Deconstruct week of 2/21 - kids and technology

I think it's so random when you hear little kids (2, 3, 4)say big words. My son has one of the My First Leap Pad's. ALthough he's still young, it's interesting to watch him play with it or any technology. He also got a "kid's laptop" for christmas which consists of buttons for each letter of the alphabet. Is this really technology? I see the cause and effect with my youngest son (almost 2) he hits a button and understands it does something, talks etc. With my 3 year old, I wonder about the technology. Does it do any good? Some people think because I'm tech savvy I would have my kids on computers as soon as possible, but I don't necessarily think that does any good. I see how fast they pick it up but I don't necessarily see a reason to start them at 3 or 4, just when they want. WHen my 3 year old uses the leap frog, he more thinks it's cool and likes to play "bob the builder" song. Is this a good use of technology? Yes, he hears the words and sounds but he hears those from us when we read to him several books each day, plus then he gets the added benefit of asking questions. I find that he loves to read books but I try not to get caught up with just finishing the book, he likes to talk about the pages, and the pictures he sees and ask questions, how does a leappad or similar device assist? They can point to some different things on the page and get some interaction, is this good?

I do see how fast they figure out how to click on the green circle on each page, for example or how to change cartridges, but this isn't specific to technology, just how fast kids learn, they are sponges. I think maybe when he is starting to read maybe there might be more value in hearing the words while trying to read.

Are the pre-k technology tools beneficial? What does the technology add that is worthwile or unique to the technology?

deconstruct week of 2/14 - friends and family

So I'm the tech person of my friends and family. I get most of the question from people when something doesn't work right or they don't know how to do something. This is fine, most of it comes quite easily for me, although I'm not sure why but I know by taking on this role I become more and more of an expert because I get exposed to more and more scenarios thus having more experience and furthering my expertise. Anyway, similar to my situation last week how to enable these people to take on the learning of the computer themselves. I'm happy to coach them along but how can I enable them to be learners and to try to construct knowledge, not have me "fix it" for them or "write down the steps". I don't believe this is really learning at all, rather it is just solving a problem or a means to end. I try not to " do things for them" like a good teacher, although I must admit sometimes trying to explain something to someone over the phone is more than any person can handle.

What would a real "intro to computers" look like?

If I were to design a curriculum for this type of intro learner, what would it be?

The big ideas would be
1 - learn the basics of the hardware of a computer, understanding that you can't know everything.
2 - Understand that predominately software is all the same. Point out the similarities like open, save, close, help, format, menus etc. Once the similarities are apparent maybe the thoughts about each software problem being completely unrelated won't be as prevelent.
3 - UNderstand the hard drive and file structure, directories and the operating system.

Sometimes the little things like versions of software and different commands and software names get people completely overwhelmed. Like I might be overwhelmed if I were to start working with engineering or some other field for which I wasn't familiar. I understand why this is hard, because there is so much depth but certainly there are ways to work within a subject and operate at a more peripheral level not be an expert but each time you work with the computer continue to construct your knowledge and build on your past experiences.

Deconstruct Week of 2/7

I recently spent the week doing out of town training. Part of my training consisted of classroom training and the other part of my training was one on one coaching sessions with the upper level of executives/administrators. While working with a particular person, a few questions come to mind
1 - Are we all really capable of learning the same things?
2 - What makes some people so much more prone to learning certain things, than others?
3 - Why are certain people particularily inept with technology?

I have always been a believer that the common element surrounding most people's differences in learning technology was attitude. Although some times other factors come into play such as age, lack of exposure, etc.

This particular incident, made me realize that although attitude was a factor, as was motivation, also I wonder if learning styles are a factor? I wonder if how a person processes information affects how they try to process learning technology. If they are a "memorize the steps" type of person, they are overwhelmed by different steps of if a menu changes.

Furthermore, how do we teach these people that do want to learn technology but their brain doesn't seem to think that way. What ways can we help them understand? What can I explain to them which can help ALL their technology adventures? How can they get past this phobia?

Some ideas I have had. I think that an overall dumbed down understanding of the computer is a starter but from there, how I'm not sure how to make it easier. I can give people the basics, teach them how to do only what they need to do and try to give them something to play with for the next time I meet with them. An area to explore that we will focus on the next time. Also I think the relevence of what they are learning is important. Maybe some basic kind of reflection might be good, I think if I could get them to do it verbally because I don't knwo if I could get them to take the time to write it. It could be a recap. I also think having some kind of an IEP for each person is important and could be a good learning tool. Appealing to all the learning styles I try to do, I tell them what were doing and explain it, show them and have them do it. I try to make it as self directed as possible they get to pick the topic and what they want to learn about. I can't think of any other things to do to enhance the learning except for maybe having more clear cut goals.

1/31 Deconstruction

Pottie training my son has been an ongoing "issue" at our house. My son who is 3 has no interest in the pottie training. My husband however feels we are completely out in left field and is wondering how we can MAKE him learn. AH - the striking obvious YOU CAN'T TEACH SOMEONE SOMETHING THEY DON'T WANT TO LEARN. You can give them the tools to learn, and you can try to give them some motivators and show them why it would be good to learn, but they HAVE to WANT to learn before it is even a possiblity. I think kids especially young ones, make this a little more obvious. Adults sometimes "pretend" to learn something they know they should learn but in reality they won't "retain" that knowledge unless they want to.

As I discuss the pottie training problem with friends and other parents, everyone's story is "they will do it when they want to" or you can't make them". What an understanding which can be applied to teaching anything. Although the pottie training example is very tangible and a 3 year old doesn't know how to "pretend" or care to that makes it much more obvious.

The reality is, until my son decides he wants to learn, he won't. The idea of 'false motivators" doesn't work. The only reason to learn to go to the bathroom in a toilet is if you WANT to learn to go. All the "dangling carrots" are really irrelevent. Telling my son he SHOULD know this because he is 3, makes no impact on him whatsoever, and I guess it shouldn't make an impact. Why should he care if 3 is the magic number that society says he should be pottie trained. If he doesn't care if other 3 year old are pottie trained, I can't make him.

Take this and apply it to teaching in general, the false motivators can be grades, parent bribary, college acceptance. As a teacher if I tell a student that all 12 year olds need to know how to multiply fractions, why should they care? Why do we build these false motivators in and make them part of reality. Why can't they just learn when and what they want? Why do we have such a hard time with this?