Kids standard issue 12 - April's issue

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I S S U E 1 2 | A P RIL 2 01 6

THE DIGITAL

KIDS

Technology PAGE 3

Teacher’s PAGE 18

People we

admire PAGE 22

Motivate. Activate. Celebrate.

F E AT U R E

Digital Kids

Index: Feature..................................................2 Technology ..........................................3 Point of View.......................................6 Reviews.................................................7 Food for Thought................................9 College Voices ..................................10 Living..................................................12 Arts......................................................13 Poetry..................................................16 Teacher’s Corner................................18 People We Admire............................21 Educators............................................22 Parent’s Corner..................................23

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T

he digital revolution is influencing kids in many ways - how they understand themselves, connect with others, and think of their future life opportunities and pursuits. They are increasingly technology savvy as they navigate the digital world and build their own on- and offline identities.

Media is also increasing in influence and becoming one of the main socializing and nurturing influence in children’s lives. It shapes their worldviews in powerful ways. What are the motivations, perceptions and habits of these digital kids? How do our children see the world and their own place within its limitless boundaries and possibilities? What interests them? And how do they learn?

Our April issue Digital Kids takes a glimpse into the world of technology through the eyes of our digital kids and invites reflections on how we can educate this generation of digital natives.

Arina Bokas

Kids’ Standard Editor & The Future of Learning Host

Enjoy!

Arina Bokas Kids’ Standard Editor

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TECHNOLOGY

CARS of the Distant Future

By Christian Muresan,

5th grade, Pine Tree Elementary, Lake Orion

W

ith a lot of gallons of gas going into the atmosphere every day, how are gas cars going to impact the future? Every automotive company now is trying to make affordable cars that are electric! However, there is much more than that in the future for cars.

Electric Cars

Will electric cars be the future? Maybe.

Cars, in this case, will have an electric motor that at least should last 100-150 miles. If it’s cold, one would have to plug in a heater cable to heat up the battery.

Also, it will have a rechargeable battery with no transmission. One problem is that it takes 8 hours for a normal electric car to charge, which is a long time to charge!

The great side about electric cars is that they reduce 97% of gas or carbon dioxide to the air so we can have a better life.

Tesla

Tesla is a car company that makes one of the smartest cars in the world - a selfdriving car. If the company gets to mass produce the model 3, the price is going to be $35,000 by 2020! Tesla needs some big investments to start making the car.

FUN FACT: “people” that make the cars for Tesla are robots!

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Flying Cars

Maybe yes, because companies and people are trying to make this a reality. So far, however, it is not likely. If we did make cars to fly, we would probably not have planes any more. Because cars can fly! Cars might not go as fast as planes, unless they have jet engines built into them.

Concept Cars

A concept car is a car that comes out to the public or to be on display to showcase what future cars might be like. One car that got my eye was the Lamborghini Veneno. It’s a concept car that goes 225 MPH with 895 horse power. That’s one fast car! There is a lot of ­cool stuff about cars of the future. Let's wait and see what other possibilities are there for us!

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TECHNOLOGY

Digital Technology Learning

By Malaya Mojica,

5th grade, Bailey Lake Elementary, Clarkston

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lassrooms today are modern, but the only digital technology they usually have inside of them are computers, projectors, and maybe smart boards. Could we have more digital technology in our classrooms and could it really positively impact our learning?

In our classrooms today, mosts of the digital technology is used by the teachers. We could expand our technology a lot. Our schools could have tablets, laptops, and other hands-on devices.

Plus the students could have access to them, too!

On the web, there are more than a million websites to help learning. There are websites for math, writing, reading, spelling, and more. Students can look up facts, information, or videos to teach them about their original subjects in school. We could also use the digital

technology for other extra subjects, like coding, or even things like taxes! We could have a variety of new things for us to learn!!

Students could do research needed for school. If they were writing something in class and needed information for the topic, they could just look it up quickly. Accessing information on important things could be so much easier. Children could collect helpful information in just seconds. We could learn more every day.

Sometimes, digital technology is a really great tool! But it also has its negative side. Staring at screens for too long can lead to eye strain, headaches and dry eyes. The dry eyes can lead to pain, such as burning and itching.

No person wants to come home from school and have a constant headache, eye strain and dry eyes. This would be a big drawback to having technology in schools.

Another drawback is that no one can’t be sure that it will always be a safe thing. Sometimes when students are just trying to look up information for school, things that are not kid-appropriate pop up. There are blockers that one can set that take those inappropriate thing off the internet, but sometimes those things get through the blocker anyway, so it is hard to be sure.

We can’t always be sure that everyone is doing their work with the technology. Students could be cheating on tests or playing games when they are supposed to be learning. The students might get distracted and that could lead to multiple problems. We would need to make sure that everyone is always working on his or her assignment.

This could be time consuming, and teachers might not get enough work done.

I personally think that digital technology in schools can be a negative thing and a positive thing. Digital technology has its flaws and its good qualities just like everything else in the world. We just need to always think of them ahead of time.

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E AT T EF C H NUORLEO G Y

The Technology Timeline

By Riley Phillips,

4th grade, Bailey Lake Elementary, Clarkston

T

echnology has grown a lot over the years.

Television was invented on September 7, 1927.

Philo T. Farnsworth, at fourteen years of age, was the first human on the Earth to demonstrate the principle successfully in his lab in San Francisco, California. Now television has evolved so much that TVs are very thin. Here are pictures of the first T.V. and a new T.V. An italian man named Antonio Meucci created the first phone in 1849. It’s hard to believe that cell phones used to be big. One had to sling a huge bag over your shoulder and carry it wherever he or she went. When technology first came about, it was really expensive and only people who were rich could afford one. Cell phones went from large with buttons to press to small with touch screens. We now have iPhones with Siri and smartphones with voice recognition! These amazing pieces of technology have come such a long way from when they were first invented! Almost everyone has some type of a cell phone.

Computers are amazing. We can do so many things with them! We can play games and type important documents. In 1947 Charles Babbage, an english mechanical engineer and polymath was the first to create a programmable computer. The outcome was great, thanks to Charles Babbage. Charles lived to be 79 years of age.

Unfortunately, Charles could not live to see his amazing success and population of computers today.

Mr. Farnsworth, Mr. Meucci and Mr. Babbage are to be thanked for all of their hard work throughout the past. Technology has grown so much thanks to these men!

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POINT OF VIEW

Electronics or

By Victoria Aguilar,

5th grade, Pine Knob Elementary, Clarkston

I

magination is very important. Just ten-fifteen years ago, kids used their imagination to play. They pretended that there was lava on the floor and they had to jump pillow to pillow not to fall in the lava. They

jumped couch to couch so the crocodiles or alligators didn’t get them.

They moved around and had fun.

Kids of today don’t play games from their imagination.There is one reason for that: Electronics! Electronics are causing kids to use their imagination less and less. Yes, electronics help our generation perform tasks faster and easier than ever before. They give quick answers to just about everything.

By Kayla Cole,

5th grade, Independence Elementary, Clarkston

O

wning a digital device can have many advantages for both kids and adults. These advantages are primarily in the areas of information and communication. Kids can use digital devices to research topics related to school and to help them with their homework. Being able to be online to study for tests, quizzes, and exams can help kids get more informed about the topic. Adults can use technology to work from home and to keep informed about news. They can work from home by communicating with employees or bosses and to get work done electronically. Another advantage for both adults and children is communication. Parents, children, friends - all communicate with each other. Having a digital device gives one the advantages 6

Yet using electronics too much inspires very few people use their creativity in productive ways, such as to write an article. Without them, kids would think deeper and stronger.

Kids shouldn’t use their electronics every day. It limits the amount of imagination they use. If we think about it, imagination is more fun than electronics. Imagination is the best thing that we can have, but cannot buy.

of receiving news and alerts before it becomes public knowledge. There are quite a lot of advantages in owning a digital device.

There are some disadvantages to having a digital devices, however. Lots of games are being made and played every day. Sometimes, people use games to pass time. Others play games instead of doing schoolwork. Another disadvantage is an internet connection. Sometimes it shuts or breaks down and people cannot access information. Other times, it may misdirects searches. At least half of the time, kids find something they don’t need or don’t find anything at all. There are disadvantages and advantages to owning a digital device. All things considered, I think that digital devices offer more positive than negative. They can teach kids and adults new things and help kids learn in school.

Digital devices are really fun to have.

OWNING A DIGITAL DEVICE

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REVIEWS

Code.org

By Haley Campbell,

4th grade, Independence Elementary, Clarkston

C

ode.org is a website where you learn how to code. First of all, you need to get a username and a password. Then you will need to pick the first level and go through the level by finding new ways to move, like the repeat block or the turn right at a 100 degree angle.

If you pass all of the levels or feel confident, you can go to Scratch. Scratch is more advanced than coding. Scratch is where you make a game using forward blocks and more. When you start making the game, you can choose a background, character, and sound. Sometimes there will be a video on how to make a game.

Coding is a lot of fun. It teachers thinking, problem solving, and great skills.

By Gavin Cadreau,

4th Grade, Bailey Lake Elementary, Clarkston

T

oys to Life games are video games that allow everyday action figures to come to life on a screen. These games have been around since 2011.

The first Toys to Life game was Skylanders Spyro’s Adventure by Activision, a huge hit. I have the game myself (it is very good!), and the very new Skylander and Skylander Superchargers.

This game is about defeating the darkness with your Skylander vehicle. The next one after Skylanders is Disney Infinity - about Disney characters coming together on one game with a toy box where you can do anything you want. It is a good game to get hooked on.

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The newest Toys to Life game, Lego Dimensions, is a huge hit in stores everywhere. It is about a LOT of Lego figures, joining together and traveling through each dimension of lego sets, to defeat the

evil villain Vortec who is trying to find all the foundation elements and take over the dimensions. It’s up to you to stop him!

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E AT F OF O D FUORRE T H O U G H T

What Does School Mean To You? • To me, school is a place for students and teachers alike to learn from each other in an environment that fosters individual growth, talents, and creativity.

— LeAnn Maddox, Computer Essentials teacher, Oakview Middle School • It means that our students are being “groomed” to become our future leaders and I am part of this leadership. The world is changing very quickly and dramatically, and school helps students prepare for the future.

— Tom Chaffee, 6th Grade Social Studies teacher, Oakview Middle School

Students:

By Carlos Perez-Hijar,

6th Grade, Oakview Middle School, Lake Orion

A

s our world is changing and we are becoming more connected, what is the role of schools?

What does school mean to you? After reading some articles in Kids’ Standard magazine, I have begun to ponder this question. This is a question every student and teacher needs to answer. I decided to ask some students and teachers what they thought about the meaning of school.

Teachers:

• School means opportunity: opportunities to learn, to grow, to be challenged, to meet people. We are given the opportunity to be better and stronger at the end of the day than we were at the beginning of the day.

These opportunities shape our future and whom we become. For me, as a teacher, school means the opportunity to not only improve my own life but to change lives of my students.

— Christine Kutchen, 6th Grade Language Arts teacher, Oakview Middle School APRIL 2016

• School is a place to learn and make friends. In school, you can learn about all kinds of things. You grow up with math, science and social studies, and much more! — Mariana Perez-Hijar, 3rd Grade, Stadium Drive Elementary

• School is more than a place to learn. It is also a place to have fun and spend time with friends. It also means an opportunity to prepare for my future. — Jacob Hills, 6th Grade, Oakview Middle School So what does school mean to me?

School means that kids have an opportunity to grow their knowledge, to continue their dreams that were first ''impossible'' but now possible. Students should be proud about having a chance to go to school. As American children, we are fortunate that we get education that challenges our minds and enhances our future. Malala Yousafzai, activist for children's educational rights, says it best, '' Let us pick up our books and pens. They are our most powerful weapons.

One child, one teacher, one book, and one pen can change the world. Education is the only solution. Education first.”

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C O L L E G E VO I C E S

By Sean McNeil,

Two Paths are Better than One

Junior, Georgia Institute of Technology Class of 2014, Clarkston Schools

I

am a junior Electrical Engineering student at the Georgia Institute of Technology and a member of the Clarkston High School Class of 2014. I believe that, no matter at an elementary school level or university level, education does not simply exist to impart facts and material, but to develop students, not only as learners but as individuals. This development is greatest, I have found, when individuals believe in themselves as my experience in an accelerated program early in my schooling helped me believe in myself.

When I was in Middle School, I was fortunate to be a part of the Advanced Math program. In fact, I trace my academic confidence back to taking Algebra in 7th grade. Until then, I had little knowledge of my power as a student and my capabilities for learning because the classroom “ceiling” was too low. For many years, our school district offered Advanced Math beginning in 6th grade for students identified by their teachers as excelling in the field of mathematics are able to take Math 6, Math 7 and potentially Algebra, in grades 6 through 7. This ‘double advanced math’ status, as described by students, allows for taking several more high school courses than would otherwise be possible.

Giving students a chance to discover their own learning capabilities and potential leads them to take a greater interest in their studies, a more participatory role in the classroom, and a confidence to continually challenge and better themselves. Advanced Math

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may not be a good fit every student, nor Advanced ELA, and so Accelerated Science may provide another fit - an option that didn’t exist when I was a middle schooler.

In middle school, after struggling with the slow pacing of our science courses in middle school, several of my classmates and I decided to test out of 8th grade Science. Working together, we spent time outside of school teaching ourselves the material listed on the 8th grade Science syllabus. Weekends, evenings, and even down-time during school, were spent pouring over textbooks, doing exercises, and seeking out explanations when we encountered confusion. When the time came, we successfully passed the three exams, bypassing 8th grade Science and entering into Pre-IB Biology as 8th graders.

Then the delight of many younger students like me, the Accelerated Science program was created in 2009.

This covered 6, 7 and 8th grade science in two years without students having to

self-learn independent of school. As a result, students received a much more comprehensive understanding of 8th grade Science than they would have if they were to test out of it. They also had the opportunity to take more science courses than the traditional science curriculum allowed. Because of skipping this extra year, I, for example, was able to take Chemistry as a 9th grader, Physics in 10th, Advanced Placement Chemistry in 11th grade, and Advanced Placement Physics and Biology as a senior.

Many students may thrive on repetition and multi-directional exploration of initially, mystifying concepts. These same students may ‘shut down’ if they perceive they are ‘too slow’ for other students. With two, different academic environments, each for unique learning rates, a much larger percentage of students can benefit than in a ‘one-sizefits-all’ environment. They may gain self-confidence that will stay with them for the rest of their lives.

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LIVING

Staying in the Moment

By Maria Puertas,

12th Grade, Clarkston High School

I

n the digital age, we grow up in a culture that avoids living in the present moment. It seems that we are constantly going, moving and doing, while forgetting about the here and now.

With our tendency to spend unaccounted amounts of time scrolling through Facebook, Twitter and Instagram, we are even occupied with thoughts during so-called “free time.” Our culture praises this constant activity, but could it actually be detrimental?

Today, students are constantly busy.

The teenage years can be difficult, and we often tend to avoid our feelings and emotions until we get entirely caught up in them. If you sit alone with your thoughts rather than with your phone, you will realize that there is much more activity in your mind than you have ever known. This activity is ultimately inhibiting our ability to stay productive and focused. Even the youngest of us can become stressed out and worn-down from this constant state of doing.

However, there is a way in which we can balance our emotions so that they do not overtake us, but rather so that we can take actions with stronger, clearer intentions. This clarity can be found through yoga.

A common misconception is that physical flexibility is a prerequisite to the yoga practice. In reality, flexibility of the body is the result of flexibility of the mind. A traditional yoga practice contains eight branches, of which the postures are only one: ` ● Yamas - Universal Moral Guidelines ● Niyamas - Individual Moral Guidelines ● Asanas - Postures ● Pranayama - Expanding Energy through Breath ● Pratyahara - Controlling of the

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Material Wants ● Dharana - Complete Presence in the Current Moment ● Dhyana - Forming the Mind into a Conscious State ● Samadhi - Enlightenment By simply setting aside a few minutes each day to sit in a comfortable position, close your eyes and breathe, you will begin to notice changes. As we rarely spend time within our culture consciously trying to think less, at first, it will be difficult. You will begin to become

acutely aware of thought patterns that may be destructive or frustrating. But rather than telling yourself to stop thinking, which will only cause agitation, try to take a step back and observe your thoughts as if they were simply clouds passing by.

As you repeat this process, your mind will begin to clear. Through this yogic practice of meditation, we allow ourselves to observe our thoughts. These few minutes of stillness will offer the time needed to let go of what happens in our often crazy lives. We become more in control of our emotional states, and thus, are able to be at peace with them.

Taking the time each day to reflect and relax, helps to make emotional responses more sincere and clear. As we spend time observing what we do, why we do it, and how we feel about it, we come closer to understanding ourselves.

Ultimately, we are able to handle all that life throws at us, while still staying whole within ourselves and being engaged in the moment.

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A RT S

Kate Neumann,

1st grade, Baily Lake Elementary, Clarkston

Lianara Garcia,

J.T Shaw,

5th grade, Baily Lake Elementary, Clarkston

1st grade, Clarkston Elementary, Clarkston

APRIL 2016

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POETRY Going Down

By Luke Baylis, 8th grade, Clarkston Schools “Red, Yellow, Green!!”

The green light went off, I had a gut feeling, Something was wrong with the ride…

Sitting in the torpedo shaped cart, My seatbelt, tight as a nail in a wall.

Mist dripping down onto the ride I could feel the Dragster shaking.

Usually 120 mph, Only 90 mph Getting to the peak..

430 feet tall, starting to slow down...

“AHHHHHHHHHHHHHHHHH!” We all wailed,

Heros

By Jarod Kaufman, 6th Grade, Sashabaw Middle School Clarkston Schools Flying through the sky People ask “who is that guy” People don’t have to fear Because they know he is near Superheroes save the day Superheroes never give way Superheroes’re ready to fight For they know what’s right Heros are a different story They never fight for glory The sacrifices they make never seize Heros are different, armed with only COURAGE They take on evil This makes a Hero a hero And a Superhero a Superhero

Going backwards down the hill.

The ride creaking, like nails on a chalkboard.

At the bottom of the hill, Baylis 2 Heads jerking back on the seat.

Shaken up, Nervous to go on the 120 mile ride again.

Finally ready, 3,2,1!

BLASTOFF!!!

The ride going the normal speed, finally feeling the thrill!

At the top of the hill, hoping to not go backwards again, and…

“YAYYY!!”

I made it down!

So relieved that nothing happened.

At this point in the day, this was the most intense ride.

I gazed over at my mom with excitement, “Let’s go again!!”

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Lamborghini

By Brian Mitchell, 3rd grade, Angell Elementary, Berkley Schools Longer front bumper- shorter thicker bumper on back.

I like to go to gas station with my dad to get a snack.

Two exhaust pipes low to the ground. “Rrrrmvroom” is its sound.

When he was driving fast I was blown away “The ray of sunlight is pouring down on us,” I heard my dad say.

Our invite arrived to the fancy all kinds of Eyes On Design Car Show.

Only the coolest cars receive a trophy that glows.

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POETRY

Lost

By Katie McCarty, 6th grade, Sashabaw Middle School, Clarkston Schools Lost in the city He sleeps on the floor No one lets him in No one opens the door A cloud overhead Light is no more He looks like some rags Dragged in from the shore An overgrown pelt

Eyes blocked by hair No one even pretends That he is still there No one goes places to sleep Where no one would dare For he has no home No soft bed to share A cat passes by The rain starts to fall No one lets him in Or considers him at all Home calls his name Yet he can never return

Thank you to everyone who supported our first fundraising event by sponsoring or donating and celebrating with us!

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T E AC H E R ’ S C O R N E R

The Call of

Our Time

By Andrea Brook,

2015 Michigan Outstanding Biology Teacher of the Year Lake Orion High School

I

recently saw Dr. Neil DeGrasse Tyson – astrophysicist, author, and science instructor – give a lecture about the future of space exploration.

While speaking about the evolution of

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technology, he displayed an image of a huge wooden box with a small glass square in the center. While pointing to the image, he asked a 12-year old in the front row, “What is that?” She had no idea, as the rest of the audience snickered: it was a first-generation television. Dr. Tyson then pulled something out of his pocket and asked her the same question. “It looks like an iPhone,” she answered. He then asked the child to imagine showing her grandchildren the phone and how badly they would feel for her, wondering how she survived for so long with only “a silly iPhone.”

Kids and teenagers have always been fascinated with the technology of the time. Whether as an educator you consider yourself “tech-savvy” or not is irrelevant; your students are.

Consider the following: • A 2015 survey by Harris Poll conducted on behalf of Pearson indicated that smartphone ownership

among students in grades 4-12 increases with grade level: eight in ten students now own a smartphone.

• A study conducted in March of 2015

by McGraw-Hill Education found that 77 percent of students say that using tech such as tablets and smartphones has helped improve their grades, and 62 percent say that tech helps them feel more prepared for class.

We can’ stop progress. In our personal lives, many of us embrace the limitless innovations of the tech age.

However, we may feel a bit hesitant to open the classroom door to personal devices like smartphones and tablets because we’re afraid they’ll be more distracting than helpful. My day-today dealings with ninth graders is confirmation that the prefrontal cortex of a fifteen-year-old brain is simply not developed enough to resist the siren song that is the iPhone alert. But, as

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T EFAECAT HE UR R ’ES C O R N E R

I’ve learned with so many other things in life, it’s all in the approach. Instead of pouring my energy into developing new schemes to keep devices out of my students’ hands, I re-directed my efforts to make smartphones and tablets powerful and necessary tools for learning.

First things first: there is definitely some psychology behind my strategy.

When I tell kids on the first day of class, “we’ll be using technology almost every day,” their interest is instantly piqued. To prove my point, I get kids on my website within the first 15 minutes. After all, there are assignments to complete (“You will watch a short animated cartoon that explains class rules and procedures”), assessments to be administered (“You will then take an online quiz over the material presented in the cartoon”), and data to be collected (“You will complete a survey about your experience in your previous science classes and what your goals are for the future”). Then, it’s go time. The very presentation that once caused kids to glaze over, now holds them at rapt attention.

With respect to focus, educators do have cause for concern.

There have been multiple studies suggesting that digital multitasking decreases the brain’s ability to glean new information.

David Meyer at the University of Michigan compares multitasking to a kind of brownout in the brain: there just isn’t enough power to fuel all the connections at once. The result? Neural pathways start shutting down. Therefore, it is imperative that we adopt a technology-friendly environment that also has focus – reducing the opportunity for digital multitasking.

For example, students must be presented with clear expectations as to what needs to be accomplished and

APRIL 2016

in what timeframe. The tasks must be meaningful and require sufficient cognitive demand (read, “Level 3 Blooms Taxonomy” or higher!). Active monitoring on the part of the teacher ensures students are on-task and off social media. While some may say that allowing kids to use personal devices during class time increases the chance for socializing, I’ve actually found the opposite to be true. When the work is meaningful and engaging, students spend more time on task with a device in their hands compared to completing a similar assignment without technology.

Finally, it is imperative that the use of technology in the classroom does not take away from interpersonal interactions. As a science teacher who employs modeling and Socratic questioning techniques, I value the knowledge building that occurs during partner, small group, and whole group conversations. I have a “one device per pair” rule which encourages students to interact with their partner while completing digital tasks.

I utilize a selective pairing technique, whereby students of similar ability level and learning style are partnered

together. Selective pairing has made a huge impact on “tech time” in my classroom – productivity has increased, because students are able to engage in meaningful conversations with a partner who is at their level.

Students have the same partner for an entire unit of study, providing the necessary time to strengthen working relationships. Pairing students also fosters a culture of teamwork and responsibility, as students cooperatively develop a plan to complete tasks, navigate apps and websites, and translate information into ideas.

Using technology to improve classroom instruction doesn’t have to be rocket science. But, it does require some thoughtful planning. A technology-rich environment can strengthen your curriculum, bearing in mind that in its purest form, technology is simply a tool. No device on Earth can replace the inspired, creative mind of a master teacher. When a teacher offers her students the right tools, students become more invested in their own learning, moving away from “what do I have to know” and toward “what I really want to know is….”

Dr. Tyson ended his presentation with a ten-minute Q and A session. One of the last questions was from an undergraduate education major. “What was the best lesson you ever taught?” he wanted to know. Dr. Tyson said he couldn’t answer. In his pursuit of knowledge, he explained, there is never a best anything.

In that moment, I realized that I might never be in the same room with a genius of this magnitude again. I pulled out my iPhone and started transcribing the rest of his response: “I live my life on the edge of whatever I’ve done, awaiting the opportunity to improve upon it for the next time.” I’m saving this forever.

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PEOPLE WE ADMIRE

Leading by Example

By Derek Witcpalek,

Lake Orion High School

G

reat leaders can come from anywhere, and they can be effective in many ways. However, there is one thing that all great leaders have in common - the conviction that what they are doing is right. When a leader believes in what he or she is doing and follows through on his or her words, the possibilities are endless.

In 2014, Fortune Magazine compiled and published a list of 50 greatest leaders in the world. This list included the names of Derek Jeter and Malala Yousafzai, among other great leaders, for showing the world that hard work and passion matter.

Derek Jeter, shortstop and captain of the New York Yankees, has stood out because of his hard work: he never gave excuses or less than one hundred percent effort. During an era tainted by steroid use and filled with reality-TV, Jeter showed that it was hard work that led to success. He has led the New York Yankees to five world series victories and now

APRIL 2016

holds the team record for career hits. His hard work set an example for the rest of the team and many baseball players across America.

Malala Yousafzai has shown the ability to stand up for her beliefs. Rather than just accepting that young girls don’t receive an education in her country, she decided to do something about it. When Malala was just 11, she first stood up to the Taliban by attending school. Four years later, she was shot by them on her way to school. Despite this, Malala had the courage and the conviction to continue fighting for her rights and the rights of those around her. She has inspired others to fight for their education, too. The fact that she continued working towards her goal despite being shot and receiving death threats upon returning to her mission is inspiring.

Another great leader, Martin Luther King Jr, also led by example. He emerged as a leader in the movement to gain equal rights for African Americans, boycotting the bus system for three hundred eightytwo days despite being arrested, having his home bombed, and suffering from

personal abuse . Having such a strong belief in his cause allowed Martin Luther King Jr. to inspire others and continue to push for change. As a true leader, he fought for the equality people deserved.

I think that great leaders share certain attributes. One of the most important qualities an inspirational leader can have is an undying fire for the cause.

These leaders work as hard as they can to fix the things they want to change.

When others see this kind of undying passion for a cause—a fire that can’t be extinguished by verbal threats or physical abuse—they have to wonder why an issue or activity is so important to an individual. When supporters see someone’s devotion, they are motivated to join in. Relentless efforts like that of Malala Yousafzai, Derek Jeter, and Martin Luther King Jr. motivate people to change the world. I think that the best leaders show others their beliefs.

Sources: The World’s 50 Greatest Leaders, 2014.

Forbes Magazine Martin Luther King Jr. - Biography

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E D U C AT O R S

Morality, Ethics, and Digital Life

By Carrie James,

Project Zero, Harvard Graduate School of Education

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or educators and parents, the digital world provides a nearly endless supply of worthy – if not necessary and urgent – topics to discuss with young people. Passwords, privacy settings, digital footprints, information credibility, and screen time are likely just a few of the topics on your “to discuss” list. Amid this sea of complex issues that require discussion, why focus on morality and ethics? What do I even mean by those terms?

By morality and ethics, I’m referring to our sense of responsibility for other people, ranging from our nearest and dearest to the most distant of strangers. So why focus on moral and ethical responsibility in the digital world? Part of my answer to that question lies in the very nature of the digital (the technologies themselves); the other part lies in how we use digital media – our habits of connectivity.

Digital Factors

Digital media have a number of qualities that require all of us to be much more thoughtful about impacts on others. One of the most important qualities is distance, or the fact that we operate from behind a screen and can’t necessarily see or know people’s reactions to

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what we send or post. We might speak out impulsively, saying something we might never say to someone face-to-face.

And we may not even know who can see our posts. Through apps and social media sites like Snapchat, Instagram, and Facebook, our comments and photos can be potentially seen by large audiences.

Some of these audiences are intended, others not. So, along with distance, the audience factor and the fact that content can spread online suggest the need for thoughtful texting, online commenting, and photo posting.

Digital Habits

But how do we actually carry out these activities? Are our habits of connectivity thoughtful, deliberate, considered?

For instance, online/texting or instant messaging exchanges can move very quickly – perhaps especially among young people. In the fast flow of texts and Snapchats, youth may fail to stop

and consider how their words and photos might be hurtful or misinterpreted in ways that harm. Add to this the reality that young people’s attention is often divided across different tasks online (homework, music, chatting with friends) and shifting back and forth between them. In short, living in a digital world means that our words and deeds may have far-reaching impact. We need to be mindful of how our online actions may affect others negatively. But it’s not all doom and gloom. We also need to be aware of how we can use these technologies for good – to raise awareness about social concerns and to work with others to address important public issues.

Educating for Digital Citizenship

Above all, we need to educate youth to be conscientious, socially responsible citizens, offline and online. I favor a few key avenues: • First, we can regularly ask youth to reflect on their moral responsibilities online. A few straightforward questions can be very powerful: “To whom do you feel responsible on Snapchat (or your favorite app/site)? What does it mean to be responsible to this person when using this app/site?”

• A second avenue I favor is asking youth to think through real or possible ethical dilemmas that can arise online.

Routine discussion of ethical dilemmas can help youth be more sensitive to ethical concerns when they arise.

• Finally, we can invite youth to see themselves as ethical agents or actors who can make socially positive choices, both online and offline, and promote a greater good.

See also: The Future of Learning Special: Educating for Digital Citizenship, with Carrie James https://www.youtube.com/ watch?v=re6dWIb5muk

www.KidsStandard.org

PA R E N T ’ S C O R N E R

Learning to Unplug and Unwind

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Maggie Razdar Publisher/Founder

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echnology has changed the way we do business, how we learn, and how we communicate with each other. It has revolutionized the world and continues to advance each day. Just think: Today’s technology would be unrecognizable to people who lived just 20 years ago.

It’s clear that we’re becoming more reliant on technology. Without it, we wouldn’t be able to use our debit cards, our cars wouldn’t run properly, and we wouldn’t be able to find and share information quickly. Some researchers say that we’re addicted to our technology.

Even though technology touches every aspect of our lives, we must remember, that technology is a tool. Just like a hammer makes it possible to pound in nails, technology makes it easier to research, communicate, and share information. When used properly, technology can make our lives better. But when we become overly reliant on it, it becomes a distraction that makes tasks harder.

Technology Breaks: Going Off the Grid There are many examples of when technology is necessary. But sometimes, we can accomplish tasks without a Wi-Fi connection.

For example, messages are often communicated more clearly in during a face-to-face conversation than they are through text messaging.

Plus, research has shown that unplugging every once in a while has a positive impact on our wellbeing. “Going off the grid” can help us calm down, it can improve our focus, and it can even make us happier. That’s not to say that we should abandon technology completely. Instead, we should balance it and use technology only when it is necessary.

There are many ways you can try this. You might turn off your computer while you study. This will help you focus more clearly. You can read a book, rather than reading off a computer or tablet screen. Research has shown that students retain more information when reading from paper books.

The key to not becoming overly reliant on technology is practice.

Start small. Take a one- or two-day break from technology. Replace the time you would have spent on your computer doing something else. See what happens.

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2015-2016 Editorial Calendar May 2016

Listen to Your Art

June 2016

Learning is Everywhere

July-August 2016

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