Responding to Chapter One of Will Richardson’s Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. Crowin: Thousand Oaks, CA., 2010.
I found Mr. Richardson’s opening chapter a little intimidating, a little reassuring, as well as enticing. I consider myself a “surface” technology user in that I don’t understand anything about technology other than what I can see transparently with my own eyes (no clicking to get to what’s going on behind the screen for me!). If something doesn’t work the way I think it should or “disappears” without my intentionally making it do so, my immediate response is to get in touch with a “techie.” When I’m at home, my 23-year old son hears my frustrated cry for help, as he has since he was about 10. I am, in other words, that generation of educator of whom Richardson refers to who must face the “daunting task … to catch up to their students” (p. 8). I ask myself, is it really possible at this late stage in my teaching game? After all, he isn’t just talking about learning how to use some new programs on a computer or other communication devices. He is talking about a whole new way of thinking about learning and therefore of teaching.
Paradoxically, Richardson has also lit some excitement in me about using technology in new and more far reaching ways. I was intrigued by Richardson’s brief discussion of William D. Winn’s research on how repeated exposure to and use of technology from early childhood has neurologically altered our students from sequential thinkers to parallel thinkers (Prensky cited in Richardson). This has me thinking about using technology not just in terms of “engaging” students, but also as a necessity to facilitate the kind of learning that their brains are now being wired to do. He isn’t just talking about new ways for students to “publish” the same kind of learning we’ve been teaching to for years, but literally expanding the classroom to encompass the world by providing opportunities for students to think in multiple layers as they use various types of media to research, get input, share discoveries and ask questions about limitless topics with people from all parts of the world and walks of life. Which, of course, also forces the issues of assuring our students are kept safe.
Fortunately, I finished reading the chapter with a sense of reassurance about being “selfish about their use in your own learning practice” (p. 8). My first instinct when I am learning something new to use in the classroom is to jump right in and figure out how to use it NOW with my students. Instead, I understand from Richardson’s words that the wiser course would be to use these tools in my own life and from that practice make determinations about how they can best be used with my students. After all, much of my teaching about reading and writing stem from my own experiences with them and my depth of understanding of what students can gain from doing them both well. Once I start figuring out ways to authentically incorporate these technologies’ use in my classroom, I’ll have the added bonus of learning even more from my students and others as my practices evolve.
Gloria,
ReplyDeleteI got a kick out of how you described yourself as a "surface" technology user. I'm in that same boat. I sort of equate the trials of learning technology with when I pursued knitting many, many years ago; I was doing just great until I made an error. I never knew how to fix the error, so I would just start over from the beginning. Well, I gave up on knitting but I really can't give up on technology! In the last couple of years I've made what I think are substantial gains with my personal and professional use of technology but for sure I am just now entering the realm of using it to truly benefit student learning. So, I think many of us are in the "chase" together.
Gloria,
ReplyDeleteI just love the serene, soft, and subtle background of your blog page. It whispers tranquility. I concur with you about Will Richardson being a little intimidating and enticing at the same time. I really don’t have any desire to analyze the workings of all this technology. My philosophy is just show me how and let me, “Just do it!” Oh! That’s right, if my memory serves me correct; you too, are a true “North” as well.
In Alicia’s blog she discussed a creative application of our sixth grade current event project to be implemented within the framework of the blogging system. As you eloquently stated in your Chapter 1 Reflection, your concerns about our students’ safety is also paramount to us, too. To illustrate that very point, I suggested we might think about using the wikis for this project since, we can assign a code to each student. Consequently, the safety issue for our students will be alleviated. Finally, we can achieve a superior safety net and at the same time entice our students with this captivating experience.
Your Fellow blogger,
Cathyr
You two are funny. I think you both need to get on Facebook more to practice your personal computer age skills! :) Gloria, I like your description of "surface technology user" too! It is interesting that you jump right in to something new with your students. I think that it is great that you have that confidence. With computers, we do learn by jumping in and not fearing hitting the "wrong" button. Now we just need to get you the confidence to trouble-shoot! It is great we are practicing the blogs and wikis in our tech ed. class! I am really looking forward to using them in my own classroom. I am also glad that you brought up the part about Winn’s research that suggests our students have been neurologically altered by repeated technology exposure. I was curious about that, but forgot about it when I finished the chapter. That is really important for us to consider when we teach them.
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