Yesterday, I was scanning through the Technology & Learning News for August 23, and ran across a story called Gadgets, Gadgets Everywhere.
Technology’s steady advance has made the challenge of controlling students’ use of electronic gadgets – cell phones, handheld video games, MP3 players – during school time ever more difficult.
It’s a lead into a story published in the August 14 issues of the Houston Chronicle, called Schools Try to draw the line for wired kids.
VETERAN teacher Andy Dewey has taken to quizzing his students on a new subject  where their hands are.
Tucked away in pockets or camouflaged behind backpacks, hidden fingers could be typing text messages, surfing the Web or even taking pictures. In today’s era of tiny, high-tech devices, it’s a constant struggle to make sure hands are kept in plain sight, he said.
OK, our kids are connected. Technology is part of their lives. But lets try to picture this in a different way. As you are, by now, accustomed to my saying, “It’s not technology, it’s information”. These gadgets are their links to information. They talk, text message, and google with their mobile phones, IM on their laptops, access the world wide web, Net-based video games like Halo, MMORPG (did I get that right?) games like EverQuest and Second Life. These gadgets represent intellectual appendages to our children. They are the hands and feet that carry children to new experiences, and cutting these links is like cutting an appendage — and that makes no constructive sense to these children and their world view.
Yet we try to cut it off. And it’s because of something that David Weinberger said in his keynote address at NECC, something that I have carried with me ever sense.
Weinberger talked about the traditional view of knowledge as being something that could be put in a container. He described Encyclopedia Britannica as 33 volumes with 65,000 articles, that it will never hold more than 65,000 articles, because they will never add a 34th volume. By the way, the shipping weight of Encyclopedia Britannica is 125 pounds.
The Wikipedia, on the other hand, holds nearly 600,000 articles (that was late June 2005). At this moment, it is approaching 700,000 [694,000] articles. At .002 pounds an article, Wikipedia would way three-quarters of a ton right now. Add in the other languages and we’re approaching two tons — and no matter how big it gets, it will never get any harder to find your information. He went on to talk about dewey decimal and how the shelves of a decimal based container system can hold only so much information, forcing us to make decisions on what’s going to be put there.
- 88 numbers for Christianity and its related topics
- 1 for Judism
- Islam and all of its related groups get 1
- Budhists go to the right of the decimal
But this idea of containers was what our lives were about. Even the schedule of the day. During the summer months, we played in the neighborhood. But darkness was a border to the daylight container, and we went home. You could play in the daylight, but not in the dark. However, my children, during their summer months, are up until 4:00 in the morning, with friends, playing video games, and IMing. Darkness means nothing to them because it does not limit their intellectual appendages.
Starting tonight, we are forcing my Son back into a container schedule, because tomorrow he goes back to his learning container (his school), where he’ll receive information containers (textbooks), tied to our knowledge container (the standards), and we will struggle to control their gadgets, cutting off their intellectual appendages, because…
Our schools are leaking!
Through their mobile phones, wireless handhelds, mobile game systems, their laptops, and a simple, yet pervasive sense of a broader world that ignores time and distance, our children’s attention is leaking out of our classrooms, our textbooks, and our state and national standards.
The question that looms overhead is…
Do we continue to container our children, amputating their intellectual appendages during “learning” time?
or
Do we try to integrate learning into the flow of their attentions, taking advantage of the new porous nature their lives, using their appendages to connect children to the world that we are teaching them about?
If we decide to join the flow, what does that look like?
- Do textbooks go away? No, textbooks can lay open beside of a laptop, or textmessaging mobile phone (though I suspect that textbooks will be evolving into something else).
- Do we abandon our classroom and go exclusively online? No, though I suspect that we may be able to teach our children better by spending less time in the classroom and more time working and playing the information outside the classroom.
- Do we still need teachers with a teacher’s desk, chalk board, and pointer? Yes, though the chalkboard must change as must the pointer. However, our definition of what a teacher does will change from that of delivering skills and content, to that of creating and crafting experiences through which students will learn to teach themselves.
- Will the class bell go away? No, but study hall and homework are going to become something entirely different.
- Will college training for teachers change? Yes, but more important than that, the job of being a teacher will also be that of being a student. We will learn constantly, and each day, we will share with our students something that we have just learned.
Your comments are welcomed?
…and, hey, is anyone reading this stuff?
Very good stuff. One of the limitations of RSS, however, is that it seperates the reader from the conversation. If I quickly scan through posts in my aggie, I end up skimming along the top of the conversations instead of diving into them. We need an RSS 3.0 that allows the embedding of a comment form either within each post or as part of a seperate window in the aggregator that is smart enough to add your comment to the currently selected post that is being read. (quick…someone patent this for open source!).
So, to dive in to a meaty conversation piece…
Do textbooks go away? No, textbooks can lay open beside of a laptop, or textmessaging mobile phone (though I suspect that textbooks will be evolving into something else).
am looking forward to Will Richardson coming to Western NY for an e-learning symposium in October to hear more about his concept of “digital accents.” Maybe we need to re-evaluate the word “textbook” to see about removing the rather quaint “physical accent” that it has. Remember that no so far outside of the box, the textbook isn’t next to the laptop but rather the textbook is IN the laptop. But my guess is those laptops can’t do IM.
If only we could embrace the appendages instead of amputating them and then giving the students the old wooden peg-leg equivlent of a prosthetic. They know that there are other possiblities out there, and we wonder why students get frustrated with the restrictions?
The sad thing to me is that we are hearing the voices of the students, but we are not listening. I just finished Prensky’s article that you talked about a couple of posts ago. I see this happening in our schools on a daily basis. The enragement is only going to increase and I worry that our schools may stop leaking and start exploding due to the enraging of those who most need the schools to help them.
David,
As I procrastinate the day before students return to our container, interesting thoughts. Does anyone have any ideas on how to put text messaging to use in the classroom? Maybe ask those so equipped to come up with the appropriate abbreviations for key terms, or to compose text message definitions or key concepts. I have students on an A/B block schedule, so I suppose I could ask the A-day students to text message the B-day students key concepts so they get a heads up on what they’ll be doing tomorrow. Of course that requires more quiz and test versions!
The A-day students could “quiz” the B-day students and vice versa, using abbreviations they haven’t seen yet! Kind of raise their curiousity… Hmmm.
Thanks David. Take care.
—Denis DuBay
Environmental/Earth Science, Leesville Road High School, Raleigh, NC
A quote I often, really every-time, I speak to groups of educators is: “Students who have access to technology outside of school will find schools without access to and integration of technology into their coursework to be antiquated and irrelevant to their world.” Partnership for 21st Century Skills. Students today are digital natives. The use of technology tools is incidental for them. They expect that technology will be used to enhance the teaching and learning experience and when technology is not utilized they will do the paper and pencil thing but with great distain.
If schools do not incorporate technology in a meaningful and purposeful manner they will become increasingly irrelevant to students. We have an obligation to educate students for their world not ours.
“If we decide to join the flow, what does that look like?
Do textbooks go away?” Dave, I have a class full of middle school science students coming tomorrow and we have no student textbooks. Have to us CD version.
I agree with the container model. And, I think we need to rethink how we school kids in an era in which their communication abilities and online gadgets allow them to leave our containers, at least spiritually, whenever they wish. This is not something that is going to be contollable by teachers or parents.
However, I don’t agree with your flow points.
1) I don’t think textbooks are needed any longer. In fact, textbook publishers are really parasites on the body educational. In a reality in which more information is available online than is available in any textbook or teacher’s head, why pay exurbadant prices for heavy objects that have to be carried everywhere.
2) If not exclusively online, then why not mostly online. I could envision a school in which students get their socialization and inter-active portions of classes on Fridays, only. We need to think beyond the babysitting functions of schools. For those families that need an all day babysitter, and there are legions of them, let’s make schools in which class attendance is only upon student request.
3) No, we don’t need teaching desks. Although we do need a teacher – or at least someone to plan, supervise, and evaluate student work. A lot of that can be done online, or outside of class.
4) Bells and mass movement models in schools should change. There is no reason that we can’t make learning an individualistic experience. All the tools are here, when are we going to start using them. I know – parents will freak, because they go by mostly, “what was good enough for me, is good enough for my kid”. I already heard all that stuff when calculators came into general use.
5) College training of teachers is already changeing. I know – that’s what I do. But, our education graduates at Florida Gulf Coast University often experience the – Well that new fangled stuff is not how we do it here in the school district – when they graduate. College training can’t get too far ahead of the actual schools in which the kids learn, or are supposed to learn.
Patrick Greene, PhD.
Educational Technology
Florida Gulf Coast University
I am trying to think of ways that cell phone text messaging can be used with students. I liked Denis Dubay’s idea of students sending each other key questions, and quizzing each other on the points of the books.
I am in a socioeconomically mixed environment, and working with elementary students, but I also teach a University course for new teachers called Using technology in the classroom. I really want to hear ways that other think cell phones can be used, and are they truly ubiquitous, do ALL the students have them in high schools, and if not, how could schools overcome the inequity?
Cell phones in class: line up some guest experts that students can call about a topic. If students are in groups for this, then probably someone in any group would have a phone. If students are working on real world asignments with authentic activities, then they should be able to make a 10-15 minute phone call to get an interactive lecture with someone in the field. A great use for IM as well (or for Skype/gizmoproject/etc for voice chat). Especially with the voice over IP (VOIP) technology, you can expand the learning to encompass a global environment. When your students engage in a conference call with experts from Spain, Austrailia, and Bahrain….now that is a flat world!
Denis: What if the quizes and tests were so based in authentic exercises and used higher order questions? Being able to answer a question about the impact of jet stream shifts on the climate and economy of a region requires students to have a very clear knowledge of what the jet stream is and how it interacts with the world…
Obviously the choir is reading this 🙂
As I was reading this I was picturing a class overrun with PSPs – the latest game – The Civil War. You are in the Civil War – choose your side – choose your position within the live and continuous online simulation(but you must work through three different lives and at least one on each side of the war) work alone or with others online, maybe in your class, maybe in another – don’t have to be in class. Get the creators of Runescape to make all our history online TBGs (text book games – sorry, had to make something up for that).
Like you said, they are out there – they play these games – they technology-mulit-task – they communicate online. It is time to work with it.
I don’t want to push cell-phones too much but like someone said, they can use them to access experts, especially with VoIP tools that are out there. Maybe these experts also take questions by IM/Text and maybe they are on VoIP voice bridges so many can join in. Maybe these experts can push files and webpages to participants via a URL they IM out. All stuff that is starting to be done today. The thing is, like several others have mentioned, the function of containers like school buildings needs to change. Their primary function of being the place where students learn is no longer as relvant as it has been in the past. The learning can happen anywhere. The role of educators do not diminish however, if anything, they expand to be the ones who meet the learning needs of all students but perhaps not to teach all students.
Tools are changing fast. Now I work where I am – hotel, office, home. With a laptop I can be reached by phone, IM, e-mail. I can make calls, send files, IM, check who is online or on the phone, share my desktop collaborate on documents, do multipoint video calls, ask my messagaing device to give me my faxes or voice mails, get my e-mail, get my voice mail (in my e-mail). A couple years ago I wouldn’t have said the same thing. And of course my BalckBerry keeps me connected all the time. Just like I no longer really need an office, perhaps many students no longer really need a classroom.
Different learning environment here in New Zealand in some ways, but your summary and articles by David Weinberger, Prensky et al are very relevant.
And yet yesterday I spent time in a secondary school where the maths teacher uses no textbooks, has computers in his maths room, uses moodle for course work, provides flash animations and applets and competitive games for students to reinforce new learning, and has the chat area in moodle permanently turned on. He discourages texting, but if IM is available texting is reduced. Students communicate with him in the evenings by email and IM. He is a very popular teacher, (no surprise there I guess) and it’s easy to se the different attitudes to being in his “classroom container” when compared to others in the school. He sustained five weeks of algebra in this way.
Other teachers recognise this as being successful in many ways, but simply do not have the abilty to operate in this way – the paradigm shift for the digital immigrant can appear to be a huge mountain to be climbed, and lets face it – it’s much easier to containerize and complain.
Give me a class set of laptops with high-speed Intertnet access as easily as I can get a set of black & white compostion books and then I’ll get excited and start REALLY thinking about breaking out of the “container” my students and I am in.
Yeah I’m reading it. But stories like this aren’t news. people – at leats the people I know – have been talking this way for quite some time.
And questions like this : Do textbooks go away? Do we abandon our classroom and go exclusively online? Do we still need teachers with a teacher’s desk, chalk board, and pointer? Will the class bell go away? No, but study hall and homework are going to become something entirely different. Will college training for teachers change?
Straw men. We may as well be back on WWWDEV in 1995 and 1996. We’ve hashed these over and over again, long before David Weinberger ever discovered education.
The hard questions. What does a learning network look like? What is the functional and information architecture of the metauniversity? What does a pedagogy of network look like (cf ‘connectivism’)? How do we adapt existing authority and control structures to embrace a pedagogy of autonomy and empowerment? What does a personal learning environment look like? How do you stream multi-provider learning content in a meaningful way into games, simulations and work environments? And more, I could go on.
The Weinberger stuff is nice, catchy, and still playing well to the big middle. It’s what you run with if your major focus is audience development. Me, I’d rather see some engagement in building this future instead of another article staring wide-eyed at it, saying (in effect) nothing more than “Gee Whiz, look at that!”
Interesting thoughts here Dave…. I must say you have hit the nail on the head with how our schools are treating our students. I have written some thoughts on assesment on my blog yesterday that I am interested to hear comments on. Actually, as I sit in this internet cafe, with my laptop, having finished a massive amount of work for school I am wondering if my boss will understand why I was more productive sitting at an internet cafe with my laptop than sitting in an office at school where my connections are limited.
My students get frustrated when they are told that emailing an assignment is not acceptable as it doesn’t show good presentation!!! Oh please!!! I love it when a kid spends time presenting an assignment electronically, I had one boy the other day who sent me a picture from his mobile phone that was an example of something we were studying in class… The message from his phone read something like “Hey sir…. I just saw this…. Is it an example of what you mentioned in science today?!?!” I was excited, so I emailed him back to his 3G phone with “Yes it is… Well done that is a great example, why don’t I use it in class tomorrow?”
Needless to say he was excited!! Anyway, some great thoughts Dave.
Brett
blog.brettmoller.com
Great conversation going on. I feel ready to revolutionize my curriculum using online tools instead of texts, etc. but really don’t think I can get to that level without a one on one computer ratio in my classroom. I find that how I find, use and share information has totally changed in the past two years – podcasts, blogs, wiki – but until all my students have complete access I’m still tied to a certain level of the traditional curriculum. I am the guy in my building who tries to sign up for the lab as much as possible without keeping the rest of the staff out. A one on one ratio is crucial to take this next step into a more enriching environment for our students.
So that leads me to the next question – if this is so important and many of us can see this – why aren’t we getting it done? As Friedman says in his book “The World is Flat” – this is not a test! His book should be a must read for every school administrator and elected government official in the United States.
Hi from Engure!
greetings from Istanbul,
yes..we are leaking too.
we are exactly in the same boat with our students.
we are very far ..and very close at the same time..
isn’t it interesting?
fulya
Oh yeah, Im reading. Please, don’t stop writing.
I am very interested in the commentary related to: “Do we still need teachers with a teacher’s desk, chalk board, and pointer? Yes, though the chalkboard must change as must the pointer. However, our definition of what a teacher does will change from that of delivering skills and content, to that of creating and crafting experiences through which students will learn to teach themselves.”
I facilitate. I imagine myself as the guy that is there for information and guidance, interrupting only to announce that I have emailed the class distribution list new information regarding the particular assignment, or to ‘chime in ‘ when I hear or see a teachable moment.
I teach students with learning disabilities, and I am constantly amazed at the amount of production I get from these students that greatly contrasts the IEP/ARD meeting information from previous school years. I strongly believe in Prensky’s EOE – ENGAGE OR ENRAGE – label – and having less and less patience for ADD, ADHD, depression, etc.
What I am trying to create is a .com culture within my classroom. (Portable2B.com) Relaxed, safe, fun, exciting, – relevant to the middle school age mindset. And yes, there are days when students enter the calssroom after a long evening (and early morning) of Xbox – determined to conquer the next level of HALO2.
Being in a portable building is a blessing to me – we are separated – which means we are able to get loud!
My greatest challenge and greatest excitement -as I move about our classroom – I scan for engagement for excitement – students are emailing, blogging, conducting video interviews, and researching using wikipedia and google.
The change starts with TEACHERS – the STUDENTS are ready!! CHANGE!
Hi David,
I love your containers analogy. I had not realized it before reading your piece, that this refusal to accept learning “containers” not only has driven many of us to technology, but even during my school days (when the earth was still cooling) to libraries. You remember, those places we went to find the stuff that actually interested us BEFORE there was the Internet?
It always astounded me how kids who would/could not read a textbook would come to library and devour materials about cars, fashion, mass media, science fiction, military information, etc.often at a high reading level. So many kids love learning – just not what we have to teach.
Thanks and keep up the good work. I’ll recommend your Back to School letter to others!
Doug
What is being said here is that our schools are antiquated methods of enabling our children to learn. There are changes needed and I’m sure they are coming as the technology advances.
Brenda Bennett
I see the same things you observe. Students are more “connected” than ever. Still, I had an email yesterday from a counselor here at DGS (site of this summer’s tech summit) in which she explained that one of her students was extremely worried about not having access to a computer at home, and that the student was considering dropping my chemistry class because of it.
Shock horror! I require my students to view and use my class website daily!
The greater majority of my students value and use my blackboard (c) powered website. I don’t know what I would do if I didn’t have the extra mode of communication with my students and their parents.
I do worry a bit about those without the tools and access at home, yet I still require the use of technology here at DGS because it is so readily available here in classrooms, computer labs, library etc. I think I would be short sighted if I didn’t require the use of technology. The world of technology is changing. The types of work and types of careers that will be available to my students in their lives after school are becoming more and more technology based. I submit, that any and all students need to be given access to technology, and further, should be required to learn how to use it effectively and appropriately. Ultimately, any other course of action greatly limits their options in the future.
Cheers,
Jamie
Interesting thoughts. There is no question that kids are connected these days. I teach high school in a small rural Kansas town. All of our students have lap tops and the whole school is wirelessly enabled. I’m intrigued by this idea that all of this access means that our students want to learn with technology. I teach high school math. Most of my efforts to integrate technology into real learning activities has been trial and error. When I asked my classes today what they had done on their computers in the last year that really helped them learn – none of them could come up with a single thing. Was interesting. I thought we had done several things that would help them – they don’t see it that way. It was an eye opening discussion for me. Kids are connected more than ever, and they like it. They want to be connected. Trick is, using for learning, not just recreation.
Th idea that all kids will learn better outside the container is as silly as the idea that all kids used to learn well inside the container.
Mike
First of all, I want to thank Ian Jukes’ “Committed Sardine” blog site for directing me to this conversation and David’s original “Our Schools Are Leaking” post.
Second, I am struck by both the novel use of “container” as a new way to highlight the issue of relevancy when it comes to our educational system today and what characteristics of it will remain relevant far into the future. It seems that David’s use of the word is in-line with the “Prisoners of Time” study (http://www.ed.gov/pubs/PrisonersOfTime/index.html) that came out in 1994 (National Education Commission on Time and Testing) that took a deep look at the ttime structures’ that govern ‘how’ school is done — Carnegie units, bell schedules, summer vacations, class periods, semesters, and much, much more.
I’m not sure that technology will ultimately be the driver or the superhero that will move the day-to-day practice of ‘teaching’ and ‘learning’ in ‘traditional schools’. Granted, it does force the issue. And there is no way to avoid the impact of technology (for better or worse). And it will always be seen as the ‘next great thing’ to consider, invest in, try out, complain about, replace, etc…
Ultimately, success (read: an alignment between technology, teaching, and the ultimate goal of engaging students in a relevant manner for a powerfully evolving future of opportunities and expecations) will be determined by a re-thinking of the teacher’s role in the classroom and an embrace of ‘customized’ anytime/anyplace learning that is based on the student ‘customer’. And it will take teachers themselves to do this re-thinking, not someone from the outside to push them to it.
Sure, that will cause change…but not the deep-seeded roots that are needed for effective adaption over time.
There was a wonderful post recently by Will Richardson (I believe — if I am wrong, please correct me on this matter as I can’t find the original source I had printed out) or one of his readers that discussed the idea of teachers “teaching themselves out of a job”. This is a very “flat” world mindset (read: Thomas Friedman’s new book, as someone posted here)…and I believe the kind of thinking that will aid all of our efforts.
I want to thank Jessie Cravens for the comment regarding a desire to create “a .com culture” in the classroom where learning is dynamic and fun. Likewise, I greatly appreciate the story by Brett Moller re: the student who text-messaged a photo that was linked to an earlier class discussion. I also want to tip my hat to the countless educators who are ‘ready’ but are in classrooms that are fighting for any materials (texts, copier paper, etc.) to just ‘teach the lesson’…and their sincere frustration that ‘new technology’ is not the real issue…when ‘access’ is a far deeper issue altogether.
As someone who spent more than a decade working teaching high school students in a variety of school settings, and now works with architects to design/build K-12 schools, I am deeply interested in the efforts/initiatives where logical technology is being met with a profound desire on the teacher’s part to re-think their future role (read: ‘mentor’ rather than ‘expert’) as students demand more and more customized learning experiences.
Any ideas, examples, links, etc, would be greatly appreciated.
Again, thanks for the concept of “containers”, David — while it is not the final answer, it is a concept that provokes the right questions over time.
When you first made this post, I filed it in my head’s to-do list of posts I wanted to reply to. I can’t believe that almost a month has gone by… Anyway, I finaly got around to my own blog entry on what you said.
I didn’t cover this in my own blog, but like Patrick Greene in his comment above, I also saw the connection betweem the whole mobile phone in schools debateand the “should children use calculators” argument that, while not raging, is at least still simming away somewhere. I don’t know what its like in other countries, but here in Scotland it got to the stage where only certain types of calculators are allowed at certain times. The problem is of course that the technology keeps changing and getting harder and harder to ban. I think it was Papert, in his Mindstorms book, that described how a teacher was trying to prevent a pupil from countng with his fingers. Papert whispered a suggestion to the pupil to use his teeth to help him count. The teacher thought she/he had won because the boy wasn’t using his fingers any more, but the pupil was able to do his maths because he was counting on his teeth with his tongue. I wonder how many pupils in our schools using the “teeth and tongue” method of operating technology to get around the restrictions imposed by schools?
I would agree that the job of what a teacher does SHOULD change – but I don’t see it happening soon – at least not at any but the most affluent and a few “enlightened” schools. I teach at a very “At Risk” (85% free lunch) school and my students do very few of the tech behaviors described here – a little cell phone stuff – a few IM – but mostly they are unaware and unmotivated about tech. Most teachers on my staff can’t even cut and paste (but they’re blown away you can do that) or attach a file to an email or do even the most simple problem solving when their computer doesn’t work as expected. I do many teacher trainings each year and am continually amazed at the total disconnect most teachers K – 12 have with tech or using tech as a tool to access the curriculum or doing project work or that that might be valuable learning for students – everything is reading programs (often scripted) and math programs also basically scripted and no time for science or social studies or art or field trips to the point that a few of my sixth graders that have lived here (Reno, Nevada) their whole life aren’t sure if they want to swim in Lake Tahoe (50 minute bus ride from our school) because there might be sharks.
So here is another area that students of poverty are being disenfranchised from the real world. How will these students compete with students that are already “Connected” 24/7 in the ways described in the article – is tech a new “Literacy” that you will have to have mastered… maybe about as important as reading and math to even be a player – or are we already there?
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