[Year 12 IPM] Computer Lab usage
Stephen Digby
digby.stephen.p at edumail.vic.gov.au
Thu Sep 7 11:40:08 EST 2006
Agree entirely. Long teaching sessions do not require that all activities
in those sessions are lengthened. The problem though is intensity of
commitment. Even moving from one intense intellectual activity to another
students get intellectually fatigued in a long session. The pressure is
then to introduce a significant component of "fun" into the session.
Inevitably, this means that time allocated to the subject is then used for
activities that there was no time for in the past. Thus a significant
number of high intellectual commitment tasks are edged out of the
curriculum. The fact that this is the case is often dressed over with the
introduction of IT and multimedia as a way of making low level intellectual
content look more impressive (kahootz, powerpoint, movies, etc).
To ensure that this dumbing down process does not continue ad nauseam, we
need carefully constructed and public curriculum (not another framework !)
that ensures that there is some quality control on the activities. Then, it
would not matter what length the sessions were as the scope and rigor of
activities could be publicly evaluated.
In fact, longer sessions and the accompanying trend towards "tutor among the
students" rather than "teacher out front" is actually a much more pleasant
and less arduous role.
As students take on more responsibility for their own learning, the teacher
has less responsibility for it. As students self-initiate, the teacher has
to guide and advise, which are far les intensive than planning and
supervising all steps - as in the past. When the motivated and highly able
students blossom and excel under this approach, the teacher can feel pride
and satisfaction. When other students, use their freedom as license to do
little, the teacher can respond that all opportunities and encouragements
were provided.
As I often say to students and parents, "education is an opportunity - not a
guarantee".
The only problem with this plan is that it does not cater for students who
are ineducable due to parenting failure. These students need a strong
combined training (cf education) regime to build skills and attitudes which
have not been learnt prior to formal schooling, and slow introduction of
educational approaches and concepts.
Having taught in tech, high, combined and primary settings, I feel that
there needs to be far more variety of offering, not only in curriculum, but
in school organisation AND complete alternatives to schools...
(Volubility born of having just finished managing another reporting cycle !)
============================================================================
==========
Stephen Digby, Learning Technology Manager
mailto:admin at cheltsec.vic.edu.au
Cheltenham Secondary College www.cheltsec.vic.edu.au Ph: 613 955 55 955 Fx:
9555 8617
============================================================================
==========
"Life without you would be like a broken pencil." "How's that?" "Completely
pointless."
Blackadder, Series II
-----Original Message-----
From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au] On
Behalf Of Cameron Bell
Sent: 07 September 2006 10:13 AM
To: Year 12 Information Technology Processing and Management
Teachers'Mailing List
Subject: RE: [Year 12 IPM] Computer Lab usage
Longer periods give you the opportunity to use several "highly directed"
learning activities OR the opportunity to engage in a longer activity if it
is needed, something you are restricted in if constrained to a 45 min
period. Longer periods give you the flexibility and choice. I found it a
nightmare as I can't fit in the introduction (and roll), the activity then a
conclusion into 45 minutes. Too rushed. It is about "one size fits all", the
more time you have to work through an activity, allows students of all
abilities to achieve something, rather than only having enough time for
those who can quickly comprehend the concepts and are organised enough to
complete the activity. Those students, I have found then have the
opportunity to be extended. In science, I have those students start to think
about errors, etc while the slower students have the time to actually
achieve something. All too often those students will procrastinate, knowing
that if they can lie low for a couple of minutes they can get away without
learning something.
>A rather immature response, I would suggest.
Would you? On what basis is this "immature"?
We are trying to shift the focus from the teacher, to more group work and
self-directed activities. Is this a "fad" simply because it is different? At
what point do you consider a "fad" - a subconscious inference that anything
new is just a passing phase to be tolerated, become legitimate?
My personal preference is for tables that can be arranged in rows if needed,
however, there is a range of furniture now available that make for
different, stimulating learning spaces that students and teachers do
appreciate. if the furniture cannot be arranged in rows so be it!
(Had to laugh, at the end of last session a teacher came in and scowled
- "Why are the tables in groups again?")
I think that while the forums are a good place to exchange ideas, remember
that there are not always right and wrong solutions when the individual
schools context is generally missing from the discussion.
Each school has their own issues, ideas and strategies. I am putting forward
our solutions and ideas, you yours. There really is no call for labelling or
put downs based on what you perceive to be the answer as it applies to your
situation not ours. Schools would not adopt "fads", "fashions" or longer
period days without careful thought and looking at the educational rationale
and making a careful decision, but sometimes, you just have to jump!
cheers
Cameron
On Wed, 2006-09-06 at 19:45 +1000, Stephen Digby wrote:
> Such certainty !! Such passionate extremes !! Who are you ?
> 6 sessions a "nightmare". Some have the same description of 4, 3, 2,
> 1 (I even remember 8 session days !!!) The appropriateness of session
> length is a function of teaching goals, teaching methods and student
> characteristics. As so many say these days "there is no one right
> answer". It depends. Increasing proportion of students come from
> families without a "learning culture" i.e. little experience of
> success through persistence; a feedback cycle of shortening attention
> and commitment fed by a belief that lowered expectations are
> preferable to experiences of failure; etc; etc etc. These students
> do not thrive in school settings which are designed for self-motivated
> students who are used to success through perseverance. They actually
> do far better with short sessions of highly directed learning which
> gradually expands the scope for autonomy within careful limits.
> The "one size fits all" confidence is what often amazes me.
>
> Chairs in rows - "so wrong". The subconscious inference that there is
> a moral failure in not adopting the latest teaching fad. Flexible
> tables would not do, "we are now looking at that furniture that can't
> be set up in rows". A rather immature response, I would suggest.
> I would suggest that the most flexible classroom arrangements have all
> tables the same (i.e. no teacher's table), this means that there is no
> presumption that the teacher will be apart from the students or "out
> the front" - but without prohibiting this arrangement.
>
> School plant, equipment and staff should be built for maximum
> flexibility, variety, creativity and responsiveness. Let's not move
> from one straitjacket into another - even if it is more fashionable !
>
> ======================================================================
> ======
> ==========
> Stephen Digby, Learning Technology Manager
> mailto:admin at cheltsec.vic.edu.au Cheltenham Secondary College
> www.cheltsec.vic.edu.au Ph: 613 955 55 955 Fx:
> 9555 8617
> ======================================================================
> ======
> ==========
>
>
> The problem with the gene pool is that there is no lifeguard
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Bell, Cameron P
> Sent: 06 September 2006 02:46 PM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Yep! We are moving to a 4 period day next year. My last two schools
> were
> 4 period days and moving back to 6 was a nightmare! Can't wait for that.
>
> We do battle with the make-up of the rooms. We are now looking at that
> furniture that can't be set up in rows. I can't stand walking into a
> room where all the desks are in rows facing the teacher, it is so wrong.
> Needless to say any attempts to create a more group orientated layout
> quickly gets set back into rows. :(
>
> We still need a teacher's desk to put the teacher's laptop on though.
> (We do our rolls via the laptops. That change went very smoothly! :)
> )
>
> We would not be able to support a student owned laptop program just yet.
> School demographics are against that.
>
> I agree with a lot of what you suggest but I need a whiteboard. I
> prefer a whiteboard that I can project stuff onto and be able to write
> on at the same time. Can't do that with screens.
>
> Spare a though for my next issue. A school-wide switch over to Open
> Source Software. That will be a fun one!
>
>
>
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Mark Scott
> Sent: Wednesday, September 06, 2006 1:26 PM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Cameron
>
> Some strategies:
>
> 1. Introduce a four period day. Most teachers when faced with longer
> periods will adapt to the new circumstances. They will find very
> quickly that they cannot chalk and talk their way through an 80 minute
lesson.
>
> 2. Introduce a student owned laptop program. Give teachers a laptop
> each but ban their use within classrooms.
>
> 3. Make technology a part of every report that goes home to parents.
>
> 4. Remove the whiteboards from all the classrooms. I have never been
> able to convince a Principal of the validity of this but just imagine...
>
> 5. Remove the teachers' desks from all of the classrooms. Make them
> get up and wander around the classroom.
>
> 6. Stop making square classrooms designed to fit 25 students into a box.
>
> Mark Scott
>
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Bell, Cameron P
> Sent: Wednesday, 6 September 2006 12:44 PM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> *snipped*
>
> So that change can happen, how do you encourage "recalcitrant" (for
> want of a better word) teachers to accept that we must constantly
> change and adapt to new circumstances so that it is not seen as a burden,
but an opportunity?
> Would love any additional strategies people can suggest.
>
> Cameron
>
>
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Murray O.
> Sent: Wednesday, September 06, 2006 11:17 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> Mark
> I disagree with you.
> Based on my experience, I think teachers are highly adaptable to
> change be planned or unplanned. That being said I too get frustrated
> at trying to facilitate change in schools.
>
> Can you tell of other professions or groups of adults that change quickly?
>
> Regards,
> Oliver Murray
> Web Developer
> Westbourne Grammar School
> www.westbournegrammar.com
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of Mark Scott
> Sent: Wednesday, 6 September 2006 10:30 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'MailingList
> Subject: RE: [Year 12 IPM] Computer Lab usage
>
> We are talking teachers.
>
> This is a species renown for not changing quickly.
>
> Mark
>
> -----Original Message-----
> From: ipm-bounces at edulists.com.au [mailto:ipm-bounces at edulists.com.au]
> On Behalf Of jturner
> Sent: Wednesday, 6 September 2006 10:11 AM
> To: Year 12 Information Technology Processing and Management
> Teachers'Mailing List
> Subject: Re: [Year 12 IPM] Computer Lab usage
>
> The big mistake people continue to make is seeing technology as the
> catalyst for sustainable change in education when it should be people.
> Technology is invaluable whatever its peculiarities but learner
> centered means people at the center.
> John
>
> On 05/09/2006, at 3:41 PM, Mark Scott wrote:
>
> > I have said it before and no doubt I will say it again.
> >
> > The biggest advantage in introducing student owned laptops into a
> > school is that it can be used as a catalyst for change.
> >
> > You can start to talk about learner centred classrooms instead of
> > teacher centred ones.
> >
> > ... and of course this is not the only strategy you try, just one of
> > several.
> >
> > Mark Scott
> > Luther College
> >
> > -----Original Message-----
> > From: ipm-bounces at edulists.com.au
> > [mailto:ipm-bounces at edulists.com.au]
> > On Behalf Of Michael Walker
> > Sent: Tuesday, 5 September 2006 3:06 PM
> > To: Year 12 Information Technology Processing and Management
> > Teachers'Mailing List
> > Subject: Re: [Year 12 IPM] Computer Lab usage
> >
> >>>> Laurie Savage<sav at pvgc.vic.edu.au> 09/05/06 12:07pm >>>
> >>> And now we have a generation of people who cannot do the simplest
> > calculation in their head.
> >
> > Laurie
> >
> >>>> Mark Scott wrote:
> >> They said the same thing about calculators back in the early
> > seventies.
> >
> > Ah generalisations, you've got to love them... 8^)
> >
> > I would argue that with the use of calculators, you don't need to do
> > the simplest calculation in your head. However, it requires a
> > different skill set to check that your calculator is giving you an
> > accurate answer rather than no skill set at all, hence the higher
> > emphasis on estimation that occurs in teaching maths now than when I
> > was at school. Tempora mutantur, nos et mutamur in illis...
> >
> > I would also argue that those kids I know of who have trouble
> > performing the simplest calculation aren't all that flash on using
> > the calculator either. I would suggest that a greater cause is lack
> > of interest for whatever reason from boring teaching methods in
> > previous years showing the kids how irrelevant maths is to lack of
> > support at home for doing homework and school in general. Now
> > there's a can of worms or three...
> >
> > Although I don't think laptops are a cure for all ills, I suspect
> > that under some circumstances they can be a useful tool in the hands
> > of the right practitioner, and in others are a complete waste of
> > time when
> the
> > circumstances of the school and students are taken into account. To
> > give some examples, I am sure that in some laptop schools, the
> > laptops are an expensive pseudo notebook / electronic textbook whose
> > primary
> advantage
> > is larger capacity, neater handwriting (typing vs scribble) and
> > better searchability. Obviously Mark's school is not one of them
> > based on his response. That's not to say schools with poor use of
> > laptops don't exist, and anecdotal evidence would suggest that they
> > do. On the other hand, the same applies to schools who have changed
> > their teaching to make good use of new teaching methods available
> > from every student having the tool and having been taught a proficiency
with it.
> >
> > On the other hand, I would suspect that there would be scenarios
> > where
>
> > a
> > $2000 laptop would be a poor use of family or school resources for
> > the perceived benefits compared to alternatives. Would a struggling
> western
> > suburbs secondary school be able to justify making every student buy
> > a laptop, even on finance? Would alternative approaches such as good
> > use of Moodle with external access be more appropriate in terms of
> > bang
> for
> > buck?
> >
> > I would suggest that neither black nor white are correct and that
> > although there is a place for laptops in schools, it would be silly
> > to try and suggest that it would be desirable for every school in
> > the state and every student in the state to have a laptop and be in
> > a laptop program. Or to suggest that every maths student in the
> > state can't do simple calculations in their head...
> >
> >
> > _______________________________________________
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> Dr J Turner
> Head of Information Technology / VCE Coordinator Presbyterian Ladies'
> College BURWOOD Victoria 3125
>
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