Sunday, February 22, 2015

The 3 Rs in the Digital Age

In education, wholesale changes have been driven by the use of the personal computer and related computing devices.
   A traditional view is that the core pillars of education are the 3 Rs: Reading, Writing and 'Rithmetic.  Many have argued their relative primacy but my guess is most still agree that much education is built on proficiencies with reading, writing, and quantitative skills. For quite a long time, the way these skills were delivered and learned was relatively unchanged. But in the digital age, dating back to the early 1980s, we've seen continuing educational change relative to these 3 Rs.
   Mathematics was the first of these education basics to undergo a digital challenge. It came in the form of a calculator.  The personal calculator challenged many long-held assumptions about math education.  Proponents suggested it eliminated the need for rote learning of times tables and other similar math functions. Math educators who pushed back relied on the argument that pushing buttons might yield correct answers at the expense of deeper understanding.
   In the digital age, a calculator may be a physical device or an app in another device.  Pictured above, a screen shot of the PCalc app being used on an iPad.
   Today, it's a debate largely examined as a historical footnote. Calculators are widely used at many age levels from elementary school through graduate programs. They are utilized wherever quantitative analysis is needed.  And though the understanding of math concepts is still critically important in math education, it is now taught through calculators, not in the absence of calculators.
   Writing also began to be digitally transformed in the 1980's with the introduction of the personal computer.  In schools, two models tended to lead the way; the Apple IIE and the IBM PC.  My first office computer was the IBM PC. I was a college counselor at the time (probably about 1985-86) and of course writing letters of recommendation for seniors was a critical task. For a year or two, I continued to write my letters on a pad and then use the computer to type the letters. I told myself I couldn't write on a computer.  But soon enough I forced myself to use the computer as a writing tool and like so many others, immediately saw the benefits.  Editing was so much easier when word processing.
   Some may rue the passing of penmanship as a valued byproduct of education, but it's fair to say that any debate about whether it is or is not educationally sound to use computers as a writing tool is essentially nonexistent. Writing on a computer, in my experience, was not a qualitatively different experience than writing on a pad or typewriter, at least in terms of thought processes and content. The difference is all about efficiency; computer writing allows for greater speed, easier editing and better content management.  
    A recent article in The Chronicle Review (2/13/15), "Why I Write on My Mobile Phone," by Jeffrey Wilson, put forth a fresh angle of computer-based writing. Mr. Wilson suggests that writing on a phone offers a unique writing environment that meshes neatly with the lifestyle of busy, multi-tasking young professional-in-training.  His essay uses his use of his phone to complete his dissertation as a case in point.  I haven't yet experimented with his technique which involves much walking around and thinking followed by some brief dictation into his phone followed by more walking and further dictation.  Later, the recorded sentences are transcribed into a word document. Just another example that the 3Rs aren't what they used to be.
Is this student texting, looking at an app or writing an essay?
   Speaking of change in the 3Rs, it's my guess that reading has drawn the greatest attention as a learning skill affected by the digital age. A few different battle lines have been drawn around reading. One is the debate about whether reading a paper book is some way fundamentally different from reading the same book on a screen.  The debate gets fine-tuned in schools when the issue of "general reading" vs. "text" reading is raised.  These arguments center on retention, note-taking ability, screen time and backpack weight, among other topics.
A traditional approach to reading: browse the shelves and select something of interest.
   In my experience, reading on a screen is essentially the same as reading from paper.  My current habits are very mixed.  I get a week-end newspaper delivery, and read the paper online the rest of the week.  I've generally got a book going, and it might be paper, or I might use the Kindle app on my iPad or I might read the book on a Kindle.  To me, there's no difference. Really!  But if I was a student working with a text book and I wanted to take notes in the book as I studied, I'm not sure what I'd prefer.  I'm certain, however, that I'd prefer a lighter backpack.
Reading on a Kindle is e-reading, though the interactivity available through other platforms is largely missing.
  But much of my book reading is not what I call full feature e-reading.  In my definition, full feature e-reading is text that takes full advantage of digital technologies to include links and multimedia content. My online newspaper reading, for instance, is what I would call an e-reading experience.  And here's the criticism of this type of e-reading; by its very structure it encourages skimming and searching and thus creates ever shortening attention spans.  I think there's some truth to this criticism, at least for the "encourages skimming and searching" part.  That's both the excitement and the frustration of e-reading.  There's so much to learn by skimming and searching, but the learning can feel superficial. Interesting, in the same issue of The Chronicle Review cited above, there was another article titled "The Plague of tl;dr" byNaomi Baron. 
   tl;dr - Are you familiar with this abbreviation? I had seen it a few times earlier. It stands for too long, didn't read. In the article, Professor Baron reviews some of the research available of screen reading and wonders why everyone is in such a rush to get through written content. She also suggests that our culture's current reading style is beginning to shape the writing habits of authors. Writing, she feels, is increasingly packaged in smaller, discrete blocks to make it more readable to those who routinely skim and search. One example: For those who no longer have the time for SparkNotes, try Blinkist, an app designed to have you understand outstanding nonfiction works in 15 minutes. (Hopefully, fiction works will soon be covered so I can finally take on War and Peace.)
   One last thought about reading in these digital times.  More and more, it's common to listen to a book as opposed to physically reading it. The technology of audio books has been around a long time, but the confluence of downloading systems, streaming, libraries of digital content and audiobook providers like Amazon have made the practice far more common than in the past. And listening begs the question: "Is listening to a book the same as reading a book in terms of understanding?"  Listening and reading are different experiences, to be sure, but I suspect both can be equally informative. I'm not sure where I stand on this particular issue. Last summer, for instance, I listened to one of Walter Issacson's non-fiction works over the course of a couple of long car rides. This winter, I read a book version of another of his books.  I think the version I read stuck with me more, but it's not much of a sample and I'm simply unsure where I stand on this right now.
   Change is never easy, and the changes engendered by digital technologies have proven especially challenging to education. But these same changes offer exciting possibilities, and that's why we continue to integrate technology into our learning environments.
Younger students today are growing up learning the 3Rs, though the way lessons are delivered was not imagined in the era of the McGuffey's Reader.  Looking ahead a generation or two, it is equally difficult to imagine what lies ahead.


Monday, February 9, 2015

Web Sites Worth a Look

   Over the past several weeks, I've been looking over relatively new web sites and apps that may have use in the classroom.  A simple Google search of a term like "best new educational web sites of 2014" will offer plenty of possibilities....about 1,780,000,000 to be precise. If I looked at one site per second, it would take over 56 years to work through that list, so I just poked around at some likely winners and found a number of sites that might be worth a look.

Glean (https://glean.co/) stores and organizes useful videos.

     Glean is particularly geared towards math and science instruction.  On the site, organized by subject and topic, are a wide variety of videos vetted for classroom instruction.  The videos are very straightforward; they'll probably bring to mind Khan Academy production values. But they are clear and concise, and could certainly be helpful to many middle school and upper school students.  Subjects include Algebra, Geometry, algebra II, Calculus, Biology, chemistry, Physics and Organic Chemistry, though a couple of these are still under development. The Biology subject, as an example, has over 100 topical videos ready for use.

Photos For Class (http://www.photosforclass.com/) is a searchable source of photos for classroom use.

    Photos for Class is simple to use and potentially helpful in a variety of ways.  The site states very specifically that all photos are "G rated images" appropriate for school settings. Also, "downloaded images automatically cite the author and the image license terms."  Finally, all images are licensed through Creative Commons for school use.  GSB subscribes to the Britannica's ImageQuest data base which is an excellent source of images, but Photos For Class simply offers another option.

Modern Chalkboard offers an array of SMARTBoard-ready lessons.
   Modern Chalkboard is likely to prove especially useful to our Lower School and Middle School teachers. It is in those divisions that a majority of our SMARTBoards are located. On the site, SMARTBoard lessons are available to be downloaded and then can be uploaded to your SMARTBoard.  Many come with .pdf teacher guides to help teachers create lessons. The site is searchable by discipline and subject, but is especially strong in math topics.  That said, there are lessons listed under "Grammar, Science, Social Studies, Pre-K & Kindergarten and Calendars as well.
Downloaded images automatically cite the author and the image license terms - See more at: http://www.photosforclass.com/#sthash.n86dVven.dpuf
Downloaded images automatically cite the author and the image license terms - See more at: http://www.photosforclass.com/#sthash.n86dVven.dpuf
Downloaded images automatically cite the author and the image license terms - See more at: http://www.photosforclass.com/#sthash.n86dVven.dpuf

   Going though web site searches, I often ran across apps that looked interesting.  Because tablets are more in use in the Lower School than in the other divisions, I paid particular attention to mobile apps that might be useful to grades K-4. A few caught my attention.

Mt. Multiplis is a free, downloadable app. More info at their web site (http://www.teachley.com/mt-multiplis-app.html).
   Mt. Multiplis, a Teachley product, is a free app. In a fun game-like environment, this app helps beginners learn the principles of multiplication. Instruction is based on an understanding of underlying principles, not on memorizing the multiplication tables. 

Word Clouds is an app that allows users to create word clouds on a mobile device. More info at the ABCya.com web site (http://www.abcya.com/).
   Wordle is a very popular web-based word cloud creator. Word Cloud, a free app, works equally well. It offers control over fonts and color schemes. Students can paste in text or write new text directly into the editor.  Results can be saved and used in other applications.  Word clouds are lots of fun for young students and help them build language skills.

Tynker can build on the programming work done by students during the Hour of Code. 
   Tynker is a downloadable app and a web site.  Regardless of device, the people at Tynker have created products designed to get students interested in coding through creative, fun activities.  The app's front page states succinctly what these activites are all about: "Learn programming the fun way."  Some of the features in the app cost money, but the creation section is free.

   There are always new sites and apps to explore. Hopefully, you find something of interest among these relatively new resources.

Sunday, February 1, 2015

GSB Alumni in the News


   I started this blog in 2010 with a distinct goal. I wanted to create a forum that would offer an opportunity to appraise readers of technology uses and initiatives at GSB.  Hopefully, I've kept that goal in focus.
   But for this post, I'm going to take my first time out and briefly address another topic. I've worked at GSB for many, many years. One of the pleasure of a long term stint in a school is that over the years, you get a chance to follow former students as they grow into their adult lives.  Just the other day, I learned about two alums, separated by a generation, that are making an impact.  I have fine memories of both of these alums when they were at GSB, both already talents-in-the-making even while at GSB.
   Sean Baker graduated in 1987. His interest in film was already in full bloom during his high school years, and he continued to learn more about the film making craft at NYU. Over the years, he developed his skills and his reputation as a notable independent film maker grew.
   This week, Sean is at the Sundance Film Festival with his latest film, Tangerine.  It's already been sold to a distributor and is garnering rave reviews.  Just as an example, take a look at Manohla Dargis' article on a number of Sundance selections from this week-end's NY Times.  Or listen to Sean talk about the making of the film courtesy of Variety.com's web site:
 


      Sean's tenure at GSB dates back almost 30 years. But a more recent alum, class of 2012, also came to my attention on the same day. A link to an article about Alex Mitola was circulating around school and the article was a reminder of how much I enjoyed watching Alex and his teammates play basketball.  The article was also a reminder how enjoyable it is to follow alums as they navigate the challenges of college and adulthood, and often do well for themselves while helping others.  The article about Alex, written by Rob Wilson and appearing on the onebidwonders.com web site, is worth a read: "Alex Mitola: The Culture Changer."