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Plugging in to the real world (Released to the web May 18, 2007) The recent failure of the 2007-2008 Readington school budget hinged at least partially on technology spending, a fact which irritates some who want to see our schools regain what is perceived as a former leadership position in this area. In truth, the facts don't necessarily support the idea that Readington once was a technology leader. Part of the problem with that idea and with the blind push for technology spending now is that it oversimplifies the issue. For those who don't understand the technology they are pushing or its role in learning it is easy to say that we need to "catch up" or to "invest" in the future but more difficult to explain specifically how learning is improved. It is one thing to be able to claim at a party that your child's school is high tech with Smart Boards and tablet computing, but quite another to offer a reasoned case for the investment based on learning goals. Do we really want technology integrated into the curriculum, or do we just seek bragging rights about having the latest toy? How many understand how much could be done with the software, hardware and infrastructure we already have installed? For those interested in plugging in to the real world, there are plenty of solid examples we can emulate where technology is being used in schools for real learning. On this website there have been previous articles on how an inexpensive programming language has been used to teach math and computing or how other technologies can be utilized to pump up student interest in exercising or writing. Below are links to still more areas where technology can be used or is being used by schools to connect with students, to promote exploration, to empower individual voices and to instill a love of learning. Few of these areas can be summarized into a sound bite for a cocktail party, but they are effective and relatively inexpensive. The cost for implementation is not so much about money for the latest hardware fad, but about time for the training of staff. For those truly interested in technology integrated into our curriculum: read on. Podcasting When the school buses drive by how many children do you see with wires hanging out of their ears? Ipods and other music players are ubiquitous among the younger set. Podcasting is an extension of this phenomena. Essentially podcasting is content distributed over the internet or an intranet in streaming or downloadable form for use on these portable media players or on internet browsers. The content available is as wide as the internet, but some schools and teachers are now using this technology to spread news, to supplement lessons, or to teach students how to communicate with each other and the larger world. It is a technology-based teachable moment; kids are tuning in anyway, so why not create content that is relevant to the curriculum or show the students themselves how to create and publish content that is both worthy and responsible? This technology can be implemented most inexpensively with downloadable files instead of streaming files, but either way the cost is low. Here are some links from the real world to learn more:
Blogging This website has already explained some of the benefits of blogging in schools, but here are two more links to examine:
Plain old email can be used to stimulate communication, imagination and mentoring from afar. With proper set up, safety need not be a concern either:
Science Technology is more than just Powerpoint slides and touch screen wonders. Scientists and engineers use sophisticated technology in their daily work, something that students could be experiencing for themselves:
Music Not all students are cut out for the physical demands of playing a musical instrument. Modern software can help them participate in different but equally valuable ways. Indeed, much of popular music produced today depends on software for its creation and distribution. Introduction to this kind of software can allow children to compose, modify and interact with music even if they can't perform on an instrument.
Digital Imaging Wouldn't it be wonderful to allow students with an eye for composition, but who lack drawing or painting skills, to create their own work using digital tools? The technology is long available and many schools use it to empower their young students.
Field Trips Within ten minutes drive from our schools there are countless opportunities for students to observe high technology in a real world setting. There is a company making artificial skin in a lab, there is an airport with a VOR silently vectoring aircraft through the eastern corridor, there are automotive shops using oscilloscopes to diagnose engine misfires, there are optometrists performing Lasik surgery, and the list of pharmaceutical and biotechnology forms local to Readington would choke a horse. There are many more companies than Merck in our area. Connecting with these organizations can provide students with an opportunity to see and even use technology that is otherwise unavailable to them. Even online field trips can be used to supplement classroom experience when nothing else is local. Again, the cost for these initiatives is time, not money.
Using The Web Readington students are often asked to use the internet to research papers or to gather information. (Of course, many of them also use it to cheat, allowing them to answer questions about assigned reading without having to do the reading, for example.) There are "safe" sites for children, but many students are at home unmonitored. Experienced web surfers know that the most innocent keywords typed into Google can bring up some frightening links and that search results on some engines are keyed to past searches. That last fact can be troublesome, depending on who used the computer last! As concerning as internet safety may be, what is equally troublesome is the lack of critical thought that young students use to evaluate information on the web. If we are to stress the use of the internet as a tool, we must also teach students how to use the tool properly and efficiently. Knowing how to use keywords effectively and how to take advantage of Boolean logic is critical. So is being able to evaluate the age, the relevancy, the accuracy and the authenticity of information found on the web. There is no formal curriculum used in Readington to teach these skills yet it is vital to learn if a student is going to be able to conduct serious research in later years or even to avoid being duped. The links below flesh out this line of thinking.
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