When all I bring home is a piece of paper and I picked B instead of C, I don’t have a lot to talk about with my parents and because I picked C and the answer was B I don’t want to talk about it. . . . If I’m bringing home something I made and it’s right because I made it – it was my plan – or I know how to fix it, I’ve got a lot to do at home.
I’ve watched kids be really successful and they’ve been successful, I’m pretty sure, in ways that they never have been at school and they’ve felt things that they have never felt at school.
Four big questions to ask about a lesson, unit, or activity…
Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]
Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly-changing world.]
Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]
Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]
What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?
If you have a 3Q or 4Q lesson, unit, or activity that you think is worth sharing, let us know below. We’d love to hear about it!
Christine Willig, President of McGraw-Hill Education, said:
There’s a difference between educational technology – a single video, a single interactive, a single app – and learning science, in which we’re investing in the small pieces of data that show us where a child is at in their learning trajectory, feeding them content in a way that’s powerful and effective for them to move to the next level.
curriculum has been pushed down so much that kindergarten is no longer a time for kids to learn and socialize through play but rather for a lot of desk time with academic assignments. Sure, some schools break up the time so kids don’t sit there hour after hour, but the pressure on young children to learn to read and do math – even if they aren’t developmentally ready – and on teachers to ensure that they do learn – has become extraordinary.
Providing quality summer programs for young children is a laudable goal – and something school systems and city governments should offer. But requiring 5- and 6-year-olds to go to summer school so they can labor over academics is something else entirely.
Not including the more informal networking events, there generally are 3 kinds of ISTE sessions:
Tools, tools, tools! These sessions focus on software, apps, extensions, productivity and efficiency, how-to tips, etc. Little emphasis on learning, heavy emphasis on how to use the tools.
Technology for school replication. These sessions focus on the use of digital technologies to replicate and perpetuate schools’ historical emphases on factual recall and procedural regurgitation, control and compliance, students as passive learners, etc. Behavior modification apps, teacher content transmission tools, flashcard and multiple choice software, student usage monitoring programs, and the like.
Technology for school transformation. These sessions focus on deeper learning, greater student agency, and perhaps real-world, authentic work. Learning technologies tend to be divergent rather than convergent, foster cognitive complexity, and facilitate active, creative student-driven learning.
Five thoughts from the first couple of days here at the 2015 ISTE Conference…
If “it’s not about the technology, it’s about the learning,” then why are we centering so many of our sessions on the tools?
Are there uses of technology with students that would offend the majority of us so much that we would stand up and shout, ‘No! We should never do that!’? I see things here and there that concern me but many others seem to be pretty blasé about them or simply accept them as inevitable parts of the landscape (for example, behavior modification software, draconian Internet filtering of children and educators, and drill-and-kill systems ‘for those low-achieving kids,’ just to name a few)
The work of transforming school systems is difficult work. School transformation stems from personal transformation, not from devices or apps or software. How many of us can say that we’re truly transforming more than a small handful of other educators?
The work of transforming school systems is slow work. Some of us have been at this for a decade or two (or longer). How do we invest in and energize both ourselves and each other so that the frustrations, sluggishness, and setbacks don’t win?
We should have more babies at ISTE. Who doesn’t love babies?!
I spent this morning at the Maker Tech Camp at Edwards Elementary here in Ames. Teresa Green is an innovative teacher who received a grant from the district last year to purchase various ‘maker’ resources. Since then she has been busy putting them and her students to work!
Today’s activity for the 2nd and 3rd graders was to build a Lego alligator and have it chomp down when it sensed a finger or pencil in its mouth. The students had to build the alligator – including the motion sensor – and then figure out how to use the Lego WeDo software to code it correctly. The Team Neutrino First Robotics student helpers from Ames High were of great assistance. My favorite kid quote from today was
We sent a message to the alligator and then the alligator said ‘Oh, I can do that!’
Other camp activities this week appeared to include making LED bookmarks, learning circuitry by playing with Makey Makey and other electronics, creating objects with the 3D printer, and goofing around with robots. Teresa and I talked about a lot of different things while I was there, including how to sell others on the educational value of this kind of learning, how to be less directive and enable the kids to explore more, and what ‘maker days’ have looked like at other elementary schools across Iowa. Teresa also shared with me that the Science Center of Iowa is hosting ‘maker chats’ on Twitter every other Tuesday evening this summer at 7pm CST using the #iamakerchat hashtag.