we need but we won't let them use it. Cell phones are a magnificent tec=
hnology tool that are forbidden in almost all school environments that=
I know off. Use them!!!!!! The other question that we refuse to ask....=
.Is the classroom a viable 21st century form of organization for learnin=
g? Ask it!!
=20
Norman
________________________________
From: A forum for independent school educators on behalf of Deborah Hazen
Sent: Sat 2/14/2009 6:30 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: 21st Century Computer Skills elementary school
I'm in a pre K -6 school teaching grades 5 and 6. We think of=20
computer technology as a tool in the classroom---it is no different=20
from a pencil, a ruler, protractor, calculator or microscope. Just as=20
I don't do stand alone lessons in 5/6 on the use of a calculator--
instead imbedding the learning about a particular calculator function=20
in the appropriate math lesson---I don't do stand alone instruction=20
with computers. Students see me using computers in many different=20
ways as I teach the class and they have opportunities to use this=20
tool for multiple purposes in the classroom.
When I was in high school, classmates who were so inclined were=20
learning programming using punch cards--I never took that class--and=20
I can find my way around a computer just fine now. Kids are amazing=20
users and innovators when given new tools---I can sit kids down in=20
front of Alice (www.Alice.org), a "3D programming environment...meant=20
to be kids first exposure to object oriented programming..." without=20
any hints or instruction. Within a couple of class periods they are=20
showing me their virtual worlds. I find the same to be the case for=20
word processing and presentation software. My students pick up on the=20
spreadsheet packages and visual organizing software with a bit more=20
scaffolding---but I think that is because in those cases their brain=20
power is split between the technology and learning new concepts in=20
math and organizing expository writing.
I would also note that not all of my students have access to=20
technology at home.
Regards,
Deb Hazen
> As always, the discussion here is fascinating and it seems led by=20
> people
> working with middle and high school students. I'd love to know what
> elementary teachers think in these discussions. The loftier the=20
> language
> and goals stated, the more I think the speaker is forgetting some=20
> basic
> steps in a student's learning about computers that occur prior to high
> school. I wonder what fundamental concepts and mental structures=20
> need to
> be built (and skills developed) before students can be the=20
> adaptable 21st
> century learners described in this discussion.
>
> Young children think concretely and sometimes grasp the whole=20
> better when
> it is broken down into parts. Yes, my school still teaches word
> processing in a stand alone fashion (and keyboarding and other=20
> discrete
> skills), not as much as we used to, but without this emphasis on=20
> writing
> by itself, the written component of a multimedia presentation is=20
> weakened.
> Students rush towards graphics, audio, and video while building web
> pages. They jot off hasty, ill-considered responses on blogs. =20
> Sticking
> with language in a word processor helps them learn to focus on=20
> ideas and
> content first. This year I halted a multimedia web publishing=20
> project,
> sent every fourth grader back to Word to refine their thinking and
> language, then returned to creating and publishing multimedia web=20
> pages
> using iWeb after they reached an acceptable level of clarity in=20
> their text
> comments. Our time spent in Word included lots of editing and=20
> formatting
> work that yielded presentable print documents. I can't imagine word
> processors going away anytime soon.
>
> In response to comments about the five-step user, I also feel in early
> learning about computers there is a lot of pressure to provide=20
> handouts,
> even though these end up being single-use documents. Young=20
> children need
> lots of support and clearly identified small, manageable steps. =20
> Sometimes
> this looks like instruction focused just on skills, and sometimes=20
> it is
> mini-lessons to move along a bigger project.
>
> Students as young as first grade already fit the contrasting=20
> profiles of
> five step users wanting manuals and those who adapt to feedback while
> using a computer. Some students who start out as five-step users soon
> gain the confidence and proficiency to work well with less external
> support, but some never do in the six years that I teach them. I=20
> don't
> expect that every young student has a strong built-in technology=20
> instinct
> or intelligence, and I hope there are opportunities in the future for
> those who don't shine with technology. All of these children have=20
> gifts,
> talents, and strengths of one kind or another.
>
> Greg Stevens
> Lower School Coordinator of Instructional Technology
> MICDS
> St. Louis, MO
>
>
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