Re: ipads Lower School

Actually, cursive writing is one aspect of Sequential English Education (SE=
E), a therapy used with dyslexic students. It is a multi-sensory therapy th=
at helps LD students with their reading, writing and spelling. Part of the =
theory behind this technique is to minimize the starting and stopping that =
occurs when printing and the disconnected motions made in typing. Students =
struggling with dyslexia can start with SEE therapy (including cursive writ=
ing) and as their over-all reading and spelling skills improve, will move f=
rom cursive writing to using a computer. SEE makes use of what they call a =
memory board where students will write with gross motor movements, in cursi=
ve with their finger on a large rough board. This is done at the same time =
as they are spelling and saying the word out loud. This multi-sensory proce=
ss is powerful and works. Now, they may not have any fingerprints left afte=
r they have completed all of the training but they will be able to read :).=
This is one of the therapies used with my son at Shelton School in Dallas.=
While not an exciting process (I have tutored in SEE), it works. You will =
almost never see my son without a book now.

Chris Bigenho
Director of Educational Technology
Greenhill School
4141 Spring Valley Road
Addison, TX=A0 75001
Ph. 972-628-5479
Fx. 972-628-5279
bigenhoc@greenhill.org
www.greenhill.org
=A0
Blog: http://bigenhoc.wordpress.com/
Twitter: bigenhoc
AIM: chris bigenho
Yahoo: chris_bigenho
Skype: chris_bigenho
Tapped In: ChrisWB
Delicious: http://delicious.com/bigenhoc
Diigo:bigenhoc

-----Original Message-----
From: A forum for independent school educators [mailto:ISED-L@LISTSERV.SYR.=
EDU] On Behalf Of Gary S. Stager
Sent: Thursday, May 27, 2010 2:40 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: ipads Lower School

While I agree with you about chasing tech fads, there is no reason whatsoev=
er to teach cursive writing, unless your school is preparing children for r=
oyalty.

On May 27, 2010, at 11:27 AM, Len Doran wrote:

> I have to wonder why we continue to chase technology and not let it chase=
us. A parent asked me this morning if we still taught cursive writing. I w=
onder if we are moving too fast just to be trendy and not really looking at=
the educational values and, perhaps, consequences? The APPLE store at the =
local Mall seems to be mobbed, but I wonder how many people are buying IPad=
s for the right reasons?
>=20
> Len=20
>=20
>=20
>=20
>=20
>=20
>=20
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 12:54 pm
> Subject: Re: ipads Lower School
>=20
>=20
> Just curious, why do you think that younger children need less of a compu=
ter?
> I have two iPads and I find their best use to be watching TV on them and =
looking=20
> p trivia while watching TV on my television.
> Knowledge is a consequence of experience and the richest experiences with=
=20
> omputers are when you construct things of meaning, beauty, purpose,=20
> ophistication, etc...
> The iPads have a long way to go in achieving that objective or in support=
ing=20
> roject-based learning.
> I've also written about the inadequacies of the iPad as a book reader -=20
> ttp://stager.tv/blog/?p=3D1189
> On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
>> I am interested in connecting with anyone who is currently using
>=20
> (or planning to use in the near future) ipads with a focus on use in the
> lower school.
>=20
> Or, if you know anyone who is currently using or
>=20
> planning to use ipads in the lower school that would also be great.
>=20
>=20
>=20
> Thanks.
>=20
> Susan Ferris Rights
>=20
> The Pingry School
>=20
> sfrights@pingry.org
>=20
> 973-379-4550 x1438
>=20
>=20
> --=20
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>=20
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74 ]
> Submissions to ISED-L are released under a creative commons, attribution,=
=20
> on-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74 ]
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=20
> on-commercial, share-alike license.
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>=20
>=20
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Re: ipads Lower School

Gary: I disagree. Handwriting is important. The next time your MD writes=
a prescription and the pharmacist can't read it or gives you the wrong dr=
ug or dosage, I suspect you might change your mind about handwriting! Or=
you might not be around to change your mind!

Len

-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 3:40 pm
Subject: Re: ipads Lower School

While I agree with you about chasing tech fads, there is no reason whatsoe=
ver to=20
each cursive writing, unless your school is preparing children for royalty=
.
On May 27, 2010, at 11:27 AM, Len Doran wrote:
> I have to wonder why we continue to chase technology and not let it chas=
e us.=20
parent asked me this morning if we still taught cursive writing. I wonder=
if=20
e are moving too fast just to be trendy and not really looking at the=20
ducational values and, perhaps, consequences? The APPLE store at the local=
Mall=20
eems to be mobbed, but I wonder how many people are buying IPads for the=
right=20
easons?
=20
Len=20
=20
=20
=20
=20
=20
=20
-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 12:54 pm
Subject: Re: ipads Lower School
=20
=20
Just curious, why do you think that younger children need less of a compu=
ter?
I have two iPads and I find their best use to be watching TV on them and=
=20
ooking=20
p trivia while watching TV on my television.
Knowledge is a consequence of experience and the richest experiences with=
=20
omputers are when you construct things of meaning, beauty, purpose,=20
ophistication, etc...
The iPads have a long way to go in achieving that objective or in support=
ing=20
roject-based learning.
I've also written about the inadequacies of the iPad as a book reader -=
=20
ttp://stager.tv/blog/?p=3D1189
On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
> I am interested in connecting with anyone who is currently using
=20
(or planning to use in the near future) ipads with a focus on use in the
lower school.
=20
Or, if you know anyone who is currently using or
=20
planning to use ipads in the lower school that would also be great.
=20
=20
=20
Thanks.
=20
Susan Ferris Rights
=20
The Pingry School
=20
sfrights@pingry.org
=20
973-379-4550 x1438
=20
=20
--=20
Susan Ferris Rights
susanferris123@gmail.com
908-568-1884
=20
[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74 ]
Submissions to ISED-L are released under a creative commons, attribution,=
=20
on-commercial, share-alike license.
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74 ]
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=20
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=20
=20
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74 ]
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=20
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Re: ipads Lower School

While I agree with you about chasing tech fads, there is no reason =
whatsoever to teach cursive writing, unless your school is preparing =
children for royalty.

On May 27, 2010, at 11:27 AM, Len Doran wrote:

> I have to wonder why we continue to chase technology and not let it =
chase us. A parent asked me this morning if we still taught cursive =
writing. I wonder if we are moving too fast just to be trendy and not =
really looking at the educational values and, perhaps, consequences? The =
APPLE store at the local Mall seems to be mobbed, but I wonder how many =
people are buying IPads for the right reasons?
>=20
> Len=20
>=20
>=20
>=20
>=20
>=20
>=20
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 12:54 pm
> Subject: Re: ipads Lower School
>=20
>=20
> Just curious, why do you think that younger children need less of a =
computer?
> I have two iPads and I find their best use to be watching TV on them =
and looking=20
> p trivia while watching TV on my television.
> Knowledge is a consequence of experience and the richest experiences =
with=20
> omputers are when you construct things of meaning, beauty, purpose,=20
> ophistication, etc...
> The iPads have a long way to go in achieving that objective or in =
supporting=20
> roject-based learning.
> I've also written about the inadequacies of the iPad as a book reader =
-=20
> ttp://stager.tv/blog/?p=3D1189
> On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
>> I am interested in connecting with anyone who is currently using
>=20
> (or planning to use in the near future) ipads with a focus on use in =
the
> lower school.
>=20
> Or, if you know anyone who is currently using or
>=20
> planning to use ipads in the lower school that would also be great.
>=20
>=20
>=20
> Thanks.
>=20
> Susan Ferris Rights
>=20
> The Pingry School
>=20
> sfrights@pingry.org
>=20
> 973-379-4550 x1438
>=20
>=20
> --=20
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> ubmissions to ISED-L are released under a creative commons, =
attribution,=20
> on-commercial, share-alike license.
> SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>=20
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons, =
attribution, non-commercial, share-alike license.
> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Re: ipads Lower School

Joel: I agree completely. I am not anti-technology, I am just not pro fad=
and the IPad is a fad until proven useful.

Len=20

-----Original Message-----
From: Backon, Joel <jbackon@choate.edu>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 3:13 pm
Subject: Re: ipads Lower School

Len,
You raise an excellent question. I don't recall Apple positioning the iPad=
as=20
nything other than a consumer product. Somehow, over the past few years,=
=20
omebody has turned education into a consumer product instead of a professi=
onal=20
ervice. "Give me 10 hours with your child at $200 per hour, and I guarante=
e=20
'll raise his or her SAT scores by 200 points." It reminds me of the old=
=20
astrol oil commercials. Buy the latest additive or lubricant, and you will=
see=20
etter performance.=20
I wonder how much of the current iPad craze in schools is about attractive=
cost=20
nd form factor. Certainly it isn't about the tools and applications becaus=
e=20
ery few were designed for teaching and learning. No Logo, no Sketchpad, no=
=20
nspiration, no Flash, etc. I have a personal iPad, and I recognize the gen=
ius=20
f creating a very portable personal information and entertainment delivery=
=20
latform. One of the reasons Apple has been so successful is the understand=
ing=20
hat their respective products can't be all things to all people. When I re=
ad=20
ritiques of the iPad written under the rubric of the laptop, I smile. It=
means=20
he reviewer doesn't understand the product he or she is reviewing.
I'm not suggesting we, as educators, ignore the iPad or any other innovati=
on,=20
ut in the spirit of Len's comments, why not buy a few, give them to studen=
ts=20
nd teachers to use for a year, and after that year, ask them if and when=
the=20
Pad improved their teaching or learning. Then we have some sage counsel fr=
om=20
hich we can make a more informed decision.
Joel
--=20
oel Backon
irector of Academic Technology / History
hoate Rosemary Hall
33 Christian St.
allingford, CT 06492
03-697-2514
On May 27, 2010, at 2:27 PM, Len Doran wrote:
> I have to wonder why we continue to chase technology and not let it chas=
e us.=20
parent asked me this morning if we still taught cursive writing. I wonder=
if=20
e are moving too fast just to be trendy and not really looking at the=20
ducational values and, perhaps, consequences? The APPLE store at the local=
Mall=20
eems to be mobbed, but I wonder how many people are buying IPads for the=
right=20
easons?
=20
Len=20
=20
=20
=20
=20
=20
=20
-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 12:54 pm
Subject: Re: ipads Lower School
=20
=20
Just curious, why do you think that younger children need less of a compu=
ter?
I have two iPads and I find their best use to be watching TV on them and=
=20
ooking=20
p trivia while watching TV on my television.
Knowledge is a consequence of experience and the richest experiences with=
=20
omputers are when you construct things of meaning, beauty, purpose,=20
ophistication, etc...
The iPads have a long way to go in achieving that objective or in support=
ing=20
roject-based learning.
I've also written about the inadequacies of the iPad as a book reader -=
=20
ttp://stager.tv/blog/?p=3D1189
[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D12887=
4 ]
ubmissions to ISED-L are released under a creative commons, attribution,=
=20
on-commercial, share-alike license.
SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L

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Re: ipads Lower School

Not to beat a dead horse, but I also wonder how much we increase tuition=
to chase technology and I wonder how much old technology winds up in the=
literal or figurative dump? In the inner cities, there is so much need fo=
r any kind of technology and so much potential to make life better for our=
fellow man. Our schools only educate a very small percent of all the scho=
ol age children in this country. I really believe it is time to say Amen=
and let's do what we need to do and let's not follow every trend.=20

Len=20
=20

-----Original Message-----
From: Keith E Gatling <keith@gatling.us>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 3:12 pm
Subject: Re: ipads Lower School

Amen to that! Is there an actual real use for the iPads, or are we just
uying them so we can tell parents that we're using cutting edge technology=
?
I'm not anti-technology. I love my MacBook. But I suspect that the rate at
hich some of the early adopters among us try to force new technology down
he throats of those who see no need for it YET is what causes a lot of
esistance.
We should use and teach the technology because it HELPS, not because it's
he new trendy thing that we think parents will want to see in the
lassroom.
I keep thinking of how the year 2010 still looks a whole lot more like "Th=
e
rady Bunch" than "The Jetsons."
On Thu, May 27, 2010 at 2:27 PM, Len Doran <ldoran1947@aol.com> wrote:
> I have to wonder why we continue to chase technology and not let it chas=
e
us. A parent asked me this morning if we still taught cursive writing. I
wonder if we are moving too fast just to be trendy and not really looking=
at
the educational values and, perhaps, consequences? The APPLE store at the
local Mall seems to be mobbed, but I wonder how many people are buying IP=
ads
for the right reasons?

Len

-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 12:54 pm
Subject: Re: ipads Lower School

Just curious, why do you think that younger children need less of a
computer?
I have two iPads and I find their best use to be watching TV on them and
looking
p trivia while watching TV on my television.
Knowledge is a consequence of experience and the richest experiences with
omputers are when you construct things of meaning, beauty, purpose,
ophistication, etc...
The iPads have a long way to go in achieving that objective or in
supporting
roject-based learning.
I've also written about the inadequacies of the iPad as a book reader -
ttp://stager.tv/blog/?p=3D1189
On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
> I am interested in connecting with anyone who is currently using

(or planning to use in the near future) ipads with a focus on use in the
lower school.

Or, if you know anyone who is currently using or

planning to use ipads in the lower school that would also be great.

Thanks.

Susan Ferris Rights

The Pingry School

sfrights@pingry.org

973-379-4550 x1438

--
Susan Ferris Rights
susanferris123@gmail.com
908-568-1884

[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128=
874]
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Re: ipads Lower School

The Technology Director at my previous school (Peter Hoopes, St.
Andrew's School, Middletown, DE) introduced me to something that he
called the Golden Rule of Educational Technology: educational technology
should make education more efficient, more effective, or both. If
something doesn't do at least one of the two, then you should think
twice about adopting it.

I've applied this rule at my current school with some fairly good
results. Of course, the meaning of the terms "more efficient" and "more
effective" area open to discussion and debate, but in general, it's
helped me and my colleagues avoid the pressures of buying the
newest/coolest/brightest/shiniest tech simply because it's there.

Many thanks,
Dave Wang
The Bay School of San Francisco

> -----Original Message-----
> From: A forum for independent school educators [mailto:ISED-
> L@LISTSERV.SYR.EDU] On Behalf Of Keith E Gatling
> Sent: Thursday, May 27, 2010 12:12 PM
> To: ISED-L@LISTSERV.SYR.EDU
> Subject: Re: ipads Lower School
>=20
> Amen to that! Is there an actual real use for the iPads, or are we
just
> buying them so we can tell parents that we're using cutting edge
> technology?

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Re: ipads Lower School

What are the right reasons? Or, who's reasons are right?

If you haven't looked at Star Walk and The Elements I would highly
recommend those as starting points.

Dave

David Baker
Mount Tamalpais School
Dean of Technology
Math Department Chair
http://www.mttam.org/
dbaker@mttam.org

A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> on May
27, 2010 at 11:27 AM -0700 wrote:
>I have to wonder why we continue to chase technology and not let it chas=
e
>us. A parent asked me this morning if we still taught cursive writing. I
>wonder if we are moving too fast just to be trendy and not really lookin=
g
>at the educational values and, perhaps, consequences? The APPLE store at
>the local Mall seems to be mobbed, but I wonder how many people are
>buying IPads for the right reasons?
>
>Len=20
>
>
>
>
>
>
>-----Original Message-----
>From: Gary S. Stager <district@stager.org>
>To: ISED-L@LISTSERV.SYR.EDU
>Sent: Thu, May 27, 2010 12:54 pm
>Subject: Re: ipads Lower School
>
>
>Just curious, why do you think that younger children need less of a
>computer?
>I have two iPads and I find their best use to be watching TV on them and
>looking=20
>p trivia while watching TV on my television.
>Knowledge is a consequence of experience and the richest experiences wit=
h=20
>omputers are when you construct things of meaning, beauty, purpose,=20
>ophistication, etc...
>The iPads have a long way to go in achieving that objective or in
>supporting=20
>roject-based learning.
>I've also written about the inadequacies of the iPad as a book reader -=20
>ttp://stager.tv/blog/?p=3D1189
>On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
>> I am interested in connecting with anyone who is currently using
>=20
> (or planning to use in the near future) ipads with a focus on use in th=
e
> lower school.
>=20
> Or, if you know anyone who is currently using or
>=20
> planning to use ipads in the lower school that would also be great.
>=20
>=20
>=20
> Thanks.
>=20
> Susan Ferris Rights
>=20
> The Pingry School
>=20
> sfrights@pingry.org
>=20
> 973-379-4550 x1438
>=20
>=20
> --=20
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>=20
> [ For info on ISED-L see
>https://www.gds.org/podium/default.aspx?t=3D128874 ]
> Submissions to ISED-L are released under a creative commons,
>attribution,=20
>on-commercial, share-alike license.
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>[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128=
874
>]
>ubmissions to ISED-L are released under a creative commons, attribution,=
=20
>on-commercial, share-alike license.
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>
>
>[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D128=
874
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Re: ipads Lower School

Len,

You raise an excellent question. I don't recall Apple positioning the iPad =
as anything other than a consumer product. Somehow, over the past few years=
, somebody has turned education into a consumer product instead of a profes=
sional service. "Give me 10 hours with your child at $200 per hour, and I g=
uarantee I'll raise his or her SAT scores by 200 points." It reminds me of =
the old Castrol oil commercials. Buy the latest additive or lubricant, and =
you will see better performance.=20

I wonder how much of the current iPad craze in schools is about attractive =
cost and form factor. Certainly it isn't about the tools and applications b=
ecause very few were designed for teaching and learning. No Logo, no Sketch=
pad, no Inspiration, no Flash, etc. I have a personal iPad, and I recognize=
the genius of creating a very portable personal information and entertainm=
ent delivery platform. One of the reasons Apple has been so successful is t=
he understanding that their respective products can't be all things to all =
people. When I read critiques of the iPad written under the rubric of the l=
aptop, I smile. It means the reviewer doesn't understand the product he or =
she is reviewing.

I'm not suggesting we, as educators, ignore the iPad or any other innovatio=
n, but in the spirit of Len's comments, why not buy a few, give them to stu=
dents and teachers to use for a year, and after that year, ask them if and =
when the iPad improved their teaching or learning. Then we have some sage c=
ounsel from which we can make a more informed decision.

Joel

--=20
Joel Backon
Director of Academic Technology / History
Choate Rosemary Hall
333 Christian St.
Wallingford, CT 06492
203-697-2514

On May 27, 2010, at 2:27 PM, Len Doran wrote:

> I have to wonder why we continue to chase technology and not let it chase=
us. A parent asked me this morning if we still taught cursive writing. I w=
onder if we are moving too fast just to be trendy and not really looking at=
the educational values and, perhaps, consequences? The APPLE store at the =
local Mall seems to be mobbed, but I wonder how many people are buying IPad=
s for the right reasons?
>=20
> Len=20
>=20
>=20
>=20
>=20
>=20
>=20
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 12:54 pm
> Subject: Re: ipads Lower School
>=20
>=20
> Just curious, why do you think that younger children need less of a compu=
ter?
> I have two iPads and I find their best use to be watching TV on them and =
looking=20
> p trivia while watching TV on my television.
> Knowledge is a consequence of experience and the richest experiences with=
=20
> omputers are when you construct things of meaning, beauty, purpose,=20
> ophistication, etc...
> The iPads have a long way to go in achieving that objective or in support=
ing=20
> roject-based learning.
> I've also written about the inadequacies of the iPad as a book reader -=20
> ttp://stager.tv/blog/?p=3D1189

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Re: ipads Lower School

Amen to that! Is there an actual real use for the iPads, or are we just
buying them so we can tell parents that we're using cutting edge technology?

I'm not anti-technology. I love my MacBook. But I suspect that the rate at
which some of the early adopters among us try to force new technology down
the throats of those who see no need for it YET is what causes a lot of
resistance.

We should use and teach the technology because it HELPS, not because it's
the new trendy thing that we think parents will want to see in the
classroom.

I keep thinking of how the year 2010 still looks a whole lot more like "The
Brady Bunch" than "The Jetsons."

On Thu, May 27, 2010 at 2:27 PM, Len Doran <ldoran1947@aol.com> wrote:

> I have to wonder why we continue to chase technology and not let it chase
> us. A parent asked me this morning if we still taught cursive writing. I
> wonder if we are moving too fast just to be trendy and not really looking at
> the educational values and, perhaps, consequences? The APPLE store at the
> local Mall seems to be mobbed, but I wonder how many people are buying IPads
> for the right reasons?
>
> Len
>
>
>
>
>
>
> -----Original Message-----
> From: Gary S. Stager <district@stager.org>
> To: ISED-L@LISTSERV.SYR.EDU
> Sent: Thu, May 27, 2010 12:54 pm
> Subject: Re: ipads Lower School
>
>
> Just curious, why do you think that younger children need less of a
> computer?
> I have two iPads and I find their best use to be watching TV on them and
> looking
> p trivia while watching TV on my television.
> Knowledge is a consequence of experience and the richest experiences with
> omputers are when you construct things of meaning, beauty, purpose,
> ophistication, etc...
> The iPads have a long way to go in achieving that objective or in
> supporting
> roject-based learning.
> I've also written about the inadequacies of the iPad as a book reader -
> ttp://stager.tv/blog/?p=1189
> On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
> > I am interested in connecting with anyone who is currently using
>
> (or planning to use in the near future) ipads with a focus on use in the
> lower school.
>
> Or, if you know anyone who is currently using or
>
> planning to use ipads in the lower school that would also be great.
>
>
>
> Thanks.
>
> Susan Ferris Rights
>
> The Pingry School
>
> sfrights@pingry.org
>
> 973-379-4550 x1438
>
>
> --
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
> Submissions to ISED-L are released under a creative commons, attribution,
> on-commercial, share-alike license.
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> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
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> on-commercial, share-alike license.
> SS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=ISED-L
>
>
> [ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=128874]
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Re: ipads Lower School

I have to wonder why we continue to chase technology and not let it chase=
us. A parent asked me this morning if we still taught cursive writing. I=
wonder if we are moving too fast just to be trendy and not really looking=
at the educational values and, perhaps, consequences? The APPLE store at=
the local Mall seems to be mobbed, but I wonder how many people are buyin=
g IPads for the right reasons?

Len=20

-----Original Message-----
From: Gary S. Stager <district@stager.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 12:54 pm
Subject: Re: ipads Lower School

Just curious, why do you think that younger children need less of a comput=
er?
I have two iPads and I find their best use to be watching TV on them and=
looking=20
p trivia while watching TV on my television.
Knowledge is a consequence of experience and the richest experiences with=
=20
omputers are when you construct things of meaning, beauty, purpose,=20
ophistication, etc...
The iPads have a long way to go in achieving that objective or in supporti=
ng=20
roject-based learning.
I've also written about the inadequacies of the iPad as a book reader -=20
ttp://stager.tv/blog/?p=3D1189
On May 26, 2010, at 7:53 AM, Susan Ferris wrote:
> I am interested in connecting with anyone who is currently using
=20
(or planning to use in the near future) ipads with a focus on use in the
lower school.
=20
Or, if you know anyone who is currently using or
=20
planning to use ipads in the lower school that would also be great.
=20
=20
=20
Thanks.
=20
Susan Ferris Rights
=20
The Pingry School
=20
sfrights@pingry.org
=20
973-379-4550 x1438
=20
=20
--=20
Susan Ferris Rights
susanferris123@gmail.com
908-568-1884
=20
[ For info on ISED-L see https://www.gds.org/podium/default.aspx?t=3D1288=
74 ]
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=20
on-commercial, share-alike license.
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4 ]
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=20
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Re: ISED/ Web Filtering for Students and Adults

I'd be interested to hear how many schools are using OpenDNS for this
service.

On Thu, May 27, 2010 at 12:17 AM, Jack Hardcastle <
jwhardcastle@jwhardcastle.com> wrote:

> Dear ISED Colleagues,
>
> First, per the signup e-mail, my name is Jack Hardcastle and in a month
> I'll
> take over as director of technology at the McDonogh School outside
> Baltimore, Maryland. We're a private co-ed K-12 college prep school with
> about 1300 students and 250 faculty and staff. :D
>
> Second, I have been searching the ISED archives for information about this
> topic, but I find nothing more current than messages from 2000. How do you
> accomplish web filtering? The product we purchased several years ago went
> from $5,000 to $30,000 after several acquisitions, and we're looking for
> other options.
>
> Do you use a software solution? Do you use an appliance? Do you do
> named-user licensing (expensive) or do you have one filter for your whole
> institution (students AND faculty), and if so how do you deal with allowing
> productivity for faculty while protecting little ones from the dark alleys
> of the net?
>
> Thanks,
>
> Jack Hardcastle
> jwhardcastle@mcdonogh.org
>
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>

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Re: supplementing TERC Investigations (K-5 mathematics)

Terry,

Supporting teachers is one thing. Pandering to their superstitions or =
inadequacies is quite another.

You need to tread carefully here because you can undermine students' =
understanding when the "supplement" becomes the main course or adds =
confusion about curricular values, or approaches.

I honestly can't figure out what is missing from the Investigations (or =
Everyday Math) series that needs to be supplemented. I do appreciate =
that it doesn't look like the "Walk Behind Math" some parents expect and =
has been the political target of crackpots, like Mathematically Correct.

That said, I appreciate that you're in a quandary.=20

Therefore, I suggest books by Marilyn Burns and some of the others =
listed in the following two links from the Constructivist Consortium =
Book Store:

=
http://astore.amazon.com/constructivistconsortium-20?_encoding=3DUTF8&node=
=3D19
=
http://astore.amazon.com/constructivistconsortium-20?_encoding=3DUTF8&node=
=3D37

I hope this helps,

Gary

On May 26, 2010, at 4:54 AM, Terry Dash wrote:

> Hi Gary,
>=20
> I posted the original message, and I couldn't agree more with what you
> say. I worked for 5 years at a large education think-tank that =
supported
> districts nationally as they implemented the TERC and other NSF-funded
> curricula, I believe fully in the choice that TERC made to focus on
> mathematical thinking rather than algorithmic thinking.
>=20
> However, my question still stands, and I think it's a legitimate
> perspective from which to inquire. Things aren't all-or-nothing in our
> classrooms, and many good teachers with kids' mathematical thinking in
> mind believe that a little more exercise in fluency might help
> mathematical thinking, and help kids create meaning "from the inside." =
If
> you find that confusing, I'd be happy to discuss more (perhaps =
offline?).
>=20
> So ... If you're supplementing TERC, please don't hesitate to write. I
> could use your help.
>=20
> All best,
> Terry
>=20
>=20
> A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> =
writes:
>> This is a fairly common concern, usually rooted in insecurity on the =
part
>> of teachers or parents.=20
>>=20
>> However, with all due respect, the concern about "lagging behind =
teaching
>> standard algorithms and math facts" is not a responsible quest for
>> "balance," but an assault on student learning and mathematical =
thinking.
>>=20
>> Numerous studies and researchers such as Constance Kamii demonstrate =
that
>> when children are "taught" algorithms they are often deprived of =
actual
>> mathematical understanding. The quest for speed is silly and =
potentially
>> destructive. How fast is fast enough? Why does thinking and problem
>> solving need to be quick?
>>=20
>> Piaget teaches us that it is the teacher's job to create contexts in
>> which children correct themselves from the inside. There is scarce
>> evidence, if any at all, that drilling math facts or less =
constructivist
>> approaches to math curricula and pedagogy are more successful than =
what
>> your school is already doing.
>>=20
>> I would suggest that your school have more patience and support =
teachers
>> in using the TERC materials with greater confidence rather than =
undermine
>> student learning.
>>=20
>> Gary Stager, Ph.D.
>>=20
>> On May 25, 2010, at 11:49 AM, Terry Dash wrote:
>>=20
>>> Hi -
>>>=20
>>> This question is intended for elementary schools using TERC's
>>> Investigations mathematics curriculum -
>>>=20
>>> The Pike School uses TERC in grades K-5. We like the program's
>>> constructivist approach but know that it lags behind in areas such =
as
>>> teaching standard algorithms and math facts/fluency. We are =
therefore
>>> looking into activities that supplement TERC in these areas.
>>>=20
>>> If you are currently using TERC and you are supplementing in the =
areas
>> of
>>> standard algorithms or math facts/fluency...
>>>=20
>>> * What supplementary materials are you using? Did you develop these
>>> materials yourselves, or are they publicly available?
>>>=20
>>> * How do you use the materials? (10 minutes/day? weekly? in some =
units
>>> only?)
>>>=20
>>> * If you are using software or online resources as part of your
>>> supplementary materials, what sites are you using?
>>>=20
>>> Thanks in advance,
>>> Terry
>>>=20
>>> . . .
>>> Terry Dash
>>> Director of Technology
>>> Pike School
>>> 34 Sunset Rock Road
>>> Andover, MA 01810
>>> 978.409.6623
>>>=20
>>>=20
>>> [ For info on ISED-L see
>> https://www.gds.org/podium/default.aspx?t=3D128874 ]
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>> attribution, non-commercial, share-alike license.
>>> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>>=20
>> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874
>> ]
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attribution,
>> non-commercial, share-alike license.
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>>=20
>=20
>=20
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
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Re: supplementing TERC Investigations (K-5 mathematics)

Chris,

In short, three thoughts:

1) I am all for expertise and even believe in deliberate practice, but =
the 10,000 hour stuff is simplistic and easily challenged.

2) More importantly, you are applying a highly theoretical and =
optimistic paradigm to a quite predictable and pedestrian classroom =
concern - "The Kids Might Not Know Their Math Facts." The typical and =
wrong prescription for that misdiagnosis is to force kids to solve =
hundreds of identical decontextualized 'math' problems on worksheets and =
memorize facts from Flashcards. This is based on inadequate teacher =
preparation, the public's misguided notions of what 'math' is and =
teacher insecurity.

3) One does great violence to learners when the "practice" engaged in by =
expert musicians or chess players is allowed to be confused with what =
"practice" means in school.

I highly recommend two books:=20

David Perkins' Making Learning Whole: How Seven Principles of Teaching =
Can Transform Education - http://amzn.to/anC9oh

Jo Boaler's What's Math Got to Do with It?: How Parents and Teachers Can =
Help Children Learn to Love Their Least Favorite Subject - =
http://amzn.to/bnskps

On May 26, 2010, at 7:04 AM, Bigenho, Chris wrote:

> While I am not a fan of speed drills for "math facts", there is a =
place for core knowledge that all students must master to be able to =
develop expertise as a mathematician. I personally find that most =
drilling routines and targets for math facts miss the point of =
developing appropriate context in which to ply these skills. However, =
they do help to create proficiencies that allow students to reallocate =
limited cognitive resources to other areas of problem solving. Drawing =
from the work of Chase, Charness, Posner, Ericsson and Anderson in the =
arena of developing expertise, several things come to mind:
>=20
> 1. The development of expertise requires the development of basic =
skills over time. There is no substitute for this core knowledge. =
However, this skill acquisition must be context based.
> 2. Development over time- a lot of time. They have found that the =
development of expertise takes over 10,000 hours of work/practice. =
However, they add a qualifier here- Deliberate Practice. This is then =
defined as systematically evaluating weaknesses, working with a coach to =
develop plans to reduce these weaknesses then systematically practicing =
so that stronger cognitive connections are formed.
> 3. The difference between an expert and a novice or intermediate =
abilities in a domain is the expert's ability to immediately recognize =
patterns. This does not come from simple drills that are out of context. =
Rather this is developed through deliberate practice in "game", problem =
solving situations. However, the drills may allow for more cognitive =
resources to be applied to the more abstract areas of problem solving as =
students have largely automated their "math fact" processes.
>=20
> Much of this work was done with grand master chess players. In these =
studies, they found that the GM players had a library of board positions =
that they could immediately draw from when they looked at the board. =
However, when the board was arranged with pieces located randomly, their =
library of positions and plays was of little use and the performed only =
slightly better than their weaker opponents. This provides powerful =
evidence that context is a key component to skill acquisition leading =
toward the development of expertise. These studies have now been =
replicated in multiple domains with similar results. When I think of =
most math fact speed drills, I think of a page with 100 =
de-contextualized problems placed on the page with a simple goal of =
speed and accuracy. This will obviously help students develop their =
abilities to do these problems with minimal cognitive effort leaving =
resources available for other functions. However, I suspect that =
students would not perform nearly as well if these same "math facts" =
were embedded in contextualized problems requiring them to solve real =
world, relevant problems. It is in this context that meaningful =
relationships and connections can be created through the process of =
deliberate practice that can lead to the acquisition of skills and =
developing expertise. Therefore, while there may be room for both =
approaches, the development of expertise is largely based in =
contextualized practice where meaningful patterns can be studied and =
stored for later use.
>=20
> For more in this area, I would look at the work of Chase, WG., =
Anderson, JR. Ericsson, KA. and Posner, MI.
>=20
> Chris Bigenho
> Director of Educational Technology
> Greenhill School
> 4141 Spring Valley Road
> Addison, TX 75001
> Ph. 972-628-5479
> Fx. 972-628-5279
> bigenhoc@greenhill.org
> www.greenhill.org
> =20
> Blog: http://bigenhoc.wordpress.com/
> Twitter: bigenhoc
> AIM: chris bigenho
> Yahoo: chris_bigenho
> Skype: chris_bigenho
> Tapped In: ChrisWB
> Delicious: http://delicious.com/bigenhoc
> Diigo:bigenhoc
>=20
>>>=20
>>>=20
>>> [ For info on ISED-L see
>> https://www.gds.org/podium/default.aspx?t=3D128874 ]
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>> attribution, non-commercial, share-alike license.
>>> RSS Feed, http://listserv.syr.edu/scripts/wa.exe?RSS&L=3DISED-L
>>=20
>> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874
>> ]
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attribution,
>> non-commercial, share-alike license.
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>>=20
>=20
>=20
>=20
> [ For info on ISED-L see =
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>=20
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Re: ipads Lower School

Why would you use an iPad for science? Beyond notetaking and =
calculations, what sort of scientific inquiry does it support?

On May 26, 2010, at 12:54 PM, Stephanie Oberle wrote:

> If our grant goes through, we will be piloting iPads with our 4/5 =
science. Crossing our fingers! We will most likely wait for the 2nd =
generation to come out before we proceed.
>=20
> Stephanie Oberle
> Technology Coordinator
> 8th grade Video Production
> 858-569-7900 ext. 4211
> 858-602-9747 (cell)
> 858-569-7403 (fax)
>=20
> Please consider the environment before printing this e-mail.
>=20
>=20
> [ For info on ISED-L see =
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Re: ipads Lower School

Just curious, why do you think that younger children need less of a =
computer?

I have two iPads and I find their best use to be watching TV on them and =
looking up trivia while watching TV on my television.

Knowledge is a consequence of experience and the richest experiences =
with computers are when you construct things of meaning, beauty, =
purpose, sophistication, etc...

The iPads have a long way to go in achieving that objective or in =
supporting project-based learning.

I've also written about the inadequacies of the iPad as a book reader - =
http://stager.tv/blog/?p=3D1189

On May 26, 2010, at 7:53 AM, Susan Ferris wrote:

> I am interested in connecting with anyone who is currently using
>=20
> (or planning to use in the near future) ipads with a focus on use in =
the
> lower school.
>=20
> Or, if you know anyone who is currently using or
>=20
> planning to use ipads in the lower school that would also be great.
>=20
>=20
>=20
> Thanks.
>=20
> Susan Ferris Rights
>=20
> The Pingry School
>=20
> sfrights@pingry.org
>=20
> 973-379-4550 x1438
>=20
>=20
> --=20
> Susan Ferris Rights
> susanferris123@gmail.com
> 908-568-1884
>=20
> [ For info on ISED-L see =
https://www.gds.org/podium/default.aspx?t=3D128874 ]
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attribution, non-commercial, share-alike license.
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Re: Digital Photo & Graphic Archiving

Hi Ali,

We have what I would call a beta FileMaker solution. I say beta because
although everything works we created the solution quickly last summer and
have made minimal use of it between the end of the summer and now and
haven't deployed it.

Essentially we store the scanned images on one of our Appleshare servers and
reference those images from the server-hosted FM solution.

Here is an image of the screen used by the scanners to tag the images:
http://dws.editme.com/Digital-Image-Archive-Solution

Happy to share the solution with anyone interested.

Fred

On Thu, May 27, 2010 at 11:15 AM, Yares, Ali <ayares@parkschool.net> wrote:

> I think that this has been mentioned before, but we are looking into a way
> to store, tag, and preserve our photos digitally.
>
> There are a number of people who must access these photos and need the
> capability to get both low-res (for most purposes) and high res photos. We
> also need a way to easily go through the pictures and find specific photos
> based on a number of criteria.
>
> We also want our teachers to be able to store pictures and tag/identify
> events and people in the pictures.
>
> Two different methods that we are looking into are purchasing a network
> drive and then software to deal with the archiving and categorizing of the
> pictures.
> The issues we see is that we still have to maintain a backup.
> No way to ensure the photos survive in the event of someone stealing the
> hardware or a fire.
> Difficult to access photos off campus.
> Software needs to work for both Mac & PC Users and be adaptable to the
> future requirements of photos.
>
>
> A second option we are looking into is a cloud computing option such as
> Flickr's pro-account.
> We still have to think about how to back up the information, since most of
> them don't seem to insure backup.
> Security is also more of a concern. We wouldn't want just anyone to be able
> to access these pictures.
>
>
> Our Art Department also wants to create an archive of student art work.
>
>
> My question is about whether any schools have found a successful way to
> digitally archiving and categorizing pictures.
>
> Thanks,
>
> Ali Yares
> Park School of Baltimore
>
>

--
Fred Bartels
Dir. of Info. Tech.
Rye Country Day School

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Re: Digital Photo & Graphic Archiving

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Digital Photo & Graphic Archiving

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Fun Riff on Dan Pink Discussing Motivation

Here's what I'm watching.....

http://www.youtube.com/watch?v=3Du6XAPnuFjJc&feature=3Dplayer_embedded

Michael Chimes
Director of Academic Technology
College Counselor
Gill St. Bernard's School
Gladstone, NJ 07934
(908) 234- 1611 x204 (phone)
(908) 234-2496 (fax)

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Re: Brilliant and Fun Riff on Dan Pink Discussing Motivation

I agree, this is really a very thought provoking piece. Share it with your=
colleagues and the leadership at your schools.

Best,

Len=20

-----Original Message-----
From: Renee Ramig <rramig@sevenhillsschool.org>
To: ISED-L@LISTSERV.SYR.EDU
Sent: Thu, May 27, 2010 9:58 am
Subject: Re: Brilliant and Fun Riff on Dan Pink Discussing Motivation

Incredible...really take the time to watch it!
Renee Ramig
even Hills School

----Original Message-----
rom: A forum for independent school educators on behalf of Fred Bartels
ent: Thu 5/27/2010 3:30 AM
o: ISED-L@LISTSERV.SYR.EDU
ubject: Brilliant and Fun Riff on Dan Pink Discussing Motivation

ttp://www.youtube.com/watch?v=3Du6XAPnuFjJc&feature=3Dplayer_embedded
So why are we paying our .... , oh never mind.
Fred
--=20
red Bartels
ir. of Info. Tech.
ye Country Day School
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4 ]
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]
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=20
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