Reaction Paper #2: How People Learn & New Media

Readings for this week include the first chapter of How People Learn, by Bransford et al. 1999, and Living and Learning with New Media, by Ito et al. 2008.

(I’m just including my last paragraph, which I think was the most interesting.)

A lot of schools and teachers are threatened by this generation of seemingly empowered, engaged, technology-savvy youth with their “resilient set of questions about adult authority.” (Ito et al. 2008) Further, “our values and norms in education, literacy, and public participation are being challenged by a shifting landscape of media and communications in which youth are central actors. Although complaints about ‘kids these days’ have a familiar ring to them, the contemporary version is somewhat unusual in how strongly it equates generational identity with technology identity, an equation that is reinforced by telecommunications and digital media corporations that hope to capitalize on this close identification.” (Ito et al. 2008) I want to address this very last part: the corporations. All these interfaces, platforms, and services are run by corporations, whose goal is to make money. This capitalistic ethos is built into the web, our children’s playground, and the companies make money when you to come back. They provide dopamine hits by alerts of connections to friends, by the functions of affirmations (“Pokes” or “Likes”), and by presenting solvable problems (such as in games), which is far from true about dilemmas in the teenage world. They provide quantifiable measures of popularity or desirability, which might at first seem like a reflection of content, but it’s not a far leap to being a measure of worth: the most followers, friends, shares, or comments. All this engenders FOMO (fear of missing out) and drama, such as “unfollow me and I’ll unfollow you.” This, naturally, affects actual identity formation and the conception of what it means to be successful in life. I’m not a technological determinist, clinical psychologist, nor anti-capitalist, but as the interfaces becoming increasingly seemless and as a greater percentage of our learning and life is extended on these platforms, I get a little skittish. Like many generations before me, my guiding hope is in education.

Opinions in this last paragraph were influenced by It’s Complicated: The social lives of networked teens, by danah boyd, and by a critique written of the book by Michael Simon, reprinted with permission on ISTE’s Indenpendent School Educator Network’s blog.

Think twice about the research sound bite and keep those perspectacles on, people!

Business Insider
There are a bunch of news stories flying around right now about how “digital technology and tv can inhibit children socially”, but if you actually read the study it’s not that clear, and NO ONE reports and important disclaimer by the authors themselves. As per usual, the news is more sensational than the research…
Here are links to recent news articles:
Methods
Basically the study looked at about 50 6th graders from a Southern California public school before and after an outdoor nature camp and compared their ability to read emotional facial cues to kids who stayed at home going to regular school.
Results
Kids who went to camp showed statistically significant improvement in the test of emotional facial cues.

Continue reading “Think twice about the research sound bite and keep those perspectacles on, people!”

Book share: The Culture of the New Capitalism, by Richard Sennett

Sennett’s writing alternately confirmed and conflicted with my reality. He describes experiences I have had or paths I am living, such as the idealized self of the “new-page order,” adding to my understanding of my narrative. On the other hand, he describes worlds that I only know through Mad Men or The Social Network, the latter of which epitomizes the modern world as somewhere anyone can make their own success through innovative ideas and the internet.

My identity as a hopeful person is a reaction to the daily, haunting fear that the world is on the verge of biological and social collapse and no doubt influenced by a perceived impotency to make a difference. In this way, I connected with Sennett’s description of buying possibilities: computers that are much more powerful than we’ll use, SUVs, etc. It made me think instantly of all the sports equipment my husband and I only realize we have when we move. I guess we keep it in hopes that we’ll once again be regular campers and rock climbers or play backyard bocci games. That said, I maintain hopefulness by believing that good old American tenet that we are generally making progress and that I contribute to that by working for better education for kids. As Martin Luther King, Jr. said, paraphrasing Theodore Parker, “The arc of the Moral Universe Is long, but It bends toward Justice.”

I have a hard time with nostalgia. Sennett’s admission of it on page 2 got my dander up for the rest of the book. Nostalgia has its place in honoring the past and connecting our personal narrative, but memories are capricious and myopic. While the Weberian pyramid of social capatalism may have provided stability, only a small slice of the population had access to it and the other benefits of the day. There have been other times in history that different people have been forced to migrate or develop new skills, and forget their pasts. He himself describes the picture of it with the men from the Great Depression. I understand that he says that they at least had the hope of education for their kids. I don’t know whether the fresh-page way has truly opened doors, but I have to hope that we are on a general trajectory of equity and access for the disenfranchised. I do worry that the focus on potential and personal worth will, as he talks about, make it in fact harder for people without all the resources and privileges to succeed, but I would rather deal with the opportunities and challenges of the present. I feel that Sennett focuses on what was good about the past and what is challenging about the future, with only small notes about the opportunities of the fresh page.

Sennett’s focus on the spector of uselessness generated some interesting questions both in my beliefs and experiences. I grew up in a family that unequivocally adhered to the Puritanical virtue of work, and I realized in reading this how much I subconsciously accuse others, mostly older generations that a struggling in the workplace with an unwillingness or incapacity to learn new skills. This was particularly true of teachers who were resistant to using technology in their classrooms. Was it the specter of uselessness that haunted them? If they tried something new and failed, would it confirm for them that their life’s work, and thus they, were useless? I tend to have the mantra that things are the way they’ve always been, but this fresh-page characterisation of new capitalism makes me wonder. Maybe if I listen to Sennett and choose to value experience, I’ll believe him that this is troubled times, but if I choose potential, then I’ll do what younger generations have always done and stick with my own assessment.

Middle School Technology Handbook

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!)

Parent Partnership: Video Games and Learning

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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.

Recap:

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.

Tech Department Maker Day

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***Picture of the toy I designed and printed for Alexander***

I looked forward to it all week. I couldn’t wait. I was giddy with thoughts of minecraft, arduino, 3D printing, little bits, squishy circuits, and MaKey MaKey. What if kids felt this way when they arrived at school?

We arranged to use a classroom near the entrance to the school and left windows and doors open for passersby to look in. We had flocks of middle schoolers who had to be shooed out to class. But truly, this day was for us.

Perhaps one of my favorite things about my colleagues in the tech department is the organic way we lead and follow. Never-ending learning means that we alternate smoothly between teaching, watching, trying, listening, sharing, and thinking. There were numerous shout outs: “Look at what I just did!” or “I can’t figure out how” or “Ooooooh, good idea!”

We started with 3D printing. We have a MakerGear M2. Our art/tech expert walked us through the hardware, the printing interface, and the software. We used tinkercad.com because it’s online, free, and easy to export an .stl file.  We all set to work designing something, and I got the idea to make a die with six different icons not he faces. I jumped right in, but thank goodness other people use tutorials because they helped me use the workplane to orient the icons properly. Sometimes going slowly and following directions is useful!

I finished my design, downloaded the file, transferred it by USB, and loaded it into the queue. After 1 kernel panic, we had the printer off and going. See this time-lapse video I made in iMovie shortly after:

After lunch, we moved onto minecraftedu. All our middle schoolers now have it installed on their laptops (see my letters to students and parents). They deftly launched their own servers and were playing collaboratively (or PvP, roughly the same), so I did the same! I launched it on my computer, shared the IP address, and voila! We were all in the world together. This is my favorite part of gaming – having my friends there. I built a house, which I temporarily couldn’t find, having gone back to the spawn point without leaving a trail back to the house – oops! Mostly we explored and laughed and flew around, amazed at the possibilities for creativity. Oh, and we found out that you can design objects in tinkercad and export them into minecraft.  Mind. Blown.

With only an hour left in the “work” day, we shifted to arduino coding and circuits. Honestly, I was a little underwhelmed. I already understand circuits, so that part wasn’t a revelation, and the coding didn’t appeal to me in the same way Scratch and JavaScript do. I think what I need is an overarching project that motivates me to learn the details. Turns out, I’m not a tinkerer.

I never got to MaKey MaKey or squishy circuits, but I’ll find time to explore them in the next few weeks. I’m volunteer teaching some programming with our lower school Girl Scout troop in February, and I think we’re going to design video games in scratch that interface with a controller that is not the keyboard. Another opportunity to play!

It’s only work if you’d rather be somewhere else, and on this day I was so engaged I barely took the time to eat lunch. If only all learning could be this kind of self-directed, creative, collaborative, open-ended, play. Oh wait, it can be.