Two birds, one stone

This week, the suggested article by Fred Bartels, "Reflections on the RCDS Laptop Program After One Year", is in actuality an evaluation of an early 1:1 computing program. Written in November of 2000, the report still has a lot to say about not just how to craft a 1:1 computing program, but dares to ask the question: should we have 1:1 computing at all? Chock full of technical information, Bartels' report could be read like a users manual, though many of the hardware and software details have changed considerably over the past 7 years. The analogy he uses is an automotive one, and if you read nothing else, read the middle paragraph on page 15 where he compares a laptop program to a transportation system. I am particularly fond of this analogy, having been known to say that creating, maintaining and implementing technology in our school is similar to changing a tire at 60 miles an hour.

Bartels also uses the concept of a "virtual playground" to explain what computers bring to the educational experience, thus supporting the investment of time, money and personnel. The key is acknowledging that laptops give students freedom to work at their pace, on topics of interest, in ways that work for them. The challenge is not to get the laptops, it is to change our pedagogical model so we aren't just using this new technology to do what we already do, just faster (or maybe with a splash of color . . .).

I found it interesting that nowhere in this document is the library mentioned! At the Rye Country Day School, student training on the laptops is done by each department (English-word processint, Math-spreadsheets, Science-graphing, foreign Language-databases, Humanities-web page creation, Art-painting and drawing). No library. And yet, he makes the case for critical thinking and inquiry, just not in the name of research.

Pre-I Pod, Bartels anticipates the new technology that has come into play since his report hit the presses, or the web. He predicts small, hand held devices with screens capable of reading books and producing graphics.

I am still thinking about a question he posed, and did not answer: "What is interesting about the lack of clearly measurable educational benefits to laptop use is the almost equal lack of "hard" evidence that any computer use in schools is beneficial. In fact, there is considerable controversy about whether computer use in the larger society has created measurable increases in productivity". (p. 10)

Are we doing "more with more", or just less?

Swimming upstream

If this is to be an honest forum, I just want to note that tonight I really hit the wall regarding balancing the workload: the collaborative technology project put me over the top! I know in my heart of hearts that it will all get done, but I am honestly confused by the structure of the assignment, and the mounting venues within which we are operating this semester. I do like our little enclave here in blogging land, ladies. I look forward to sharing more as the weeks progress. Tonight was a low point, plain and simple.

Tagging 101

During our cataloging course when we were learning the ins and outs of the Dewey Decimal System, we noted the difficulty in finding all the references for a certain topic if the topic spanned more than one Dewey classification (dogs as mammals, dogs as pets, dogs as workers, etc.). Add to that, any esoteric reference (It's a dog-eat-dog world, It's raining cats and dogs . . .) and the problem is compounded exponentially.

Currently, in my technology discussion group, we are discussing whether Library Thing will replace Dewey. At first blush I felt the question was comparing apples to oranges. I still think they serve different purposes, but after viewing Tagging 101, I very clearly see that tagging ANYTHING (books, videos, photos) makes the ability to retrieve it much more likely.

I see tremendous applications for our kids trying to piece together research on everything from dogs to Minnesota: to the extent that they can "browse" the connections others have made to their topic, not only will they get a birds-eye-view of content, but also insight into different ways to connect their content to other topics.

Corita Kent (one of my soul mentors) said that creativity comes from unexpected pairing: thoughts, pictures, words, ideas, events. Well, tagging takes one person's expected association on a topic and pairs it with other people's associations, many of which will be unexpected. It's a lot to ponder.

1 : 1 computing, or no laptops left behind

You know about this, but most likely you don't recognize the title. Rather than a chicken in every pot (sorry President Hoover), 1 :1 is a computer on every lap (student and teacher alike). It is hardly a new idea, Maine just celebrated their fifth year of 1 :1 using Macs. Apple commissioned a paper to showcase the effects of 1:1 computing, which clearly outlines its definition and educational implications. You can access it by clicking here.



I remember hearing Alan November speak a few years ago and he predicted that within 5 years each student would have an "hand held device" of their very own and it would revolutionize education, transforming everything we now know as "school". Well, it's not quite 5 years, but almost every high school student has a hand held device, a cell phone, that increasingly is able to perform everything they need to be in touch with their world.

1 : 1 computing is here on the college level --- as my daughter gets ready to go to C. W. Post next year she needs a laptop. It isn't a want, and a desktop is just impractical. This is an example of my "trickle down technology" theory: whatever we see in college now, we will see in elementary school soon.

Forget those sharpened number 2 pencils, make sure Johnny has his power cord in case his batery dies during Social Studies . . .

Long Time No See . . .

I started Visible Grace over two years ago, long before I knew I would attend Syracuse University, and eventually use this site to fulfill a requirement for a course. At that time, a good friend of mine had just started blogging, and she swore by it: she was/is a young mother and was/is read by others with childrearing tales to tell.

Originally in 2005, I wrote that these posting would be about "me" -- well, I didn't get very far! In the meantime lots happened to "me", and now I am here again!

As the rain falls outside, and my son writes a three page paper left to the last minute, I renew my commitment to these pages. According to my syllabus, postings will focus on 1 : 1 computing and clickers.

In addition, readers may find musings about the environment (I bike to work each day). the garden, good soups, teaching and being taught, and good books --- for starters.

Welcome, back.