Friday, January 24, 2014
Critcial Thinking Skills
Can the use of technology in the classroom co-exist with the
pursuit of developing critical thinking skills in our students? This issue came up during our first class session. Here is one
school of thought. You might also want to
read some of the online comments before adding ones of your own.
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Technology should not constantly be presented as a tool which provides the easiest path from A to B and I think it is far too often presented as just that. From my standpoint as an educator, technology is a tool which should promote discovery and allow for creativity to be expressed in the presentation of ideas. Simply making a process easier through technology (i.e. using a calculator) does not enhance learning. When used as a crutch, technology hinders actual learning. We can teach our kids to thrive in a technology rich world without relying on technology. We can do so by emphasizing problem-solving and adaptability. That seems to be what the Waldorf School is doing.
ReplyDeleteHowever, in response to some of the comments already made, I do think it is foolish to completely ignore technology as there are certain technological skills which must be taught in school. For instance, in today’s world, you really need to know how to type. That is muscle memory and it is acquired over time and with practice. Expecting a child who never typed before to survive in college or in a career that requires a degree is unrealistic. I can illustrate this point by comparing my knowledge of something like Prezi to my typing skills. I would say my Prezi knowledge is developing after a couple of hours of playing with the program. However, I imagine it won’t take me more than 10-20 hours of total use to become a relative expert in the program. Conversely, it took me a decade to learn to type as fast as I do. I think educators have a responsibility to teach certain skills like typing, navigation with a mouse, web browsing and recognition of valid resources. The ability to use most software comes along with the confidence that is built by knowing how to problem-solve.
Finally, I think a major lesson in this article lies in what the parents do for a living in relation to the indisputable fact that growing up, they could not have been exposed to the technologies they work with and in some cases develop. Yet here they are, completely competent in the use of some of the most modern software. How did a 50-year old get to his point? We obviously don’t require technology to be empowered to use it.
After reading the article “A Silcon Valley School That Doesn’t Compute” I disagree with the Waldorf School’s philosophy of restricting technology in their classes and curriculum. I believe that in order to prepare students to become successful 21st century citizens we must teach and allow them to use the latest technological tools. To do otherwise would be doing a disservice to the student. While it is nice to say the “old fashioned” way of doing things has traditionally worked in the past, it may not be what we need for the future. It is my opinion that students should at the very least be introduced to technology and new tools and left to decide on their own which one works best for them. I would imagine when the ball point pen was first introduced many people debated whether to leave the quill and ink well behind.
ReplyDeleteMy point is that as a teacher my job is to prepare my students to be contributing members of society when they leave my class. My goal is to teach them to become responsible and successful citizens capable of making their own choices and decisions. To exclude technology from my classroom and curriculum prevents my students from exploring new tools and ways to learn.
If we allow technology into the classroom and embrace new and easier ways to do things we can create more opportunities for our students such as additional time for them to learn and create things, thus helping them reach a higher level of thinking and possibly solving complex problems. As a teacher it is my job to teach my students the correct etiquette on how and when to use technology as well as other tools in life. We live in a world where ideas and information are exchanged almost instantaneously. People have the ability to ask questions and find answers within the click of a button. I believe we should be encouraging our students to responsibly use technology and other inventions to help make their lives easier, while teaching them to utilize the time saved to address more complex tasks and thoughts.
Lastly, we live in a global world where competition is fierce. Efficiency and greed drive most businesses and industries. Unfortunately, people who do not have the technological skills needed for a job or those that have to play catch up are often fired, passed over, or left behind. We must teach our students to adapt to changing trends and become lifelong learners if they are going to compete against others throughout the world. It should be our responsibility to give them the tools they need to succeed while continuing to teach the content and curriculum which helps them to become a well rounded individual. If we do not prepare our students in this manner history has shown and proven that not only our students, but our society and country can end up being passed over and left behind.
Can the use of technology in the classroom co-exist with the pursuit of developing critical thinking skills in our students?
ReplyDeleteI think the short answer to this question, based on the article and comments, is obviously yes. However, I think there are a few things that need to be considered when looking specifically at the Waldorf School and their model. First, students attending this school pay tuition ranging from approximately 17,000 to 19,000 dollars. Second, the Waldorf School does not use standardized testing allowing for greater flexibility in their educational approach and model. Lastly, and this is where technology plays a major role, these students have access to experiences the majority of students do not. They may be able to attend museums or cultural events on a regular basis. They may have the ability travel and witness the beauty of the world. For students that do not have this access, technology can take us everywhere.
I view technology as a vehicle that allows students to gain a greater understanding of the world and the subject matter I teach. For example, I can take students on a virtual tour of China or a museum exhibit that we may not be able to visit. In math class, programs like Geometer’s Sketchpad allows students to understand how construction (Euclidean constructions) works by offering them the opportunity to manipulate shapes and understand angles. Another use of technology that I think helps students think more critically about their learning is the rate at which technology can offer feedback to students. Castle Learning, for example, shows students immediately if they get an answer correct or incorrect, necessary vocabulary to answer the question and the reason behind the answer. This type of individual feedback is something that I cannot offer students on a regular basis.
I agree with BS in that when we do not allow students to explore on their own and rely on technology, they become dependent on it. There is a point in time when students must work to come back to pen and paper. We can teach students how to think critically while using technology in a responsible and academic manner. Students need digital literacy skills to become competitive citizens in the world. On a final note, I think technology provides an interesting challenge to teachers. I strive to ask questions that are not “Googleable.” We need to ask questions that are not mere facts, but require higher order thinking skills, and technology can support our pursuit of the answer.
I absolutely think that there is a place for technology in the classroom but everything in moderation. I think it is important not to lose sight of the human contact and social interaction necessary to survive in the real world. These day we are all too often burying our heads in our phones and ipads and many teens do not even know how to hold a decent conversation. However, as long as we don;t lost those important skills, then bring on the tech skills. Those are also very necessary to communicate and suceed in the business world of employment.
ReplyDeleteI find Waldorf schools’ beliefs rather interesting. I agree that everything, including technology, has a time and place. We can argue that human interaction has increased as a result of technology (i.e. the internet), but how would we qualify the interaction? Also, I’m not so sure that the absence of technology in elementary school puts students at a disadvantage in middle school, high school, college or life. The bottom line for me is that whether using technology or not, it is important for teachers to develop lessons that engage students and promote critical thinking skills as well as creativity.
ReplyDeleteAfter reading the article “A Silcon Valley School That Doesn’t Compute” I disagree with the Waldorf School’s philosophy of restricting technology in the classrooms. In today’s 21 century, it is our responsibility as educators to introduce new tools and ways of thinking and learning to our students. In order to become “college and career ready”, our students need to interact with the different types of technologies that are out there. Instead of working on the normal “paper and pencil worksheet”, students are now able to build on their own experiences, construct their own meaning, create products, and solve problems by using different technological tools. For example, Google Drive allows students and teachers to collaborate with peers from around the world in real time. Being able to provide instant feedback at any time is remarkable. This type of collaboration could never occur without the use of technology. In my opinion technology in the classroom is extremely vital. When used appropriately, it can truly enhance student learning.
ReplyDeleteOn the other hand, technology does not nor should it be used 24/7. Using a balanced approach with technology is key. For example, I believe that all students should be able to write using a pen and pencil and they should also learn how to use a keyboard. I think that one of the biggest challenges educators’ face, when it comes to using technology in their classrooms is finding a balance between their own teaching style and the role that educational technology should play in their teaching practices. Educational technology is a tool, which should be used to enhance learning.
Can the use of technology in the classroom co-exist with the pursuit of developing critical thinking skills in our students? Absolutely! I feel fortunate to teach in a district that believes technology is an important tool to use to help engage students in their leaning. For the past five months all 9th graders and their teachers were given iPads to use both in school and at home. Before we implemented this program we studied schools that had used technology in creative ways to foster critical thinking in all students. The first link I’ve provided you with is to a 2012 NYT article about the Morresville School District in North Carolina. This district has used technology to inspire students to learn and in the process has reduced the achievement gap. This is a goal of the Mamaroneck Union Free School District. The second link I’ve given you is to a YouTube video about a high school in Massachusetts. Many Mamaroneck teachers and administrators visited Burlington High School several times last spring to see firsthand how technology can be used in dynamic ways to help develop critical thinking in all students. I believe these two school districts provide exemplary examples of what education in the 21st century should look like. Although there have been some growing pains over the past semester, I have never seen students so excited to learn.
ReplyDeletehttp://www.nytimes.com/2012/02/13/education/mooresville-school-district-a-laptop-success-story.html?emc=eta1
http://www.youtube.com/watch?v=BsQ2CwiKcbA&sns=em
At first glance, it might be easy to disagree with the philosophy of Waldorf if one is presented with only the “no tech” in the classroom side of this way to educate. Of course it is our responsibility as educators to prepare students for the 21st Century. However, there is so much more to Waldorf education. If I had my career to do over again, I would become a Waldorf teacher. I will share here some of my experiences with Waldorf education, and here’s some more information about the philosophy.
ReplyDeleteFrom: http://www.whywaldorfworks.org/02_W_Education/ “The Waldorf curriculum is broad and comprehensive, structured to respond to the three developmental phases of childhood: from birth to approximately 6 or 7 years, from 7 to 14 years and from 14 to 18 years. Rudolf Steiner stressed to teachers that the best way to provide meaningful support for the child is to comprehend these phases fully and to bring "age appropriate" content to the children that nourishes healthy growth.”
Even though I love technology, and described myself as a first adapter during our first class, my wife and I are raising our children in a no tech environment: we have no television in the home, no screen time (phone/computer…) for my wife or me until after they go to sleep. My daughter (3 years old) and my son (9 months old) have never watched television or seen a movie. They don’t have plastic toys and don’t know who Elmo and Disney characters are. My daughter has gone to indoor and outdoor Waldorf classes since she was about a year and a half old. I’ve attended many classes with her. The inside of a preschool Waldorf class is amazing. Everything is made from natural fibers including the toys. The Waldorf dolls have no expression on their faces so children can imagine the dolls to have any mood/expression depending on the play situation. Waldorf emphasizes educating the head, hands and heart of the child. From 1st grade to 8th grade students (usually) have the same teacher so that they can form a strong bond. There are advantages to this. Think of how well a teacher gets to know this child in eight years. There is no time lost to establishing rapport every year.
I agree that there is a time and place for everything, including technology and agree with the statements below that since technology can be learned easily, one can wait until they are older to begin to use it.
From: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp “Why do Waldorf schools recommend the limiting of television, videos, and radio for young children?
A central aim of Waldorf Education is to stimulate the healthy development of the child's own imagination. Waldorf teachers are concerned that electronic media hampers the development of the child's imagination. They are concerned about the physical effects of the medium on the developing child as well as the content of much of the programming.
There is more and more research to substantiate these concerns. See:
• Endangered Minds: Why Our Children Don't Think by Jane Healy
• Failure To Connect: How Computers Affect Our Children's Minds For Better and Worse by Jane Healy
• Four Arguments for the Elimination of Television by Jerry Mander
• The Plug-In Drug by Marie Winn
• Evolution's End: Claiming The Potential of Our Intelligence by Joseph Chilton Pearce
What about computers and Waldorf Education?
Waldorf teachers feel the appropriate age for computer use in the classroom and by students is in high school. We feel it is more important for students to have the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Waldorf students have a love of learning, an ongoing curiosity, and interest in life. As older students, they quickly master computer technology, and graduates have successful careers in the computer industry.”
To continue:
ReplyDeleteFurthermore, for teachers who say it is our responsibility to teach technology, I agree. Again, students can learn tech skills later in their school careers and still be successful high school graduates and go on to top colleges. It seems that we may be focused on the absence of the tech world and what is lacking without tech, rather than how the children's world is filled when the tech isn't readily available. A Waldorf student may have a long attention span and a vivid imagination. Since their time is not spent on video games, TV, video, computers… a Waldorf student’s world is filled with, writing, playing active games, building forts conversation, music, art, drawing, gardening and spending time outside.
From: http://www.whywaldorfworks.org/02_W_Education/faq_about.asp “Why do Waldorf schools recommend the limiting of television, videos, and radio for young children? A central aim of Waldorf Education is to stimulate the healthy development of the child's own imagination. Waldorf teachers are concerned that electronic media hampers the development of the child's imagination. They are concerned about the physical effects of the medium on the developing child as well as the content of much of the programming.
There is more and more research to substantiate these concerns. See:
• Endangered Minds: Why Our Children Don't Think by Jane Healy
• Failure To Connect: How Computers Affect Our Children's Minds For Better and Worse by Jane Healy
• Four Arguments for the Elimination of Television by Jerry Mander
• The Plug-In Drug by Marie Winn
• Evolution's End: Claiming The Potential of Our Intelligence by Joseph Chilton Pearce
What about computers and Waldorf Education?
Waldorf teachers feel the appropriate age for computer use in the classroom and by students is in high school. We feel it is more important for students to have the opportunity to interact with one another and with teachers in exploring the world of ideas, participating in the creative process, and developing their knowledge, skills, abilities, and inner qualities. Waldorf students have a love of learning, an ongoing curiosity, and interest in life. As older students, they quickly master computer technology, and graduates have successful careers in the computer industry.
How do Waldorf graduates do after graduation?
Waldorf students have been accepted in and graduated from a broad spectrum of colleges and universities including Stanford, UC Berkeley, Harvard, Yale, and Brown. Waldorf graduates reflect a wide diversity of professions and occupations including medicine, law, science, engineering, computer technology, the arts, social science, government, and teaching at all levels.
According to a recent study of Waldorf graduates:
• 94% attended college or university
• 47% chose humanities or arts as a major
• 42% chose sciences or math as a major
• 89% are highly satisfied in choice of occupation
• 91% are active in lifelong education
• 92% placed a high value on critical thinking
• 90% highly values tolerance of other viewpoints”
Why Waldorf Works – articles, videos, /links http://www.whywaldorfworks.org/07_Community/articles.asp
See also to continue the discourse: Article comparing two schools – high tech HS vs. low tech HS/Waldorf: http://www.washingtonpost.com/business/technology/high-tech-vs-no-tech-dc-area-schools-take-opposite-approaches-to-education/2012/05/12/gIQAv6YFLU_story.html
After reading the article “A Silicon Valley School That Doesn’t Compute”, I was surprised to see the polarizing perspectives of the use of technology in the classroom. Like many of my classmates said, there is a time and a place for technology in the classroom and moderation is key. The article focused on the Waldorf School which does not allow technology in the classroom, until the students are older at which point they are allowed to use it minimally. This is an interesting philosophy in the age of technology, where so many resources are available using technology. I do however admire the approach of teaching students how to do things without technology as that is becoming a skill that many are losing. That being said, I believe that technology enhances education and if used properly can be a productive tool to aid and further education.
ReplyDeleteAs a Literacy teacher I find myself torn about the amount of technology that should be incorporated in the classroom. Although components of technology such as implementation of e-reads through the I-PAD are beneficial, I do not want to force my students to only use such tools, rather than hold a book. Even if e-reads and e-texts eventually take over the print text, students should have knowledge of both.
ReplyDeleteIn my classroom, I use the Smart Board daily as a visual and interactive tool to enhance my lessons; I find it to be extremely helpful. Students enjoy having the visual aide and are more engaged; however, I have found that technology isn’t used well by students. They expect spell check to fix their grammatical errors and they don't understand that the feauture only corrects spelling. At the beginning of the school year, I require all my students to hand write their essays so that I am able to see their strengths and weaknesses in writing. I allow them to type two-three essays per week for a final copy only. During these "typing" sessions, I spend more time teaching students how to type, a skill that is neccessary for students. Since Common Core plays such a major role in schools today, important classes such as technology are neccessary; however, the curriculum should incorporate skills they will need in the future.
It seems that this is a great idea, in theory. I'm intrigued by the fact that so many of the parents and teachers at the Waldorf School are either currently or were formerly involved in the technology field. What is it about that industry that people feel so strongly that students don't need access to it in school? I saw one of the comments from a parent who referred to this school as "one of the biggest and most expensive mistakes we ever made." It's interesting that the results of the school are so polarized. So many people describe it as the most amazing thing in the world, or the worst thing to ever happen to education....but I see no comments that take a middle position on the argument. To me, the school sounds a bit utopian and, dare I say it, communist, but perhaps I'm reading about it through the lens of a public school teacher...?
ReplyDeleteIt seems that there are several valid arguments that can be made both for the introduction and use of technology in the classroom as well as it's exclusion. If you consider the world today and how engrained technology has become in our everyday lives satrting from when we are barley old enough to speak in complete sentences all the way through our more mature and wise years, it seems to me that the question should not be so much of whether or not we should allow technology, but more of the role techniology plays in the learning, development and advancement of our students as and what is it's place in a learning institution. In the real world our student's use technology in almost every aspect of there lives. It has become the same to them as breathing or eating. It is something that just happens as a part of living. We are constantly trying to frame the educational process through the use of technology. In my opinion we are putting strict boundaries on learning because we are depending on the technology to deliver instruction and achieve learning. Fundamentaly that is problematic by the very nature of the limitations that are prevalant in schoosl surrounding technology such as budget and access. We should be looking at this from the other direction. Creating a learning envirinment that has made technology become part of the everyday learning process just as our students have made technology part of there everyday lives.
ReplyDelete