Post 2

Some of the key terms that came up during our discussion were: technology in the classroom; technological dimensions; technology connected self.

This led to some interesting videos on Ted Talks, such as Sherry Turkle’s “Connected, but alone?” This made me wonder if technology would affect social development in schools.

After reading “Why School,” I felt a little overwhelmed by the daunting task that lies ahead of rethinking ways of how we were taught and how we can make it more applicable for students today. I’m relieved that we do not have the same education system as the U.S. where students and educators are ranked on test results. While there are merits to standardized testing and for educators to see how effective they are teaching, the benefits are lost when the consequence of failure is so high.

Many teachers stated their issues with the standardized tests are that they occur so early in the year, much of the material isn’t taught by the time they write. Perhaps many students would feel less anxious if were given adaptations to work through their tests. If students were assessed on how they would find the answers that might be a little more relevant. Richardson stresses the importance of being a master learner rather than being learned, emphasizing the words of Tony Wagner: “there’s no competitive advantage today in knowing more than the person next to you. The world doesn’t care what you know. What the world cares about is what you can do with what you know.”

What’s making this inquiry process more challenging is the inequitable distribution and access to technology. While many students are capable of conducting research and finding the answers they seek online, many schools lack computers or fast enough technology to keep up with our expectations. I’ve heard students ask if they could use their smart phones rather than the computers in the lab because they were faster and the students felt more comfortable using them. What’s frustrating is the students are usually right and can use their phones better than the computers available in the school, but unclear policies occasionally prevent students from using their devices. Jorn West Larsen, headmaster at Hellerup School in Denmark, heads a school for children ages 6-16. Instead of traditional classrooms, students learn in open spaces and have access to technology such as their own Smartphones. The school’s goal is to equip students for 21^st century skills, such as synthesizing large amounts of information online and working on solving problems with groups. “Our philosophy is that we have to give students academic skills, but just as important are social and personal skills,” says Larsen. By providing technology outside of computer labs, students learn at a young age that technology is incorporated in our daily lives; “the idea is that students interact with technology at school in the way they will later in the workplace.”

References:

Richardson, W. (2012-09-10). Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single) (Kindle Locations 468-469). TED Conferences. Kindle Edition.

Millar, E. (2013). The Globe and Mail. No classrooms and lots of technology: a Danish school’s approach. Retrieved on July 3, 2013 from

http://www.theglobeandmail.com/report-on-business/economy/canada-competes/no-classrooms-and-lots-of-technology-a-danish-schools-approach/article12688441/