After reviewing the School 2.0 web site, I was struck with two things. I’m glad to see that there is a model for network teaching that will facilitate the new technology. But, I’m kind of sad to see old models and methods of teaching left by the wayside.
Why am I sad and a little frightened? Well, face it, I’m an old guy trying to learn new tricks. Some of what I learned in teaching methods is now obsolete. I’m a progressive learner and teacher. I love teaching with audio and visual aids. Stuff that’s tangible and I know where it is. It’s in my library, my file cabinet, my cubby, or in my closet. It may be old, and somewhat faded, but it works, especially for visual learners, which constitutes 60% of most schools’ student enrollment.
As a social studies teacher, I rely on this stuff, and I know my colleagues feel the same way. Plus, we’ve spent a lot of our own money to build up this library and files of video tapes and DVD’s, outside reading articles, poster photos, maps, facsimiles of artifacts (not to mention genuine artifacts), and other learning materials. I know of a history teacher that has an English translation of Mao’s Little Red Book. He uses it as a demonstration artifact from the Chinese Cultural Revolution.
I think School 2.0 is great, but what happens when the technology just doesn’t work (or doesn’t want to)J. What happens when the system goes down? And, it does break down. The progressive teaching methods and materials I mentioned do not have computer freezes, system failures, or long delayed reboots. My advice would be to hold on to the “hard copy” and use it in emergencies. But, beyond that, bring out the artifacts when appropriate.
Kids loved, and still love, hands on learning of history or any subject. They love the technology too, because it’s fast. Who doesn’t like fast information? A kid has a problem, goes to the internet and “boom” he/she has the answer. Marvelous! But, isn’t it kind of unrealistic?
Life’s problems are not always (if ever) answered by a Google search. Are we setting up kids for unrealistic expectations of life by directing them onto fast internet solutions? I think we are. I believe in hard core research. With a senior project, there should be a minimum of internet sources and a lot more library sources. Call me old-fashioned, but I think kids need to WORK for their grade, and some book research won’t kill them.
It’s great to have the School 2.0 model for networking education in the 21st century, but let’s not cast aside everything progressive educators have worked hard for. Maps, visual aids, and books are still a good thing.
Why am I sad and a little frightened? Well, face it, I’m an old guy trying to learn new tricks. Some of what I learned in teaching methods is now obsolete. I’m a progressive learner and teacher. I love teaching with audio and visual aids. Stuff that’s tangible and I know where it is. It’s in my library, my file cabinet, my cubby, or in my closet. It may be old, and somewhat faded, but it works, especially for visual learners, which constitutes 60% of most schools’ student enrollment.
As a social studies teacher, I rely on this stuff, and I know my colleagues feel the same way. Plus, we’ve spent a lot of our own money to build up this library and files of video tapes and DVD’s, outside reading articles, poster photos, maps, facsimiles of artifacts (not to mention genuine artifacts), and other learning materials. I know of a history teacher that has an English translation of Mao’s Little Red Book. He uses it as a demonstration artifact from the Chinese Cultural Revolution.
I think School 2.0 is great, but what happens when the technology just doesn’t work (or doesn’t want to)J. What happens when the system goes down? And, it does break down. The progressive teaching methods and materials I mentioned do not have computer freezes, system failures, or long delayed reboots. My advice would be to hold on to the “hard copy” and use it in emergencies. But, beyond that, bring out the artifacts when appropriate.
Kids loved, and still love, hands on learning of history or any subject. They love the technology too, because it’s fast. Who doesn’t like fast information? A kid has a problem, goes to the internet and “boom” he/she has the answer. Marvelous! But, isn’t it kind of unrealistic?
Life’s problems are not always (if ever) answered by a Google search. Are we setting up kids for unrealistic expectations of life by directing them onto fast internet solutions? I think we are. I believe in hard core research. With a senior project, there should be a minimum of internet sources and a lot more library sources. Call me old-fashioned, but I think kids need to WORK for their grade, and some book research won’t kill them.
It’s great to have the School 2.0 model for networking education in the 21st century, but let’s not cast aside everything progressive educators have worked hard for. Maps, visual aids, and books are still a good thing.
.JPG)
Hello Carl,
ReplyDeleteIn our work world here in a community college environment, many of our questions/problems are solved by a Google search.
Also, technology at the community colleges - there are 7 campuses and 7 academic center - dispersed across NH, is very reliable. Blackboard, the online teaching platform we use, is hosted at the Blacbkoard company and is available with 95%+ reliability 24/7. Also, I have comcast high speed cable at home and rarely is the Internet not available. With knowledge doubling every 18 months, it's important to more forward and manage the flood of new and current information and to teach students how to find and manage information that is necessary to thrive and collaborate in the 21sth century world of education and work. Cheers, Paul
Hi Carl,
ReplyDeleteI tried to correct a couple of errors in my prior post, but I had sent it and could not resend. Live and learn with new technology eh?
Cheers,
Paul
Thanks, Paul.
ReplyDeleteI was recently at a building study meeting (we need a new school), and one of the community/parent members (actually the committee chair) expressed his belief in giving teachers office space and having every teacher float between classrooms. (I love my classroom an all my English teaching tools, so I was a bit uneasy with our one-on-one discussion.) He believed that all we need is an LCD projector and a computer. Forget the pull-down maps they are on the computer. Forget the books, the manipulatives, the teachable moments at the reach of your arm. Afterall that was all he needed as a businessman.
ReplyDeleteI felt I expressed the value of teacher space well, but I also know that provided the technology is working and accessable for each students their experience will be more appropriate for the world we are preparing them for. But I am not remotely ready to loose my teacher space and go all online and digital. With the lack of technilogical background, my students are not ready either. We would, however, be doing a disservice to our students if we didn't attempt to integrate as much technology experience for them as we could.
Keep up the reflection. I enjoy reading your posts.