Posted by Nina Adams on Sunday, March 27, 2013 on St. Cyprian's Techblog
Wednesday, 27 March 2013
Wednesday, 20 March 2013
Monday, 11 March 2013
What Teens get about the Internet that parents don't
This is an article that was published in The Atlantic on 8th March 2013 that I thought
was worth putting onto our blog for you to read. Mimi Ito makes some relevant
and poignant observations about the kids of today and the world that they are
growing up in and the type of world that they wil be exposed to when they leave school.
There are some important points for us as parents and teachers to consider in this article.
was worth putting onto our blog for you to read. Mimi Ito makes some relevant
and poignant observations about the kids of today and the world that they are
growing up in and the type of world that they wil be exposed to when they leave school.
There are some important points for us as parents and teachers to consider in this article.
By
Parents more often than not have a negative view of the role of the Internet in
learning, and young people almost always have a positive one.
learning, and young people almost always have a positive one.
My 15-year-old daughter has been playing the viola since the fourth grade at school and she's been encouraged by her teachers to keep at it since, among other things, it's marketable for college. She has been contemplating a new instrument, guitar, more in line with her interests and what she listens to with her peers. GuitarLessons365Song/YouTube
This is how the conversation goes about the guitar. Me: "Do you really want to add
a new activity?" Her: "We already have a guitar. I can learn on my own and with my
friends." Me: "It seems like you should get lessons for the basics." Her: "Mom,
that's what the Internet is for." It turns out she's already been practicing with
the help of YouTube tutorials.
My daughter's comment is ironic: She knows I've spent the past decade researching
how young people are learning differently because of the abundance of knowledge
and social connections in today's networked world. But in certain ways, our interactions
are also typical of struggles that many families are facing in balancing the competitive
pressures of college-readiness, the need for unstructured learning and socializing, and
the role of the Internet in all of that.
Today's young people are more stressed than ever. They are facing a dismal job market.
Tuition is soaring and student loan debt is at an all-time high. As Phillip Brown, Hugh Lauder,
and David Ashton argue in The Global Auction, globalization means greater competition
for jobs, but also greater competition for good schools. We can no longer rely on the
common wisdom that if kids work hard at school, get good grades, and go to college
they will be set for life. A college degree is a requirement for most good jobs, but no
longer a guarantee of one.
Consequently, kids feel pressure to not only do well on tests and in school, but in their
out-of-school activities as well. Trends indicate that families with the means to do so
are investing more and more in enrichment activities to give their kids a leg up.
Whether it is the robotics club, violin lessons or athletics, too often it is less about
genuine interest and more about padding resumes for college.
It's an arms race in achievement -- and the cost isn't just a financial one. Studieshave documented how it used to be the struggling student who was more likely to cheat,
but today college bound students are just as likely to do so when it comes to high-stakes
tests and exams. Other research shows that wealthy teens suffer higher rates of
depression, anxiety, and substance abuse than teens in other socioeconomic groups.
The pressure to succeed along narrow paths is exacting a staggering cost on the values
and well being of our children.
It is no wonder my daughter wants to mess around with the guitar and the Internet
and pursue some interests at a pace that doesn't feel like the relentlessly scheduled
pressure of school and structured activities. For her, the Internet has been a lifeline
for self-directed learning and connection to peers. In our research, we found that
parents more often than not have a negative view of the role of the Internet in learning,
but young people almost always have a positive one.
When we interview young people, they will talk about how the Internet makes it easy
for them to look around and surf for information in low risk and unstructured ways.
Some kids immerse themselves in online tutorials, forums, and expert communities
where they dive deep into topics and areas of interest, whether it is fandom, creative
writing, making online videos, or gaming communities. They also, of course, talk about
spending time hanging out with their peers, but this too is a lifeline that is sorely lacking
in many of today's teen's schedules.
In his state of the union address, President Obama took universities and colleges to task
for rising tuition costs and their failure to foster skills that connect young people to job
opportunity. Obama's remarks reflect our economic realities, as well as our longstanding
assumption that college is where career-relevant learning will happen. We are also seeing
a growing push for universities to put their offerings online, in the form of "massive
open online courses" in addition to long standing online, distance, and extension offerings.
While I would be the last one to argue against getting more good educational material
online and accessible, I do question whether our focus should be exclusively on classroom
instruction.
Young people are desperate for learning that is relevant and part of the fabric of their
social lives, where they are making choices about how, when, and what to learn, without
it all being mapped for them in advance. Learning on the Internet is about posting a
burning question on a forum like Quora or Stack Exchange, searching for a how to video
on YouTube or Vimeo, or browsing a site like Instructables, Skillshare, and Mentormob
for a new project to pick up. It's not just professors who have something to share, but
everyone who has knowledge and skills.
When my daughter graduates from college, I want her to be able to ask interesting questions,
make wise choices in where to direct her time and attention, and find a career that is about
contributing to a purpose that's more than her own self-advancement. I am proud of her
for managing a rigorous course of study both in school and out of school, but I'm also
delighted that she finds the time to cultivate interests in a self-directed way that is about
contributing to her community of peers. The Internet and her friends have offered my
daughter a lifeline to explore new interests that are not just about the resume and getting
ahead of everyone else. In today's high-pressure climate for teens, the Internet is feeling
more and more like one of the few havens they can find for the lessons that matter most.
This article available online at:
http://www.theatlantic.com/technology/archive/2013/03/what-teens-get-about-the-internet-that-parents-dont/273852/
Med KarbachWednesday, 6 March 2013
Teaching Poetry Using Thinglink
Our English teacher is impressed by Thinglink, a very easy to use piece of free Internet software that allows one to annotate images.What a great app to use for teaching poetry! By using the tagging tool he is quickly and easily able to enrich the text (picture) with explanations, questions, photos, sound and videos. He is then able to share the interactive image with his class - either via email or our Intranet.
Digital Natives and Digital Immigrants
Marc Prensky wrote an article in October 2001 entitled “Digital natives, digital immigrants”. He is a writer, consultant and inventor in the areas of education and learning and is also the author of “Digital Game-based Learning (2001)”. He has a master’s degree from Yale University, Middlebury College and Harvard Business School. I thought that it would be useful to summarise some excerpts from this article where he talks about today’s students and how we as educators should be looking at ways to bridge the gap between their learning styles and the type of education we are imposing upon them.
According to Prensky, today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. Today’s students represent the first generation to grow up with new technology. They spend their entire lives surrounded by and using computers, video games, digital music players, video cams, cell phones and all the other toys and tools of a digital age. As a result, today’s students think and process information fundamentally differently from their predecessors. One can call the students of today “Digital Natives” whereas the rest of us, who were not born into the digital world but have adopted many aspects of the new technology, can be called “Digital Immigrants”. (Prensky, 2011)
The single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age) are struggling to teach a population that speaks an entirely new language. The students in classrooms have grown up on the “twitch speed” of video games and TV. (Prensky, 2011)
They are used to the instantaneity of hypertext, downloaded music, cell phones, a library on their laptops, beamed messaging and instant messaging. Today’s average college graduates have spent less than 5000 hours of their lives reading, over 10 000 hours playing video games and a further 20 000 hours watching TV. Computer games, email, the internet, cell phones and instant messaging are part of their daily lives. (Prensky, 2011)
They have been networked for most of their lives. They have little patience for lectures, step-by-step logic. Clearly today’s learners are different. “Every time I go to school I have to power down”, complains a high-school student. Is it that Digital Natives can’t pay attention, or that they choose not to? Often from the Native’s point of view their Digital Immigrant instructors make their education not worth paying attention to compared with everything else they experience – and then they blame them for not paying attention! We need to reconsider both our methodology and our content. (Prensky, 2011)
In Maths for example the debate must no longer be about whether to use calculators or computers – they are a part of the Digital Native’s world – but rather how to use them to instil the things that are useful to have internalised from key skills and concepts to multiplication tables. (Prensky, 2011)
If Digital Immigrant educators really want to reach Digital Natives – i.e. all their students – they will have to change and despite possible grumbling and reservations, they will succeed in the long run and their successes will come just that much sooner if their administrators support them (Prensky, 2011)
Bibliography Prensky, M., 2011. The Digital Divide. London: Penguin.
According to Prensky, today’s students have not just changed incrementally from those of the past, nor simply changed their slang, clothes, body adornments, or styles, as has happened between generations previously. Today’s students represent the first generation to grow up with new technology. They spend their entire lives surrounded by and using computers, video games, digital music players, video cams, cell phones and all the other toys and tools of a digital age. As a result, today’s students think and process information fundamentally differently from their predecessors. One can call the students of today “Digital Natives” whereas the rest of us, who were not born into the digital world but have adopted many aspects of the new technology, can be called “Digital Immigrants”. (Prensky, 2011)
The single biggest problem facing education today is that our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age) are struggling to teach a population that speaks an entirely new language. The students in classrooms have grown up on the “twitch speed” of video games and TV. (Prensky, 2011)
They are used to the instantaneity of hypertext, downloaded music, cell phones, a library on their laptops, beamed messaging and instant messaging. Today’s average college graduates have spent less than 5000 hours of their lives reading, over 10 000 hours playing video games and a further 20 000 hours watching TV. Computer games, email, the internet, cell phones and instant messaging are part of their daily lives. (Prensky, 2011)
They have been networked for most of their lives. They have little patience for lectures, step-by-step logic. Clearly today’s learners are different. “Every time I go to school I have to power down”, complains a high-school student. Is it that Digital Natives can’t pay attention, or that they choose not to? Often from the Native’s point of view their Digital Immigrant instructors make their education not worth paying attention to compared with everything else they experience – and then they blame them for not paying attention! We need to reconsider both our methodology and our content. (Prensky, 2011)
In Maths for example the debate must no longer be about whether to use calculators or computers – they are a part of the Digital Native’s world – but rather how to use them to instil the things that are useful to have internalised from key skills and concepts to multiplication tables. (Prensky, 2011)
If Digital Immigrant educators really want to reach Digital Natives – i.e. all their students – they will have to change and despite possible grumbling and reservations, they will succeed in the long run and their successes will come just that much sooner if their administrators support them (Prensky, 2011)
Bibliography Prensky, M., 2011. The Digital Divide. London: Penguin.
Cyber Bullying
'Let’s Fight It Together' is a short film, created by Childnet, to raise awareness about Cyber Bullying and to provide a starting point for discussions about the various related issues.
Another great site to visit is http://www.cyberbullying.org/. The site offers loads of resources that give insight to what young people may face online.
You may also want to look at Childline. This site is aimed at children to answer questions they may have about cyber bullying or to offer support in addition to other support they may be given at home or at school.
Stop cyber bullying is great for helping tutors / parents approach the subject with young people. There are age-appropriate section.
You may also want to look at Childline. This site is aimed at children to answer questions they may have about cyber bullying or to offer support in addition to other support they may be given at home or at school.
Stop cyber bullying is great for helping tutors / parents approach the subject with young people. There are age-appropriate section.
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