Classroom practice

teaching and learning

Time to retire the old mantras

Posted by Sirchriss

“Education should drive the technology”
“You shouldn’t use technology just because it’s shiny and new”

Back in the old days we had the term Digital Natives. We now know this is no longer valid and it is generally an eschewed term. Back then though, it served a useful purpose. It gave us a common terminology in order to start discussing something that we had to discuss. It was, in its time, a really useful tool, a door opener, some common ground on which we could start our exploration of how technology and youth combined. Every new field must have its jargon, and this was the start of ours.

In the same way, the two terms I started out with were useful in their day. They are now just as much defunct and past their use by date as Digital Native. Although sadly I do hear them still bandied about by people who should know better.

Take the premise of the first statement. If we allow this to be true, following that tenet, we are sentencing (in the prisoner kind), funnelling, limiting, corralling, forcing, teachers to use technology only at level “S” on the SAMR scale. The best they could do is to “Substitute” their print based, chalk derived, activities for digital equivalents. Education and teaching practice is inhibiting the value and capacity of technology. Education driving technology use.

Take the premise of the second statement. Remove the blatantly emotive/denigrative “Shiny and New” and say it as, utilise the affordances that shiny and new offer, and shape education to that. It will present you with opportunities you didn’t have before, it opens up capabilities to do things differently and possibly better. New means exactly that, it wasn’t there before, it is an open door. This time we are sentencing (in the prisoner kind), funnelling, limiting, corralling, forcing, teachers to work at the “R” level. Redefining teaching and learning practices needs, requires, relies on, demands, shiny and new.

Utilising technology for technology’s sake, that is, making a use of shiny and new is a good thing, it is the way we are going to make change. It is something we should aspire to, not put down as a frivolous use of technology just because you can.

You know what, DO use it just because you can, DO use it just because it’s shiny and new, because if you have the skill to do it, you are the hope we have for breaking the stalemate of old world holding back new worlds that we haven’t begun to get enough value out of yet.

Just like Digital Native has had its day, so have these old statements. let’s consign both to the page in the history book that houses Digital Native, thank them for the excellent service they gave during their time, and come more up to date and start being an accelerator, not the brake.

Searchography

Posted by Sirchriss

It turns out that in our current time of exceedingly powerful search engines (and there are many of them) the skill of searching is sadly neglected. Or worse, assumed to be so endemic as to need no formal training.

It’s importance is undeniable, and it’s poor use responsible for wasted time, and efficiency.
Admittedly, poor searching does take us down a path of serendipity – an increasingly important proposition in the age of big data and advertising that latches on to the most minimal of clicked interest and curiosity. But, that’s the topic of another post.

What is stranger is that it was important over a decade ago.  It’s time to resurrect this important component of formal documents (assignments, projects, other school work).

Searchography:
A list of search terms used to construct an assignment or project.
Mapping your search used in constructing a critical response to prescribed work.
Typically presented (or blogged) as an appendix to the document.

Format/Structure:
Search engine
Term
Qualifier

 Note:
A critical searchography traces the following moments, experiences or events of student research;
questioning / defining search strategies
search and encounter (entering the discourse)
reformulating the topic (focussing)
discovering (forming conclusions)

Purpose:
To validate student responses in assignments
To view (visible thinking) student thought processes and approaches to assignment answering
To allow teachers to scaffold their student’s skill development, knowledge development and generation of responses
To construct and develop a basic digital skill
Reduce the likelihood of plagiarism
Formalise the experience or performance of finding information
Like a bibliography it serves as a companion to the research paper, authenticating and tracking references
Critical searchography allows you a chance to worry less about the identity of the author of found material and more about the skill with which the student appropriates it, and how it affects their path of enquiry
Flows naturally into a bibliography
Displays patterns, paths and events of encounter

Bibliography:
Marsh, Bill. 2000 “Critical Searchography – Remodeling Research & Authorship.” 06 Apr. 2014 http://www.factoryschool.com/btheater/works/essays/comp/CS/searchog.html

Moving away from printed books

Posted by Sirchriss

Disregarding all the usual issues with publishers dragging the chain on making their school text books available in various soft copies…

We often find introducing a different option is a slow process – a bit like introducing Broccoli to kids.  This article reifies for me some of the issues I bump into.

http://deangroom.amplify.com/2011/04/04/what-students-want/‎

It explains a little why kids think the way they do.‎ The myth of digital native is long proven to be nonsense.‎ Their outlook is determined directly by those who show them the possibilities.‎ Our influence as teachers – even as supposed digital migrants is huge.‎ They will take their lead (sometimes unconsciously) from how we model things.‎ Our reliance on text books will influence them.‎ Our limited use of ICT will limit them.‎ Our extensive use and ‘have a try’ approach gives them a belief that there are alternative ways, new ‎ways options and even if we try and fail, it’s a good thing.

We are where they find things out.‎ I wonder if the idea that alpha males taking to e-book formats more readily than girls is because ‎teachers consciously or otherwise treat them differently.‎ There’s a PhD in there somewhere…‎

Too narrow a focus

Posted by Sirchriss

Because I’m trying hard to develop a course that truly is Digital Citizenship, I avidly follow all links that purport to be something even vaguely connected to the topic.
It seems that in the majority of the cases DC is equated to learning how to deal with cyberbullying.

This is annoying on at least two fronts.

First because DC is so much more than this. The bullying issue is a sub set, but itself only part of online behavior.
Second because the term cyberbullying should be banned. It is just bullying and would happen even had technology not made it more pervasive. The whole bully thing is a pastoral issue and is constantly lumped in with technology as if technology caused the problem. Admittedly technology exacerbates the issue because it puts bigger weapons in the hands of bullies. But the bully being a little s### is a behavioral thing not a technical thing.

I like that we are pioneers in this field, but occasionally the lack of commonly understood terms can be a bit of a pain.

Things don’t always go to plan

Posted by Sirchriss

We have tried to shoehorn Windows 7 onto the Mac Book Air laptops. This hasn’t been successful.  On an individual basis, it works successfully enough, both parallels or Boot-Camp do an excellent job. In fact initially it all loaded smoothly enough. Our biggest problem was the lack of a PXE boot to connect to our software controlling system.  However; in an environment where regular updates are pushed out, it is less stable.  Screen drivers in particular have been a problem. The boot-camp drivers work well, but the automatically pushed drivers and updates caused screen size issues, leaving the screens stretched and in a non-native resolution and hence a little fuzzy.

What’s come out of the exercise is the willingness of the students to deal with this. It was explained to them that it was a little bit experimental, and things might not always be trouble-free and flawless. They took to this notion like ducks to water, they were patient in waiting for upgrades, tolerant of screen sizes that were not perfect, found work arounds for printing when they couldn’t connect directly.And much more.

It is this willingness to tolerate technology’s shortcomings that will set them apart as a generation.  In a sweeping generalisation, teaching staff are flustered and frustrated if things are not 100% completely smooth, error free and if computers are not tolerant of keyboard thumping in place of rational alternative finding. But the students are.

Classes have continued smoothly with students finding their own work arounds, or partnering up with a working system, all without having to be told anything beyond the initial “this will be experimental”.

We sometime forget to give them the credit they are due in unusual circumstances.

It also suggests that teachers willing to ‘have a go’ even if they are on unfamiliar ground might find unexpected allies in their students when things are not so perfect, and ICT support thin on the ground.

Digital Thingamabob course

Posted by Sirchriss

Work continues on the Yr 6 (Et. Al.) Digital Thingamabob course.  Still no resolution on quite what to call it. But that’s less important than making sure the coverage is appropriate.

The focus remains on producing students who can use a laptop to support their learning; to be creative; to produce responses to assignments and homework in a broader manner than those with only the three Rs. And almost as importantly to make nettizens of them so that they, A) don’t make fools of themselves on-line and B) conversely make themselves look good on-line.

Here’s the outline so far; Digital literacy or here for the non-pictorials;  https://theoldgeezers.photos//?page_id=166

The support material is also underway and as yet I’ve not found anything (Creative Commons or otherwise) that would be a suitable option simply to insert into the course structure, without almost as much modification as starting from scratch. Perhaps I’m being too picky or contrary.