Name: Matthew

Bio: Matthew Worwood is Associate Director of Digital Media and Design, at the University of Connecticut. Recently he produced a documentary that explored creativity in education, and is currently working on a crowdsourcing, visualization, and documentary project called CLASS of 2032. He recently co-founded the blog, DadsforCreativity.com and serves as an Executive Board member of the EverWonder Children's Museum.

Posts by Matthew:

    Why parents have an important role to play in Media Literacy

    October 6th, 2018

    My activity on Dads for Creativity dwindled to only a few articles last year because I was finishing up my documentary, Class of 2032: Schooling for a Digital Culture. This film project became a significant learning experience for both myself as the educator, as well as the proud parent of three small boys; it began with an intent to explore how educators foresee the future of schooling but instead examined the rise of digital technology and how it disrupted the traditional transfer of information for learning. Anticipated topics like how virtual and augmented reality will change the traditional classroom experience, were replaced by conversations about the ubiquity of information, and the concept of Google knowing versus true understanding of a topic. As my story emerged during post-production, it soon became apparent my most important audience was parents of young children, and therefore I present an article on why I believe we (they) have an important role to play in Media Literacy.

    Media literacy is more important than ever before. Because of course knowledge again is the seed of our economy. And education is the prime way we get citizens to be able to access that knowledge, to become informed citizens. And in order to do that, educators right from the gecko, right from Preschool, really need to start explaining to students… not all the things on the Internet are true.”

    Michael Lynch, Class of 2032: Schooling for a Digital Culture

    Thanks to tablet devices like the iPad, young children are now able to access the world’s information. For many, this experience begins with YouTube. As many parents know, around two, most children with access to tablet devices will learn how to navigate the search bar to find their favorite unboxing videos. The image of young children on these devices might now begin to stir feelings as we reflect on what we see at restaurants and supermarkets. However, as children mature, YouTube – like many applications that access content on the World Wide Web – not only provide a source of entertainment but an opportunity for learning. It is the latter that I care deeply about. As demonstrated in the short clip from my documentary, my eldest has independently taught himself about Pangea, Climate Change, countries of the world, the solar system, and random animal facts. He is literally a walking encyclopedia on a variety of topics.

     

     

    As pointed out by Jonathan Plucker – a renowned Creativity scholar and someone who I was lucky enough to interview in my film – young children seeking out information on topics of interest is nothing new, it’s the where we get the information that has changed. I remember reading about Mount Krakatoa at an early age and thinking what it would be like to see a super volcano explode. I’m sure we can all relate (though perhaps not about volcanoes). However, there would be two major differences if we replay my curiosity of volcanoes today. First, I would be less likely to access the information using the children’s encyclopedia sitting on my parent’s bookshelf. Secondly, instead of turning pages and reading a text, I would be using voice recognition and selecting a video.

    See Also: Five Ways to Utilize YouTube for Learning

    Here’s the problem that requires participation from parents. Many young children today* have access to technologies in their home that wield incredible opportunities for learning. Knowledge is no longer confined to the teacher and the textbook. Furthermore, our little ones are interacting with these devices ‘before’ they enter formal schooling. And even then, many are still tasked with learning for a print world, as opposed to the world that exists outside the four walls of the classroom. Therefore, like reading regularly to our children. this is why parents have an important role to play in Media Literacy – especially when at home.

     

    I was lucky to interview a variety of professionals in my film. My first interview was Tom Scheinfeldt who explained our cultural transition to consuming more information via the video screen.
    I was lucky to interview a variety of professionals in my film. My first interview was Tom Scheinfeldt who explained our cultural transition to consuming more information via the video screen.

    Teaching media literacy takes effort on our part, and requires us to move beyond using these tools simply as devices for entertainment and social interactions (e.g., Facetime with Grandma). Tablet devices with access to the World Wide Web are incredible tools for learning, however, we must teach children to see them in this way, as well as developing the necessary skills needed to navigate their way through the ubiquity of information. This task is more challenging than teaching children how to use that encyclopedia sitting on my parent’s bookshelf, as it lacks the traditional gatekeeper charged with examining the quality and factual integrity of the content. Therefore, the challenge is not only teaching children how to access information on the World Wide Web but asking the necessary questions to determine its integrity. Unfortunately, as Xennials and early Millenials, we ourselves might be lacking some of the Media Literacy skills we seek to develop in our children. Just think about how many facts we reference come from our social media feeds (you know you do!). Therefore, we must begin practicing good Media Literacy ourselves, which starts by learning to identify quality content for ourselves, and not judging it based on how well it aligns to our existing values. Look this is daunting, and I’m not suggesting we pursue a certification in media literacy, however, I have found a few simple steps to be helpful when teaching my eldest how to use his iPad for learning.

    How parents can support Media Literacy

    • I use the YouTube for kids app. This helps filter inappropriate age-related content
    • I teach him about Google search, and how it presents information based on my interests. We discuss “recommended” videos.
    • I ask him to consider who produced the content. If its a five-year-old do they really know everything about the topic?
    • We then discuss the concept of a perceived authority over a topic. If NASA made the video we can assume they know a lot about Space.
    • I then ask him to consider if it looks and sounds genuine?

    I’m still learning myself. I’m not an authority over the topic myself, but I’m trying to summarize my journey as a filmmaking exploring issues that impact the Class of 2032 and beyond. The statements above were covered over a two-year period, as my eldest became more comfortable with using the device for learning. My closing statement – it’s a process, but one that needs our attention.

    ————————————————————————————————————————————————————-

    If you’re interested in this topic, or want to learn more, I encourage you to check out the film Class of 2032: Schooling for a Digital Culture (as an FYI – in case you haven’t noticed, this blog is an example of potential bias, am I partially writing it to promote my film? Should that make you question the accuracy of the information? Something to consider as we begin this challenging journey of navigating the world’s information).

    *whenever I write this type of statement I’m reminded that access to tablet devices are limited. However, more and more students have access to the World Wide  Web while outside of school.

    No Comments "

    I like to write. I love to parent. So why not share the occasional weblog?

    September 1st, 2018

    A random blog article for the few readers that stumble across my articles or graciously liked the DadsforCreativity Facebook page. I haven’t written for two years! My absence is not because I have lost ideas on what to write or even lacked motivation. DadsforCreativity simply found itself lower down the priority list that we all must construct to survive our busy lives as parents, professionals, and wondering humans.

    In January 2017, my even busier wife gave birth to our third boy. Wow. She’s been either pregnant or nurturing babies for almost a decade. The little guy, of course, created a disruption and is now sitting on my lap as I write this article. He has a pacifier in mouth, a cuddly toy, and yes an iPad (bad Daddy!).

    During this period, not only have I been adapting to life as a parent of three children under the age of seven, but I also produced my second education documentary (check it out here), collaborated on a supporting application that helps facilitate a conversation about the future of schooling (download iOS or Android), and started a doctorate so I know a little more about what I sometimes find myself talking about – education technology and changing schooling.

    Here’s a clip from the documentary – Class of 2032: Schooling for a Digital Culture. Examining how children interact with YouTube speaks to the opportunity and challenges of learning in the digital age. 

    I share this information because it helps add links to the projects online (always good from a digital marketing perspective), and more importantly to provide a statement on a change to how I will approach my future works on DadsforCreativity.

    images
    Don’t forget to Follow us on Facebook!

     

    My favorite thing is parenting. I love my role as a father, and it will be my greatest accomplishment. Therefore, I’m going to continue to write from that perspective, and use my blog as a creative outlet to share my thoughts, ideas, and feelings toward parenting and using technology in the home to nurture the type of skills that we value in our young.

    Occasionally I might share a study or academic perspective that I think is particularly relevant for informal learning environments (e.g., the home), but I will NOT be applying APA or offering citations. These articles are not going to find their way into a journal, and perhaps my most important readers will simply be my three boys, and God willing my grandchildren, and great-grandchildren many many years from now.

    I’ve realized I like to write. I love to parent. So why not share the occasional weblog?

    1 Comment "

    My Trip to the Imperial War Museum: Talking to your children about War

    August 7th, 2017

    I’m on my annual vacation to London, the place of my birth and a city that I consider to be fantastic – especially for day trips out with the family. As always I take advantage of the brilliant museums that are on offer for FREE! This year I decided to take my two eldest boys to the Imperial War Museum to see tanks, rockets, and one Harrier Jump Jet that is currently hanging from the ceiling – this blog article is about how parents might respond to the curious minds of our little ones, and what I wish I had known prior to my visit and talking to your children about War.

    IMG_0051
    My eldest had the opportunity to speak with someone who lived during WWII. This was a wonderful addition to the trip and gave him an opportunity to ask about schooling and whether he still had presents on his birthday (the answer was yes – but only one).

    The blitz on London, war shelters, bombs, and tanks – it doesn’t take long for the curious minds of our little one’s to begin asking questions and making connections…

    Eldest: ‘oooh Daddy, what’s that?’

    Daddy: ‘that’s a rocket’

    Eldest: ‘And what’s that’

    Daddy: ‘that’s a bomb shelter’

    Eldest: ‘why did people need bomb shelters?’

    It wasn’t long until the bigger questions came my way – ‘Why did people drop bombs on other people?’ ‘Did this kill people?’, ‘Who were the badies and why did they want to drop bombs on them?’ the latter was particularly challenging!

    images
    Don’t forget to Follow us on Facebook!

     

    I wish I could say I responded to these questions successfully, but unfortunately I failed miserably and found myself encouraging more challenging questions that only dug deeper into the subject. After I returned home, I did some Googling on thought it would be nice to share some points I wish I had known prior to our visit.

    See Also: Making Connections: ‘Daddy I need more input’

    1. Be Prepared, but don’t solicit – Given the media coverage of Syria or the occasional scaremongering that I think sometimes accompanies reports on North Korea or Iran, I think it’s helpful for parents to be prepared for some of the questions that might arise regarding War. One of the things I wish I had done was listen better, and respond to the question without expanding or introducing a topic. I probably introduced items that were too complex for a child of six. For example, I didn’t want my boy to perceive one particular country as the badie, so I found myself talking about the Nazi’s and this only confused him further. Ultimately, my desire to control the conversation meant that I didn’t afford myself the opportunity to see how he was processing the information and perceiving events from his perspective – and this is perhaps the main take away from my experience.
    1. Curious, Imaginative, and Sensitive Children will make connections – Making connections is a Creativity skill that we all value, but on this particular subject it will likely generate challenging questions. Again just be prepared and LISTEN more than you TALK. It’s important that we see ‘how’ and ‘what’ connections are being made with the information. We will then be more equipped to respond appropriately and avoid further confusion or untangle the weaves that they are making.
    1. Offer Love and Reassurance – When you engage in the conversation look them in the eye, get on their level, and offer them lots of hugs and kisses. If you feel the questions are getting too deep, I personally respond by saying ‘you’re too young to be worrying about these things’ but I always ask if he’s ok about me changing the subject and if he’s not I’ll take a few more questions.

    I’m obviously still navigating through this topic so please feel free to offer some advice in the comments below. I also found a great article from the Guardian Newspaper that offers some suggestions on books/stories that help introduce the subject of war to children – or more specifically WWI. 


     

    CE_FREEMOVIEV3FREE FILM on Creativity in Education

    Creativity in Education: Exploring the Imbalance, is a documentary film that explores Creativity in education. The film is available on Amazon or can be access for free by simply commenting below or subscribing here.

     

     

     

    7_Ways_to_Cultivate_Creativity_for_ParentsFREE BOOK on Cultivating Creativity

    7 Ways to Cultivate Creativity is a FREE eBook for parents who want are looking for ideas on how to cultivate creative thinking skills at home. Subscribe here to download the book.

    No Comments "

    5 Ways Parents Can Better Utilize YouTube for Learning

    January 19th, 2017

    What if YouTube Was an Encyclopedia?

    The Digital Age, which started to emerge soon after the rise of the World Wide Web, in the 1990s, unleashed a wave of technological innovation that has transformed how we consume and produce information. Many of these advances have, and are causing, disruption to the traditional methods of information transfer that exist within the traditional worlds of communication, marketing, entertainment, and education.

    images
    Don’t forget to Follow us on Facebook!

     

    YouTube, which is one of the world’s most popular websites, remains a touchstone example for many of the characteristics that now make up our Digital Culture – for it contains user-generated content that is consumed and shared daily from mobile devices such as the iPhone and iPad. Furthermore – and perhaps more appropriately related to this article – YouTube is one of the first entry points to the World Wide Web, for many young children in possession of a mobile device – for this reason alone it requires our attention!

    See Also: Making Connections: ‘Daddy I need more input’

    I’m confident most parents can relate to the feelings of wonder as they witness their child as young as 18 months, begin to navigate through the platform. It doesn’t take long for them to learn how to independently locate their favorite unboxing videos, and use their finger to swipe, pause, and even turn up the volume of that annoying soundtrack that you’ve just turned down.

    Using YouTube, I've watched my eldest seek out information about other countries in the world, and look for videos that contain maps, which he can copy on his own.
    Using YouTube, I’ve watched my eldest navigate through the platform to seek out information about other countries in the world, and look for videos that contain maps, which he then copies.

    Our little ones will soon discover that YouTube, contains an infinite amount of information. You can practically locate a video about anything you want. While YouTube was initially banned in many schools districts after it first came out in 2005, I now think that educators have become reasonably good at curating content using the platform, and for the most part have gained control of it’s use as a tool for learning within their classroom environment. However at home, and often before children enter Kindergarten, the access to YouTube for many littles ones appears to take place without the guidance of an adult, and for me this raises some issues when it comes to the information that our children are accessing prior to entering schooling.

    It's really important to find ways for your child to express their understanding about topics they've explored on YouTube. In preparation for our trip to Naples, my eldest watched videos about Pompeii - specifically what made that particular eruption so devastating.
    It’s really important to find ways for your child to express their understanding about topics they’ve explored on YouTube. In preparation for our trip to Naples, my eldest watched videos about Pompeii – specifically what made that particular eruption so devastating.

    In order for parents to better leverage YouTube as a tool for learning, we must take more of an active role in how it’s used within our home, otherwise it will most likely remain primarily a source of entertainment, and this is perplexing given the treasure trove of educational resources that exist within it’s page. I am one of those parents who has concerns how much time my youngest spends on YouTube. I certainly consider it an issue if wakes up in the morning and immediately asks for his iPad. Equally it’s a concern when I wonder if it’s possible to take him on a 10 minute car journey without ‘having’ to bring it with me.*  BUT – and here’s for me a GREAT BUT – I wonder what I would think if YouTube were an encyclopedia? Would I be as concerned about the hours my youngest spends accessing its pages? You see, the way my eldest uses YouTube, is very different to how my eldest uses YouTube. My eldest’s use of YouTube, can in many ways be likened to  the use of an Encyclopedia, for he spends hours and hours of the week consuming videos about Volcanoes, DNA, Climate Change, Countries of the World, and the Solar System. This is the type of use that I want to promote on YouTube, and it’s a type of use that I feel develops as children begin to progress  beyond the unboxing videos that I referenced earlier.

    How YouTube differs from an Encyclopedia?

    Recently I shared a story about how my child uses Google Voice Recognition to locate video about Pangaea, “he was teaching me about Pangaea” I said, but he reminded me that this behavior isn’t that different to past generations. Ultimately, he’s seeking out information about topics that he finds of interest – what’s changed is the method to which he accesses that information. When he said this I could immediately relate  – I remember using my parent’s encyclopedia to seek out new information about similar to my eldest. However, as I went away and thought about it a little more, I soon remembered that while I would seek out information in my parent’s encyclopedia, I was ultimately limited to what information I could access based on my level of reading. I did not have the ability to access the massive amount of information that is now available to young children through YouTube – this would have required skills that I probably wouldn’t develop until high school (and I might add that with my Dyslexia it took me longer that the average child to develop these skills), as well as access to a library with a vast selection of books. The ease of access, the selection of videos, and the fact that a child no longer needs to be at an advanced reading level in order to consume content, has allowed our little ones to begin pursing information related to their interests at a much young age. And it’s this use of YouTube, that I feel offers exciting opportunities when it comes to learning and promoting Creativity (on  a very important side note – I still read A LOT to my boys and would never in anyway suggest that YouTube should be a replacement to reading!!!!!).

    Of course there are issues to what I’m promoting. For starters the ubiquity of information, and it’s availability to children of all ages, brings unique challenges for parents and education. Have we really studied the consequences of preschool aged children learning about 1st and 2nd grade topics, out of sequence, and without the guidance of a teacher? Do we know how to evaluate one’s understanding of a topic when the information has been obtained through video? In addition, the information accessed within the classroom is usually vetted by the teacher before it is made available for consumption by the student, however the information that our children access on YouTube is non-vetted, and so there are genuine issues surrounding it’s accuracy, which if not addressed at some point in the future, might contribute somewhat to our growing culture of Fake News. Ok, I feel this article is getting too long, so let me conclude my point.

    5 Ways Parents Can Better Utilize YouTube for Learning

    YouTube can be used as a tool for learning, it doesn’t have to be all about entertainment. However, in order to progress beyond the mindless unboxing videos, we need to be more active as parents and encourage teach children how to use it for learning outside the classroom. Here are five suggestions on how one might make this happen:

     

    • Download YouTube for Kids, and hide or delete the YouTube app. Tools such as ‘Google Complete’, and the selections that come about after a search query like Green House Effect, will be geared toward children.

     

    • Sign into YouTube, and create a playlist of videos based on topics that are of most interest to your child. For example, a playlist on Volcanoes, will be helpful, and after your child has consumed them, a further selection of videos on Volcanoes that they haven’t seen will most likely appear next.

     

    • Teach children how to search use Google’s Speech Recognition, which is the little microphone in the search bar. My youngest is only two, and obviously struggles, but he’s still in his unboxing phase – I’m talking about children four and up.

     

    • Engage children in conversations about the content that they access, and keep an eye out for fake or bias content. They’re probably too young to evaluate the content by themselves, but it would be great if they at least develop a tendency to say ‘hmmm, Climate Change is made up by the Chinese?’ Mommy, is this true? (I might add that I haven’t stumbled across too many wild or whacky videos on YouTube for kids).

     

    • And perhaps most important – try and encourage your child to come out of the iPad to express their understanding of the information that they have accessed. This could be a conversation where you ask questions, it could be picture that illustrations their understanding like the one above, or it could be through the creation of videos as demonstrated below.

     

    *The American Academy of Pediatrics, have recently changed their recommendation of two hours of screen time per day. They now recommend no more than one hour per day for children 2 to 5 years of age, For children 6 and older, parents can determine the restrictions, and it should be noted that homework conducted on a screen does not count. Finally infants aged 18 months and younger should no be exposed to Digital Media.


     

    CE_FREEMOVIEV3FREE FILM on Creativity in Education

    Creativity in Education: Exploring the Imbalance, is a documentary film that explores Creativity in education. The film is available on Amazon or can be access for free by simply commenting below or subscribing here.

     

     

     

    7_Ways_to_Cultivate_Creativity_for_ParentsFREE BOOK on Cultivating Creativity

    7 Ways to Cultivate Creativity is a FREE eBook for parents who want are looking for ideas on how to cultivate creative thinking skills at home. Subscribe here to download the book.

    No Comments "