Tag Archives: educational technology

On Books, Ipads and Kids

l was sitting recently in a doctor’s waiting room. Next to me was a young boy of eight or nine completely absorbed in a shoot-em-up game on his Ipad. His back was bent over and his eyes were glued to the screen in total, absorbed focus. People came and went, the ladies behind the reception desk asked questions, offered advice and gave people forms to fill in. The doctors came out from time to time to usher their patients into their consulting rooms.

The boy saw none of this. He was totally occupied killing aliens.

How do we learn about the world and how it operates? We learn much by observing – by watching and listening to the people around us and by trying to make sense of what we see and hear. But what is this lad seeing and hearing? What world is he striving to make sense of? A world full of aliens, where his job is to shoot them.

Would I have minded so much if he had sat there absorbed in a book? Might I not have been pleased to see him engaged in such a traditional and respected activity? Perhaps, but there is a significant difference between the involvement we achieve when reading a book and when we are shooting aliens on an Ipad,

When I read, I set the pace.

When I play a shoot-em-up on my Ipad, the game sets the pace.

I know that if I lift my eyes from the page of my novel, when I look down it will still be exactly as I left it, I can re-enter its world exactly where I was before I looked up. Not so with my Ipad game. A momentary lapse of concentration might see me dead or missing magic charms, extra powers can popup out of nowhere or I could be suddenly, unknowingly ambushed by a whole new set of aliens.

l am the player, but l am not in control. The level of engagement in these games is of a very different order from the level of engagement in the most engrossing book. To stay in the game the player needs to remain totally disengaged from the environment and everything going on around.

We see children involved like this with tablet games in restaurants, on public transport, in cars, anywhere that adults want a bit of peace and quiet. It is so easy to keep a child occupied with a tablet. But what are they missing out on? The world is going on around them and they are not a part of it and so they are not learning about it.

We have a lot of work to do. Our children are living in a different world and we adults need to understand that world so that we can help our children make sense of it. If we don’t, they will make their own sense, but their decisions will lack the wisdom, experience and advice that parents have always handed their children as their road maps. To fail to do this is to abdicate our responsibility for helping our children grow up.

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July 10, 2013 · 1:42 pm

Through the Rear View Mirror

Every new medium that comes along takes time to find its feet. At first we just see it as a better way of doing ‘business as usual’.

When the movies took off, at first they looked an awful lot like stage plays on celluloid, or they made our novels visual. It took time for film makers to work out what they could do that live theatre and the printed word could never achieve.

Television began as a way of bringing the movies and plays into the living room. Newsreaders sat in front of the camera in sharp suits and did the equivalent of reading the newspapers to us. Today TV news is instantaneous, right in the middle of the action and all over the world in an instant – something only TV could manage. 

Electronic communication began as a wave of emails – old fashioned letters in a new format. Today we text, send instant messages, videos, instagrams, we tweet, we blog and we facebook. We are beginning to use electronic communication for its own sake, making the most of the new things it can do that older media never could.

That’s why many schools are having a hard time incorporating these new technologies. The media and the devices haven’t settled in yet. We haven’t fully recognized what they can do that is different, that they are not just the same things from the past in a new wrapping.

Ipads are still being used as a natty new kind of text book. Kids and teachers are using them as a substitute for pen and paper, sharing homework assignments and submitting written projects. They use them as dictionaries and as encyclopaedias, but they can be so much more. We are still looking at the new media through a rear view mirror, as Marshall McLuhan would have observed.

The trick is to ask yourself ‘what can this device and its software do that only it can do?’

Once you work that out, exploit it to enhance learning. Projecting a twitter feed on a classroom screen gives everyone immediate access to the insights of the whole class. You can’t do that with a pen and paper. Skyping a classroom half way around the world (if you can fiddle the time zones right) and watching what they are doing, can’t be done with a conventional phone. Every kid can find his own TED video to watch and then share what he has learned by building a Prezi.

It goes on and on – so many things to be done with an ipad that are not simply new ways of using books or pen and paper.

It will take time. That’s inevitable. But eventually we will find ourselves using electronic technology in ways that amaze us, because we will discover how to get the technology to do what it does best.

The big question to ask is “What can this do that nothing else can do?” rather than “How will this help me do what I have always done better?”

 

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Filed under Classroom practice, technology, Thinking

Library, factory or smart phone?

I have just had the privilege of participating in five days of learning about ‘Classroom Instruction That Works’ by McREL. One of the nine research based and proven strategies to enhance student learning is looking for similarities and differences and the vcreation of metaphors is a powerful way to do this.

So, let’s have a shot at it!

Is your brain: A library?

Library

Do you somehow seem to inhabit a huge store of information and do you hunt for the place where what you need is stored every time you think? Is thinking about pulling the right ‘books’ off the right ‘shelves’ and then putting the contents of the books together in an operable amalgamation of what you know?

Or is it more like a factory?

Factory

Is your brain an incredibly complex manufacturing process? Do you feed in the raw materials of experience and perception, process them with the innate capacities of your mind and then produce thoughts, feeling and actions?

I suspect the closest metaphor for the brain is actually the smart phone.

smartphoneInside my Iphone I have a huge library of information that grows and changes every time I do anything with it. It is an electronic factory that processes every interaction it has with the world outside, be it via my keystrokes or because of its connection to the world through the internet.

The Iphone I pick up this morning will be subtly different from the Iphone I put down last night. New connections will have been made between programs, new updates will have appeared for my apps, bits and pieces will have been coming and going through the night as the internet itself has changed and grown.

My Iphone is a plastic, dynamic accumulation of interconnections housed in some protective hardware – a case that protects it from the knocks and accidents the world can inflict.

It’s amazing, but its nowhere near as powerful as the human brain.

Imagine the possibilities when we combine the power of our brains with the power of the smart phone, the tablet and the internet.

As part of my work with McREL I had the thrilling experience of visiting a primary school on Friday where those possibilities are opening up.

Every classroom had an Apple TV. The kids had Ipads and Iphones on their tables. They used them to research, to check word meanings and spellings, to share their work with others and with the class. These devices were becoming as common place as paper, pencils, and books in these classrooms. But I was aware, as were the teachers, that they are only skimming the surface.

Imagine the opportunities these media will provide as they extend children’s brain power into the internet, as they provide tools for collaboration and demonstration, as they extend the possibilities for creative, innovative thought beyond the here and now.

It makes we wish I was forty years younger so I could be around in another forty years and look at the world these kids will have created.

I am an optimist!

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Filed under Classroom practice, Thinking