pshang – EDUC 342: Child Development & New Technologies https://ed342.gse.stanford.edu Thu, 04 Feb 2016 05:13:13 +0000 en-US hourly 1 https://wordpress.org/?v=5.6.1 Final Project Group https://ed342.gse.stanford.edu/final-project-group-2/ https://ed342.gse.stanford.edu/final-project-group-2/#respond Thu, 04 Feb 2016 05:13:13 +0000 http://ed342.gse.stanford.edu/?p=1369 Final project topic: the prosocial video-creating platform WeVideo

]]>
https://ed342.gse.stanford.edu/final-project-group-2/feed/ 0
Week 4 Reading - Phoebe Shang: the missing piece in this human-robot interaction https://ed342.gse.stanford.edu/week-4-reading-%ef%bc%8d-phoebe-shang-the-missing-piece-in-this-human-robot-interaction/ https://ed342.gse.stanford.edu/week-4-reading-%ef%bc%8d-phoebe-shang-the-missing-piece-in-this-human-robot-interaction/#respond Wed, 27 Jan 2016 18:00:31 +0000 http://ed342.gse.stanford.edu/?p=1213 At the end of the article about human-robot interaction, the authors utter a warning that as the rate of technological change has been increasing exponentially for centuries, developmental psychologists need to be agile and future oriented in their investigations if they are to remain relevant. Speaking of relevance, however, I find a constantly missing piece in the study about humanoid robots – the role played by adults/parents in at least three aspects. First, parents present a ready resource of access to and monitoring on the young children’s interaction with robots. During this process, the second dimension of adults’ effects manifests itself in that kids learn from their parents by copying and imitating. Third, despite the vastly varied backdrops of their growth, research of today’s adults will still shed light on that of the future generations of grown-ups.

]]>
https://ed342.gse.stanford.edu/week-4-reading-%ef%bc%8d-phoebe-shang-the-missing-piece-in-this-human-robot-interaction/feed/ 0
Technology Review & Redesign – Phoebe Shang; WeVideo (www.wevideo.com), an online video creation tool, is accessible to children at various grades and levels. https://ed342.gse.stanford.edu/technology-review-redesign-phoebe-shang-wevideo-www-wevideo-com-an-online-video-creation-tool-is-accessible-to-children-at-various-grades-and-levels/ https://ed342.gse.stanford.edu/technology-review-redesign-phoebe-shang-wevideo-www-wevideo-com-an-online-video-creation-tool-is-accessible-to-children-at-various-grades-and-levels/#respond Wed, 27 Jan 2016 17:59:11 +0000 http://ed342.gse.stanford.edu/?p=1211 WeVideo (www.wevideo.com) is a collaborative online video creation tool that allows users to upload their own media clips or use stock media clips to produce their own video. It has a video editor that provides tools for editing the video easily. WeVideo offers its users several options to share their work with others like through Facebook and YouTube. Three customer options are listed on its homepage – personal, business, and education. In this article, I am going to evaluate the educational effectiveness of WeVideo by lining it up with the criteria of creating new media content for children.

Diversity: For Almost Everyone
Rather than providing its users with diverse contents and resources, with its seemingly simple layout, WeVideo functions as a platform where diversity happens. The simplicity and convenience inherent in this cyber space appeal to students of both genders, at different ages, and from varied ethnic groups. As a matter of fact, when students engage in the process of video creation, either independently or working with a group, a set of skills are brought into full play – creativity, problem-solving, communication, and critical thinking. In short, the actual power of this web-based editor resides in the fact that no matter what your level is, you have a place to go and a place to start.

Accessibility: Limited by Its Own Form
With its value deeply rooted in visual pleasure and sense-making, WeVideo has very limited application in special education.

Interactivity
It encourages peer interaction both online and offline in unexpected ways. Some students are shy in class and may not dare to talk to others, but they will not be afraid to create a video and share what they are thinking. When they get out of their shells and create a video, they are sending a personal and authentic message to their peers and opening up a line of communication. In this sense, WeVideo affords the kids an outlet of expression and highlights their life in a positive light. But, more importantly, the social and collaborative nature of this platform encourages group work during which students feel more connected and engaged as a team. When children invite others to create and edit a video, they have the conversations together and help each other. They get a chance to a leader as well as a team player and hone their social skills.

Education & Artistry
On WeVideo webpage, there is an Academy partition in which articles and demos on editing techniques are offered to users with varied levels of technological proficiency. After a grasp of basic editing skills, young users can move on to more advanced techniques such as adding texts and annotations, making rolling credits, and adjusting audio levels.

Value
Apart from providing the younger users with the liberating thrill of artistic creation, WeVideo connects with them on a much deeper level by putting their perspectives in the center of attention. The longing to be heard and seen is in the human nature. Feeling empowered and confident, kids tend to channel their newfound creative freedom into a wider range of topics and explore new territories of expression. A popular category of teenagers’ video making is bullying at school. One video, for instance, starts off by reenacting the bullying drama at the school gate, on the playground, in the classroom, and in the cafeteria. Then it is followed by reversed scenes where a peer stands up for the bullied girl and expresses the value of fairness. What is interesting about this production is that the bullies in the video are played by children of color while the bullied part is played by a white girl. This unusual character set reflects the amount of design effort the video makers put into their execution.

Safety
On the other hand, the innate freedom and liberation of the WeVideo platform can translate into lack of supervision and even condoning of cyber bully with some kids who record private or humiliating moments in their peers’ life and release them through WeVideo. In the education section specially reserved for schools, a student is asked to contact his/her teacher or administrator to be added as a user on their school’s account. But other than that, the control on improper sharing is limited at best.

Room for Improvement
So far, I’ve detected two areas in WeVideo where exists some space for enhancement.
1 Resources on the Website
Basically, WeVideo presents itself as a toolkit in assistance to video-makers. Some project-based learning programs integrate the WeVideo platform into their daily learning. But I see possibilities of more effective integration between WeVideo and school teaching. For instance, taking advantage of its partnership with other media platforms such as YouTube, WeVideo has the potential to offer its users more images and video clips. With materials more specialized and subject-relevant, WeVideo will make its way into a science class or a journalism course.
2 App for iPhone and iPad
The WeVideo app for iPhone and iPad has fewer functions than its website. Considering the difference in children’s access to a computer, an update of the app will lead to a wider and more effective application of WeVideo.

]]>
https://ed342.gse.stanford.edu/technology-review-redesign-phoebe-shang-wevideo-www-wevideo-com-an-online-video-creation-tool-is-accessible-to-children-at-various-grades-and-levels/feed/ 0
Week 3 Discussion – Phoebe Shang https://ed342.gse.stanford.edu/week-3-discussion-phoebe-shang/ https://ed342.gse.stanford.edu/week-3-discussion-phoebe-shang/#respond Thu, 21 Jan 2016 06:08:28 +0000 http://ed342.gse.stanford.edu/?p=1129 The piece by Miller and Warschauer, especially the part where they discuss future research on E-reading features, reminds me of my reading experience when I was a little girl. Back then, whenever I read a story book or watched cartoons on TV, I always had an urge to change part of the plot or some of the details, like the kind of dress Cinderella was wearing, the name of the food for the guests, and even the content of the conversations between the characters. I guess the interactive nature of modern technology could not only fulfill my childhood yearning but also enhance the young readers’ literacy in a fun way. I am imagining an E-book where kids get to design their own characters, fill in the blanks with options offered to them, and even come up with their lines and endings. After each reading, when the kid presents his/her own version of the story and presents it to his/her parents, the adults could help their kid build up vocabulary, correct pronunciation and enhance grammar during this sharing experience.

]]>
https://ed342.gse.stanford.edu/week-3-discussion-phoebe-shang/feed/ 0
Paradoxical Activity: Kevin Garnett, NBA https://ed342.gse.stanford.edu/paradoxical-activity-kevin-garnett-nba/ https://ed342.gse.stanford.edu/paradoxical-activity-kevin-garnett-nba/#comments Thu, 14 Jan 2016 20:24:52 +0000 http://ed342.gse.stanford.edu/?p=1020 a chance glimpse at the TV screen bonded me for a “lifetime” – 20 years
amazing: this one-sided “attachment” grows stronger with constant feed of screen time and invades into other parts of my life
imaginatively mirrored personal growth with the changes in his character and time
one of the few long-term relationships that withstands time and space

]]>
https://ed342.gse.stanford.edu/paradoxical-activity-kevin-garnett-nba/feed/ 1
Week 1 Discussion by Phoebe Shang https://ed342.gse.stanford.edu/week-1-discussion-by-phoebe-shang/ https://ed342.gse.stanford.edu/week-1-discussion-by-phoebe-shang/#respond Thu, 14 Jan 2016 07:58:16 +0000 http://ed342.gse.stanford.edu/?p=1004 The  “Media as Social Partners” article features a particular discussion on  the degrees to which toddlers and preschoolers are able to relate the screen presentation with the reality. While the toddlers need parental direction to mirror the video content with the environment, the preschoolers, will have better learning results if parents or educators help them with choosing reliable screen models. Parental involvement seems to be indispensable in both cases. My questions is: has there been research on specific guidelines for parents to help the kids in their engagement with the screen media?

]]>
https://ed342.gse.stanford.edu/week-1-discussion-by-phoebe-shang/feed/ 0