"Doing things differently vs. Doing different things"
I really like that play on words. Torres and Henderson gave a poignant presentation that, in my estimation, fits arm-in-arm with the message of Mr. Winkle.
The bottom line is that even though we update the mode of teaching, we are still teaching with the same dreary methods. As educators, we need to learn to do different things!
But again, I ask the question — is anybody going to tell me how? At least give me a hint. Where do I begin?
Sunday, February 28, 2010
The Children of Cyberspace: Old Fogies by Their 20s
Most of this article concerned itself with worries and concerns for the NetGeneration ('80s children) and the iGeneration ('90s+ children) who are doing so much technological muti-tasking that they may be hard pressed to be able to focus on one thing.
However, I found one bright spot in the article. The author, Brad Stone, admitted that kids are taking a more active part in their entertainment than other generations who tended to be simple observers — TV watchers. He said, "That could give them the potential to be more creative than older generations — and perhaps make them a more challenging target for corporate marketers. He quoted Dr. Mizuko Ito, of the University of California Humanities Research Institute, “It’s certainly no longer true that kids are just blindly consuming what commercial culture has to offer." I'm glad to know that. Somehow that makes me feel better about what our kids are learning. Maybe they are learning decision making and critical thinking as a by-product of their refined communication skills.
However, I found one bright spot in the article. The author, Brad Stone, admitted that kids are taking a more active part in their entertainment than other generations who tended to be simple observers — TV watchers. He said, "That could give them the potential to be more creative than older generations — and perhaps make them a more challenging target for corporate marketers. He quoted Dr. Mizuko Ito, of the University of California Humanities Research Institute, “It’s certainly no longer true that kids are just blindly consuming what commercial culture has to offer." I'm glad to know that. Somehow that makes me feel better about what our kids are learning. Maybe they are learning decision making and critical thinking as a by-product of their refined communication skills.
Learning to Change, Changing to Learn
I watched the video, "Learning to Change, Changing to Learn," from Project Tomorrow, that was listed in the resources for our class. Again, I was a bit discouraged by what I heard. One expert after the next agreed that our present-day classroom setting is becoming less and less relevant to the true educational needs of our young people.
But one person gave me a spark of hope. Ken Kay, President, Partnership for 21st Century Skills, e-Luminate Group, said that around the world people are testing out the ingredients to determine how to develop a new model for education. He said that stunning things are taking place already. I appreciated his positive attitude as he said "It's an exciting time for learning . . . It's the dawn of learning that makes me very happy."
But one person gave me a spark of hope. Ken Kay, President, Partnership for 21st Century Skills, e-Luminate Group, said that around the world people are testing out the ingredients to determine how to develop a new model for education. He said that stunning things are taking place already. I appreciated his positive attitude as he said "It's an exciting time for learning . . . It's the dawn of learning that makes me very happy."
The world really is FLAT!
I have considered myself to be a fairly 'modern' thinker. I have adapted quite well to the age of technology — using computers, etc. in my classroom in various capacities; keeping up with FaceBook; designing our school yearbook with an online program; and even owning an iPhone and utilizing dozens of aps that are at my disposal.
But, the rug was pulled out from under me when I listened to the video "The World Is Flat" and realized that I am just doing chin-ups on the bottom rung of the technology ladder!
Technology has exploded and FLATTENED the world! If I'm not careful I may be one of those who falls off the edge into the abiss.
I wish that Thomas Friedman had given us some solutions to the problem educators are facing today. Instead, I feel like we teachers are using methods that are quickly becoming obsolete, and nobody has a clue how to update them to make them relevant for this new crop of techno-savvy kids.
I've already gone to Amazon.com to find the book. I need to know how it ends! Since Friedman only gave an overview of the first few chapters, I'm hoping that somewhere in the book he will give us some hope, some clue, some revelation of how we can make the change into the 21st Century!
If not, then I'm afraid he's left me frustrated, and a little bit alarmed.
But, the rug was pulled out from under me when I listened to the video "The World Is Flat" and realized that I am just doing chin-ups on the bottom rung of the technology ladder!
Technology has exploded and FLATTENED the world! If I'm not careful I may be one of those who falls off the edge into the abiss.
I wish that Thomas Friedman had given us some solutions to the problem educators are facing today. Instead, I feel like we teachers are using methods that are quickly becoming obsolete, and nobody has a clue how to update them to make them relevant for this new crop of techno-savvy kids.
I've already gone to Amazon.com to find the book. I need to know how it ends! Since Friedman only gave an overview of the first few chapters, I'm hoping that somewhere in the book he will give us some hope, some clue, some revelation of how we can make the change into the 21st Century!
If not, then I'm afraid he's left me frustrated, and a little bit alarmed.
Wednesday, February 24, 2010
Tuesday, February 23, 2010
Wacky Kids
I totally agree with the "Wacky Kids" video, but I have very little insight into how to fix the problem in my classroom.
Mark Pesce placed the problem square in my face, but then left me with no real answers. I have to admit that he's right when he says the "hidden curriculum in the 20th century was timeliness and orderliness." As a student, I got that message. As a teacher, I'm trying to get the same message across to my kids. But, for many kids, it's just not working.
So, if Pesce is right — if the "hidden curriculum in the 21st century needs to be teaching them [students] focus and how to control their hyperconnectivity for their best benefit" — then I am still a 20th century teacher. Somehow I need to move my teaching methods into the new century.
In my classroom, I feel like learning is taking place when my kids are disciplined and in order. Am I wrong? Can there really be a way to do as Pesce says and "accept the hyperconnectivity and figure out how to use it, rather than discard it"?
It looks like I have a lot to learn from this class. I'm looking forward to gaining new insights. I want to open my mind to the possibility of change in my classroom. And yet, how will my coworkers judge the change? Could this be a dangerous move? Can I still keep control of my students, but give them the freedom of communication that they depend on throughout the rest of their 'real' lives outside of the classroom? Will they actually learn the material in that atmosphere? We'll see . . .
Mark Pesce placed the problem square in my face, but then left me with no real answers. I have to admit that he's right when he says the "hidden curriculum in the 20th century was timeliness and orderliness." As a student, I got that message. As a teacher, I'm trying to get the same message across to my kids. But, for many kids, it's just not working.
So, if Pesce is right — if the "hidden curriculum in the 21st century needs to be teaching them [students] focus and how to control their hyperconnectivity for their best benefit" — then I am still a 20th century teacher. Somehow I need to move my teaching methods into the new century.
In my classroom, I feel like learning is taking place when my kids are disciplined and in order. Am I wrong? Can there really be a way to do as Pesce says and "accept the hyperconnectivity and figure out how to use it, rather than discard it"?
It looks like I have a lot to learn from this class. I'm looking forward to gaining new insights. I want to open my mind to the possibility of change in my classroom. And yet, how will my coworkers judge the change? Could this be a dangerous move? Can I still keep control of my students, but give them the freedom of communication that they depend on throughout the rest of their 'real' lives outside of the classroom? Will they actually learn the material in that atmosphere? We'll see . . .
Subscribe to:
Comments (Atom)