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Make Technology Learning a Hobby, not a Requirement

“But students might have to look outside of school for this. Already, 12 percent of high school students have taken an online class on their own, outside of the classroom, to learn about a topic that interested them.”

So then how is classrooms lacking technology failing our youth? Seems to me students taking the initiative for their own learning is a GREAT thing. I constantly have to research how to utilize technology on my own. I read tons of articles on “over-homeworking” the students. If they learn about technology on their own they will not be limited by the teacher. They probably will be more enthusiastic about learning it without an assignment or being told to. If we are worried about kid’s attention spans than allow them to develop their own learning habits on subject matter they really care about and then hold discussions with them on what works for them. Then maybe takes some cues and implement some of the successful strategies they have found. Better yet, let them teach each other these “right skills” on their own or when they have finished their classwork.

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July 24, 2013 · 1:09 am

The Nuts & Bolts of 21st Century Teaching

The blog referenced in this post, which is worth reading, can be found here: http://plpnetwork.com/2011/03/22/the-nuts-bolts-of-21st-century-teaching/

The nuts and bolts of 21st century teaching can probably still need a wrench. In other words, someone to make everything turn and tighten. This is the teacher. This independent style of learning for his students is a great idea. A simple flaw is seen here though:

“Then we got stuck. Researching was the easy part, knowing what to do with it is much more difficult. The goal of week three is to construct a mock-up of their exhibit. My students struggled immensely with how to take their research and create an exhibit. What information do they use? What do they want to be their focal point? What story do they want to tell?
 
It’s not that they don’t have good ideas. They have some great ones. As I walked around, I heard some incredible proposals, such as designing the concentration camp exhibit around the concept that many prisoners consumed only 300 calories a day. What does 300 calories a day look like? Yet even with great ideas on the table, they seemed reticent to move forward.”

I doubt if they were asked to present their findings in power point format they would run into such mental roadblocks. The technology of information presenting is wonderful, but concrete representation should still be creative and encouraged. This teacher was definitely doing this, but were all their previous teachers? Is that why this exhibit is so tough to figure out?

“Once they found a number of resources, I introduced them to Google Docs. It never fails that my students are completely amazed by this web tool. Often there are audible gasps.”

I laughed at this portion because it described my reaction the first time a college project partner explained google docs to me.

I think this was a great project idea. I was drawn on the choice of topic. As educators, should we be teaching the Holocaust directly? As this way we maybe be better able to help our students who are emotionally effected by the material. Perhaps, it is better that students are allowed to research such a topic on their own and at their own pace. In high school, my class had a field trip to the Holocaust museum, in Washington, D.C., but we were tasked with going ourselves. So we could go in groups or by ourselves, if we felt that was the best way for us to take in the information there. I have always thought that was a great way of going about this tough subject matter.

I applaud this teachers innovative manner, but hope this is not how he teaches a majority of his lessons.

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June 18, 2013 · 9:05 pm