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?
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6 comments:
Hi Julie-
It seems to me that there is greater productivity in less time where computers are involved. I don't see how someone could dispute this fact. My concern is that children are not learning the "basics" as they should because with one click of the computer key, the computer can do it all for you. The caveat here is being a good problem-solver, which we still need our students to realize. They still need to be able to think things out on their own!
**Beatrice**
You know, the ironic part, Beatrice, is that through gaming our kids are practicing problem solving, but not in the "real" world, not face-to-face. I wonder how our very verbal children will fare over time? Will we see students with less ability to speak their minds, because they are so used to using their fingers to get their point across?
Our discussion this week is on social networking --- The funniest story I know is my daughter's. She is starting at CW Post in the Fall and found her roommate through Facebook. I asked her how she decided that she and Samantha would get along, and she said "Oh, I really liked her site, and how she looked and her friends." I asked her if they spoke on the phone. She looked at me incredulously and said "Why?" Who need face to face when we have Facebook? Imagine!
Julie-I don't have any experience with facebook and am looking forward to this week's learning module (which I will read tomorrow). I am interested in finding out what the ig draw to this is for the kids.
**Beatrice**
big not ig!
...I'll try this again, but I'm not sure why your blog doesn't accept my comments. Luckily the last time I saved a copy to my desktop!
______________________
Hi Julie and Beatrice-
Interpersonal communication skills may be hampered from so much non-face-to-face communication. This is actually something that I think about often -as my undergraduate degree was in communications.
The woman who cuts my hair is very concerned about her son, who is in high school. She has mentioned countless times that he essentially has no friends, but apparently has "quite the social life" online. Can his online communication skills really be that much better? There are so many factors and variables involved that it's hard to distinguish the source of the matter. However, I think that kids who are shy, for example, can create personas in an online environment where they can be and act any way they want. I suppose that it's easier to "reinvent" oneself online.
But back to what both of you had mentioned, what will happen to face-to-face communication and how will it be impacted (if at all) from technology that allows us to essentially avoid it? For now, we can only speculate.
-Kate
Hi ladies,
I pesonally have been spending way too much time on myspace. I just set up an account this month, because people in music that I meet always ask for one. I have to say that it is very easy to feel like you are engaging with people and that this is a satisfactory substitute for face to face communication and interaction. It isn't though. It does have its benefits, as Kate had mentioned it may be helpful for shy kids. It is important to remember that in all things we must strike a balance. I think it is our job to pass this message onto the children we come in contact with (in person or online).
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