Amplifying Student Passion: An interview with two connected kids

This post is the the final project for An Introduction to 21st Century Teaching and Learning for my MEd at UPEI in Leadership and Learning.


Introduction

There is a constant concern as an educator and a parent as to whether or not we are managing the internet generation’s use of technology effectively. We are worried about screen time, ruining a generation of kids with smartphones, while at the same time educators grapple with the reality that the world has transformed into a knowledge economy (Gilbert, 2007), while the classroom is still geared to create citizen’s for an industrial world.

This project is an attempt to show that children are learning and pursuing their passions all the time, and the technology itself can amplify those passions and inadvertently

Amplifier

Photo Credit: morten f Flickr via Compfight cc

create opportunities in which young people are practicing 21st Century skills.

As educators we need to be able to harness these opportunities and focus them into the work we do with students.

The Original Idea

The inspiration for this project was Seymour Papert’s idea that students will appropriate technology for their own use. I wrote the a line of inquiry that stated: Children and youth appropriate technology to fit their interests and passions; educators must develop their students’ awareness of metacognition to build life long learners.  I also stated the following goals:

  • Attempt to show what student centered knowledge creation could look like.
  • To explore Papert’s idea of appropriating Technology more deeply.

Finally I stated that I wanted to demonstrate that when kids “appropriate” (Papert, 2009) technology for their own purposes they inadvertently are practicing 21st Century Skills.

In order to demonstrate this I have conducted interviews with my ten and half year old twins, Thomas and Lucy, about their use of technology.

A quick note: I have had a long standing interest in educational technology and how it can be used to shift our educational paradigm. One aspect of this interest is that I have never shied away from my kids to using technology. Furthermore, my wife pursues her passion for food and culture through a large network that she has built on the internet. Needless to say Thomas and Lucy have grown up in an environment where connectivity and use of a device in daily life in common place. 

My Theory

In James Cameron’s 1984 film “The Terminator” we see the underlying evil taking the form of an artificial intelligence called Skynet. Skynet has taken over and destroyed humanity, and is further cementing its dominance by going back in time to eliminate human elements that could threaten its control in it’s present. Great movie, but I fear that it played a role in setting up society’s mistrust of technology’s impact on humanity, and saying that we always must be asking:

What will technology do to us?

Seymour Papert calls this need to put technology in the forefront “technocentrisim”(2009).  Papert states it is a ” fallacy…referring all questions to the technology” (2009). In education we are often still in that technocentric place “where we think technology will determine how we think” (Papert, 2009), and as a result subvert life as we know it.

I think as educators we can do better.

In my interviews with Thomas and Lucy I attempt to show that when children use their technology outside of a structured school environment, they “appropriate” (Papert, 2009) the technology to amplify what they love doing. As Papert points out, technology has different effects for different children (2009). The passion determines the choice of application, not the other way around. As teachers, we need to recognise the informal learning that our students do and transfer it into the classroom. Knowing that student passion exists, and the lessons learned informally have value in a child’s overall learning experience is key to create a much more authentic classroom environment. Thos e passions need to be acknowledged and built on.

Here’s what Thomas and Lucy experience:

In my interviews with Thomas and Lucy I found that they were clearly using their devices and digital applications to build on what they already loved. I also found that they were engaging in “hard fun” (Papert, 2009). You can see, as Lucy spends 20 minutes producing a 12-15 second Muscal.ly, and Thomas works over a year long timespan to build a multi dimensional city in Minecraft, that they are doing the “work that will harness…[their] passion…to master difficult material and acquire habits of self-discipline”(Papert, 2002).  Through this informal work Thomas and Lucy are developing the ability to collaborate, problem solve, research, plan, organise and network. All of these skills are at the core of the 21st Century learning conversation. The key is for teachers and parents to recognise that this learning is happening and validate it as authentic and important. As educators we need to teach students to recognise their learning, by thinking about their thinking, reflecting, and processing all that they do so that they can recognise their ongoing learning process. This idea is mirrored in Papert’s words, “What you ought to be learning at school is that you don’t need to be taught in order to learn.” (2009).

The final piece in my puzzle is thinking that by blending George Siemen’s connectivism (2004) with Papert’s “appropriation”(2009), a learning environment can be created that will amplify student’s outside learning while guiding them to the idea of of knowledge building (Scardamalia & Bereiter, 2002, p 1370). A classroom model leveraging these theories to engage learners to build a connected knowledge base that is bigger than each individual’s capacity, and is linked and bonded through layers of connections in the digital landscape would be in my mind a strong model for 21st Century learning.

Reference List

Previous thinking that may or may not have influenced this writing:

Let’s See What Happens – A train Wreck Story

If I had a Magic Wand

Advertisements

Shift: A Final Reflection

Photo Credit: orangeacid via Compfight cc

Photo Credit: orangeacid via Compfight cc

As I sit and reflect after reading the final chapter of Alan November’s Digital Learning Farm, one thing comes to mind:  paradigm shift.  November gives a lot examples of teachers using forms of technology to reshape their classrooms, but really what is happening is that teachers are shifting from a traditional approach to a new hands off experiential model in which students begin to own their own learning.  November’s final example of Garth Holman and Michael Pennington sums this all up perfectly.  These two teachers through the medium of online tools have completely shifted their teaching methodology from teacher centered to students centered in which students created and took responsibility for their content and learning.  Holman and Pennington’s students creation of, and the motivation to create, their own online textbook, again,  dovetails perfectly into Daniel Pink’s motivators of mastery, autonomy and purpose.  It is important to be aware that it is good design and pedagogy that has created the awesome learning environment.  This vision combined with the embedding of technology into the design is the key.  As Kathy Schrock says in her video Connecting Your Classroom to the Future, “Technology does not drive curriculum…curriculum drives technology”.

So what are my predictions for the future? Well I think that the following video, that a fellow learner in this course Stacey Johnsen, reflected upon in her last post Digital Communication and Collaboration, speaks very strongly towards what I would like to see education become.

For me, what Pat Bassett talks about in the above Tedx talk manages to capture a lot of ideas that are constantly swirling around in my brain that I can never get a hold of all at once.  Ideas from my own reflections, ideas that I’ve read, seen or heard about. Ideas from my experience that I never have had a chance to articulate because they are fleeting.  I love hearing that education is no longer owned by the teacher.  Bassett says, “subjects will be in the service of creation”.

Photo Credit: h.koppdelaney via Compfight cc

Knowledge to imagine and create.                     Photo Credit: h.koppdelaney via Compfight cc

I love that he says students should do something with their imaginations and knowledge.   No longer will students just “know stuff”, but they will need to create – to engage in real world problems – and have real world solutions.  I want to be a part of a movement that can get beyond high stakes testing and move into “High Value Demonstrations”.  It’s exciting.

That is the education future that I want to be part of.

Harnessing the Power of the “Share Button”

Students were thrilled to have someone see and comment on their work! Photo Credit: andrewrennie via Compfight cc

Students were thrilled to have someone see and comment on their work!
Photo Credit: andrewrennie via Compfight cc

I believe the power and significance of the student as a Global Communicator and Collaborator is summed up in the following quote;

“Everyday I have to decide if I will write for my teachers or publish to the world” Eighth grader talking about whether she will do her homework, or continue her work as a writer on www.fanfiction.net – from pg 71, Alan November “Who Owns the Learning”

This week I discovered such a student in my own class, though he is not at all at the scale that above eighth grader has achieved.  My fifth grader created a 20 page Google presentation about the properties of Minecraft blocks. I discovered his work purely by accident when I noticed a friend of his looking at the presentation during our time in the computer lab.  I asked the friend about the work and discovered that this student had created the presentation on his own initiative out of the love of the game.  I asked his friend how useful such information was since I am not really familiar with Minecraft.  His friend replied that a new user of Minecraft would find the information invaluable.  I asked who it had been shared with.  The reply was just this friend.

The Minecraft block presentation is definitely an example of a student creating their own tutorial, and it also connects into the Daniel Pink’s motivators of quality work, autonomy, mastery and purpose. (This student, much like the eighth grader quoted above, didn’t always hand in the most high quality work for me).  When I praised him about his initiative, and the quality of his work I could see he was thrilled.

As I was having making this discovery, my fifth graders and I were in the computer lab working on our Photo Stories (the project I initiated for this course).  Coincidentally I had a group at that moment who were finished.  We uploaded their presentation to YouTube, and then embedded it in their blog.  A few minutes later I heard an excited exclamation, “We had six views!”.  They found it incredible that someone had looked at their work.  At that moment I realized the potential of global communication/collaboration, and most importantly feedback through the internet, and the possible pool of motivation available if students tapped into it .  So I sat down at a work station and tweeted their work and asked for comments.

Screen shot 2013-04-20 at 5.29.30 PM

 

 

 

A few minutes later a friend of mine in Canada, Jean-Paul, commented and re-tweeted.  Right away their was an email that said they had a comment. They were over the moon!

Screen shot 2013-04-20 at 5.33.02 PM

Screen shot 2013-04-20 at 5.31.09 PM

 

 

 

 

I have done a lot of experimenting using technology in my class, but I’ve never actively tried to create an audience for my students work.  I find the idea of trying to get my students noticed overwhelming.  However, I have now seen first hand how motivated students become when they receive one comment and a fist full of views.  The potential is unfathomable.

So, going back to the student who created the Minecraft Block presentation, the next step for him is to get his presentation out into the cyber world and reap the potential benefits.  I have already casually suggested a few things, and plan to follow up with him.  His initiative to create the resource could potentially be rewarded exponentially.

For me the challenge now is too design global collaboration into my regular instruction, and to actively promote, and teach my students to promote, their work online.

So please click on one of the links below and leave a comment.  Make a fifth graders day!

Rethink Plastic

Say Hello to the 4th “R”, RETHINK

Our Fourth “R”: RETHINNK

Save our Earth, Buddy! Rethink!

EDUPUNK

EduPunks Say School Yourself

There are a lot of interesting points coming out in this article regarding the re-shaping of how education looks, is delivered, and is quantified.  I agree with some, other parts I have questions, other bits I don’t think I agree with.

“Campbell notes businesses will be hungry for people who aren’t going to sit down and simply do a set of assigned tasks, but are going to invest themselves in the ongoing discovery…”

This makes me again think back to what I blogged about before, that being the notion that classrooms are currently set up to create industrial workers, but future employers of today’s students are going to want creative independent thinkers, rather than than task driven producers.    Since I am supposed to be considering technology on this blog, I will reflect on the fact that so far my experiments with wikis and web quests have been relatively successful;  however, in terms of  creating people who will invest in discovery, I’m not sure this happens just because they can follow instructions and use the internet as a learning tool.   This is a whole different complexity of the classroom, and just getting student to use available technology doesn’t necessarily mean we are moving forward with independent thinkers that will one day fuel the creative economy.  I guess what I’m getting at is just because I can teach students to bang a nail, it doesn’t mean they will be great craftsmen.  I know I have stated the obvious, but I must remind myself that there is more, much more to re-imagining the classroom than just inserting laptops and digitizing what is students produce.  Inserting technology is a big piece, but I can’t allow myself to be progressive just because I get my students to post their work on a wiki, or comment on each others poetry on a classroom blog.  In my pursuit of technology I must also  remember to check myself and search out ways to develop students into creative thinkers ready whatever tomorrow ends up being – technology is just a piece of that process.

Brain on Overload

Wow, so I’ve been continuing my quest to integrate the digital world into my classroom and, well, I feel like I’ve opened a treasure chest and its contents has exploded; plastering itself into my brain like sticky mud on a finely tuned bicycle drive train…my thinking is stalled, overwhelmed with options…where once I didn’t know where to start and what to do, now I have an overload of choice. I’m going to have another coffee, talk to my colleagues, and give my head, and my browser, a good shake and see what comes out. More on what I found later.