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technology bits & bytes

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Blackboards and Other Innovations
03/31/2017 2:30 PM

By: Dr. Mark Carleton, Headmaster

Much of what occupies a Headmaster’s time these days (and, a parent’s time, for that matter) is the consideration of young people’s relationship with technology . . . or, ANY person’s relationship with technology, if we’re really being honest.  Questions related to how we choose to use, or not use, this “device” or that “application” can make a huge difference.  Unlike in the recent past, that difference doesn’t just relate to our individual productivity—whether in the workplace or the classroom—but it also relates to the impact it can have on our own happiness, our relationships to ourselves, and our connections to other people, communities, and institutions.

As I’ve been thinking about this, our Chief Technology Officer, David Robertson, shared the following article with me from Vanity FairThe Human Factor, by William Langewiesche.  In his piece, Langewiesche uses the crash of Air France Flight 447 as a case study, prompting us to think critically about how dependent we have become on technology.  In a striking and unexpected twist at the end, Langewiesche actually suggests that the answer to the problem raised by AF447 is not less technology, but more. 

Contrast this viewpoint with that of Dr. Sherry Turkle, author of Alone Together: Why We Expect More from Technology and Less from Each Otherwho presents a much more cynical and cautionary tale of life in a hyper-connected world.  Citing tragic and pervasive disadvantages that technology provides related to more control and convenience in our interpersonal relationships, Turkle argues that even though we may feel more connected than ever, we are becoming hollow men and women doomed to shallow relationships bereft of real intimacy.

Here is the rub . . . at least as I see it and captured in a fascinating observation from Langewiesche’s article: “It seems that we are locked into a spiral in which poor human performance begets automation, which worsens human performance, which begets increasing automation. The pattern is common to our time . . .  This same sentiment has been spoken in virtually every context one might imagine.  In fact, it was likely said in the educational field twenty years or so ago at the advent of a movement like “Chicago Math” and with technologies like the graphing calculator.  Proponents of both argued (and they argue still) that we should use available research and technology to liberate children from “doing math” so that they can “think math” instead.  Fundamentalists (and I use that term in its most literal sense) in Math Departments everywhere lamented each of these individually as the end of a student’s ability to accomplish either; two of many outcomes have been that all major textbook companies now offer some type of “conceptual approach” to mathematics, and college entrance exams now require graphing calculators.

Another example more intimate to teachers and pedagogy is this one: the “technological” advance of introducing blackboards in the United States in the early 1800’s took the concept of the “personal slate” and made it into a communal display.  The resultant shift in pedagogy transformed the teacher from individual mentor or, as we like to say in educational circles, from the “guide on the side” to the “sage on the stage.”  Two-hundred-plus years later, we are trying to reverse this trend . . . partly because of the revolutionary introduction of our generation's "personal slate"--something called an iPad.

Enter the key question on every Headmaster’s mind . . . and every parent’s mind, too: How do we use the many evolving tools around us in ways that promote “human performance” rather than worsen it, connecting to Langewiesche’s quote above?  That’s the real rub, isn't it?  We master it, or it masters us.  (And our track record in this isn’t great.) 

How do we promote “human performance” while avoiding “mastery by technology”?  In education, particularly, I think we first have to consider the context of that performance and then ask a few key essential questions:

  • What skills will be valuable in that context?
  • What skills that we have traditionally taught will NOT be valuable in that context? 
  • Does the creative and purposeful use of technology, in that context, afford teachers and students the opportunity to accomplish some set of learning goals that could not be attained in the absence of that technology?

We need to view technology and any of the other countless “innovations” emerging in the educational paradigm through a clear lens focused on learning—both student and adult learning, for that matter—rather than one focused on the fanfare surrounding the technology or innovations themselves.  This is the view that we try to promote at Presbyterian School.  After all, when was the last time you heard your child or a teacher rejoicing over the transformative impact of a pencil . . . or a textbook . . . or a blackboard?

The View from the Summit
11/18/2014 2:12 PM

by: Carla Isenhower, Academic Technology Integration Specialist
November 18, 2014 

On a daily basis Academic Technology Integration Specialist, Carla Isenhower, helps faculty members use technology effectively in teaching and learning.  In the beginning of November, she went to the iPad Summit in Boston.  Here are her thoughts from the Summit...

The overwhelming theme at the iPad Summit in Boston was change - change in teaching methods, classroom focus, and learning spaces.  The educational world is for the most part still utilizing the same pedagogies established decades and decades ago:  rows and desks in a static classroom where the teacher was the single source of information. One of the presenters at the iPad Summit phrased it beautifully when he said we need to "encourage active engagement with a changing world rather than passive gazing in a classroom."

When we think of the future into which our students will graduate, we realize we must introduce some important new literacies into their education.

Digital literacy is needed to ensure our students are competent in finding, evaluating, and sharing information.

Our students should develop media literacy by using digital tools to create and publish. Creating digital products such as videos, websites, games, and books develops organizational, public speaking, and critical thinking skills. 

In addition to the traditional sources of information, it is important for students to acquire global literacy by collaborating with students and experts around the world.  While these literacies are an integral part of the 21st Century Learning framework, it was interesting to learn how important the use of iPads can be in teaching these literacies.

To better teach these new literacies and better engage students, the standard pedagogy must evolve to fit the educational goals. Teachers need to shift their roles from lecturers to learning coaches (flipped classroom).  Students must be coached to become sophisticated self learners who can independently create, communicate, and collaborate. 

The focus of the classroom needs to shift from lectures and worksheets to creating, publishing, and sharing. Finally, we must move away from the "rows and desks" classroom and toward more active learning spaces. These learning spaces can be anywhere - inside the classroom with more conventional spaces and furnishings, just outside the school building in a common area, farther outside the school at the zoo, museum, or medical center.

Probably the most important thing I learned at the iPad Summit is that Presbyterian School is headed in the right direction.

We have teachers embracing the flipped classroom.

We have students using digital tools to create a wide variety of digital products. 

We have classrooms that have modified the rows and desks to include active learning spaces.

We have teachers who take advantage of the neighborhood in which we live to create active learning spaces at the museums, theaters, and medical center. 

We have the future in sight and our students in mind as we navigate this changing world.

A Tool, Not A Title
11/13/2014 9:09 AM

by Janet Fox, Academic Dean
November 12, 2014

 

Frequently, we are asked, “Is Presbyterian School an iPad school?” If this is a question you've been seeking an answer to, read on! 

Yes, Presbyterian School has a one-to-one iPads for all students in fourth through eighth grades. 

Yes, Presbyterian School begins using iPads with three and four year old students. 

Yes, Presbyterian School middle school students learn time management and other life skills using calendar and productivity apps. 

Yes, Presbyterian School middle school students receive and submit homework and class assignments on their iPad. 

Yes, Presbyterian School students create and demonstrate learning using a variety of education, reference, productivity, photo & video apps. 

Yes, iPads have redefined and revolutionized learning at Presbyterian School, enabling students to do things in the classroom that were previously impossible.

Yes, the iPad is a tool that is used everyday at Presbyterian School by both faculty and students to provide opportunities for outstanding teaching and learning. On an average day there will be over 500 iPads in use on our campus.  Lower School students write and publish books on their iPads, Middle School students practice Spanish by conversing on their iPads with individuals in Buenos Aires, the School’s Life Science textbook is augmented on the iPad by a constantly updated compilation of leading edge research by a practicing scientist, and the list goes on and on. 

For Presbyterian School, the iPad is clearly a wonderful tool, not a title. So in answer to your original question, "Presbyterian School is not an iPad school."

We do not label ourselves as an iPad school because the iPad does not define us.  The iPad is not of primary importance to our school.  The most important defining element of our school is captured in our mission that calls us to integrate family, school and church in the education and support of each child.  We seek to define ourselves by the positive and primary relationships we establish and nurture between our students and teachers.  The wonder of the iPad only becomes significant when our skilled and caring teachers are actively engaged in the process of helping our students learn through guided classroom activities and discussions. We seek to be known as a school that lives out our core values of Respect, Perseverance, Courage, Compassion, Integrity, and Gratitude in our relationships with each other.

As technology advances and new developments arise with the iPad, we will continue to eagerly explore the many ways that iPads can enhance learning.  However, not all of the wonderful, innovative apps and tools will be utilized at our school.  The ones that will make their way into the iPad armamentarium at Presbyterian School will meet our unique criteria: they must enhance the process of teaching and learning first established by our faculty of exceptional educators.

 

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