Group items tagged

Most of the tools we’ve used to document and communicate ideas haven’t changed much since the introduction of Microsoft Office. We have documents, spreadsheets, and slides. Those are sort of the universal formats for communicating information. That seemed kind of dumb given that those were invented in a world of keyboards, mice, and DOS prompts.We now had these things that had cameras and microphones and touch interfaces and decided that there should be some new way of communicating ideas.

The child now has an audience for his work beyond the teacher. We hear time and time again from teachers that their kids want to do their best work with Seesaw because their parents are going to ask them about it when they come home. They also know their classmates are going to watch it.

it was clear that touch devices unlocked something for computing

On the parents’ side, I was incredibly frustrated watching all the work that all my kids’ teachers were doing to communicate what was happening at school. There were weekly newsletters that were long and involved; photo albums with 300 pictures, only three of which were my child. All of this was behind a password I could never remember. Teachers were doing all this work that was taking away from actual teaching or their personal lives. The experience felt pretty broken to me.It also seemed that kids might be able to document their own learning and reflect on what they were making more independently.As a parent, I’d ask my kids, “What did you do at school today?” and they say, “Nothing,” and I had no idea what next question to ask because I just didn’t have a thread to pull on.

the magic of Seesaw is all about changing the conversation from “What did you do in school today?” to “Tell me about more about this thing you made.” It’s a starting point for a conversation

Seesaw is a learning journal. It’s a place where kids can document their learning over time

We also heard from teachers about the practical problems

I cannot imagine a future where I will be okay sending my kids to school for eight hours a day and having no clue what they’re working on. This is the most important person in my life. I get immediate updates about everything else, and yet somehow I accept that I have no information on what my kids are doing for eight hours a day. It’s not possible that’s the future.

This became obvious around log-in. We knew this was a real hassle in classrooms, and we thought we could solve it using a simple text code. But a tech coordinator at one school suggested using a QR code instead. “What would really make this easy is if kids could just scan a QR code to log in.” Carl and I both thought this was weird — no one uses QR codes. They’re a technology from 10 years ago that no one adopted. But we decided to build it to see if it got used.It turned out to be one of Seesaw’s most important features, especially in the younger grades.

we really invested in those relationships. I would call them on the phone every week. We listened, we showed them stuff ahead of time. They would give us an idea, and we would actually build what they asked for. We developed a close connection with those teachers and they started talking to other teachers in their building and other schools and so on.Honestly, we took this word-of-mouth and advocacy approach because we were a little nervous to tell teachers how to use our product. We felt like we didn’t really understand the classroom enough to tell them what to do. So we went down this path of finding some teachers who are excited about using Seesaw and helped them tell other teachers about it. Our hope is that most teachers discover Seesaw from another teacher, not from us.

Get it in the hands of teachers, and if it’s good, it will probably spread. Teachers are asked to use a lot of crappy software. When they find something good, they tend to recognize it

I just wanted to tell you how life changing this app has been for me and my teaching, and for my students

but we get an email like that two or three times a week

I have had millions of people who are slightly more organized because I worked on Google Calendar. Good, but that’s not really what I want that on my tombstone

Parents don’t know what’s going on in their kids’ classrooms. It’s not because someone wants to keep it secret, but the information is not easily shared

I had to learn what issues teachers are struggling with, and then work through those problems

On the parents’ side, I was incredibly frustrated watching all the work that all my kids’ teachers were doing to communicate what was happening at school. There were weekly newsletters that were long and involved; photo albums with 300 pictures, only three of which were my child. All of this was behind a password I could never remember. Teachers were doing all this work that was taking away from actual teaching or their personal lives. The experience felt pretty broken to me.It also seemed that kids might be able to document their own learning and reflect on what they were making more independently.As a parent, I’d ask my kids, “What did you do at school today?” and they say, “Nothing,” and I had no idea what next question to ask because I just didn’t have a thread to pull on. When you ask a kid to describe something abstractly, particularly younger kids, it’s quite difficult for them to do it. If you show them a picture of something and say, “What’s going on in this picture,” they’ll say, “Oh, let me tell you all about this,” it totally gives them a thing to start with.

a distinction can be made between a technology (P2P) and implementations of that technology

the system was not designed with illegal use in mind, but instead to faciliate transfer of large files in an economical way.

trading of copyrighted files is not central to the technology

While you could potentially upload a virus to a public tracker and provide a .torrent file for it, you'd still have to convince people to download and run the file just as if you posted it to a website.

BitTorrent is a P2P system that allows large, popular files to be downloaded quickly

Open Source

Live-Taping

Dave Matthews Band, Pearl Jam, Tenacious D

bands are realizing that having a loyal following is very valuable and that they can both support their fans and still sell records

Slashdot

DIY Publishing

legitimate P2P use is here and has a definite role to play in the future of the Internet

The size of the association documented across these studies is not sufficient or measurable enough to warrant the current levels of panic and fear around this issue.”

Unfortunately, the large number of participants in these designs means that small effects are easily publishable and, if positive, garner outsized press and policy attention,

put these extremely miniscule effects of screens on young people in real-world context

some positive behaviors such as getting enough sleep and regularly eating breakfast were much more strongly associated with well-being than the average impact of technology use.

Strikingly, one of the data sets Przybylski and Orben used was “Monitoring the Future,” an ongoing study run by researchers at the University of Michigan that tracks drug use among young people. The alarming 2017 book and article by psychologist Jean Twenge claiming that smartphones have destroyed a generation of teenagers also relied on the data from “Monitoring the Future.” When the same statistics Twenge used are put into the larger context Przybylski and Orben employ, the effect of phone use on teen mental health turns out to be tiny.

All of this is not to say there is no danger whatsoever in digital technology use. In a previous paper, Przybylski and colleague Netta Weinstein demonstrated a “Goldilocks” effect showing moderate use of technology—about one to two hours per day on weekdays and slightly more on weekends—was “not intrinsically harmful,” but higher levels of indulgence could be.

the effectiveness of learning is determined primarily by the way the medium is used and by the quality of the instruction accompanying that use

The crucial factor for learning improvement is to make sure that you do not replace the teacher as the instrument of instruction, allowing computers to do what teachers would normally do, but instead use computers to supplement and amplify what the teacher does

the use of both e-learning and contact education—which is known as blended learning—produces better results than lessons given without technolog

the medium does not influence the learning

the medium seldom influences teaching, learning, and education, nor is it likely that one single medium will ever be the best one for all situations

students do not naturally make extensive use of many of the newest technologies, such as blogs, wikis, and virtual worlds

the main reasons young people use technology. These reasons are mainly social

Digital natives! Whenever the question of digital innovation in education is discussed, this is a term that immediately comes to the surface. But it should be avoided. Even the person who coined the term digital natives, Marc Prensky, admitted in his most recent book, Brain Gain, that the term is now obsolete.2

Prensky’s coining of this term—and its counterpart for people who are not digitally native—was not based on research into this generation, but rather created by rationalizing phenomena that he had observed

The students use a large quantity and variety of technologies for communicating, learning, staying connected with their friends, and engaging with the world around them. But they are using them primarily for “personal empowerment and entertainment

university students do not really have a deep knowledge of technology, and what knowledge they do have is often limited to basic Microsoft Office skills (Word, Excel, PowerPoint), emailing, text messaging, Facebook, and surfing the Internet

There is simply no experimental evidence to show that living with new technologies fundamentally changes brain organization in a way that affects one’s ability to focus. Of course, the brain changes any time we form a memory or learn a new skill, but new skills build on our existing capacities without fundamentally changing them. We will no more lose our ability to pay attention than we will lose our ability to listen, see or speak.

Note that many of these studies examined the influence of television rather than the influence of interactive technology, such as smartphones and social media

when people think that young people today read less, it’s not about reading online content or text messages, it’s about reading book

young people are still doing a lot of reading, and these statistics make clear that many of them are reading for pleasure. However, we need to be careful about making too many sweeping assertions, since the reading figures in many countries are falling. Even so, we know that reading continues to be important: both reading by young people themselves and parents reading to their childre

My children were not using their iPads in every spare moment—they still liked other classroom tools such as Lego, dominos and drawing paper—but the iPads were a popular choice

I didn’t get around to figuring out how to use it, but my students did. They taught themselves and then taught me as well.

Some students preferred digital and some preferred non-digital, but most moved seamlessly back and forth between the two.

For every 19th century writer who worried about “enfeebling the mind,” I can show you a 21st-century journalist who claims that the Internet is making us—and our kids—mentally lazy.

In other words, novel-reading was once regarded as an idle occupation, just as Internet use is now.

If students in a large lecture course with no laptop or device policies are doing poorly, is it because they’re on Facebook or because they’re in a cavernous auditorium with several hundred other captives, being talked at by someone who’s likely had no formal pedagogical training whatsoever?

unilateral bans on technology in the classroom accomplish nothing but demonstrating an off-putting rigidity and an adversarial view of students.

If you’re the grumpy faculty member who kvetches about students not being taught penmanship in primary school, and who makes their classes take notes by hand to build character or whatever, take a step back and think about what you’re actually saying to your students: that some are inherently deficient, that they will fall short, and that your way is the only possible way to learn.

But if two-thirds of the class is doing non-class related stuff on a laptop or cell phone, why is that happening? Are they incorrigible internet addicts, or is it a pedagogical issue? If they’re not getting to where you want them to be, is it Twitter’s fault? Or is it the side effect of a lecture-based, passive pedagogy that doesn’t engage anyone?

Let’s be real: it’s not as if students paid rapt attention to everything faculty said until the smart phone was invented.

Of course, there are situations where you’ll want your students to not use devices. But there will also be occasions where you’ll want to encourage their use (quick polling, checking something online). That’s the whole point–there are no hard and fast rules, nor should there be. Good pedagogy is, above all, flexible. And, rather than an end unto itself, technology is a tool that can support good pedagogy if it’s used appropriately.

Rather than banning the tool because of an instance where someone used it improperly, we should work to prevent the processes which led to that instance. Our students need to be our allies, not our adversaries, if genuine learning is to occur. Students cannot experience the transformative effects that higher education can and should inculcate if we refuse to treat them as responsible agents who are the co-architects of their learning.

Civilization holds a unique value in letting students experiment with “what if” scenarios to see how changing variables like political structures or social policies affect and alter the course of a nation.

there is a very fine line between passive screen time, defined as when a child passively consumes digital content with no thought, creativity or interaction required to progress, and active screen time, which involves cognitive thought and/or physical engagement.

so vital for us to change how kids are using their computers and phones

As long as we ensure that our kids are actively using their screens, we can most likely avoid the problems that come with passive screen use

watching TV or videos

learning a new skill like coding games or websites, creating music, writing and publishing stories or poetry

We may think that kids have a natural fascination with phones. Really, children have a fascination with whatever Mom and Dad find fascinating. If they are fascinated by the flowers coming up in the yard, that’s what the children are going to find fascinating. And if Mom and Dad can’t put down the device with the screen, the child is going to think, That’s where it’s all at, that’s where I need to be! I interviewed kids between the ages of 7 and 12 about this. They said things like “My mom should make eye contact with me when she talks to me” and “I used to watch TV with my dad, but now he has his iPad, and I watch by myself.”

What we’re doing now is modeling a primary relationship with screens, and a lack of eye contact with people. It ultimately can feed the development of a kind of sociopathy and psychopathy.

Playing video games is not necessarily a solitary activity; teens frequently play video games with others.

video gameplay, particularly over online networks, is an important activity through which boys form and maintain friendships with others:

38% of all teen boys share their gaming handle as one of the first three pieces of information exchanged when they meet someone they would like to be friends with

78% of teen online gamers say when they play games online it makes them feel more connected to friends they already know

Some 76% of teens ages 13 to 17 use social media

Social media helps teens feel more connected to their friends’ feelings and daily lives, and also offers teens a place to receive support from others during challenging times.

But even as social media connects teens to friends’ feelings and experiences, the sharing that occurs on these platforms can have negative consequences. Sharing can veer into oversharing. Teens can learn about events and activities to which they weren’t invited, and the highly curated lives of teens’ social media connections can lead them to make negative comparisons with their own lives

Girls are more likely to use text messaging – while boys are more likely to use video games – as conduits for conversations with friends

Unfortunately, cool is all it was for me. The ability to pop out my laptop and write on it with a (very accurate) stylus was never that useful. If anything, it served to underscore how efficient the keyboard-and-touchpad combo is for a lot of hefty tasks.

I simply didn’t do it much, and most of the time when I did, it was just to see if I could.

Two-fingered swipe on the touchpad? The answer, of course, is to reach up to the screen, and swipe that way. A shortcut it is not, particularly if the screen is up on a dock and you’re already using a keyboard and mouse.

I was shocked by the amount of advertising and cross-promotion riddled throughout the OS, from adverts for apps in the start menu, to a persistent pop-up offering a free trial of Office 365. I was surprised by the paucity of solid third-party apps in general, and particularly by the lack of any good consumer productivity suite.

Most of all, though, I couldn’t stand the small irritations, from the failure of Chrome windows to correctly adapt when dragged from a high-res screen to a low-res one, to the trackpad’s inability to accurately click when I used it with my thumb rather than my finger.

Ultimately, the question comes down to how much you’re prepared to pay to keep things the same as they have been

teachers are far more likely to use tech to make their own jobs easier and to supplement traditional instructional strategies than to put students in control of their own learning

even if ed tech were adopted as thoughtfully as its proponents claim, we’re still left with deep reasons to be concerned about the outmoded model of teaching that it helps to preserve — or at least fails to help us move beyond

The study found that the strongest agreement between participants' rankings and IGD characterizations were functional impairment, continued use despite problems, unsuccessful attempts to stop and the loss of interest in other hobbies

These games aren't necessarily causing the problems; it might just as well be the other way around. People are not functioning, they suffer from social anxiety, they're lonely, and they flee into the games because it's an excellent coping mechanism.

However, the official investigation report points out that the only game he played regularly was Dance Dance Revolution.

If anything, the current body of evidence suggests that gaming might actually reduce the rate of violent behavior rather than instigate it.

Luckily, moral panics don't last far beyond the lives of those who are outraged by them

heighten awareness of our multi-generational love of screens and encourage kids and parents to face it together.

None of us know the full extent of how our digital dependence is affecting us, or how it will affect the youngest generations growing up today. The least we can do is look up every now and then to ask each other how we’re doing, and how we can do better

they’re not alone in this struggle to practice what they preach