Technology Bits & Bytes
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 Fair: The 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 Other, who 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?
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.
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.
by Lynn Drake, 7th Grade Science Teacher
November 10, 2014
This past month, seventh grade students learned about plant and animal cells in their life science class. Drawing inspiration from well-known analogies and stories, students were charged to create their own stories to explain cells, their organelles and functions.
Utilizing the many tools of the iPad including the camera, iMovie, Book Creator, and some well-loved drawing apps, students put together creative scientific books targeted for an audience of fifth grade and younger. Students published some very creative and entertaining cell books including Snow White and the 11 Organelles, Cellerella and Cell Pop. These books will be presented to our 5th grade students to read in their science class.
The Book Creator app on the iPad allows students to integrate a variety of media including wriiten words, video content, illustrative content, digital hyperlinks, and voice recordings with ease. Using the Book Creator app, students can get creative with the stories they tell and the visual images they incorporate. The interaction and display of multi-media in each book is sure to draw in any reluctant reader!
Here are a few of the books our students put together...
by David Robertson, Chief Technology Officer
October, 30, 2014
At Presbyterian School, we value the iPad. On any given school day, there are literally hundreds of these devices on our campus. As soon as the iPad came out in 2010, we began experimenting with them and have increased our teacher and student use every year since. Our growth in use of the iPad comes because we've seen, year after year, significant learning opportunities which leave a long-lasting impact on our students. Consider these three opportunities:
- As students use their iPad at school, they are able to see the iPad as a tool for learning and not just a gaming device. The iPad and/or other mobile technology devices are showing up in the lives of teens and pre-teens. According to one survey, approximately 66% of teenagers own an iPad. But in many schools iPad technology is shunned and students are only allowed to use the tablet for recreation at home. Unfortunately, this creates a perception among teens that the iPad is only useful for gaming and watching YouTube.
At Presbyterian School, we want our students to see their iPad as a powerful tool for researching, creating (videos, papers, drawings), collaborating, and communicating. That's how our teachers use it, and that is how we ask our students to use their iPad at school. Of course the iPad is still a great "fun" device and students will learn that on their own. We want our students to embrace the iPad as both a tool and a toy.
Learning to channel the power of the iPad towards learning and productivity is a priceless tool Presbyterian School students gain and get to keep with them long after they graduate from the School.
- As students use their iPad at school, they join their teachers on a journey of discovery and become confident learners. The iPad is still an extremely new device. Five years ago there were no iPads anywhere in use. Now each year, Apple introduces software updates that make the iPad a more powerful device for research, creation, collaboration and communication. All of us, teachers and students alike, are still learning the best ways to use this tool. And oftentimes, it's the students who are able to quickly navigate and be the first one to offer a solution to a problem.
It's a great moment when a teacher says to her students: "Well, I thought I could use this app, but it doesn't work the way I thought it would. Let me try something else . . ." That is a teacher modeling how to learn. And, if you want to see confidence in our students, watch their faces after they help a teacher with something on the iPad.
Our school's message of Confidence in every Child is not merely rhetoric. As educators, we have a firm belief in each student's potential and that he/she can achieve his/her personal best with confidence. At times, learning may look like the teacher leading the student, and at other times a student may rise up to take the lead. This is what Confidence in every Child looks like. At Presbyterian School, students and teachers are on a learning journey together. Our belief in each student's ability to learn and lead gives him/her the confidence to embrace new intiatives and opportunities after they leave the School.
- As students use their iPad at school, they learn how to multi-task and manage the many "distractions" of the device. iPads and smartphones can be distracting to pre-teens, teenagers, and adults alike. As an example, just look around you at your next office meeting. The temptation to text, email, surf the web, check social media, or play a game is not reserved solely for teenagers. Adults face these very same temptations. We all have to learn how to focus on the here-and-now (which isn't always that interesting) while we hold in our hands powerful devices that can connect us with very interesting things. Like us, our students need to learn that sometimes it's okay to have iPads open, and sometimes they need to close them up and ignore them.
Having an iPad at your disposal 24-7 and knowing when to use it is a learned skill and practice matters. We've already seen this at Presbyterian School. In 2010 when our 8th grade students first got iPads to use in school, they could barely contain their excitement and some could hardly focus on their work. Today, four years later, our 8th grade students are significantly less distracted. Our 8th grade students, having used the iPad now for all their middle school years, have practiced managing the use of their powerful device.
These are just three learning opportunities which present far-reaching consequences for our students. There is no doubt, there are hundreds more learning opportunities which are specific to academic subjects that we have not even broached here. To be certain, we remain convinced that giving students access to iPads, in ways appropriate to their ages, has tremendous educational benefit and positive life impact for our students.
by David Robertson, Chief Technology Officer
September 15, 2014
This week, Apple will roll out a new version of iOS, the operating system which runs all of our iPads and iPhones. This matters to our School because, during most days, we have more than 450 iPads and iPhones active on our campus. Every one one of those devices will be getting an upgrade. Here are a few notes to consider about the upgrade before it happens.
What will be changing? A full list what’s new in iOS 8 can be found on the Apple web site. In brief, there are changes to photos, the keyboard, ways that families can share information, and how apps can share files. But it’s a bigger change than that list implies.
Those changes seem mostly cosmetic. Why do they matter? There are literally hundreds of new features in iOS 8 which are not listed on the website, because they are too technical to be of interest to most people. But these features, such as app extensions, have gotten HUGE attention from app developers, and they are creating new versions of apps, and new apps, to take advantage of these new features.
When will iOS 8 come out? Apple has promised that it will be available on Wednesday, September 19th. In past years, it has been available around noon; we expect about the same timing this year.
After the new iOS is installed, is that all that changes? No. As noted earlier, many apps have new versions to take advantage of the new features in iOS 8. Starting on Wednesday, after you install iOS 8, you will see that a lot your apps are updating automatically to new versions. This high level of update activity will probably continue for several weeks.
What problems can I anticipate? There will be glitches in iOS 8, glitches in apps, and glitches in our school environment (wireless or printing or something else). Just be patient, and together we’ll get them all worked out.
Enjoy the upgrade. Every new generation of iOS makes the iPad a stronger tool for teaching and learning. Take some time to read about what’s new, and some more time to play with the new iOS. The more you know, they more you’ll enjoy using it and the better able you’ll be to help your students use their iPad.
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