Article Assessment: Tools for the Mind

Technology specialist Mary Burns lays out her reasoning for rethinking the use of technology in the classroom in this insightful piece in Educational Leadership magazine. Burns argues that current use of technology in education is misguided, focusing on low-order thinking and presentation rather than on helping to develop critical thinking and analysis abilities. Reliance on "show-and-tell applications" like Word, Powerpoint, and Publisher, and an emphasis on presentation rather than analysis has made ineffectual use of the educational possibilities of technology. NCLB requirements have further shackled schools regarding technology by encouraging a reallocation of technology funds from instruction into data-management in order to meet NCLB reporting and accountability requirements.

What is needed, argues Burns, is to refocus on critical thinking and curriculum and to integrate technology as it best serves learning rather than using technology simply to improve student engagement. In order to foster critical thinking and analysis skills through technology we must move beyond show-and-tell applications to technologies that enable students to analyze and interpret data and to explore concepts more deeply and meaningfully. Some specific examples of higher-order technology include:

• Spreadsheets
• Databases
• Geographical Information Systems (GIS)
• Computer Aided Design and Drafting programs (CADD)
• Simulations

Such technologies enable the user/learner to interact at a deeper level requiring thought, analysis, reconstruction of knowledge and result ultimately, argues Burns, in more meaningful and powerful learning.

From a teaching standpoint, I can definitely see the benefits of a shift towards higher-order uses of technology in the classroom. Clearly, the more that we can get students to analyze and interpret data and to think clearly and critically, the deeper their understanding will be. The difficulty to be surmounted is in teaching the students to use higher-order technologies effectively. Using spreadsheets, databases, or any of the other higher-order technologies Burns lists requires specific skill sets that need to be taught. With NCLB increasingly focusing curriculum and class time towards meeting progress standards, teachers have little available time to incorporate technology training into their classes, regardless of how helpful that technology might be in deepening student learning. Teachers, tech gurus, and administrators will need to work together if students are to become proficient in and reap the benefits of the use of higher-order technology. That said, the obstacles are not insurmountable. Education professionals all have in mind the best interest of their students, and if higher-order technology is given the chance and can show itself to be beneficial, certainly it will find its way into the classroom.

Article Assessment: "The Educator's Guide to the Read/Write Web"

In this thoughtful piece about technology and the changing nature of education, author Will Richardson concisely summarizes recent technological developments and their implications in the field of education. Blogs, wikis, podcasts, and the sheer ease with which information can be accessed online have created a radically different information culture which in many ways demands a rethinking of traditional educational goals and methods. In particular, Richardson argues that the traditional definition of literacy as the ability to read and write is insufficient in an age where anyone with internet access and a computer can create content which is accessible across the globe. Literacy in such a society must also include the abilities to:

• Identify sources and gauge their credibility
• Compare new information with existing knowledge
• Evaluate the authenticity and relevance of information

Simply being able to read and write is no longer enough.

As educators, Richardson's words are hugely relevant to us. Important as it is for students to be traditionally literate, it is increasingly critical that students also be able to evaluate and make intelligent use of the wealth of information at their fingertips. In an age where anyone can contribute to the body of knowledge, educators need to ensure that students develop those skills that enable them to become adept at gathering, interpreting, evaluating, and synthesizing information. The web is awash in information, some profound and enlightening, some trivial, and some disengenious or false. It is enormously important that students have the tools to intelligently evaluate information and it is the duty of the educational system to help provide those tools.

Presentation Reflection

Wow. Although I'm pretty sure that cruel and unusual punishment is prohibited under the US Constitution I just had to watch a video of myself giving a presentation and I'm almost certain that it qualifies as such. However painful it was I must admit that it was quite informative. Who knew a man could say "um" so many times in so short a span of time? Or so methodically twist a handheld marker for nearly the entirety of his presentation? Well, now I know.

That's not to say that it was all bad. I noticed that I seemed very laid back and that I spoke fairly coherently. My posture was fine and my gestures seemed natural enough. The biggest area for improvement, however, was in pacing. I noticed that most of the 50 or so "ums" that I uttered were a sort of filler while I was thinking of what to say next. While presenting it seems like a pause lasts forever, but looking at the video it was obvious that pauses are almost instantaneous and that silence is infinitely preferably to the infernal "um". Hand positioning was the other issue I noticed. I'd intentionally picked up a marker to find something for my hands to do and it most certainly worked. Perhaps a bit too well. I'm not sure if it was distracting to others, but my constant fiddling with the marker made me look nervous (fair enough) and distracted.

From a teaching standpoint, I can now totally understand why all my students find it so easy to approach/not listen to me; my laid back style seems like it would lend itself better to a question and answer format rather than direct presentation/lecture. Looking more collected and serious might be a good thing to work on and slowing down and speaking more deliberately to eliminate "ums" would be another big step in the right direction.

Bicycling and Energy Conservation

A few weeks back I set out to determine how much gas, CO2, and money I could save by undertaking my weekly commute on two wheels instead of four. Though my commute is relatively short (about 25 miles), over time the results began to add up. In one year I would be able to:

• cut my personal fuel consumption by around 3 barrels of oil
  
• reduce my CO2 emissions by about 1200 pounds
• save over $250 in gas money

If those numbers seem inconsequential, you should check out my presentation to see the collective difference a large number of people can make by taking small steps. In it I provide a step by step breakdown of how I calculated my human power energy savings as well as links to further resources and data. Some of the numbers get very large and I provide various juxtapositions to help put them in perspective. I hope you find it informative and maybe even a little inspirational. The little things really do add up.