Posts Tagged thinking

Technology Should Be Fun

Technology is a lot of things to a lot of people. One of the main things it is to me is fun. My students at school and I have spent many laughs from doing goofy things with technology. One day we put my little wall aquarium on the big screen with the help of a document camera. For a few brief minutes, we had enormous plastic fish in the school’s largest aquarium. There are always crazy mishaps when technology goes awry. The power went out at my school the other day and one student said, “With budget cutbacks, the school probably didn’t pay the electric bill.” You have to have a sense of humor in education and in teaching. It makes each day a bit more interesting and enjoyable. Plus, having a playful attitude is good for the creative process. Humor opens the mind to see the world in different ways. In an after school club, the students have been creating “Stick Art Jokes.” I’ve been sharing them with my classes and they’ve gotten to be pretty popular. My kids at home have been in convulsions using technology in the most ridiculously funny ways on YouTube.com or with a digital camera. Is there any serious value to being able to do this? Probably not. Not unless you want to have some serious fun.

Bighead

 

 Too Much Weightlifting

 BigEyes

 Check out what can happen when people have fun: http://thefuntheory.com/. Having fun with technology is a good reminder–smile and enjoy life.

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T+L Conference–I’m excited!

I’m looking forward to the T+L Conference (Technology and Learning Conference) the next few days (October 27-29, 2009) in Denver, CO . It’s run by the National School Board Association (NSBA.org) and the sessions look very interesting. I’ll even be presenting at the “Excellence in Education” Fair from 4:30-6:30 Wednesday afternoon. What fun!

Here’s my blog post from the General Session on Wednesday: http://boardbuzz.nsba.org/tl/2009/10/frans-johansson-and-the-medici-effect/

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“When am I ever going to need this?”

Every teacher has heard this question from students at one time or another. “When am I ever going to need this?” they ask. Sometimes teachers gloss over these questions, other times they retort with the empty response of “I had to learn it so you should too.” This type of question from students isn’t one that can be passed off flippantly. It’s exactly the type of question that good teaching fosters. If we as teachers don’t have a clear answer to it, then what’s the purpose of what we do?

Some educators have misguided answers to this question. “You will use math if you become a banker,” they say. “Let’s bring in a banker and have him/her talk to you about how they use math.” Seriously? If teachers need to bring a banker in to convince students that math is important then they clearly don’t understand the question. And they don’t understand banking either! Students aren’t convinced by pat answers or vague references to professionals “out there.” They need real answers that they can use each day in the classroom.

Early in my teaching career, I learned how important purpose is to the classroom. Since then, I have begun each semester with this question:  “when will you ever need this?” It’s one of the first things I ask them. As they think about it, I even chide them with comments like “Unless you are ‘Who Wants to Be a Millionaire,’ you will never need to know about what we are going to study.” Or, “I’m pretty sure you will never be at the water cooler at your future job and say to a coworker, ‘What about those crazy Minoans.'” I press them to probe deep into the question why. You’d be surprised how many different answers they come up with–and they are real answers.  In our brainstorming sessions, students come up with no less than 15 solid reasons they need to take my class. I don’t teach anything particularly unique or useful. They are just regular social studies classes: Ancient Civilizations, World Geography, Psychology, Government, Colorado History, etc. As the classroom conversation progresses, we even throw in math and science to the mix. Sure, students understand that they aren’t going to love every subject. But they do have good reasons for why they are studying them. They know that they know that they need to learn about the world and that everything in their studies doesn’t have to have applicable to their life today. Of course good teachers know how to connect their content to everyday life but you can’t always do that.

Surprisingly, there is one answer that students rarely think of. To me it seems to me to be the crux of the reason why students need to be educated: it strengthens their brain. We know from years of neuroscience research how young brains develop and grow. We know how important the environment (i.e. education) is on the outcome of the person. Sad but true, I realize that very few people are going to need to know about the Assyrians or how to use the quadratic equation in their future careers. However, everyone is going to use their brain. So, when are students ever going to use what they learn in class? Every day! A good coach knows that physical exercise like push-ups helps improve his/her athletes’ performance. No one likes them but they all know it’s not about the push-up–it’s about the end goal: a strong body. Education helps strengthen the mind. 

Purpose is a powerful thing. Even if students don’t ask it aloud, they are wondering about the purpose of education in their busy brains. “When am I ever going to need this?”  There are simple and valid answers to this question. Our job as educators is to help them find that purpose.

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Who Filters the Internet?

As I was reading the other day, an interesting thought occurred to me. What if your favorite magazine printed every single article that was submitted to them? What if your favorite TV channel produced and aired every single show that was pitched to them? What would TV, magazines, etc. look like? Here’s the answer: the Internet. I don’t know about you but I don’t want to read every article that was sent into Time Magazine or National Geographic. I don’t want to watch everything that was sent in to channel 9. I want someone to filter out the junk and provide me with something of quality.

But that doesn’t happen on much of the Internet. You get the good and the bad. When you type a Google search for something, you get lots of junk. Go to YouTube.com and you’ll find every ridiculous video that someone with some time and a video camera uploaded. I’m not innocent either, I’ve uploaded some pretty useless stuff (seriously, don’t bother looking at this: homemade “music”. It’s not worth your time). This is one of the simultaneous strengths and weaknesses of the Internet. You get access to loads of stuff you didn’t have before but the price is gobs of stuff you never wanted to see.

Back in 1988 the dad of a good friend of mine stated something about the Internet that shocked me. He said that the Internet was going to reduce the overall quality of information in the world. What? Could this be true? I was young and so was the Internet–what this man said surely couldn’t possibly come true. The comment stuck in my mind because he was a very sharp man and understood technology better than most back then. The sad truth is that he was right. The Internet has diluted the quality of information world-wide. Sure, there are some amazing things available on the Internet–but for every one piece of quality, there are 100 or 1,000 times as many pieces of absolute garbage. Email communication is great but spam is 90.4% of all email. Terrific!

A recent “Did You Know 4.0” video states that “More video was uploaded to YouTube.com in the last two months than if ABC, NBC, CBS had been airing new content 24/7/365 since 1948.” Pretty amazing. Two points to consider however. Is this statistic even accurate? There is no reference to check their math. Apparently the attention-span of the “new media” consumer is so short that the accuracy of facts doesn’t matter. The second point to consider is the quality of that video. YouTube hasn’t ever produced something like Lost, Friends or Seinfeld. If you want more, the Internet is there for you. But I also want quality.

So please don’t see the Internet as if it were something it’s clearly not. No one is filtering the Internet. This is a good and but also bad thing. As good educators, parents, and consumers, we need to keep this in mind.

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Information Explosion!

With the creation of the internet, the amount of information available to people is overwhelming. The sheer volume of stuff out there is staggering. There have been lots of estimates of how much information is accessible via the internet but as it grows, the numbers continue to increase–exponentially! People have even calculated how much the internet weighs! So, this must be a problem for educators. What should they teach now that there is so much new information out there?

But is this really a new problem? If you’ve ever been to a large library, you’ve noticed that clearly there is more information in all of the books than the average person can consume in a lifetime. The problem of information explosion in not new. What is *relatively* new is the technology allowing us to access. It seems like the information explosion is a new problem but it’s not.

Educational leaders and those who talk about school are panicked about this “information explosion.” I’ve been to more than a few in-services and lectures where speakers astound us with their calculations of how much information is “out there.” Then they tell us that it’s changing everything. What they forget is that too much information has always been “out there.” Since the invention of the printing press, there has been too much information for one person to absorb. So the task of a good educator is the same as it’s always been: to help students make sense of the world. The tools that help us do that have evolved and changed but that’s always going to happen. Nothing stays the same so we adapt. Our core job is and must continue to be to help students understand the world and give them the tools to continue understanding it. The students won’t suddenly begin to teach themselves with the Internet. We can’t just turn students loose on the Internet so they can “find” the information themselves. Knowledge without the guidance of a skilled teacher is chaos.

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Technology Gets in the Way of Thinking

In my high school psychology class the other day, I posed the question, “What is normal.” As students began to think about this question, I could tell we were in for a great class discussion. Then one student asked, “Can I ask ChaCha?” “Sure,” I replied, “why not?” Text your question to ChaCha (242242) and answers are just seconds away. But what happened next surprised me. The thinking stopped.  Students stopped thinking about the questions and waited for “the answer” from ChaCha.

I’m so glad this happened. Not the “stopped thinking” part but the fact that my students could witness the one of the pitfalls of technology first-hand. I like technology a lot. However, users of technology, especially young users, need to be aware of how it impacts their learning and their thinking. Sure ChaCha, Google, Twitter and other tech tools are incredibly valuable. However, they can’t replace thinking. Parents, teachers, and the providers of technology need to emphasize that these tools are meant to aid thinking–not replace it. We must put the tools of technology into perspective.

Not surprisingly, the info that ChaCha supplied wasn’t very helpful. Here’s one answer to our question of what is normal: “not abnormal.” Thanks. I like services like ChaCha but what I like even more is when students understand how they can use tech tools most effectively. We can’t let technology get in the way of good thinking.

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