Chapter+02+-+Personal+Thinking

This chapter predicts/hopes that technology would improve teaching by... • This chapter begins with the idea that the true scientific method is to look at your subject without emotional attachment. Papert argues that learning should be the opposite. Rather than having an approach where everyone is taught the same thing (a nod here to the St. Paul School District where all juniors are to read Steinbeck's "Of Mice and Men") Papert is arguing that each student should be encouraged to learn about how he/she best learns, with the idea that he/she should pursue topics with "playing like a child and experiencing a volcanic explosion of creativity" (p. 33). • Philosophically I agree with Papert. We ought to be able to structure a school system where students are better able to pursue their passions. Perhaps is such a system we could reduce the dropout rate.

Even though this book was written 20+ years ago, its application in this chapter relates to today by... • Okay on this point I have a split opinion. I like the idea of students pursuing topics of interest with "and experiencing a volcanic explosion of creativity" (p. 33), but I also think there is a place for the scientific method in education. The whole idea of using assessments to see what skills students may need help with has a place in my educational universe. I don't know how you parse the difference if you are with students who have absolutely no interest in learning the mechanics of writing "proper sentences", but you know what they need that skill to move on. I suppose you wait for that realization to hit the student, and then you help them polish up their writing. • I don't know what Papert means when he says that he wants to "use the computer as a medium to allow children to put their bodies back into their mathematics" (p. 31). If he is promoting childlike enthusiasm for learning, then I am all for it. Otherwise this sounds a bit too "out there where the buses don't run" for me.

This chapter ties into the TPCK model by... • Both TPCK and Papert are interested in developing a better educational experience. In TPCK the authors want us to think about which technology would best help students improve. Papert believes that technology will help us move to a new educational landscape where a student follows individual interest more than state guidelines.

Practical uses for the info presented in this chapter for my classroom include... • I like the idea of encouraging students to pursue their areas of interest. I work with very motivated students, so I have a warped view of education. I don't know what it is like to work with students who come from families that don't believe education can help you. For the student who is indifferent to school, it seems like it would be much harder to earn their trust that he/she can pursue topics they are interested in learning.

byron

This chapter predicts/hopes that technology would improve teaching by... Allowing children to explore their own interests, rather than structures built for students by districts.

This prediction/hope has been met by... I do believe that technology (especially the internet) has helped and encouraged students' ability to explore their own interests and deepen their understanding of various concepts.

I believe that project-based learning addresses student interest and can bring out their passion for learning, especially when they have some latitude on the topic, or how to approach it. However, I'm not sure how many teachers are actually carrying this out. I find that when I attempt project-based work with my students, they are excited, but don't quite understand how to carry out the tasks. But there are definitely the motivated and unmotivated types of students. (Byron, don't take your motivated students for granted!) ;) I find that the unmotivated students just want to know... what do I have to do to get by? What exactly are you looking for? What's the minimum requirement? On the other hand, the motivated students are excited, and the conversations sound more like this... "is it OK if we do this... ?" "Can I come in on my lunch and work on my project?"

This prediction/hope has fallen short because... My own struggles with project-based learning is that I only have my students once a week for a 35-45 min., depending on the grade level, and I don't assign homework. Additionally, our technology classes are taught without the classroom teacher present and is not necessarily tied into their classroom curriculum -- specialists do not get common planning time with classroom teachers and we do not have integrated tech in the classrooms. So my frustration is that I can't be with the students throughout the week to encourage them throughout the project.

I think that Papert assumes all kids are motivated to learn and if we give them the latitude, they'll blossom. I know it sounds pessimistic, but I just don't feel that's the case. I'm not saying we don't need some type of educational reform, because I feel we do. But I don't agree with him that all kids will be inspired by their own interests. Many children today suffer from anxiety and depression -- that's another whole topic not to be dealt with here. But in short, society has changed since Papert wrote his book, and I think kids have more on their plates today than they did in Papert's day.

I love Papert's theory, but in practice, I think it would fall short. I agree with Byron, that maybe all high schoolers shouldn't HAVE to read "Of Mice and Men", but perhaps prescribing a similar type of book in order to meet the standard, but giving them latitidue so that they can maintain interest.

Even though this book was written 20+ years ago, its application in this chapter relates to today by... It seems like the Montessori model fits well with Papert's philosophy. I'm not a Montessori teacher and don't know too much about it, other than it's child centered and students are encouraged to pursue their interests. I haven't heard him mention Montessori, and it was around during his time, so I'm not sure he would support it. Any thoughts on this from others?

This chapter ties into the TPCK model by... Papert seems to be a bit heavy on the technology portion, assuming that kids will choose items of interest that contain content knowledge. He couldn't have possibly imagined the wide range of activities available on the internet today. In the most basic terms... if you handed a teenager a computer and said, "do what you want", they'd be on Facebook all day. I do believe that there's much learning to take place via social networking (we do a lot of it in this very class!) but I believe for K-12 students, the content knowledge needs to come from standards (or some other guideline) and the pedagogy comes into play when we carry out the teaching and provide guidelines for learning. Left to their own devices, I do believe many children will thrive. But what about the ones who don't? Those who fall through the cracks? And for those that are falling through the cracks (I've seen many of them), I think that data driven assessments and instruction need to be utilized. I suspect this is something that Papert would be fiercely opposed to. I must admit that when I first started teaching, my thoughts on standardized testing were that we were all supposed to "teach the test" which seemed absurd. After a decade of being in the educational world though, I can definitely see its benefit for those that are falling through and being able to pinpoint exactly where they need the help. Rather than feeling like we're teaching the test, it's more of teaching the standards. I recently read about a group of schools in New York that have 90% diversity, 90% free and reduced lunch AND 90% success rate on their standardized tests -- this is unheard of in most schools, but outlines what you can do when you implement data driven instruction -- they have found a way to close the achievement gap. Ok, I'm stepping off the soapbox now... :)

Practical uses for the info presented in this chapter for my classroom include. .. In technology, the standards offer much latitude. There are no MN state standards for technology, only national standards. This might be difficult when standardized testing will include technology literacy (which is coming in 2014). It will be difficult because everyone's interpretation of what should be taught, given our current standards, might not match up with what's on the test. This is an area that might need refinement -- whether it be on the standards side or the testing side. But for now, the NETS (National Education Technology Standards) are: [|nets for students].

In my classroom, I attempt to give the students as much latitude on their projects. However, as mentioned above, I do have a handful that are unmotivated and can't get the project off the ground without specific instructions. So I do both -- I give latitidue to those who'll take it and offer a prescribed method, reluctantly, to those who need it. An example of this... we did a project in which the students were to plan a virtual vacation. They had $7,000 and 7 days. The final product was to include a Word document with the itinerary, an Excel doc with the budget outlined, a Publisher doc with a postcard and a PowerPoint with the highlights of the trip presented. They were able to choose their destination (as long as we had not repeats so they we could learn about each place from others). Some were excited from the get go and couldn't wait to get started. Others couldn't even think of a destination, so it had to be drawn out of them. This carried through with the same kids throughout the project -- the ones that couldn't think of a destination didn't know what to spend money on, etc. I think some of it was lack of motivation, but it also could be that they're so used to being given a prescribed assignment that they aren't used to thinking for themselves. I will continue to offer project-based learning and give students as much latitude as possible, but I will also have a general guideline in place in order for them to fall back on, when needed. Carol
 * Demonstrate creativity and innovation
 * Communicate and collaborate
 * Conduct research and use information
 * Think critically, solve problems, and make decisions
 * Use technology effectively and productively

Does technology improve teaching? Or how does Papert hope it can? His story of the Wright brothers illustrates his hope for the future of computers and the roll in learning for the future. Now (or then) we are in the paper wing stage and aiming for a time and it could be now where the technology is so advanced we can watch our students soar. I wonder what that would look like… Even though this book was written twenty plus years ago it addresses something which applies to today by… He wants to strengthen the natural ability to posses and project empathy and intuition. I read a book by Daniel Pink in one of my other classes called A Whole New Mind. It was written only about six years ago. It spoke of what types of minds not skills one must posses in this world inorder to succeed and one of the chapters was all about empathy.

This chapter relates to TPCK by….. He wants to provoke and fuel imagination. Art wishes the same. It can support imagination or in school as I see often it teaches mimicry. Technology could be such a powerful tool to share my students artworks. Perhaps I do not fully understand how to address this question.

Is there a practical use for this in my classroom? He wants learning to be a lifetime hobby. What better hope then that for my students. I hear talk of 30 year knowledge. I honestly hope if nothing else as adults they still dabble in art. Technology can do that but so can real materials.