Adopt and Adapt: Shaping Tech for the Classroom | Edutopia - About

new

Highlighted by tbates

Highlighted by rocketrob

Highlighted by linalizan

technology

Highlighted by tbates

First, it helps to look at the typical process of technology adoption

Highlighted by datruss

It's typically a four-step process:

1. Dabbling.
2. Doing old things in old ways.
3. Doing old things in new ways.
4. Doing new things in new ways.

Highlighted by datruss

First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:

Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways.

Highlighted by christyinsdesign

Dabbling.

Doing old things in old ways.

Doing old things in new ways.

Doing new things in new way

Highlighted by haydabeck

It's typically a four-step process:

Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways.

Highlighted by spruet

It's typically a four-step process:

Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways.

Highlighted by bc4740

Dabbling.

Highlighted by leighzeitz

on 2009-10-15 by leighzeitz

Dabbling IS the exact word to use when talking about learning new things. You need to play before you can envision the possible opportunities.

typical process of technology adoption

Highlighted by bastiani

Dabbling

Highlighted by tbates

old things

Highlighted by tbates

old ways.

Highlighted by tbates

old things

Highlighted by tbates

old things

Highlighted by tbates

old things

Highlighted by tbates

old things in new

Highlighted by tbates

old things in new ways

Highlighted by tbates

New Ways

Highlighted by tbates

new ways

Highlighted by tbates

old things in new

Highlighted by tbates

new ways

Highlighted by tbates

Old Things in New Ways

Highlighted by tbates

new ways

Highlighted by tbates

old things in new ways

Highlighted by tbates

The result was pretty much like what came before; some elements may have been lost, but the results were certainly cheaper, and far more efficient.

Highlighted by datruss

New Things in New Ways

Highlighted by tbates

new things in new ways

Highlighted by tbates

mostly been dabbling with technology in our schools:

Highlighted by sgrubb

Dabbling.

Doing old things in old ways.

Doing old things in new ways.

Doing new things in new ways.

Highlighted by bastiani

When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it.

Highlighted by lindseybp

When a new technology appears

Highlighted by tbates

first instinct is always to continue doing things within the technology the way we've always done it.

Highlighted by sgrubb

doing things

Highlighted by tbates

When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it.

Highlighted by anamariacult

always done it

Highlighted by tbates

result was pretty much like

Highlighted by tbates

before;

Highlighted by tbates

We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known

Highlighted by rafaribas

cheaper

Highlighted by tbates

more efficient

Highlighted by tbates

That is almost exclusively what we now do with educational technology. We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.

Highlighted by lindseybp

pass documents around

Highlighted by tbates

now do with educational technology

Highlighted by tbates

in electronic form

Highlighted by tbates

putting courses, curricula, and lesson plans online

Highlighted by tbates

only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation.

Highlighted by lindseybp

We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.

Highlighted by jcusano

when the kids have a big say in their creation

Highlighted by rafaribas

assessment online,

Highlighted by tbates

first instinct is always to continue doing things within the technology the way we've always done it

Highlighted by bastiani

such as PowerSchool

Highlighted by tbates

but the records

Highlighted by tbates

have emerged

Highlighted by tbates

haven't changed

Highlighted by tbates

I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around).

Highlighted by lindseybp

some elements may have been lost, but the results were certainly cheaper, and far more efficient

Highlighted by bastiani

trend

Highlighted by ldurff

will be new only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation

Highlighted by ldurff

I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around)

Highlighted by rocketrob

It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.

Highlighted by anamariacult

Luddite technology administrators)

Highlighted by rafaribas

But new technology still faces a great deal of resistance. Today, even in many schools with computers, Luddite administrators (and even Luddite technology administrators) lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell-phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies, to our kids' tremendous frustration. Even where technology has not been blocked, much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing). There are some educational benefits, though, including allowing teachers to access data more easily and parents to do so more extensively.

Highlighted by lindseybp

new technology still faces a great deal of resistance

Highlighted by sgrubb

new technology still faces

Highlighted by tbates

resistance

Highlighted by tbates

ock down the machines, refusing to allow students to access email.

Highlighted by tbates

Wikipedia

Highlighted by tbates

block instant messaging

Highlighted by tbates

cell-phone cameras

Highlighted by tbates

potentially highly effective educational tools

Highlighted by tbates

"I used to have to tell my students about phenomena, or have them read; now I can show them,"

Highlighted by datruss

When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information.

Highlighted by datruss

But new technology still faces a great deal of resistance.

Highlighted by katyemil

But new technology still faces a great deal of resistance.

Highlighted by anamariacult

many schools

Highlighted by ldurff

entered the stage of doing other old things in new ways.

Highlighted by sgrubb

lock down the machines, refusing to allow students to access email. Many also block instant messaging, cell phones, cell phone cameras, unfiltered Internet access, Wikipedia, and other potentially highly effective educational tools and technologies

Highlighted by ldurff

to our

Highlighted by ldurff

tremendous frustration.

Highlighted by ldurff

begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information

Highlighted by sgrubb

In a growing number of simulations, ranging from the off-the-shelf SimCity and to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives.

In Education Simulations' Real Lives, children take on the persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data. Riverdeep's School Tycoon enables kids to build a school to their liking. With these tools, students act like scientists and innovators, rather than serve as empty vessels. They arrive at their own conclusions through controlled experimentation and what scientists call "enlightened trial and error."

Highlighted by spruet

There are some educational benefits, though, including allowing teachers to access data more easily and parents to do so more extensively.

Highlighted by jcusano

I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around).

Highlighted by bastiani

In a growing number of simulations, ranging from the off-the-shelf SimCity and to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives.

Highlighted by lindseybp

Making History

Highlighted by tbates

growing number of simulations

Highlighted by tbates

SimCity

Highlighted by tbates

experimental Revolution and Supercharged

Highlighted by tbates

even elementary school children -- can now manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives

Highlighted by sgrubb

In Education Simulations' Real Lives, children take on the persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data. Riverdeep's School Tycoon enables kids to build a school to their liking. With these tools, students act like scientists and innovators, rather than serve as empty vessels. They arrive at their own conclusions through controlled experimentation and what scientists call "enlightened trial and error."

Highlighted by lindseybp

But there are many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior -- that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.

Highlighted by haydabeck

Still, our best teachers have always used interactive models for demonstrations, and students, like scientists and military planners, have been conducting simulations in sand, on paper, and in their heads for thousands of years. So, though some observers trumpet these uses of technology as great innovations, they are really still examples of doing old things in new ways.

Highlighted by lindseybp

best teachers have always used interactive models for demonstrations

Highlighted by tbates

SimCity

Highlighted by ldurff

Making History

Highlighted by ldurff

Revolution and Supercharged,

Highlighted by ldurff

students

Highlighted by ldurff

manipulate whole virtual systems

Highlighted by ldurff

children are doing in new ways

Highlighted by tbates

buying

Highlighted by tbates

Real Lives,

Highlighted by ldurff

persona of a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in Nigeria, a Polish computer operator, or a lawyer in the United States, among others, experiencing those lives based on real-world statistical data

Highlighted by ldurff

on eBay

Highlighted by tbates

exchanging music on P2P

Highlighted by tbates

building games with modding (modifying) tools

Highlighted by tbates

dates online

Highlighted by tbates

Riverdeep's School Tycoon enables kids to build a school to their liking.

Highlighted by ldurff

students act like scientists and innovators

Highlighted by ldurff

peer rating of comments

Highlighted by tbates

it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly.

Highlighted by rafaribas

much of the digitized educational materials and records are just examples of using computers to collect old stuff (such as data or lesson plans) in old ways (by filing)

Highlighted by bastiani

The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner.

Highlighted by datruss

integrated into our instruction

Highlighted by tbates

how many

Highlighted by tbates

understood by educators

Highlighted by tbates

important question

Highlighted by tbates

simulations i

Highlighted by jcusano

doing old things in new ways.

Highlighted by jcusano

Two big factors stand in the way of our making more and faster progress in technology adoption in our schools. One of these is technological, the other social.

Highlighted by lindseybp

(clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.

Highlighted by anamariacult

that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.

Highlighted by jcusano

The Big Tech Barrier: One-to-One

The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow. Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.

Highlighted by topsailpirate

The Big Tech Barrier: One-to-One

Highlighted by tbates

The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home.

Highlighted by lindseybp

one-to-one computing

Highlighted by tbates

each student

Highlighted by tbates

device

Highlighted by tbates

work on, keep, customize, and take home

Highlighted by tbates

missing technological element

Highlighted by tbates

Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening

Highlighted by rafaribas

must have each student's

Highlighted by tbates

The missing technological element is true one-to-one computing,

Highlighted by muzzabar

Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.

Highlighted by jgrear22

For true technological advance to occur, the computers must be personal to each learner

Highlighted by muzzabar

An important question is, How many of these new ways will ever be integrated into our instruction

Highlighted by ldurff

When we begin adding digital demonstrations through video and Flash animation, we are giving students new, better ways to get information

Highlighted by bastiani

The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home.

Highlighted by katyemil

In the past, the pressure against disruption has always been stronger than the pressure for change. So, as new technologies -- from radio to television, from telephones to cell phones, from cameras to video cams, or even Wikipedia -- have come down the pike, American public schools have fearfully stood ready to exclude them. Change hasn't happened.

Highlighted by datruss

A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change. Though some observers, including multiple-intelligences guru Howard Gardner, point to schools as the "conservators" of our culture, and therefore instinctively conservative in what they do, the resistance comes more from the fact that our public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt. For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.

Highlighted by topsailpirate

manipulate whole virtual systems, from cities to countries to refineries, rather than just handling manipulatives.

Highlighted by bastiani

the resistance comes more from the fact that our public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt.

Highlighted by lindseybp

balance between

Highlighted by tbates

political, parental, social, organizational, supervisory, and financial

Highlighted by tbates

shifting certainly initially means more work and pressure on educators

Highlighted by tbates

In the past, the pressure against disruption has always been stronger than the pressure for change.

Highlighted by lindseybp

pressure for change

Highlighted by tbates

The number-one technology request of today's students is to have email and instant messaging always available and part of school.

Highlighted by lindseybp

on 2008-06-04 by lindseybp

I'm not sure students want email--they don't use it, they IM to SMS...

These "digital natives" are born into digital technology. Conversely, their teachers (and all older adults) are "digital immigrants."

Highlighted by rafaribas

on 2008-06-08 by rafaribas

I have said this so many times...

A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change.

Highlighted by ldurff

Many teachers, under pressure from all sides, are often so afraid to experiment and to trust their kids with technology that they demand extensive "training" before they will try anything new.

Highlighted by lindseybp

Much time in our schools' forty-five-minute instructional periods is often wasted in computer setup and shutdown. Teachers

Highlighted by des311

schools still ban new digital technologies

Highlighted by tbates

cell phones and Wikipedia

Highlighted by tbates

face anti-technology pressure from parents

Highlighted by tbates

"back to basics

Highlighted by tbates

But there are many more old things children are doing in new ways

Highlighted by bastiani

that have not yet made their way into our schools

Highlighted by bastiani

Much time in our schools' forty-five-minute instructional periods is often wasted in computer setup and shutdown.

Highlighted by rafaribas

First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage. We cannot, no matter how hard we try or how smart we are (or think we are), invent the future education of our children for them. The only way to move forward effectively is to combine what they know about technology with what we know and require about education.

Highlighted by datruss

New Problems, New Solutions

Highlighted by tbates

resisting today's digital technology will be truly lethal to our children's education

Highlighted by ldurff

With very few exceptions, our schools have not been physically designed for computers. Much time in our schools' forty-five-minute instructional periods is often wasted in computer setup and shutdown. Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them.

Highlighted by lindseybp

Much time

Highlighted by tbates

The only way to move forward effectively is to combine what they know about technology with what we know and require about education.

Highlighted by skukolja

periods is often wasted in computer setup and shutdown

Highlighted by tbates

unsure about how to integrate technology in their lesson plans

Highlighted by tbates

The only way to move forward effectively is to combine what they know about technology with what we know and require about education

Highlighted by des311

First, consult the students

Highlighted by rafaribas

How, then, do we move forward?

First, consult the students.

Highlighted by lindseybp

How, then, do we move forward?

Highlighted by tbates

The only way to move forward effectively is to combine what they know about technology with what we know and require about education.

Highlighted by rafaribas

consult the students.

Highlighted by tbates

For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements.

Highlighted by datruss

face antitechnology pressure from parents demanding that schools go back to basics.

Highlighted by rocketrob

The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion. I go to conference after conference on school technology, and nary a student is in sight. I do hope that, after having pointed this situation out a hundred times or so, I will find that it is starting to change. Students will have to help,and we will have to think harder about how to make this happen.

Highlighted by lindseybp

For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements

Highlighted by des311

The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion.

Highlighted by tbates

it is crucial for educators to learn to listen, to observe, to ask, and to try all the new methods their students have already figured out, and do so regularly

Highlighted by bastiani

What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' twenty-first-century lives. It ought to be the order of the day in their schools as well. Not only would students welcome it, they will soon demand it.

Highlighted by datruss

For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business -- but these, for the most part, don't apply. Others suggest trying to change school size -- but this will not help much if we are still doing the wrong things, only in smaller spaces.

Highlighted by lindseybp

Some people will no doubt worry that, with all this experimentation, our children's education will be hurt. "When will we have time for the curriculum," they will ask, "and for all the standardized testing being mandated?" If we really offered our children some great future-oriented content (such as, for example, that they could learn about nanotechnology, bioethics, genetic medicine, and neuroscience in neat interactive ways from real experts), and they could develop their skills in programming, knowledge filtering, using their connectivity, and maximizing their hardware, and that they could do so with cutting-edge, powerful, miniaturized, customizable, and one-to-one technology, I bet they would complete the "standard" curriculum in half the time it now takes, with high test scores all around. To get everyone to the good stuff, the faster kids would work with and pull up the ones who were behind.

Highlighted by datruss

What we're talking about is invention -- new things in new ways.

Highlighted by skukolja

I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.

Highlighted by jgrear22

I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.

Highlighted by lindseybp

bet they would complete the "standard" curriculum in half the time it now takes, with high test scores all around. To

Highlighted by des311

In other words, if we truly offer our kids an Edutopia worth having, I believe our students will work as hard as they can to get there.

Highlighted by datruss

So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the twenty-second century doesn't catch us by surprise with too much of our work undone.

Highlighted by haydabeck

So, let's not just adopt technology into our schools. Let's adapt it, push it, pull it, iterate with it, experiment with it, test it, and redo it, until we reach the point where we and our kids truly feel we've done our very best. Then, let's push it and pull it some more. And let's do it quickly, so the twenty-second century doesn't catch us by surprise with too much of our work undone.

A big effort? Absolutely. But our kids deserve no less.

Highlighted by datruss

Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening

Highlighted by bastiani

our kids "should sue us" for better education

Highlighted by ldurff

ought to try something new and then report to all of us what works and what doesn't

Highlighted by ldurff

school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt.

Highlighted by bastiani

They live in an incredibly fast-moving world significantly different than the one we grew up in

Highlighted by bastiani

they also have many other new learning needs as well, such as random access to information and multiple data streams.

Highlighted by bastiani

With very few exceptions, our schools have not been physically designed for computers. Much time in our schools' 45-minute instructional periods is often wasted in computer setup and shutdown. Teachers are often unsure about how to integrate technology in their lesson plans and, often, administrators have little, if any, guidance to give them. In many places where technology could liberate teachers most, such as automatic grading of homework and tests, automation has been neglected. Adding digital technology is generally disruptive to what schools and teachers do, and the pressure of high-stakes testing only exacerbates this problem.

Highlighted by bastiani

teachers are most reluctant to give up their assumed role as the one who is in control of the learning process

Highlighted by rafaribas

Another reason why we haven't noticed a big difference in education, despite the introduction of new technologies, is that teachers have only vague theories about learning. If so, teachers may well think that computers will help innovate or differentiate their teaching, but their vision will be one of doing "old things in new ways" as said in the article. I am convinced,because I have experienced it many times, that teachers will reproduce the same classroom experiences as before technology entered thei school as long as they are not involved - as reflective practitioner - into a collaborative and personal investigation on how learning works, with or without computers, and what it means to the learner and teacher.

Highlighted by lindseybp

I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.

Highlighted by bastiani

Adopt and Adapt: Shaping Tech for the Classroom | Edutopia

Popularity Report

Total Popularity Score: 0

Rank

URL Tag Cloud

Groups (0)

Related Lists

Bookmark History

Public Comment

Public Sticky notes

on 2009-10-15 by leighzeitz

Old Things in New Ways

New Things in New Ways

The Big Tech Barrier: One-to-One

The Big Tech Barrier: One-to-One

on 2008-06-04 by lindseybp

on 2008-06-08 by rafaribas

New Problems, New Solutions

Site Community

Readers (94)