Purposeful education generates readiness. Acting and thriving in converging, yet broadening, environments gives rise to the idea that readiness requires imagination and improvisation. This raises the question, are we ready to create open-ended and adaptable environments with our technological impedimenta? And if not, why are we building environments where only that which is assumed – is allowed.
Give a teacher a printer and make a friend for life. Todays poster is for all those teachers who love a printed worksheet. Some just love to print out ‘content’. Last year I did a study with year 12 students in the lead up to the HSC. Most said they were getting well over 100 sheets of paper a week. Most also said that they didn’t read it. The sheets they read were the ones that had ‘work’ on them, and even so, the majority said that it was easier to use the internet to get the answer than it was the paper.
Some teachers love the printer so much that they will come into school during the holidays just to get print outs ready.
To these people, that is what computers are for: Preparing CONTENT or TESTING for content retention.
If you want a rebellion, pull the toner drum out for a day. Teachers will chase the IT department with pitch-forks and torches. If they cannot use the printer – then a computer is like a car without wheels.
The reality is that it takes less effort to save a document and share it via the internet, than it does to print it and get a class set photocopied. Trying to explain the benefits to them – and the students is not something that goes down well. The notion of being parted from their printer it too unthinkable.
It is maybe ironic however, that the paper-pushers also claim Google and Wikipedia use as one of the ‘yeah but’ arguements against using computers in the classroom. The most common other one being lack of time (well printing and photocopying is very time consuming). These teachers do that themselves with technology. When going beyond the class text book, they can be seen preparing ‘content’ sheets. Its almost a cottage industry in some schools. The above poster really tries to sum that activity up – as a satire on process driven learning.
Create the document, and share it with not just your class, but other teachers is more efficient and consistent. Posting that online where kids can get it, is more effective. It saves time and paper. How many paper pushing teachers hear from students ‘I didn’t get the worksheet or I don’t have it here’. This 20C activity is easily improved.
Put that content or worksheet in an online space where students can discuss it, creates conversational learning. Developing a GoogleDoc with collegues, and then sharing that with students is even better. Working on a GoogleDoc with students is engaging and promotes one to one learning.
“Yeah but” … I don’t have that much access to computer classrooms, so I need to print!
Well, yes and no. It’s all about rethinking how you use the time you have. As a teacher, it is possible to take the time you will be in and ICT classroom, and create an activity which promotes improved classroom practice and professional development. In short, it’s not so much about access as it is about building your own capacity to begin changing how you use technology with students.
If you are designing lessons, that are essentially question driven – based on students seeking similar information that you yourself ‘found’, then that is BORING. It is also low level activity, and is not building capacity in the students.
If your printed worksheet contains instructions such as ‘go to http://www.somewebsite.com and answer the following questions … then that is fairly basic and boring. If you say go to Google and do it, then the kids will be struggle – as you are not teaching the most critical skill – how to select and justify quality information.
A better way would be to ‘tag’ several sources in delicious – and ask why one is more applicable or more authoritative than the other. They will still learn the ‘content’ but the need for learning is to compare and justify it, not just use or identify it. Delicious is the ‘worksheet’. All you had to do was create one ‘tag’ for the students, which is less work that stripping out content and re-packing it for paper delivery.
If you can’t give up paper – then this activity can be done with paper. Students can use the tags and the content in the ICT lesson, make paper notes and then do some offline activity. That is a better use of the time you have – and you are teaching critical literacy.
So thats the rant for today – make the most of the time you have in ICT, and don’t simply make it an electronic search of the classic text book chaper task. Kids can find millions of pages about anything you ask them to look for … there is TOO much information now. A decade ago there was less. It was easier to find it and much more obvious if Site A is better than Site B. That is no longer the case. Think before you print! Finding ‘the’ answer is not as important as choosing the ‘most relevant’ in a context.