I listened to EdTechTalk's Teacher Teaching Teachers discussion, Low floors, high ceilings, wide walls: using Scratch and Learning about the BP Oil Spill. This particular podcast focused on how various teachers are using Scratch, an online development enviroment created by MIT a few years ago to facilitate computer programming.
Basically what Scratch is is a computer programming environment that allows students/users to create a myriad of interactive creations on the internet using "blocks" of code (similar to building with legos!). Kylie Peppler, an Asst. Professor in Learning Sciences at Indiana University, summarized Scratch as a "low floors, high ceilings, wide walls" environment. What she meant by this is that first, Scratch provides a low barrier to entry and is easy to use; secondly, that it also has the capacity to develop very complicated programs so can encompass high-end users; and lastly, the diversity of projects users can create is quite vast.
Several teachers shared examples of how they were using Scratch with their students. Projects ranged from online storytelling, to games to music/art projects to online school "newspapers." One of the key focuses of the show was to demonstrate to an interested middle school teacher how Scratch was being used to help students engage in key issues like the BP oil spill. The discussions ended up being quite broad (and just touched upon the "Voices on the Gulf" project). Overall teachers seemed quite pleased with how the tool engages their students, allows them to create (and not just consume) content, and provides a platform for inquisitive learning.
One area I was curious about, after finishing our recent homework assignment, was whether Scratch had been used to create any virtual manipulative for math. After looking at several(!), I actually discovered one that was similar to another I found for my particular focus (M(N&O) grade 5) which helps students identify the order of numbers (although this one was broader including negative numbers as well). If you are interested, check it out at http://scratch.mit.edu/projects/dapontes/583517.
Tuesday, October 26, 2010
Monday, October 18, 2010
Equal access to technology in education...Questions
As educators, we can share a goal of "providing equal access to technology" for our students, but what exactly does this mean?
If we are granted technology access as educators within the classroom, is it via one computer? Or, do we have access to computers for each child in our class -- is it shared with other classroom(s) or does each child have their own dedicated machine? Are we as fortunate as say the Maine public school system that mandates a 1:1 child laptop ratio?
Even if we are lucky enough to have a 1:1 child laptop ratio when at school, are our students able to then take them home for homework? And if so, Does each student have Internet access at home?
If we provide equal access while the students are at school only, what about homework? Should we limit homework or require students to find access to a computer whether within their home, at the library, or after school at school? Is this really equal access?
If we are granted technology access as educators within the classroom, is it via one computer? Or, do we have access to computers for each child in our class -- is it shared with other classroom(s) or does each child have their own dedicated machine? Are we as fortunate as say the Maine public school system that mandates a 1:1 child laptop ratio?
Even if we are lucky enough to have a 1:1 child laptop ratio when at school, are our students able to then take them home for homework? And if so, Does each student have Internet access at home?
If we provide equal access while the students are at school only, what about homework? Should we limit homework or require students to find access to a computer whether within their home, at the library, or after school at school? Is this really equal access?
Computers in Schools: Two Perspectives
In the journal article, Computers in Schools: Two Perspectives, published in Technology Source by the University of North Carolina, Katie Kashmanian provides insight into two almost opposing viewpoints regarding the educational use of technology by children in schools.
She compares and contrasts the perspectives of Jane Healy, author of Failure to Connect: How Computers Affect Our Children's Minds -- For Better And Worse, and Scott Tapscott, author of Growing Up Digital: the Rise of the Net Generation.
Where the two authors disagree most is about the "proper age for children to be exposed to technology." Healy strongly believes that computers "are not necessary...in the lives of most children under the age of seven." She also references literature that "suggests that during the first six years of life, misuses of technology may (actually) adversely affect brain maturation and development." That too much technology "screen time" may be detrimental to the young child is also a warning declared by the American Academy of Pediatrics. In fact, the AAP recommends NO screen time for children under two.
Tapscott believes that technology has essentially no negative impact on children" and envisions children of all ages benefitting greatly from its use, creating a "new world with technology," and even "developing faster" because of it.
Both authors agreed at the time of their book publishings (1998) that our schools were ill-equipped to properly engage technology and that the educational systems needed to "undergo significant reform in order to serve the needs" of this next generation. Both also agreed that we need to take care only to integrate technology where it can enhance or enable learning--not just for technology's sake.
Healy strongly advocated for more research to be done regarding the impact of technology on children, especially the young child (under seven).
The message that continues to ring true to today's educators is that an "informed, balanced approach to technology infusion is key" for the health and success of our future generation.
She compares and contrasts the perspectives of Jane Healy, author of Failure to Connect: How Computers Affect Our Children's Minds -- For Better And Worse, and Scott Tapscott, author of Growing Up Digital: the Rise of the Net Generation.
Where the two authors disagree most is about the "proper age for children to be exposed to technology." Healy strongly believes that computers "are not necessary...in the lives of most children under the age of seven." She also references literature that "suggests that during the first six years of life, misuses of technology may (actually) adversely affect brain maturation and development." That too much technology "screen time" may be detrimental to the young child is also a warning declared by the American Academy of Pediatrics. In fact, the AAP recommends NO screen time for children under two.
Tapscott believes that technology has essentially no negative impact on children" and envisions children of all ages benefitting greatly from its use, creating a "new world with technology," and even "developing faster" because of it.
Both authors agreed at the time of their book publishings (1998) that our schools were ill-equipped to properly engage technology and that the educational systems needed to "undergo significant reform in order to serve the needs" of this next generation. Both also agreed that we need to take care only to integrate technology where it can enhance or enable learning--not just for technology's sake.
Healy strongly advocated for more research to be done regarding the impact of technology on children, especially the young child (under seven).
The message that continues to ring true to today's educators is that an "informed, balanced approach to technology infusion is key" for the health and success of our future generation.
Wednesday, October 13, 2010
If you build it they will come
K12's online conference, If you build it, they will come, provides a basic but very thorough overview of how to set up an online research project.
The presenter provides a good framework to follow and shares a variety of online tools (as well as how to use them).
She does a fairly good job of helping you ask the right questions to set up an appropriate project, as well as providing an array of example projects that were effective.
The presenter provides a good framework to follow and shares a variety of online tools (as well as how to use them).
She does a fairly good job of helping you ask the right questions to set up an appropriate project, as well as providing an array of example projects that were effective.
Wednesday, October 6, 2010
EdTech: Teachers Who Are Inspiring
EdTech's recent talk on "Teachers Who Are Inspiring" supports my latest blog message: our primary mission as educators is to inspire our students to follow their passions.
There was alot of banter in this particular broadcast, but the overall jist of it was a discussion of how to ignite their passions/interests and hence, their love of learning.
Each group of students (and each individual!) is unique -- first you have to get to know who they are. The basic (and wise) premise was that when a teacher cares and connects with their students, the students will be more open to learning. With today's students, technology is obviously a big part of their every day life, so relating and understanding that part of their life will help build a connection with them.
To listen, go to: http://edtechtalk.com/node/4843
There was alot of banter in this particular broadcast, but the overall jist of it was a discussion of how to ignite their passions/interests and hence, their love of learning.
Each group of students (and each individual!) is unique -- first you have to get to know who they are. The basic (and wise) premise was that when a teacher cares and connects with their students, the students will be more open to learning. With today's students, technology is obviously a big part of their every day life, so relating and understanding that part of their life will help build a connection with them.
To listen, go to: http://edtechtalk.com/node/4843
Engaging our Youngest Minds
The K12 Online Conference that I chose to view was Engaging our Youngest Minds (http://k12onlineconference.org/?p=572).
What struck me here was its simple message about the essence of education. Even though this clip focused on the power of integrating technology into education, the main message for us as teachers was about focusing on engaging a student's passion.
Each child comes with a unique set of gifts and challenges and an innate sense of wonder. Our primary "job" as educators is really to help that child nurture his/her gifts and maintain that sense of wonder and curiosity.
As always, we need to continue to search for ways to enable our students to develop their passions while at the same time, help them build the skills and confidence they need to offer their skills/contribute to society.
The technology component may provide the "spark" -- becoming an enabler for our students' passions but the key for us remains: to discover the underlying passions and interests. How can we best utilize technology and other methodologies to engage our students to pursue learning passionately?
What struck me here was its simple message about the essence of education. Even though this clip focused on the power of integrating technology into education, the main message for us as teachers was about focusing on engaging a student's passion.
Each child comes with a unique set of gifts and challenges and an innate sense of wonder. Our primary "job" as educators is really to help that child nurture his/her gifts and maintain that sense of wonder and curiosity.
As always, we need to continue to search for ways to enable our students to develop their passions while at the same time, help them build the skills and confidence they need to offer their skills/contribute to society.
The technology component may provide the "spark" -- becoming an enabler for our students' passions but the key for us remains: to discover the underlying passions and interests. How can we best utilize technology and other methodologies to engage our students to pursue learning passionately?
Thoughts on "Digital Nation"
Watching the film documentary, Digital Nation, raised more questions than answers about our "digital natives." What I appreciated most is the perspective that we still do not fully understand the best way(s) to use technology in the education of our children; nor can we really foresee technology's long-term impact on our children.
The reality, however, is that technology is here to stay and as parents and teachers it is our responsibility to figure out how to harness the power of this amazing tool as well as minimize the potential risk factors it poses to our next generation.
Harnessing its power...
Whether we are in favor of it or not, it is obvious that technology engages and attracts our youth. As educators, in order to engage our children in learning, we need to meet them where they are at. This may, in fact, involve technological tools but in what capacity(s)?
There lives today in our society, this techno enthusiasm. Our youth are constantly focused on (or being distracted by) some technological companion -- whether it be a cell phone, laptop, etc. So many of us can see how technology attracts this new generation.
Minimizing Potential Risks...
The fact that South Korea actually has schools (Internet Rescue Camps) for children diagnosed with online/ gaming addictions is a huge shot across the bow for us in America. How do we help prevent that kind of "addiction" from becoming widespread in our children? We need to help them become "masters" of the technology while helping them define new boundaries and achieve balance.
The recent research findings about the ineffectiveness of multi-tasking is a huge wake up call. How many of us fool ourselves into thinking we are so much more productive when accomplishing so many things at once? While inside, something acutally feels askew? Now we have research to support that odd feeling inside -- research to help us and our next generation understand its implications. In this distractable, multi-tasking demanding culture, how can we help our students focus on one thing when needed? When is it appropriate to "turn it off?"
And what about the impact of so much "screen time" on brain development? Especially in the youngest child, (in its first seven years of development), even the American Academy of Pediatrics recommends the restriction of screen time for our youngest children. Educators need to constantly raise the question of age/developmental appropriateness when considering technology. What works to engage the middle school student may not be appropriate for the 5-year old in the Kindergarten.
Obviously, additional research is needed, but the key is to continue to question and search for balance.
Future Leaders...
That said, beyond finding a balance with technology as a tool, the most compelling challenge facing educators today is to determine which skills our future leaders need and how to help them develop these capacities.
The video referred to a general consensus from U.S. colleges and universities that today's college students' basic skills of reading and writing have decreased significantly over the last ten years. How do we as educators, ensure our students are equipped with these necessary skills? There is also the concern about online collaboration vs. face-to-face communication. I think SNHU's hybrid courses -- offering some sessions in class and some online -- offers one model.
PowerPoint has become one of the leading software applications in our schools today. How do we ensure that our students' thinking goes beyond PowerPoint "snapshots" and "snippets" and delves into critical issues deeply and thoughtfully? Beyond more critical thought, we also need to help our students focus and stick with a problem until it is resolved?
What other skills will they need for the future? The Partnership for 21st Century Skills initiative suggests the need for a host of new "literacies."
Sherry Turkle of MIT suggests that most youth today struggle with finding "stillness." How do we help our students find the stillness within so that they can reflect and crtitically think about issues and then come up with potential solutions?
Also, on a personal front, how do we ensure our youth are capable of "disconnecting" and tuning into themselves? What are their unique gift(s) that they possess? What are they passionate about and how can they help make the world a better place? Turkle of MIT quips: "What technology makes easy is not always what nurtures the human spirit."
As educators, we must strive to engage our students' inner spirits while helping them master technology as a tool so that they can be poised to meet their future and the world's future challenges.
The reality, however, is that technology is here to stay and as parents and teachers it is our responsibility to figure out how to harness the power of this amazing tool as well as minimize the potential risk factors it poses to our next generation.
Harnessing its power...
Whether we are in favor of it or not, it is obvious that technology engages and attracts our youth. As educators, in order to engage our children in learning, we need to meet them where they are at. This may, in fact, involve technological tools but in what capacity(s)?
There lives today in our society, this techno enthusiasm. Our youth are constantly focused on (or being distracted by) some technological companion -- whether it be a cell phone, laptop, etc. So many of us can see how technology attracts this new generation.
Minimizing Potential Risks...
The fact that South Korea actually has schools (Internet Rescue Camps) for children diagnosed with online/ gaming addictions is a huge shot across the bow for us in America. How do we help prevent that kind of "addiction" from becoming widespread in our children? We need to help them become "masters" of the technology while helping them define new boundaries and achieve balance.
The recent research findings about the ineffectiveness of multi-tasking is a huge wake up call. How many of us fool ourselves into thinking we are so much more productive when accomplishing so many things at once? While inside, something acutally feels askew? Now we have research to support that odd feeling inside -- research to help us and our next generation understand its implications. In this distractable, multi-tasking demanding culture, how can we help our students focus on one thing when needed? When is it appropriate to "turn it off?"
And what about the impact of so much "screen time" on brain development? Especially in the youngest child, (in its first seven years of development), even the American Academy of Pediatrics recommends the restriction of screen time for our youngest children. Educators need to constantly raise the question of age/developmental appropriateness when considering technology. What works to engage the middle school student may not be appropriate for the 5-year old in the Kindergarten.
Obviously, additional research is needed, but the key is to continue to question and search for balance.
Future Leaders...
That said, beyond finding a balance with technology as a tool, the most compelling challenge facing educators today is to determine which skills our future leaders need and how to help them develop these capacities.
The video referred to a general consensus from U.S. colleges and universities that today's college students' basic skills of reading and writing have decreased significantly over the last ten years. How do we as educators, ensure our students are equipped with these necessary skills? There is also the concern about online collaboration vs. face-to-face communication. I think SNHU's hybrid courses -- offering some sessions in class and some online -- offers one model.
PowerPoint has become one of the leading software applications in our schools today. How do we ensure that our students' thinking goes beyond PowerPoint "snapshots" and "snippets" and delves into critical issues deeply and thoughtfully? Beyond more critical thought, we also need to help our students focus and stick with a problem until it is resolved?
What other skills will they need for the future? The Partnership for 21st Century Skills initiative suggests the need for a host of new "literacies."
Sherry Turkle of MIT suggests that most youth today struggle with finding "stillness." How do we help our students find the stillness within so that they can reflect and crtitically think about issues and then come up with potential solutions?
Also, on a personal front, how do we ensure our youth are capable of "disconnecting" and tuning into themselves? What are their unique gift(s) that they possess? What are they passionate about and how can they help make the world a better place? Turkle of MIT quips: "What technology makes easy is not always what nurtures the human spirit."
As educators, we must strive to engage our students' inner spirits while helping them master technology as a tool so that they can be poised to meet their future and the world's future challenges.
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