New+media+resistance+Barriers+to+implementation+of+computer+video+games+in+the+classroom

=Vered, Karen Orr. "Children and Media Outside the Home: Playing and Learning in After-School Care"= Vered, Karen O.Children and Media Outside the Home: Playing and Learning in After-School Care Houndmills, Basingstoke, Hampshire [England: Palgrave Macmillan, 2008. Internet resource.

This new study looks at what children are doing with media in the fastest growing sector of the childcare industry, after-school care. Drawing on groundbreaking ethnographic research, Karen Orr Vered shows how children's media play in peer-group, recreational settings is collaborative, creative, and integrated with more traditional forms of play. Arguing that the intermediary space of after-school care has links to both home life and classroom activities, Vered shows how the informal learning experienced in play contributes to children's acquisition of media literacy. Increasingly used outside the home and beyond the classroom, electronicgames , computers , television and media production activities are fundamental to children's culture. Children and Media Outside the Home provides a fresh look at children, media, play and learning. (usf.edu/library--summary from book)
 * Abstract **

=Argument= Vered presents the notion that within the last two decades media (social and digital technology) has become more than a platform, but a way of life, supported and complicated by the users themselves. This contention segues into the question of why more schools have not updated their teaching methods and techniques for children based on this increasingly preferred mode of communication and learning amongst today's youth. She contends with the conception that the development of children is not congruent nor efficient with the style of teaching for children. The construction of teaching must include, engage and expand to the home and all activities outside of the classroom to account for the social and cultural dimensions of media. Vered concludes that children should play at least one video game with their peers and schools should have software and better media resources for children in the classroom, as well as unstructured recreational time for children. = = =**Key Passages**= "The increased diversity and proliferation of media now demand that we re-examine children’s media use in light of the numerous changes that have taken place in technology, marketing, and children’s lives, not least of which is increased mobility" (p.5)

"The different ways that children distinguish television, video, and video games should not suggest that they do not make distinctions among the media. Rather, it points to the importance of intermedia relations in children’s media practices, the fluid movement of narrative content across platforms and places" (p.117)

= = =**Selected Works Cited**= Vered, Karen O. //University of South Florida Libaries //. Web. 31 Oct. 2011. .

Vered, Karen O. Children and Media Outside the Home: Playing and Learning in After-School Care. Houndmills, Basingstoke, Hampshire [England: Palgrave Macmillan, 2008. Internet resource.