Thank you so much for sharing the video. You offer excellent food for
thought. There are also great comments. I think we have to be careful not to
assume that so called "digital natives" know how to use technology, especially
to learn. Most of my students are very good with a cell phone. However, I
actually had to teach them the skills needed for this project. BUT, they did
learn very quickly. I just broke down the components and addressed each one as a
separate lesson (e.g. power searching, blogging, RSS, setting up Reader, etc.)
Management was no different than it would be for any complex class project.
Milestones were developed, rubrics provided for the students, and high
expectations were set. Planning is important, but flexibility is more important
for when things don't go as planned. Isn't that the reality of most aspects of
life?Regarding younger students, I believe we have to create networked
learning opportunities that are age appropriate. I teach high school now, but I
used to teach third grade. In order to provide a foundation for networked
learning, the students need solid digital literacy skills. I believe digital
literacy (online reading, writing, analyzing resources) should be the focus in
the lower grades with many opportunities to network with other classrooms around
the world.From the teachers perspective, there is some work required to
organize the lessons related to building the PLN. But, that's because no one was
doing that in the earlier grades. Imagine the powerful learning that could take
place if students came to us equipped with these skills. I know teachers are
worried about extra work. I am, too. But, shouldn't the kids be the ones doing
the work instead of the all-knowing fountain of knowledge at the front of the
room? We truly become learning guides when we change our mindset and put the
bulk of learning responsibility where it belongs...on the learner.
Dean Dahl on 07 Nov 08This would be a great place to visit ... if it weren't in Washington!
John Kraus on 08 Nov 08I see it is hinted at in this blob… But, since we have been sending people to visit schools with 1to1 programs I can't help but wonder what list of information are we making sure we gather from each school. And where can I see a comparison of this data. Of the top of my head I would want details on the computers used in each school. Do teachers and students use the same type of machines? Are there any schools using multiple platforms? What software programs they are allowing students to use as well as any software/abilities that are being blocked? What regulations for student use is being enforced? What are the consequences for violating the computer policies? Is there data on the number of violations they have had? Home many computers (a percentage) are lost/need to be replaced each year? What was their schedule for training staff, students, parents, etc? Can we have copies of any of their training materials? What are the limits for data saved on the school's network drives (for students and teachers)? What expectations are there for teachers to incorporate 1to1 curriculum in their classes? Looking back what is the one thing that they feel must be done to implement a 1to1 program? What is the one thing they with they had done to implement their 1to1 program?
Wow! This is amazing. I wish that we had all these things in our classroom! We will need to have some of these things to make one-to-one successful - like wireless hubs!
