Article 3 - "A School That's Too High On Gizmos"

Summary:
Patrick Welsh’s article, “A School That’s Too High on Gizmos” begins by describing T.C. Williams High School in Alexandria, VA, a school that is stocked with the most current, up-to-date, impressive technology that a school could want. Every room has LCD projectors, every student gets a laptop, etc.  He describes the large amounts of brand new technology the school has, how much the items cost and how many they’ve bought. He makes it very clear that the school and its district is somewhat obsessed with keeping up with the newest, trendiest tech, to a point where it has become unhealthy.  Welsh then  goes on to quote teachers from T.C. talking about how the overabundance of technology has hindered their teaching in some ways, since they are pressured to use these kinds of tech whether or not they fit in with the teacher’s style, the curriculum, or the students’ needs. He also describes how students use the technology provided to tune out in class, using their laptops to play games when the teacher thinks they are following along. Welsh then says that, although teacher have made it clear to the administration that technology, though important, has become too large a part of the school’s focus, the administration has ignored their concerns. He ends the article with a quote from another high school’s principal, “Technology is just a tool, not an end in itself. It will never replace good teaching."”

Comments:
I can’t help but wonder what in this school district isn’t getting funding because so much money is going to technology. I think that the people in this district need to look at what areas are lacking because there is such an overabundance of technology. Are there enough books in each classroom? Kids can always use more, new books to read! Do these schools have enough staff? Is there a librarian? A resource room specialist? Maybe all this money could be spent on hiring people to help the staff make better use of the technology they already have, instead of constantly buying new tech, when it’s not needed.  I can’t believe that the administrators have ignored the concerns of so many teachers, and what their reasons for doing so are. I’m glad that they have the money to burn, but it’s terrible to think of working in a school district where resources are being so grossly wasted, and teachers have so little input about how they can be used more wisely.

Welsh, P. (2008). A school that’s too high on gizmos. The Washington Post. Retrieved from http://www.washingtonpost.com/wp-dyn/content/article/2008/02/08/AR2008020803271.html

Article 2 - "Simulation Nation: The Promise of Virtual Learning Activities"

Summary:

In his article, “Simulation Nation: The Promise of Virtual Learning Activities,” Marc Prensky begins by stating that simulation is a form of technology that is extremely valuable and important for teachers to be using in today’s classrooms in order to help their students understand the world around them, but that it’s just not happening.  He then goes on to address issues about computer (and non-computer) simulation that some teachers may have about using it, including the fact that it is not a new idea (ie. imagining scenarios creatively is a form of simulation that teachers use in classrooms often), that it can be used to understand complex issues, and that it is real-world experience.  Prensky then goes on to cite other examples of careers that use simulations (astronauts and pilots, medical students, etc), and that this kind of experience is valuable for students as well. He then gives some statistics and opinions about the lack of use of simulations in schools today, gives a list of things that might be barriers to schools using simulators: lack of money, time, teacher knowledge, and sharing amongst teachers. Prensky then addresses these barriers, and how he feels they could be eliminated.

Comments:

I agree with Prensky’s assertion that simulations can be extremely valuable teaching tools, and that today’s world needs people who are prepared (through school) to use them. I also agree with the barriers he listed as being in the way of their use becoming commonplace. But while he listed the lack of money being an important barrier, I don’t feel he properly addressed the fact that most simulators (at least, that I know of) use computers, and that even if simulation programs were free for teachers to use (which is how he proposes getting around the lack of money), that doesn’t mean that the teacher would have computers to use them on, or enough computers for every students. He addresses (very briefly) the use of non-computer simulations, but I don’t really understand what he means by that, and he didn’t elaborate. I wish he had spent more time addressing the fact that many schools don’t use simulations simply because they don’t have the computers to use them on. Other than that, I agree with his premise that simulations are only going to become more common, and that teachers need to educate themselves on how to use them, and the myriad educational uses they have for their students.



Prensky, M. (2007). Simulation nation: the promise of virtual learning activities.

Edutopia. Retrieved from http://www.edutopia.org/simulation-nation

Article 1 - “Digital Natives, Digital Immigrants” by Marc Prensky

Summary:
In the article titled “Digital Natives, Digital Immigrants” by Marc Prensky, the author describes the difference between the generation of students who have grown up in our current technological age, and the generation that came into use of technology as adults. He uses the metaphor of a native and an immigrant, with the newer generation being Digital Natives, and the older generations being Digital Immigrants. He describes how Digital Immigrants may have learned to speak the “language” of a new country (by learning to use new technology) but that they may still have an “accent” (meaning they still show signs of not being 100% comfortable and familiar with technology like Digital Natives are). He also describes how Digital Natives’ brains may look and work differently than those of Digital Immigrants, and that teachers must address this difference in how they teach them. He recommends using technology in all forms of teaching, and instead of trying to get Digital Natives to learn in a way that will seem (and be) backwards to them, trying to get Digital Immigrants to move forward in their way of thinking.

Comments:
I love Prensky’s way of looking at the difference between the older generation’s use of and attitude towards technology, versus that of the newer generations. I’ve often thought the same way about it, that even when older people get used to technology, they never quite approach it the same way, and don’t apply it to as many aspects of daily life. Prensky not only makes use of a great metaphor, but he goes on to explain how the differences in the way the two groups think needs to have an effect on how the older generation teaches the younger generation. He gives some great examples of ways that education can be formatted to use technology, even in ways that some older educators might claim it can’t be used effectively. Since technology is only going to become more prevalent, Prensky’s assertion that it must be adapted to fit older styles of educating in order to keep students engaged is definitely a very important point for future educators to keep in mind!

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon (9). NCB University Press. Retrieved from http://www.marcprensky.com/writing