I think a lot about how 1:1 programs share information. When I first became technology coordinator, I was desperately searching for resources in how to organized and articulate the program norms and policies to parents. Thankfully, the program itself had thoughtful foundations already in place from my predecessors and colleagues, Angela Hancock and Brad Baugher, and I was able to build one what they had already written. I also got a lot from Kim Cofino and Jeff Utecht. I eventually wrote it all down in the form of the MS Tech Program Handbook, that I shared with everyone from our technology website. (I realize there is a bit of irony in calling it a “hand” book.)
This also goes along with our Responsible Use Agreement, which we show as a short, Common Craft style video that I made at the beginning of the year and then students fill out a check out form. I also sometimes review this with each grade during the year.
All of these resources have all been publicly accessible at some point, but I thought I would put them together here in case it is helpful for other 1:1 programs and coordinators. (Please reuse, remix, & attribute through twitter @pdxkali – Thanks!)
Click above for the presentation slides or download the pdf here.
Download the handout here.
I also mentioned two important books: It’s Complicated, by danah boyd, and Reality is Broken, by Jane McGonigal.
This morning I gave a presentation on Video Games and Learning. I’ve wanted to have this discussion since I started as technology coordinator and since beginning the SimCity project. The focus of the presentation was on the opportunities presented by video games and the skills learned, hopefully providing an entry into why kids (and lots of adults!) play the games they do and why they enjoy them so much.
I tried to walk the line between research and practicality and tried to frame how we think and talk about video games rather than giving my opinions, though my positive bias is clear. I wish I could have had more time to devote to the current research on the transfer of skills from video games to other arenas and the effect of play violence in teenagers. But that is what graduate school is for!
The best part was my somewhat last minute decision to play MMTW, Massively Multiplayer Thumb War, as inspired by Jane McGonigal from ISTE last year. I felt like I couldn’t talk about games without playing one!
Overall, I hope that people come away holding worries at bay and looking with their kids towards the opportunities. Technology is neither good nor bad, though it does change what life affords and affects us as individuals and as communities. When I look at the world, I am fundamentally hopeful about what the future will be, and maybe growing up around the Scrabble board helped shape me that way.
Rethinking Education in the Age of Technology, by Allan Collins and Richard Halverson
I’m preparing for a parent presentation on video games, learning, and kids. It’s a subject I’ve wanted to bring to a parent meeting for a number of years, and I’m excited to finally have it scheduled on the calendar.
Here’s my basic outline:
- Inoculate – basically address some of the common objections outright and diffuse potential defensiveness
- Reframe the discussion of video games: why do kids like them? (spoiler: it’s not because they are easy)
- What can games teach us about learning? (Overview of the research and history of games in learning and flow)
- Discuss common ways we denigrate or undervalue gaming, many times without even realizing it
I’m hoping to weave in lots of examples from Minecraftedu and SimCity, since those are the two video games we currently use in our curriculum. (Although it could be argued both of these are not the typical video games people think of. Minecraft is really more of a sandbox/creative tool and SimCity is an open-ended simulation tool.)
Stay tuned for a post of resources for my presentation!
I’m taking this opportunity to return to a book I read last spring, Rethinking Education in the Age of Technology, by Allan Collins and Richard Halverson. Just as with It’s Complicated, I’ll include some quotes, but know that the items that I pulled out specifically relate to my presentation on video games and don’t represent the entirety of the book.
- My biggest picture observation is that we are in a time of enormous change in the structure of education, and educators have little control of this, which is probably why things are actually changing. Educators are conservative in their practice because of the design of the system. Change is upon us, whether it’s the internet, the computers, the nature of globalization and global problems, or the homeschool communities. I think this is exciting!
- Watch a kid do math problems for homework. Watch a kid play a video game. When we know they are learning through the video game, why do we still feel in our gut that the math problems are more valuable? How did the popular culture and media so convince us into the idea that school and learning must be serious in order to be effective?
Notes from the book:
p. 9: 2 key arguments by technology enthusiasts:
1. “the world is changing and we will need to adapt schooling to prepare students for the changing world they are entering.
2. “technology gives us enhanced capabilities for educating learners, and … schools should embrace these capabilities to reshape education.”
not having to wonder
- whether a landlord would accept my application based on race.
- whether my landlord would be the same race or if that would even be an issue.
- whether I would be accepted in whatever neighborhood I chose.
- whether I would be judged by the friends that I asked to go look at it.
- whether I should look for certain neighborhoods.
- whether my name would cause questions.
- whether I could comfortably ride the bus for a commute.
- whether new neighbors would question my family structure.
- whether my race would have any bearing on my success in graduate school.
As many of (the few of you) who read my blog know, I’ll be leaving my job here at the end of the year and moving on to graduate school at the University of Wisconsin – Madison. We’re just at the point of finding a rental, and as I was scouring craigslist and contacting landlords, I was reminded of White Like Me, by Tim Wise, which I read just after attending POCC.
This past Monday at our Professional Growth and Development Day, our Critical Friends Group presented the tuning protocol to about 25 colleagues. We ran it as a fishbowl in order to model what the protocol actually looks like in real time.
I’ve bolded items that I said or facilitated and then give my reflections at the end.
Call to order.
Each person introduces themselves.
Inoculations. These were done to address what we saw as some of the potential objections to our presentation. Each person took one.
- Thank you for being here and appreciation to Faculty Learning Group leaders for the opportunity – sometimes we feel like these days should be for personal preparation time, but this protocol is a great tool for helping guide conversations that make meetings more productive.
- Please don’t use technology during the presentation. We understand that everyone has other things on their mind or to do today, but we ask you to be present and actively engaged. This will take about 60 minutes and there will be a break afterwards to check email.
- Sometimes the structure can feel awkward or restrictive. We chose a protocol that really works to get to the hear of an issue or dilemma and provides the presenter with an opportunity to take a step back and look at it through other perspectives. And it really is about the presenter learning to work through her own dilemma, not for us to solve it for her.
- This protocol is also helpful for educators who are not classroom teachers. This can be an opportunity for you to present a dilemma or tension that you feel you need support with.
Why are we presenting this to you today? Continue reading