Turn Them On to Technology- Blog 2

"Kids Today..."
By many accounts, "kids are hardwired differently." As we read in Chapter 1 of Richardson's Blog, Wiki's, Podcasts, and Other Powerful Webtools for Classrooms, our students are 'digital natives,' who have grown up saturated with technological innovation. The authors of "The Sky's the Limit" (http://www.edutopia.org/skys-limit) concur that our students' expectations of technological convenience and usage are completely different from ours. This is attributed to the fact that anyone high school age or younger is unlikely to remember a time when cell phones, game consoles, and broadband Net access were nothing short of automatic daily essentials.
These sources, and others, also agree that schools fall short of what students are exposed to at home. Students are disinterested at school because they consider it irrelevant. So how do we reach them?

"...Can Be Reached @ the Following Addresses..."
Students need to feel that their personal interests are valuable and significant to their educators. If you want your students to value what you have to say, then you need to show them that you value what they have to say. So how do we do that?
When writing "The Sky's the Limit," the edutopia staff interviewed and polled several students. The students were all too eager to give input on what technologies they should see in their classrooms (see ..."Using These Tools...For the Greater Good." below to see what they had to say). This is significant because one way of reaching your students is simply to ask them. When provided with a forum free of fear of criticism, students openly share their ideas and desires.
In Will Richardson's blog, "TeenTek, Teen Kontent" http://weblogg-ed.com/2006/untitled/, Richardson acknowledges an educator who has created TeenTek.com, a place in which his students blog about what they find "newsworthy and interesting." Richardson praises this educator, "Jeff," for "teaching the tools of the trade in the context of what kids discover as meaningful." Not only is TeenTek, whose slogan is 'Technology by teens for teens - Hardware, Games, Cellphones, Music, Movies,' a great outlet for kids to share their worlds with the rest of the world(s), but also it's a fabulous tool for teachers to use to 'research' the teen viewpoint. After fifteen minutes of reading blogs on TeenTek, I was able to get an 'inside view' of the perspectives of teens all over the world about everything in technology from Pokemon to biosensor helmet makers. TeenTek reminds me quite a bit of this course, in which students can individualize and personalize their education by sharing what most impacts their educations, their professions, their personal philosophies, and their daily lives.

"...So That Information Can Be Forwarded..."
Why is it so important for students to "get their way" (as skeptics may describe it)? Richardson explains in "TeenTek, Teen Kontent," "It's all about helping kids to understand that one of the most powerful things they can do when they have an audience is teach."
Empowering students enables them to become leaders. Giving students the opportunity to speak out garnishes the attitude that Tapscott describes in Chapter Five of Wikinomics: "This new generation of prosumers treats the world as a place for creation, not consumption. This new way of learning and interacting means they will treat the world as a stage for their own innovations." (p. 127)
But Richardson, like so many others (including the author of this blog), fears that schools are not fostering this attitude. Richardson explains this fear and his own expectations of what students must become in his blog, "It's the Empowerment, Stupid" http://weblogg-ed.com/2007/its-the-empowerment-stupid/. Besides being "prosumers" as Tapscott describes them, Richardson coins several other labels (or "tags," in del.icio.us lingo) that upcoming generations must fit under: self-learners, self-selectors, self-editors, self-organizers, self-reflectors, self-organizers, self-reflectors, self-publishers, and self-protectors. For the purpose of this blog, I will simply refer you to Richardson's blog for the meanings of each of these terms. However, I will discuss them in a different blog to be added at a later date. Suffice-it-to-say, both TeenTek.com's program and this course cultivate all of these types of labels.

"...Using These Tools...For the Greater Good."
As promised so many paragraphs ago, here is what teens have to say 'should be' in their classrooms. They appear in this blog in the same order as they do in "The Sky's the Limit." The first bullet beneath each is what the kids had to say about the use of these technologies in the classroom and the remaining bullets are what I had to say about the use of these technologies in the classroom.

The Laptop

• The students interviewed said that using laptops in class would prepare them for the work environment as that is what they expect to be using upon entering the workforce. Moreover, they claim that the laptop is mobile and that way they will always have their work with them. Additionally, one student adds that textbook companies should put textbooks online so students can work on their laptops instead of carrying around all of those books. I wonder if she knows that they have? (see my blog on "Taking It to the Screen" to come later this week)
• My commendations: I completely agree with all of the reasons that the students gave about the use of laptops in the classroom. I would like to add that the students at my school (from grades 9 -12) are required to not only have a laptop but also bring it with them to class each day! Yikes, the wonders of private education! Wouldn't it change the way we teach in public high schools if this expectation were feasible there as well? Wow, what we could do!
• My concerns: Realistically, funding for such an endeavor is near impossible and a laptop is a kind of a large ticket item to put on a public school "school supply" list. Additionally, having students bring these to school increases the danger of theft (the importance of locking your locker would become even more paramount than it already is!!).

The Bluetooth Technology

• The students want the technology that they use in the classroom to be equipped with Bluetooth technology so that the pieces of technology can be more transferable and better able to communicate with one another. Instead of remembering your flashdrive everyday just sync your PowerPoint from your desktop to the laptop hooked up to the LCD projector. The students argue it makes sending information easier and more universal.
• My commendations: Kudos to the kids for understanding the importance of communicative technology and not just "gadgets" in the classroom. Also, making computers Bluetooth compatible is relatively inexpensive in that if the PC is not already Bluetooth equipped, then purchasing a USB Bluetooth toggle can be as little as $20. This was an exciting revelation for me, because it solves my problem of getting my pics from my cell phone to my PC. My PC (it's "old" in computer years) does not have a slot for my memory disk and I do not subscribe to the e-mail service on my phone.
• My concerns: Bluetooth also makes academic dishonesty temptingly easy. Syncing a paper from one laptop to another is a lot less conspicuous than passing a flashdrive back and forth.

The Cell Phone

• A point that the article brought up that I was not aware of was MobilePrep http://mobileprep.positivemotion.com/home/, technology that allows students to use interactive electronic flashcards on their cells. They can study for tests and teachers can upload their own flashcards for students to study from.
• My commendations: This is exciting for me! I think I may play with it this year...
• My concerns: I don't know enough about this one to see the flaws with MobilePrep. I will get back to you on that one but, of course, the obvious concern with having cell phones in the classroom is the potential distractions of texts, calls, etc.

The Digital Camera

• The students suggested taking pictures of whiteboards full of notes rather than taking valuable class time copying notes.
• My commendations: I think the students' suggestion is a good one. I have allotted in my budget to purchase a digital camera and accompanying mini-printer for my classroom this year. I only see some of my students twice a week. If we are working on a time lapse experiment, like growing plants, much happens in between chances for them to observe. This year, I will be able to photograph their experiments while they are away and when then return they can make observations from the photos. Similarly, if students are generating a unique creation, building a bridge for example, then they can take photos of failed attempts and/or stages of their progress.
• My concerns: I hope that digital photography of classroom notes will not make students lazy? Also, how many cameras are you going to have? How many copies of these photos will the teacher need to make...this could get pricey.

The Graphing Calculator

• Besides the obvious math functions of a graphing calculator, students point out that they can search websites using their graphing calculators. Also, they can access references, such as the periodic table. Additionally, they can compose their own equations for physics and other math-based sciences.
• My commendations: Innovative tool. We have here another example of a piece of technology that students can use as a platform for their own innovations (I'm reminded of the IPod hackers mentioned in Chapter Five of Wikinomics).
• My concerns: How do we ensure that a student's work is his/her own?

The Nintendo DS

• The students point out the educational programs available on this console: BrainAge http://www.brainage.com/launch/index.jsp, for one. They also pointed out that you can connect several DSes and race each other.
• My commendations: This is an engaging device with potential for bringing engaging software into the classroom.
• My concerns: Students may be distracted by the other functions of the DS, including the ability to chat/text with each other.

The Video Camera

• The kids point out that teachers could tape lessons and then post them online for students to revisit confusing concepts or visit if they are absent.
• My commendations: The students' idea is a great example of students taking initiative to be responsible for their own learning.
• My concerns: That is an awful lot of added work for a daily endeavor but may be worth while for special demonstrations or presentations. Or is this something the teacher could train students to do? How exciting would it be for a student to be the one who gets to post the video for the day at the end of class?

The Flash Drive

• The kids call it an easy and inexpensive way to bring work to and from class.
• My commendations: I agree, I'd be lost with any of my flashdrives.
• My concerns: It's easily "lose-able" and who is going to purchase them? The school? Or the parents? Again, the issue of academic integrity comes up as well.

The PA System

• Students argue that instead of bells dismissing them between classes, it should be music...of their choosing, of course. As an incentive, perhaps students could be rewarded with the opportunity to nominate songs.
• My commendations: I like the incentive idea. What better way to motivate those students with high music intelligences? My school uses classical music in place of bells at the middle school and high school level. It's a different classical song every trimester. If you're not in class by the time the song's over, then you're late. Both students and their parents yearn for the opportunity for students to select the music instead.
• My concerns: Obviously, we have to censor the music to make sure it is appropriate for school. There is also the possibility that it could get students riled up, depending on the nature of the music. I'm also thinking that this is a bit of a stretch as a use of "technology in the classroom."

The Universal Remotes

• Students suggest that if teachers had one remote that controlled the TV, the computer, the DVD player, etc., then it would save class time and effort.
• My commendations: Another keen observation by the students.
• My concerns: Is this really a necessity?

The Webcam

• The students say they can easily share their thoughts with the world. They also contend that they can communicate with other students all over the world. They say it's easy to install and inexpensive.
• My commendations: The webcam is an exciting way of communicating and adds a more personal element than mere chatting and "im"ing can. My students wanted to have a webcam set up at night to monitor the actions of our pet lizard and have it in a videofeed on our class website. This proved to be complicated for our tech people to set up but at least the kids were thinking. They even offered to raise the money themselves for the equipment needed.
• My concerns: Anytime we are projecting images of ourselves to the digital world we need to be cognisant of who is watching. Students should be aware of the potential security risks there are in sharing personal images online.

The IPod

• The students claim that being able to listen to their IPods would allow them to better focus on their work.
• My commendations: At my school, the middle school art teacher got special permission for art students to wear IPods while working on individual projects. The results were: less socializing and more creative endeavors.
• My concerns: Who is responsible for the IPod? Again, theft and damage become a concern. How do you ensure the content is appropriate for school? How do you make sure that students are not sharing IPods? (I'm envisioning Dante letting Charlene listen to his uncut version of Fergie's "London Bridge" and Charlene going home and telling mom and dad all about the song (and the language) that she learned at school that day...)

The Sims ("the" isn't really necessary but for the sake of congruency: there it is)

• The students claim that Sims, along with Second Life and other real-life computer simulations, allow them opportunities for "social interaction and group learning."
• My commendations: I agree that simulations, when used responsibly, provide students with the environment in which they can learn real world applications of classroom content without the real world consequences and expenses.
• My concerns: The authors of the article and I agree on this one: "The real world is always more interesting than any computer-generated environment, so make time to go outside and play."

"Subject Line"
Here's what is all boils down to:

'What's the issue here?' The issue(s) here are: digital disconnect and student disinterest. They are directly related and, potentially the solution to one another...
'What're we gonna do?' The solution to minimizing digital disconnect, according to these sources, is providing students with learning experiences that involve technology that they both use and ENJOY using in their daily lives. Moreover, giving students input and governance over their own learning empowers them to press forward and exceed expectations.

The picture included in this blog is courtesy of Eyes Wide Apart (http://www.paigepooler.com/ewa/kidsncomps.jpg). I think it really captures the heart of this blog as it shows how much are students are:

• surrounded by technology all of the time
• infatuated with technology
• dependent on technology in their learning practices