EdTechTrek

A great deal has been swirling around in my brain over the past weeks. It has felt as if I have been pulled in way too many conceptual directions. This seems to be what is happening as access to resources and people who share ideas and resources (diigo, twitter, plurk, rss, blogs, elluminate sessions, UStreamed events, podcasts, Coveritlive live blogs…) continues to abound. It is wise advise to be able to filter all of that information, but somehow I have not quite gotten my filter to the point that I need it to be. It is all interesting. It is all relevant. I love it all. But, it reminds me of one of the toughest lessons that I had to learn as I went through the grueling dissertation process… narrowing and focusing in on a specific question/issue to be investigated. For me, that was the most difficult process. I wonder if I need to go back to that idea just a little in this fantastic information age…

So, in the sprit of that thought, I am returning to some ideas that I have been wrestling with as a result of reading Neil Postman’s book, Amusing Ourselves to Death: Public Discourse in the Age of Show Business (1985). If you have not read it, I highly recommend it. Like anything else Postman writes, it is not an “easy” read. But you need to be doing this type of reading. Reading blogs has been wonderfully rewarding and challenging, but at times it can be a little synonymous with “quick mental snacks”. In these exciting times of immediacy of information and access to so much great public discourse, don’t rob yourself of the opportunity (and discipline) of getting lost in important ideas found in great books. Be certain to feed yourself in diverse ways that both feed and strengthen your noodle.

Here are two related quotations that I have yet to reconcile:

“…television clearly does impair the student’s freedom to read, and it does so with innocent hands, so to speak. Television does not ban books, it simply displaces them.” (p. 141)

We know that “screen time” has increased over the years with kids and adults alike (Pew1 Pew2). There is nothing inherently wrong with that. Yet, one can’t help to raise the question, “What’s being lost?”. And, to follow up on that question, “Is what’s being lost worth losing?”

Neither of these questions are easy to answer. The first question requires one to determine if indeed something is being lost, and secondly, if the answer is “yes”, then is the loss significant? Does it matter? Is increased screen time simply altering tools of reading (like the Kindle), or is it displacing valuable reading habits altogether? Although I have no statistics to support my hunch here, I tend to think that the Kindle and other such devices are not “the rage” with kids. Although great writing can be accessed and read online (not yet where it needs to be, though), I know that is not how most kids are spending their “on-line” screen time.

Here’s my next springboard in this thought stream:

“As a television show, and a good one, Sesame Street does not encourage children to love school or anything about school. It encourages them to love television.” (p. 144)

So, to extend Postman’s idea, is the Internet encouraging children to love learning or simply love the Internet?

No doubt, kids are learning on-line. However, it seems to me that the challenge to teachers is greater than ever. Kids are huge users of the Internet, but to generalize, they are not such great learners who are able to harness the incredible power of Internet resources and capabilities to connect to unparalleled learning networks and learning opportunities. They need teachers to show them this side. They need teachers to set them up to be part of powerful, meaningful, and relevant learning that takes advantage of the incredible resources just a few mouse clicks and browser plugins away. They need teachers to help them form (not give) worthy questions to pursue. They need teachers to help them organize their “plans of attack”. They need teachers to show them how to efficiently and effectively find relevant and valid information. They need teachers to make them think about the hard questions they are not thinking about or are avoiding. They need teachers to help them see that hard work is a worthy endeavor. They need teachers who understand multiple ways of collaborating, sharing and creating learning artifacts without compromising the quality of the learning outcomes. They need teachers who understand the great learning potential that can be harnessed with new tools and new ways to work and create and share. They need other leaders and administrators who understand all of this as well.

So where does this all leave us?  Where does it leave you? These ideas continually challenge me. They challenge my students and sometimes come from my students, which I love.

Photo credit: Cayusa

Addendum

This is NOT how we want kids to be using their network potential!

It never seems to fail every semester when my students seem blown away with the advances in information technologies that they were unaware of that the idea of teachers being replaced by computers comes up. I have been digesting (and it really takes some serious digesting) Neil Postman’s book, Amusing Ourselves to Death, and read this today:

“We delude ourselves if we believe that most everything a teacher normally does can be replicated with greater efficiency by a micro-computer. Perhaps some things can, but there is always the question, What is lost in the translation? The answer may be: Everything that is significant about education.”

I must say that his thoughts here resound with me as well. A teacher’s job is far too complex for any computer, regardless of its processing power. It makes me wonder, though,  what the impact of virtual schooling is when the physical teacher and “schooliness” is removed. What gets lost? I am thinking more and more that a great deal gets lost. And to many a student, a teacher can be a truly significant and powerful force in his or her life.

No doubt, there is a great deal of wasted time and “down time” during the physical school day. But how much time to you waste while sitting in front of the computer? If I am to be totally honest here, I waste quite a bit… of course it is all in the name of learning

On an unrelated note, Postman’s ninth chapter, titled Reach Out and Elect Someone, sheds some interesting light on this upcoming election and the influential role that media is playing in presenting politics as advertising and image, not on ideas. I may have to write about this next. I highly recommend this book and especially this chapter.

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Why do we learn? Many learn because they have to. It’s the law up to a certain age in this country. Others learn because they are expected to. Yet others learn because they are interested or even passionate about a topic. Some learning is a by-product of other life activities.

While reading the latest issue (August 2008) of Learning & Leading with Technology, I ran across something that made me think. If you are not familiar with this periodical, for a while now they have had a current issue in educational technology where opposing views are represented. This issue’s topic: “Is educational technology shortening student attention span?” (PDF)

David Marcovitz, an associate professor at Loyola College in Maryland presents the “Yes” argument (I suggest you read it. He has worded it quite well) while the CIO of a school district and VP of that state’s association of technology coordinators presents the opposing view.

Now, there is no doubt that the use of current tools by students in schools is a motivating factor for them. For some reason, when a traditional worksheet is digitized and put on line for students to complete with a few glitzy animated graphics and a little feedback, it is a whole new experience for students. They attend better and persist longer. However, this form of learning is no more meaningful and certainly no more powerful than the paper/pencil activity done at their desks. So much with educational technologies can be described this way… simply digitizing traditional forms of learning and calling it innovation – 21st Century Learning… Blah! Is it just about controlling students… getting them to do what we want in the easiest way possible… even if that way is inferior to others, less messy… almost “effortless”?

What bothers me most about the “NO” view presented here is the following quotation:

“Technology has the power to capture our children’s attention by making learning interactive and fun. I have walked into classrooms where students were using technology to share, create, and explore. Those students were excited and engaged in the content being presented to them.”

The latter part of the quotation has some merit in the right contexts. However, the first part of the quotation is what does not sit well with me. Yes – technology does have the power to capture children’s attention by making learning interactive and fun. But what worries me is the seductive nature of this. Let me add a few words to this statement:

Technology has the power to capture our children’s attention by making (disguising) disconnected, rote learning interactive and fun.

The result – we are able to maintain the status quo and change very little simply by making it more fun and interactive.

Later in in this same issue, there is an article on Mathcasts. To make this contrast even greater, a quotation from this piece states:

“Perhaps the greatest motivation for your students will be their increasing self-confidence and improving attitude toward math. Students who regularly create mathcasts take ownership of the math concepts they explain. Mathematical ideas become more meaningful to students…”

So, what do you think? Is motivation best when it results from increased self-confidence and improved attitude that comes from meaningful learning? Or, do we just shoot for “interactive and fun”, keeping kids entertained?

Back to the initial arguments about technology and shortening attention spans… which type of learning described above may lead more to shortened attention spans? As David Marcovitz and Neil Postman suggest (in Amusing Ourselves to Death: Public Discourse in the Age of Show Business), that every technology is a Faustian Bargain (and here)- “for every positive benefit, there is an often unseen and very serious downside”.

So, how best are we to motivate children? With technology or with powerful, meaningful, relevant learning opportunities (that may or may not involve newer technologies). Sorry, I know the question is redundant. I have always told my preservice college students who want to put “fun” first in their lessons that “fun” is a result of developmentally-appropriate, relevant and meaningful learning. Engagement comes from that. Fun is a by-product – not a goal.

I would really like to hear your thoughts on all of this, as I am thinking out loud here.

Chris Lehmann over on the blog Practical Theory has a new post that fits perfectly with what I have been reading and blogging about here (see earlier posts) in my book club of one as I work through Neil Postman’s book, Amusing Ourselves to Death: Public Discourse in the Age of Show Business.

Check it out. His challenge to us all is very important. Critical, I think. Easy – no! Media has this sexy, seductive element to it that blurs the line between deep learning and entertainment. Saavy educators are needed more than ever.

Also, see my last post on 20th century skills repackaged. It all fits together.

Continuing on with my reading – and thinking/blogging – about Neil Postman’s book, Amusing Ourselves to Death, chapter 7 continues to lay out the argument that the rapid-moving format of our television culture is duping us all into being satisfied with shallow, fragmented, and decontextualized ways of “being informed”. Postman attacks American news in particular in this chapter – news as pure entertainment, delivered in tantalizing disconnected chunks, interspersed with commercials, music, and other eye candy. I agree wholeheartedly. That is television. However, he does make a few points that really made me stop and think hard about our digital “natives” and their proclivity toward multitasking, remixing, ubiquitous socialization tools, mashups, and other schizophrenic-like behaviors.

The result, Postman writes, is that “Americans are the best entertained and quite likely the least well-informed people in the Western world.” He goes on to write:

“What is happening here is that television is altering the meaning of ‘being informed’ by creating a species of information that might properly be called disinformation… misleading, irrelevant, fragmented or superficial information – information that creates the illusion of knowing something but which in fact leads one away from knowing.”

and…

“In presenting news to us packaged as vaudeville, television induces other media to do the same, so that the total information environment begins to mirror television.”

So, this all got me to thinking about our “digital natives” and us, those adults who have embraced new ways of expression and communication. I think that in this new world of data smog, info glut, and info garbage, it has become even more critical than ever to help our students learn deeply, to see information transformed into knowledge that is deeply connected, grounded, and complete. I am not so sure that the emphasis on multi-tasking, mashups, remixes, and the like qualifies here. Expressive, it is. But, are we becoming satisfied with shallow learning wrapped up in impressive packaging? Our national obsession over testing has certainly railroaded any movement toward depth over breadth. However, I think more than ever before, we must help our students become well-informed, be highly skilled at navigating through the data smog, and produce learning artifacts that demonstrate a deep understanding and mastery of knowledge. We have more tools than ever to gain a broader cultural understanding of ourselves and of the world – past and present. Lets not let these tools trivialize it. Lets help students focus on a task and exhaust it. Lets not, as Postman writes, “let the information environment mirror television.” Is a college-level course taught on YouTube or a course taught over the cell phone head in this direction? Yeah… the digital natives love this stuff. And as a tech geek, I think it is all quite amazing. Does something of value get lost along the way? Are we heading in the direction of learning as a mirror of television?

What do you think?