A story in the news lately has a 13-yr old Italian boy diagnosed with addiction to PlayStation. Is this a case of lost in translation from Italian to English or does it mark the beginning of a new medical diagnosis? The American Medical Association thought otherwise last year when it essentially stated that “while overuse of video games and online games can be a problem for children and adults, calling it a formal addiction would be premature.” (Wash Post article)
Here’s the story in a nutshell:
I watched this story and had some thoughts…
I believe that people become obsessed with games because they represent an outlet from a “regular” life that doesn’t live up to expectations or desires. Gaming provides feedback, praise, challenge, success, and potential that many are not finding in their non-virtual experiences.
If teens in our schools are becoming addicted (for lack of a better word) to escaping reality, then we need to find ways to include positive experiences in their real lives.
I get that we are about embracing who they are and how they interact with the world. I get that games are here to stay – in fact, I quite like most of them.
But we have to care about the whole child. If we are really producing 21st Century success stories, then let’s make sure that includes being a part of a world. I think we will increasingly value this as it becomes less and less a part of our lives.
What are we talking/sharing/doing about ensuring that kids are out helping people, feeling like they count for something, and are important?
Are we challenging kids?
Are we praising kids for accomplishments they care about?
Are we engaging kids to be better than they were?
If we can do that, we will find that kids are having fun with games, and are addicted to life.
Some are faster ways to do tedious things (like repeated calculations, making graphs, or maintainig draft versions of writing). These are helpful.
Others provide flashy ways to present ideas (like web sites, presentations, and publications). These can be incredibly powerful. They can also be painfully mis-used.
But there is a part of technology that we have only begun to tap into that is transformational. There are things technology can do for us now, that simply were not possible before.
I have just come out of the room after presenting the I.T. Curriculum 2.0 presentation that Justin and I developed a year ago and its newest iteration. Was a great turn out and a wonderful conversation. People offered terrific insight and questions and it is an awesome reminder how smart the people running schools are. And it’s an honor to start a conversation with them about rethinking how students learn and what they need to learn.
(Click on the Presentations tab to get to my wiki to see notes and resources from the presentation.)
What’s additionally cooler though, is having a colleague like Jeff who live blogged my whole session to his audience and created a back channel conversation on all of those thoughts. Thanks Jeff. Check out the unbelievable conversation that happened online, live as I was presenting. Talk about shared learning!
Next presentation on Tuesday, 13:45 my time which I believe is GMT +8. Looking for Learning – How supervsiors can foster best practice technology use. The more I’ve been talking with administrators, the more I see that this is something a lot of schools want to know more about. I’m excited.
In returning from the Learning 2.008 Conference, I have had a lot on my mind. The conference brought together educators new to all of this “shift happens” talk and those that were on board – our “converted” that echo in the blogosphere, sometimes too much. And the conference continues to succeed in bringing an enthusiasm and energy to those new to these ideas – getting more people “on the bus”. If that’s happening, then the conference is doing its job.
But I wonder where the rest of us are going.
Sifting through my RSS reader, reading through the blog posts of my Personal Learning Network, commenting and being commented upon, I find myself questionning where we stand.
How much change are we affecting?
How much “shift” is happening in our schools?
In isoloated projects or classrooms, some incredible stuff is happening. Kids are collaborating. They’re networked, wired, savvy, and being prepared to succeed.
But in those same schools and throughout education, we still that the majority are not on the bus – they didn’t even know that there was somewhere to go.
What is going to be the tipping point of this shift?
Will schools resist changing and render themselves obsolete? And at what stage does this become unethical to allow?
Real widespread change is going to have to come from administration.
In schools, we find ourselves clinging to proven pedagogy and content curriculum, because they have worked in the past and it’s what we know.
Now however, we also recognize that students need more different learning. They’ve always needed the skills of communication, collaboration, and meta-cognition. We’ve always valued Gardner’s disciplined and ethical minds (and other Five Minds). But the context for which they need these skills and minds has changed, sped up, and arguably gained in importance. As a result, students need different learning experiences to ensure their participation and success in a rapidly changing world.
So, here I go again, joining the echo chamber, preaching to the converted. Where am I going with this?
Educators who get this idea, are on one side of a chasm from the rest of education still rooted in old practice (with best intentions).
In trying to lead change, educators are trying to manage this gap between what we’ve done and what we need to do. It needs to be school administrators who lead this shift, by bridging the gap between the tried-and-true and the bold-and-new.
The edublogosphere made up of consultants and librarians, technology facilitators and teachers are doing their best and making headway, but the fog is still thick and they are navigating through it with a flashlight.
It will take school administrators who see the need for educational change (reform is too intimidating a word) to take isolated innovation and make it practice.
Truly make it the way we do business.
So, get to work on your administrators and get them on board. Or better yet, become administrators yourselves.
Keep in mind that you lead a staff who are generally good teachers. They have great intentions. They care about student learning. And all the good that they have done and can do is not yet obsolete (no matter how often we tell ourselves it is).
We find ourselves at a pivotal time, I believe, where a new wave of administrators could be coming through, grounded in traditional schooling, but also thriving in a wired world. Educators who understand both sides of the gap.
It is these administrators who can bridge this gap.
You won’t find these educators satisfied getting on the bus – they’re ready to drive it.
Maybe one of these people is you.
Or me.
Photo by tread
Attribution-NonCommercial-NoDerivs License
Okay, so I concede right off the bat that by posting this link, I am cementing my status as a geek. I guess the good thing is that among this crowd, that ain’t such a bad thing.
From Wired’s GeekDad section, I came across this post citing a University of Wisconsin Milwaukee study write up on PhysOrg.com that links instilling confidence in young girls with success in math and science. No surprise there, of course, but certainly nice to have the hard data. The three year study looked at the barriers and supports for girls in learning and pursuing math and science.
While interest is certainly a factor in getting older girls to study and pursue a career in these disciplines, more attention should be given to building confidence in their abilities early in their education, says UWM Distinguished Professor Nadya Fouad. She is one of the authors of a three-year study aimed at identifying supports and barriers that steer girls toward or away from science and math during their education.
“The relationship between confidence and interest is close,” says Fouad. “If they feel they can do it, it feeds their interest.”
Do our teachers and parents get this?
Are they not only providing opportunities for ALL students to learn, but also help them become confident young people?
If kids, as GeekDad’s Vincent Janoski suggests (and most of us believe), that a secure child does better in all things, then how much of what educators do is directed at this part of the child?
If we KNOW this works, why isn’t making kids confident and secure a bigger part of our curriculum and the needs of a 21st Century Learner?
This particular podcast, we will be focusing on the question, “How Do We Connect Technology and Classroom Instruction Seamlessly?”
We’ve presented at Learning 2.0 in Shanghai and ETC in Kuala Lumpur on our work at ISB on moving towards an embedded curriculum focused less on tech skills and more on the 21st Century skills that you read so much about in the edublogosphere. We wrote about our thinking in our blogs and as guest bloggers on Dangerously Irrelevant. We’ve put up our work to share and collaborate with in wikis, initially in newliteracy and then as an ISB21 team.Now we are excited to take questions, speak to solutions, and tackle issues that relate to implementation on these very Big Ideas.
SOS is a biweekly podcast produced by educators in the Asian region discussing the latest conversations in the educational blogosphere as well as deep thinking about education and the changing nature of learning. Join us on Ustream.tv for the live broadcast. Listeners will have an opportunity to Skype into the conversation “on the fly” as well as listen to an archived version via iTunes.
Winner and Hetland ask “Why do we teach the arts in schools?”
They argue that despite popular opinion, they had not found causation between arts learning and academic achievement. They cite a Gallup poll that 80% of Americans believe that learning a musical instrument improves math skills.
Winner and Hetland claim that their research in some schools in Boston show that while corelation exists, causation does not. Following up on this and reading around, this gets disputed places, to which they have responded. I’m going to focus on the points in this article.
Interestingly Winner and Hetland refute the commonly held idea ideal that learning the arts improves the math and science learning that schools often focus on in “a test-driven education system”. Instead, art education is valuable for more important reasons:
There is, however, a very good reason to teach arts in schools, and it’s not the one that arts supporters tend to fall back on. In a recent study of several art classes in Boston-area schools, we found that arts programs teach a specific set of thinking skills rarely addressed elsewhere in the curriculum.
They go on to add:
In our analysis, we identified eight “studio habits of mind” that arts classes taught, including the development of artistic craft. Each of these stood out from testable skills taught elsewhere in school.
The other 7 habits are persistence, expression, making clear connections between schoolwork and the world, and in their words, “we were particularly struck by the potentially broad value of four other kinds of thinking being taught in the art classes we documented: observing, envisioning, innovating through exploration, and reflective self-evaluation.”
I have written before about the need for a thinking curriculum – one less focused on content knowledge.
But let’s think about those last four skills: observing, envisioning, innovating, and reflection.
These are the powerful skills that we talk about constantly as required in our 21st Century Learners.
Here’s what Winner and Hetland had to say about each:
Observing - “Seeing clearly by looking past one’s preconceptions is central to a variety of professions, from medicine to law. Naturalists must be able to tell one species from another; climatologists need to see atmospheric patterns in data as well as in clouds. Writers need keen observational skills too, as do doctors.“
Envisioning - art teachers were asking questions “prompting students to imagine what was not there.“
Innovation - “Teachers in our study told students not to worry about mistakes, but instead to let mistakes lead to unexpected discoveries.“
Reflective self-evaluation – Students are “asked to step back, analyze, judge, and sometimes reconceive their projects entirely.”
These are the skills – the only skills – that will allow our students to change the world for the better.
I’ve done a lot of quoting this post, so I’ll let Winner and Hetland’s words finish it off:
We don’t need the arts in our schools to raise mathematical and verbal skills – we already target these in math and language arts. We need the arts because in addition to introducing students to aesthetic appreciation, they teach other modes of thinking we value.
For students living in a rapidly changing world, the arts teach vital modes of seeing, imagining, inventing, and thinking.
Those who have learned the lessons of the arts, however – how to see new patterns, how to learn from mistakes, and how to envision solutions – are the ones likely to come up with the novel answers needed most for the future.
Image “je dois apprendre aux curieux” by drunkprincess, found at Flickr Creative Commons
It’s ETC time again. This year the conference is in Kuala Lumpur, Malaysia – my old stomping grounds. Lived there 8 years, got married there, and 2 of my 3 kids were born there. It’s going to be fun to be back.
Since then, other great minds (not that our own were great) have contributed to refining it to an awesome starting point for an embedded technology curriculum that focuses on thinking rather than technology. We have formed an ISB21 team to build it, support it, and enact it. We still have work to do, but it’s coming along nicely.
Kim Cofino, from Always Learning is part of that team and will also be presenting in KL on “Developing the Global Student: Practical Ways to Infuse 21st Century Literacy in Your Classroom”.
If you are going to be in KL this weekend for the conference, I hope that you can swing by that session and my own workshop:
IT Curriculum 2.0, Session V, 11:45-12:45, Johore Room.
How does and information and technology curriculum stay relevant and meaningful in the 21st Century? In the face of exponentially changing times, old I.T. Scope and Sequences became outdated the moment they were printed. Schools need an embedded I.T. curriculum that ensures that the way students learn with technology agrees with the way they live with technology. It must focus on habits that provide students with opportunity to succeed not matter what their futures hold. This session shares a new model that speaks to these habits and makes 21st Century Learning accessible to teachers and students. Begin the conversation here and continue it at your schools.
Hope to see you there, if not at the workshop, perhaps at the pub!
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