A sign of things to come
Maralyn Parker published a blog entry last week which addressed some issues which eduTwitters have been contemplating for a few weeks now. I couldn’t walk away from the blog without posting my own response along the lines of what I have stated previously.
Maralyn Parker’s Original blog
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Bilby, you have a very valid point of pertinent value- training that goes beyond the basics. Let’s face IT, this generation ARE using the technology everyday. Teachers are not.
If we think that the Office suite of apps is what will enthuse our students we are in for bitter disappointment. As for the Adobe package, only effective training with meaningful outcomes will save it from becoming a waste of space on the hard drive. There is no use in training to use Premier when there is no use for it in the classroom, whether it be yr9 OR yr12. The majority of these Adobe apps are out of reach for the average student, so to assume they have knowledge in their application would be dangerous.
Let’s look at what our teenagers CAN do with technology these days. Hmmmm. Social networking. Short video clips for Youtube. A few photos on Flickr. Hey! All of these self-taught skills have a purpose. Well blow me down!
Let me make a prediction. These students with new netbooks will use the device moreso as a way to maintain their social connections than as a learning tool INTEGRATED into classroom teaching, like a powerful BIG mobile phone. The HS teacher, and let’s be frank here, will be bamboozled not only with the accompanying apps but also with what the students will be doing with their netbooks.
I’m not trying to be negative. I AM trying to point out that this introduction into schools NEEDS to be done properly. Not like previous syllabus implementations- ‘Oh, look a new syllabus. Work it out and train yourselves.’
IF the rollout is done properly, teacher training highlighting good methods for integrating technology within their programming, then we have a chance to really make a difference. And yes, that means teaching our teenagers when and where it is appropriate to ’social network’ and be responsible ‘netizens’.
I am glad to say that MANY teachers in the K-6 space are modelling wonderful integration of ICT in the classroom. We see our student’s enthusiasm to join in, participate and gain new skills- ENGAGED. Too many times I have seen students move on to HS and never see ICT beyond a TV or OHP unless they go to their High School library as part of their lesson.
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Filed under: teacher and tagged education, ICT, Maralyn Parker, netbooks, twiiter
Some interesting points that are surely igniting the PS vs HS debate
But I agree many PS are excellent at using technology and it certainly has better chance of succeeding from a novelty perspective with younger students. This will not work with HS students – neither will just changing to writing notes in powerpoint rather than chalk.
My solution has always been to watch how the students want to use technology and then look at ways of facilitating educational outcomes using the technology in meaningful ways for the students. The teachers can’t be the tech expert – so use their educational understanding instead. But teachers need to relinquish control and be prepared not to be the expert.
I think you’re right that emphasis is being placed on both the Microsoft suite and the Adobe suite of software tends to promote singlular, personal activities, but our students are more used to browser-based activities involving socialisation.
Are we saying that the kids are doing it wrong? I think we’re really saying, “we don’t really understand what you’re doing or why, so we think you should be doing this instead”.
I hope that it doesn’t turn out that we start actively teaching HOW to use a specific piece of software with these “digital learning devices” – lessons should not be: “this is how we create a table in Word” or “this is how you use layers in Photoshop Elements.” – because:
1. That might be the right way to do something in your eyes, but it may not be the best way or the only way
2. Software packages change and those rigid processes we teach will change, making the learning redundant.
I think what we should be teaching is – “this is where and why producing a video is better than typing and printing a hard copy document” and “how can people collaborate digitally to produce multimedia output representing a team effort?”.
The actual process for DOING these things is a self- or peer-learning activity that even the teacher can be involved in. That’s where experimentation, collaboration and adventure step in to make a truly engaging and real-world project. That’s the beginnings of lifelong-learning – not drill and practise.
Sorry, have to plug my article on this now…
http://paralleldivergence.com/2009/06/14/lifelong-learning-is-not-a-9-to-5-job/