My earliest computer-related experience took place on Christmas 1989, when my siblings and I unwrapped our first home computer, a Tandy 1000 from RadioShack (640 KB; 8/4 MHz – my dad keeps good records). In addition to my six family members all vying for computer time, my parents had strict rules around any screen time, and did not approve of games they did not consider educational. They did, however, allow “Where in the World is Carmen Sandiego” (considered educational) and “The Colonel’s Bequest” (less educational, but allowed because my dad attended Tulane University, as did the main character, and lived in New Orleans, where the game takes place). My siblings and I still look back on these two games with fond memories, and it is interesting to me just what an impact even relatively limited use of a computer had on us.
The questions that come to mind when I think of my own computer experiences are often related to the educationally sound debate that follows many of the digital technology initiatives in classrooms. Based on the upbringing I had, I think I tend to shy away from using much digital technology in the classroom because of the amount of screen time I automatically assume students have at home (I recognize class screen-time is different, but my bias, unfortunately, is hard to shake). My questions are: How do I decipher which digital technology applications/initiatives are beneficial and which are not in terms of preparing students for their futures? How does an increased use of digital technology in the classroom affect students’ development in other areas (i.e., the haptics of writing, hands-on experiences with manipulatives, etc.)?
Hi Mary!
Those are such interesting questions regarding the role technology plays in developing students for the future. With screen time only increasing as time goes on for kids at home as they start interacting with screens earlier and earlier in their age, the natural question then is should their be increased screen time in the classroom also? That’s probably a hard question to answer as every new technology would need to be assessed for its educational value versus the burden of excess screen time!
Good points raised!
Thanks
Vibhu
Hi Vibhu,
Thank you for your response! Your question really focuses what I was trying to say above. As I read the question as you have stated it, I know in my heart that the answer is yes, of course screen time should be increased in the classroom (regardless of whether or not it is increased at home). As a teacher, I recognize the responsibility I carry in helping students navigate and develop skills for using various digital technologies. I also recognize that for many students, screen time in the evenings and on weekends does not reinforce skills needed for the future as guided classroom lessons and projects do. I am hoping that this course will help me reconcile the differences between my belief that students need more time away from “screens”/digital technology and the fact that we are now living in a digital world and we must teach students the technological skills they will need for the future.
Hi Mary,
I love your post as my first home computer was also a Tandy 1000. I recall having to constantly change disks to switch from the MS-DOS boot-up to various other programs or games. I never did find Carmen Sandiego even though I’m sure I tried for countless hours. I think this raises an important question related to some of your own questions. Back then looking for information and or learning how to complete a game – such as Carmen Sandiego – was limited to members of the same household or friends who also played the game. Currently, finding walkthroughs or hints to games are found easily online through a quick Google search. How does this ease of finding information extend to the classroom? Are students at a loss in the absence of this ‘screen-time’ or can they benefit by their use?
Thanks for your post!
Great question, Darren! It is so interesting to me that kids can find “cheats” online now – to me it seems like it would take away from the challenge of the game, but instead its seems that to them it is more an awesome piece of insider information to help them get ahead. I read an article in ETEC 512 that discussed the fact that while in the past, we had to use our memories to store actual information, we now use our memories more to store “how” to access information (i.e., which site to look it up on). We no longer have to hold facts in our heads as they are always available at our fingertips. As far as my students go, they are definitely far more comfortable finding/retrieving information from a digital source than an “old school” (their words) book source. While I make sure I teach my students how to retrieve from a book source, I have to admit that I find it far easier and faster to retrieve information from an online source as well. I’m not a huge fan of video games myself, but I wonder if “cheats” and hints would help me stay focused on a game, rather than giving up when I felt “stuck” at a certain point.
Hi Mary and Vibhu,
Although my children are only 8 and 10, the issue of screen time amounts is a daily grind. I don’t wish to be a parent who only advocates abstinence, yet I want my children to pursue non-screen activities, too. To make matters worse, my Masters is consuming what used to be my Mum-time with them, so we are playing fewer board games, going on fewer walks. The parental guilt is tremendous. My school is going to be showing a screening of Screenagers next week— I am going to definitely go! https://www.youtube.com/watch?v=LQx2X0BXgZg
I do not lump all screen time activities as equally beneficial activities. If my son wants to use YouTube to teach himself how to solve the Rubik’s Cube, I allow it— even if he just finished playing Minecraft for an hour. In class, I share your concern, Mary, of integrating effective digital endeavors. Personally, MET has helped me immensely with this! Painting all subject areas and grade levels with one tech brush, however, is ill-advisable. (I resent it when an English teacher thinks that she or he critique my teaching style, when they have never stepped foot into a senior Physics class, let alone have a degree in Physics!) ~Dana
Hi Dana,
I hear you on the daily grind of screen time. My sons are now grown and only live at home during Christmas/summer; however, the screen time battle continues to be one I fight. It drives me nuts when we have a beautiful, sunny day in the middle of the summer and the boys decide they’re going to spend the day inside watching television or playing on their phones. My sister’s children are still very young (ages 2 and 1) and are not allowed any screen time; however, they already know that smart phones/iPads/televisions are something they want to see and interact with. It is so interesting to see what an impact digital technology can have on such young children even when they are not exposed directly to that technology.
I had not heard of “Screenagers” before, but the trailer looks excellent! I would be interested to hear what you think of it. I just checked to see where future screenings would be held, but as I live in a small community in northwestern B.C., there are not any screenings close to home. If you think the film is amazing, I may ask our district if they could sponsor a screening.
Mary
Mary,
I was excited to read your post and see all the parallels between it and the one I wrote, although it sounds like your parents did a better job emphasizing the educational side of computing!
In terms of your question, I wondered about Oscar Wilde’s quote, “There is no such thing as a moral or an immoral book.
Books are well written, or badly written. That is all.” Could this relate to the digital experiences our students (and ourselves)? I might even go a step further and say, in the right context, that every digital application and initiative we use in the schools is just another arrow in the quiver for ous students – whether they will ever want or need to use them is another matter, though!
Josh
Hi Josh! I love that your first computer was also a Tandy and Leisure Suit Larry was always a game I wished I could play…drawn to the scandalous!
You make an excellent point in your reference to Oscar Wilde. I think ultimately, you are right. I spend a lot of time worrying about what technology I should be introducing my students to, rather than just getting out there and doing it. Every experience will help shape them and as technology is changing so rapidly, it is likely that none (or at least very few) of the technologies we are currently using (my students are 9 and 10 years old) will play a large role in their adult lives. So good point…stop worrying and just get at it! That will be my new motto 🙂
Mary
Thank you Mary for your memory and for the enduring questions it raises for us in the MET program, questions that you will have an opportunity to explore in this course in your first assignment, Samia