I am currently reading, Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard Halverson. In the first chapter, they discuss the development and changes in the American school system. During the Industrial Revolution people started working in factories and the apprentice form of education turned into standard education to massive numbers of people. As a side note, the Industrial Revolution also brought the printing press, which allowed for production and distribution of written information. We are now going through the “Knowledge Revolution” or the “Information Revolution” which refers to technologies that allow people to access information practically anywhere, and the ability to communicate with people throughout the world. “Technology is moving education out of schools and into homes and workplaces, pre-schools and post-schools, after hours and after-after-hours.” In my mind I think of the notion that prior to the Industrial Revolution people did everything by hand. After, machines were used to produce products faster and more efficiently. Now, in the “Knowledge Revolution,” we are using technology to do things in a more proficient manner. During the Industrial Revolution people were hesitant to accept change, as some of us are today with technology. There are always pros and cons to change, but we must embrace the change because it will happen whether we go along with it or not. If we don’t begin to rethink the basic teaching and learning practices to encompass technology, we will not be providing our students with the proper education or skills to apply in the “real-world.”
In the next chapters the authors discuss the perspective of technology enthusiasts and skeptics. The enthusiast states, “We need to adapt schooling to prepare students for the changing world they are entering.” Technology permits educators to enhance student learning and we should use these capabilities in the classroom to restructure education. The redesigning of the way we teach and learn will better prepare the students for the technological changes occurring in business and entertainment. Because computers are being used in all capacities, people will need to learn skills to find information, evaluate the quality and practicality of it, and to pull from different sources to form an understanding of the information. This makes me think of my own classroom, we often use computers to find the answers to our questions because it is a more efficient use of our time. For example, if a child is using Word, he is not going to look in a thesaurus; he is going to use the “synonym” tool. It would be foolish of the child to spend five minutes getting the thesaurus and looking up the word when he could take five seconds to find it on the computer. Technology helps teachers and children to be more efficient. With the extra time the children can delve deeper into their leaning.
The way we communicate is changing. We use technology for business and social exchange, much of which is happening across the world. It is essential to teach this type of communication because we can no longer rely on face-to-face communication. I find it interesting that this is mentioned because I have noticed a decline in proper social interactions between my students. I feel much of this is related to the fact that they are not having as many face-to-face interactions as they did years ago. They are playing more computer games and blogging. I am not sure how to teach reading social cues regarding online interactions. In my classroom I do not allow them to use computers during recess and we have a morning meeting every day to promote appropriate social behavior. Common Core State Standards and 21st Century Skills put great emphasis on student communication. Effective communication is essential to success in all areas of life. I think it would be interesting to post comments or email the students and see if they can determine the "mood" or "tone" that is set (angry, excited). We could discuss what words or punctuation helped them to determine the mood, how to be sure you are conveying your feeling appropriately.
They talk about “Just-in-Time” learning, which seems to be like a “teaching moment;" you teach something because it lends itself well to the lesson and moment. They say we shouldn’t try to teach kids everything they may need to know someday. Just-in-Time learning is just that, you learn it when you need it. For example, you need to buy a car, so you research cars online to learn the information you need and use it to make an informed decision. I think this sounds great, but then what is required of the students? I decided to look into this concept further and interpreted it a bit differently. I am sure many of apply this teaching approach. It is basically encouraging the children to be critical thinkers and apply their knowledge to real world experiences. For example, in math my students are learning about fractions. The first objective I will tackle is, CCSS.Math.Content.4.NF.A.1 Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b)
by using visual fraction models, with attention to how the number and
size of the parts differ even though the two fractions themselves are
the same size. Use this principle to recognize and generate equivalent
fractions. To introduce this concept I will have the children work in groups. Given different scenarios and manipulates (half of a pizza, half a candy bar, half of their homework). I will ask them to use illustrations to show half of the items. They will do this on chart paper and share with their peers. After listening to each groups explanation, we will make a conclusion based on what they observed.
The enthusiast says that children are given immediately feedback when interacting with the computer. My students use several programs that provide them immediate feedback and progress monitoring charts. They are extremely motivated to improve and to see their progress. I recommend using these types of programs or web games.
They also encourage publication of student work that allows for authentic feedback. I think it is wonderful and effective for the children to get feedback from someone other than their teacher. I had my students write a blog last week. Many of them posted them with errors (no capitals, misspelled words, etc…). Several of them immediately asked me to delete their posts because they had made mistakes and they were afraid their classmates would notice. This made me laugh because they didn’t care when they thought it was only me viewing their blog. YouthRadio.com was listed as an award-winning site that allows students to report on current events through broadcast. MUSE – Multi User Simulation Environments - For example, a student visited a rainforest and created elaborate depictions and made it into an adventure game.
Effective communication, just-in-time learning, providing authentic, immediate feedback are all wonderful strategies to use in the classroom to promote 21st Century Skills. All of these strategies need to be built into the curriculum design. For example, when I taught "big numbers" we researched products, created advertisements, and "played" store. This activity gave the students the opportunity to work together, practice the math skill/standard, and it connected to the real world. The student still talk about the activity two months later!
Effective communication, just-in-time learning, providing authentic, immediate feedback are all wonderful strategies to use in the classroom to promote 21st Century Skills. All of these strategies need to be built into the curriculum design. For example, when I taught "big numbers" we researched products, created advertisements, and "played" store. This activity gave the students the opportunity to work together, practice the math skill/standard, and it connected to the real world. The student still talk about the activity two months later!
The enthusiasts favor an approach in which the students, rather than the teachers, do most of the work. I interpret this as, we ask the questions that get the children thinking and we continue to scaffold until the reach the desired learning. Questioning to probe further thinking is an art. I continually try to work on this amazing teaching skill that engages the students and encourages them to be effective listeners and communicators.
2 comments:
Response to Alicia's post on Rethinking Education in the Age of Technology
There were two concepts that struck a chord with me in this post. The first was the idea of Just in Time Learning. I have used this device in my classroom for years but never had a name for it. Using what the students are talking about is very effective because it seizes on the moment and turns it into a memorable lesson. In my experience, this kind of immediate connection with the lesson stays with the student. It's like that old saying: Learning is what we remember after we've forgotten what we were taught. Just in Time Learning sinks in.
I enjoyed your observation about how students were more concerned about the quality of their work when they knew it would be viewed by their classmates. How true! Here is a device- the publication of student work - that really motivates the students to do their best work. They want to be proud of their posts and so they take that extra time to edit. It also gives the teacher the opportunity to make suggestions on how an entry could be improved before it gets posted. Another good reason to start a blog for your classroom.
I have found the same as well, that once students know their work will be displyed, the motivation for great quality goes up. I have seen students spend many hours on an assignment that they created on the computer; they are always looking to add to it-versus written/on paper work which they feel is 'done' the second it's turned in.
Post a Comment