point C if A is maintaining 6 feet of social distance from point B. Using the Pythagorean theorem, it calculates the distance between A and C is the square root of 72, or 8.49 feet. The document encourages maintaining a 6 foot social distance.
NCAGT 2020 - The Age of Adaptability
1) The document discusses how technology and constant change require students to be adaptable, able to collaborate, and improve skills.
2) It notes that in the past, jobs like elevator operators, pinsetters, and switchboard operators no longer exist due to technology.
3) The key to surviving and thriving in today's world is being adaptable to change, rather than being the strongest or most intelligent. Students must learn collaboration and improvisation.
NCAGT 2020 - Visions of the Future: The Road Ahead for Gifted Ed
This document summarizes key ideas from a presentation about gifted education and equity. It discusses the need to promote both equity and excellence in gifted programs to ensure all students have access and opportunities. Specifically, it outlines that equity in gifted education does not mean sacrificing the needs of some students or having barriers to access, but rather expanding opportunities for students from all backgrounds to demonstrate their potential. Realizing equity and excellence requires intentionally creating environments where talents in all students can be recognized and developing mindsets, policies and practices that approach gifted education from this shared perspective.
NCAGT 2020 - FAILURE IS THE ONLY OPTION
This document provides an agenda for Brian Housand's upcoming training session. It includes:
- Details about the live online training session on April 7th and asynchronous online sessions from April 8th-15th.
- A list of Brian's past speaking engagements from January to March 2020 at various schools and conferences around the country.
- Information about Brian's 360 Gifted professional learning experiences which are available online or in person.
Meddler in the Middle NAG 2020
This document provides examples of techniques a "Meddler teacher" might use to engage students in active, complex thinking. It describes how Meddler teachers avoid simply providing answers and instead allow students to struggle productively and think through problems on their own. Examples shown include posing thought-provoking questions, assigning perplexing open-ended projects, and pointing out logical fallacies in clickbait headlines to encourage critical thinking. The goal of a Meddler teacher is to prepare students to think independently and creatively solve complex issues.
What's your problem? NAG 2020
This document contains a collection of slides on gifted education from Brian Housand. The slides discuss puzzles as a way to engage students, the importance of simulations and hands-on activities, and Joseph Renzulli's three-ring conception of giftedness which involves above-average general and/or specific abilities, high levels of task commitment, and high levels of creativity. Later slides discuss pursuing real problems and having students directly engage with societal issues through independent investigations to bring about change.
Tech Tips 2 Defeat Distraction NAG 2020
This document discusses strategies for promoting productivity and creativity while reducing distraction from digital devices. It begins by outlining some of the negative impacts of excessive smartphone and social media use, such as only spending 2% of time creating and feeling constantly distracted. It then provides several solutions, including tracking app and screen time usage, creating boundaries by turning off notifications and scheduling email checks, focusing on one task at a time using the Pomodoro technique, reducing consumption by deleting unneeded apps or social media accounts, and collaborating with others on creative projects. The overall message is that digital technologies should serve our goals of learning, creating and problem-solving rather than distracting or limiting us.
NAG 2020 - Gifted - Honestly, it's not for everyone.
The document discusses gifted education and provides recommendations for its future. It notes that gifted education has a history of championing innovative instructional practices, but that many of these practices are now common in regular classrooms. It states that for gifted education to remain meaningful, the field needs a clear vision of what it wants the future to hold and to envision possible futures and outcomes for gifted education. The document emphasizes that gifted education should focus less on labels and more on ensuring all students receive an appropriate level of challenge and engagement in their learning.
Rowan Salisbury FEB 2020
- Brian Housand gave a presentation in Salisbury, NC on February 13, 2020 about creativity and gifted education.
- He shared his contact information and details about his upcoming winter speaking tour at various schools and conferences across the U.S. in January, February, and March.
- The presentation included exercises and discussions around noticing and wondering, brainstorming, thinking like a child, and developing creativity and curiosity.
What's your problem? GCS 2020
This document discusses problem-based learning and gifted education. It defines what makes a real problem, including that it must have personal meaning, no unique solution, and aim to create change. Real problems are different than puzzles or exercises. The document advocates for Type III investigations where students independently investigate real problems. Checklists are provided to ensure Type III work is high-quality and impactful. Overall, the document promotes helping students pursue meaningful problems through noticing, wondering, and independent investigation.
Splendora - Failure is the ONLY Option
The document discusses failure and the importance of embracing it. It provides several quotes from notable figures emphasizing that failure is an inevitable and necessary part of learning and innovation. Attempting new things carries the risk of failure, but avoiding failure can paradoxically make it more likely by preventing learning and progress. The document encourages an attitude of learning from mistakes and failures rather than seeing them as something to be avoided at all costs.
From Curious To Creative | Splendora
This document outlines Brian Housand's 2020 winter speaking tour schedule and topics. It promotes developing curiosity and creativity in students and adults. Some key messages are: curiosity fuels creativity; notice details in your environment; wonder about things instead of jumping to conclusions; and spend less time consuming on devices and more time creating and learning both independently and with others.
CHOOSE YOUR OWN ADVENTURE: Increasing Student Engagement
This document provides an overview of a presentation on increasing student engagement through choice, curiosity, creativity, and critical thinking. It encourages choosing your own adventure and engaging students through notice and wonder questions. Various quotes are presented on topics like creativity, curiosity, play, and thinking outside the box. Interactive activities like morphological matrices and clickbait traps are also discussed. The goal is to spark creativity and higher-level thinking in students.
Meddler in the Middle giftED19
This document provides information about Brian Housand's upcoming fall 2019 tour schedule presenting at various education conferences around gifted education. It also shares quotes and ideas about being a "meddler" or provocateur in the classroom to encourage students to think more deeply and consider problems from multiple perspectives. Some key ideas discussed are allowing students to experience confusion and struggle during learning, assigning perplexing open-ended projects, and asking questions to broaden students' thinking beyond typical or "right" answers.
Curious to Creative | Rutgers 2019
Brian Housand is a speaker giving presentations on creativity and curiosity. His upcoming schedule includes presentations in Ohio, North Carolina, Alabama, Pennsylvania, New Mexico, New Jersey and Texas between September and December. Some of his presentation topics include trying to think like a kid, exploring curiosity through websites like wonderopolis.org, and discussing different creative personality types. He emphasizes staying curious and learning throughout life.
Superheroes and the Gifted NAGC 2019
Superheroes and the gifted often possess virtues like compassion, altruism, and a sense of justice. Hope for the future relies not on superheroes miraculously saving the day but instead on empowering today’s gifted kids to conquer the problems of tomorrow. This session compares gifted youth to superheroes and examines the type of support necessary for their own hero’s journey.
@brianhousand
brianhousand.com
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DAY TWO Creative Outlets CONFRATUTE 2014
- 2. INCUBATION
- 4. Games are the most elevated form of investigation.
- 6. 20%
- 8. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY COMPUTE R USE INTERNE T USE CELL PHONE USE VIDEO GAME PLAY
- 9. Jackson, L. A., Witt, E. A., Games, A. I., Fitzgerald, H. E., von Eye, A., & Zhao, Y. (2012). Information technology use and creativity: Findings from the Children and technology Project. Computers in Human Behavior, 28(2), 370-376. CREATIVITY VIDEO GAME PLAY
- 11. (Papert, 1993) Computers serve best when they allow everything to CHANGE
- 12. Video games teach children what computers are beginning to teach adults--that some forms of learning are fast-paced, immensely compelling, and rewarding. - Seymour Papert
- 13. The fact that they are enormously demanding of one's time and require new ways of thinking remains a small price to pay (and is perhaps even an advantage) to be vaulted into the future. - Seymour Papert
- 14. Not surprisingly, by comparison school strikes many young people as slow, boring, and frankly out of touch. - Seymour Papert
- 17. “There is nothing that is NOT possible.”
- 19. UNLIMITED You can make it into whatever you want it to be.
- 20. FOR aLL INTENTS aND PURPOSES, IT IS A SPACE WHERE YOU ARE GOD
- 21. If you are impatient then this may not be the gAme for you
- 27. 62
- 28. code.org/learn