No Choice...take that second seat

I found Christine Archer's blog this afternoon - she's a technology coordinator in Colorado. Looking through some of her more recent posts, she had posted a quote from Will Richardson:

We may not feel comfortable in a world filled with technology. We may not like the way it’s changing things and, even more, how fast it’s changing things. We may not like the way it pushes against much of what we’ve been doing in schools for eons. But our kids don’t have a choice. And if we’re going to fulfill our roles as teachers in our kids lives, neither do we.

In working with teachers, I find so much resistance to doing new things for the sake of students. Just this past week, I encountered two teachers, both of whom were working on innovative classroom stuff, that learned they might be pursuing other career options next year. As a result - in a reaction that's perfectly emotional and perfectly understandable - have decided not to invest the time or energy into their projects.

While I completely understand their sentiment, it's disappointing that they felt that way. Teachers are only human, and first and foremost have to take care of themselves and their families. But this is also a profession which, unlike almost any other, gives so much to others without asking equal in return.

I would've liked for both of these teachers to be willing to continue working on their projects for the sake of the students. Even if they weren't going to be at this school next year, they would've left an excellent model for technology-infused instruction - and if they were to teach next year, could've taken the idea with them to their new school. I had offered to help both teachers with the projects, and could've taken their work - making sure they received due credit - and provided it to other teachers for the students' benefit.

Teaching is, unfortunately, one of those professions where those engaged in it often have to take a second seat to those being served by it.

Read More

Civilization Project - Step 3 and more...

This past week, I started a long-term project using Civilization 4 in Mr. Hawkins' World History classes. During our block (90-minute period) days, students will play the same scenario for half of the time. The class is divided into ten groups, with half playing at one time on five laptops with Civ 4 Warlords installed.

Here's a brief summary of how this project is being set up. For future reference, you can follow along with the notes I'm taking in class here: Civilization Classroom Observations (on Google Docs).

Our overall goals are to 1) see how viable the Civilization series is as a tool for teaching the broader concepts of history; and 2) give the students a different "perspective" on history, and perhaps use it as an inquiry-based teaching tool.

In short order, I think I'll create a projects page on the blog to compile the Civilization information - links to this and other posts, sample files (such as the scenario file mentioned herein and information given to students), and so on.

Scenario: The groups are playing a custom scenario, in which they are playing in a fictional (random) world. This will allow them to experience the discovery of their geography, instead of relying on their knowledge of a historical map to know where resources and neighbors are.

The geography included four main continents. Two civilizations were located on one continent; no teams were assigned either of these civs in order to let them develop uninterrupted until discovered. One continent held three civs; another held four. A fourth continent had resources but no indigenous civilizations (not even barbarian), to serve as a "land of plenty" for any civs who discover it (human or computer). (The students were not told of this geographical layout.)

Every playable civ was given the same starting parameters (cities, units, technologies, etc.), so that no assigned civ would be at an advantage or disadvantage.

Groups: In order to do some comparative history, five of the ten groups in each class were assigned the same civilization (the French empire, appropriate to the time period/location in history currently being covered in class). The other five were assigned other empires (Indian, Ottoman, Aztec, Chinese, Celtic) within the same game world.

We'll be able to do some comparative history within the class using the French empire(s); we can compare the other empires across classes as well.

Read More

Technology disconnect between students and teachers?

In my conversations with teachers and with students, I'm always drawn towards an apparent disconnect between what teachers feel is good classroom technology use - what the students need, how the material needs to be taught - and what students feel is good use - what they'd really like to see with technology in the classroom.

My administration recently gave me permission to pull together a small student panel to address this issue. The students will be a representative group of the various demographics we have - advanced and on-level; males and females; high and low GPAs; races and nationalities; etc. I'd like to find out from students 1) what teachers are doing right regarding their use of classroom technology; 2) what teachers are doing wrong; and 3) what more could be done.

Right now, my list of questions is as follows:

• What should "students using technology in the classroom" look like?
• What are some examples of ways teachers have used technology in the classroom that you like? (You are engaged, you find the lesson interesting, etc.)
• What are some examples of ways teachers have used technology that they think you like but you don't?
• What are some examples of ways technology should be used for learning?
• What technology do you use outside of school that would be good for the classroom? Why?
• What can technology do for you to make you more successful in school and once you graduate?
• How does technology in high school look different than it did in middle school? How are your teachers using it differently?

The questions will be provided to the panelists ahead of time, to give them time to think about their answers. I'll ask them either to fill out an online form, or bring their answers in written down. All questions will be answered anonymously, and will serve as fodder for discussions when I bring the whole group together. (Some of the district technology staff have expressed interest in sitting in on the discussion.)

Is this a comprehensive enough list? Are there other questions I should be asking them? I'd appreciate some comments and feedback.

Once the panel convenes and I have some results, I'll post them here.

Read More