Textbooks are unbelievably dull and dense … no one should scratch their head at students’ lack of interest in reading when schools require students to read the most uninteresting writing that exists day after day
Iowa high school student Jack Hostager via http://listentostudents.blogspot.com/2013/01/90-theses-of-textbooks.html
Yes, we want children to learn, but then that means we must care very deeply about whether children want to learn, which means we must provide them with a learning environment that is worth learning. [emphasis added]
Alfie Kohn via http://vimeo.com/53056240
Hat tip: Joe Bower, http://www.joebower.org/2012/12/from-culture-of-performance-to-culture.html
Nothing in education puts a bigger ceiling on learning than limiting kids to what’s in the textbook. We live in the age of iPads, Google, and Skype. To the learner that wants to know more, do more, and explore more, the opportunities are there. We just have to think outside the book.
Krissy Venosdale via http://venspired.com/?p=3225
You often hear people talk about how technology is so “engaging” for kids. But that misses the point. It’s not the technology that’s engaging, it’s the opportunity to use technology to create something that is valued by the community and by yourself. Yes, a new device can be entertaining for a while, but when the novelty value wears off, what are you left with?
Engagement is not a goal, it’s an outcome of students (or anyone) doing meaningful work. Meaningful to themselves AND to the community they are in. Meaningful because someone trusted them to do something good, and they shouldered the responsibility. This is not something you DO to kids or you GIVE kids, it’s the outcome of this cycle of experiences.
Sylvia Martinez via http://blog.genyes.org/index.php/2012/05/01/engagement-responsibility-and-trust
If you can crack the problem of engagement – not just ‘are you paying attention?’, but ‘are you fascinated by this?’ – if you can crack engagement in deep learning then you’ve cracked 21st century schooling.
Mike Berrill via http://gcouros.com/are-you-fascinated. [yes, it's a George Couros doubleheader today!]
Also check out the incredible resources to help you create ‘engaging schools’ over at Innovation Unit.
Here’s a comment that was just left over at BigThink on an old post of mine:
I am a senior English teacher. Here is my problem with using technology in the classroom: I walked into an AP class this past year and stood in the back for the lecture. I took notes about what the students were doing. 4 (the top 4, mind you) were using their netbooks to take notes. One student was on Skype with his college girlfriend, 6 were playing games. 2 were on iTunes and actually had earbuds in. Really? What are they learning here besides what they can get away with? When I allow students to use their netbooks in my classroom, it is only when I am actually giving notes from the board in a prezi or on power point. At that time, I walk around to make sure they are doing nothing else with them. I know, however, that when I’m walking in the front of the room, those students are working. I see the ones in the back of the room clicking around and begin feverishly typing as I get closer to their table.
High schoolers do need to be able to use technology, but if they don’t use it properly, it is more of a hindrance and distraction than a good, useful tool. Do they have the maturity to use it appropriately and how do we get them to change to proper behavior – those are the questions to ask. In case you can’t tell, this is a pet peeve of mine
This is primarily a pedagogical and/or supervision issue, not a student or technology issue. When are the students off task in this scenario? When the teacher is lecturing to them and they’re just supposed to sit passively and take notes. Are they engaged? Are they interested? Do they get other opportunities to use technology besides taking notes? It doesn’t appear so. If I were a student in those classes and I had a laptop, I’d be off task too [yawn].
Classroom management stems from good instruction. Engaging learning environments mitigate ‘off-task’ behavior. We need to stop blaming students or laptops for our own failure to create better learning spaces (and that’s true whether we’re talking P-12 or postsecondary). Mindless compliance from students? No thanks.
Image credit: Bigstock
Motivated, engaged, challenged, and successful students are well-behaved, not because they’ve been threatened but because they are too busy engaged in learning to misbehave. The goal of classroom management is not quiet classrooms, it’s productive students.