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“Are kids technology’s new early adopters?” That provocative question was posed by Dominic Basulto on Big Think.

His curiosity was piqued by innovations in augmented reality created by Disney and Sesame Street that debuted at the International Consumer Electronic Show.

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Sometimes the patterns in a data set or in an artwork are more easily discerned when we change the orientation from which we view it. And sometimes flipping accepted practice upside down lets us see things in a fresh, new way. There has been a lot written about flipped classrooms, but this is about something different: flipping Bloom’s Taxonomy.

When I was in graduate school, Bloom’s Taxonomy ruled. Created in the 1950’s, the taxonomy was a framework to describe and classify different learning objectives teachers might set for students.

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Are we “outsourcing memory?” Are we using modern technology to augment human capacity and “outsourcing personal knowledge acquisition to search engines” as noted in a recent KnowledgeWorks report? If so, what are the implications for a generation of students whose research skills are, as the Pew Internet and American Life Project finds, being conditioned by search engines?

“Since the advent of search engines, we are reorganizing the way we remember things,” says Columbia University psychologist Betsy Sparrow.

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By Julie Walker

Attending the 2012 Family Online Safety Institute (FOSI) conference was in many ways a surreal experience. In an odd sort of way, it was also a validation for the work of my association and my profession. Fifteen years ago I attended a gathering in Washington, DC designed to bring together major stakeholders around the hottest topic of its time: Internet safety. By far the most vocalized threat was exposure to pornography. By far the favored solution of the day was “protecting” children — and adults — by blocking and/or filtering access to the Internet.

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By Belinha De Abreu

In a recent article, Larry Rosen noted that technology was making kids “driven to distraction.” The buzz of an incoming text or the desire to check Facebook was keeping students from extended concentration and deep thinking. In my own practice, I’ve noticed that it’s getting more difficult to get students to think deeply about an idea. From my perspective students are not routinely asked to do much original thinking. For assignments, they are usually given a topic and then told which technology tool to use, and what the expected result should look like.

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A guest blog for A Platform for Good looks at how young people turned bad situations into resounding victories for themselves and for all of us.

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Tonight (October 3rd) is the first of the presidential debates and the candidates’ performance may influence the final outcome of the election. With millions tuning in to watch Obama and Romney answer questions, what should a viewer look for? What can we expect to learn about each man and what should make us wary?

Lights, Camera, Debate! dives into the impact of debate setting and staging, the techniques candidates use to get their messages heard, and what viewers can do to analyze each candidate’s performance.

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Although you’d never know it from news stories, multiple surveys have showed marked decreases in children’s exposure to violence and abuse, writes David Finkelhor, Director of the Crimes Against Children Research Center at University of New Hampshire on The Huffington Post. A new Bureau of Justice Statistics report is just the latest in a series pointing to favorable trends in child well being.

Dr. Finkelhor coined the term “juvenoia” to describe an exaggerated fear about youth vulnerability to social change and new technologies.

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Presidential elections bring civics education to life, and it’s no surprise that creative educators are finding interesting ways to capitalize on all the media attention surrounding the conventions and campaigns. At Edutopia, Suzie Boss writes about several cool projects.

Campaigns offer all kinds of opportunities for teaching media and information literacy when students analyze and evaluate ads from candidates and interest groups or create their own ads.

Where to start? We’ve collected a bevy of election resources here.

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Being a “digital native” doesn’t mean that kids don’t need our help when navigating through torrents of information and multiple devices. In fact, they may need adult guidance more then they realize. That’s some of the interesting thinking in a Scientific American blog (thanks to EdSurge for pointing it out) by Jody Passanisi and Shara Peters, and it’s an claim borne out by research.

Playing games is different from using smart phones is different from searching the Internet.

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