Week 4 – Post 1 – 21st Century Learners

          The PBS video, New Learners of the 21st Century, gave many great examples of how technology is being used in school environments across the country. The five schools shown seemed to be either alternative or charter programs. The teachers were implementing technologies such as cell phones and social media for constructive classroom use. Some interesting points presented in the video were that teachers should not be driven by fear but should embrace changing technologies. The video also expanded on the traditional definition of literacy to include technology and the ability to think critically about information from various sources. I’m finding that as I explore opinions on the benefits of using technology in the classroom, most sources support one another and share very similar perspectives.

            The Qwest to Learn School for Digital Kids, helps students see things in new ways. They use game design to teach trial and error and other complex problem solving skills. Teachers emphasize the power and importance of play. “Tinkering” and exploring to see what happens brings thought and action together creating life long learning opportunities. Other tools used at the Qwest school include turning fables into computer games, creating graphic card decks based on learning topics, making digital comics, and using laptops, flip cams, and video podcasts to support learning. Parents have occasionally expressed concerns about competition and game addiction in regards to this model of learning. The school sees it as a positive that students are driven to get better.

            At the Digital Youth Network, emphasis is placed on using tools for inspiration. The idea that having a passion for something teaches us how to be learners greatly supports the Montessori philosophy of education. It’s exciting to see value placed on collaboration, learning from each other, and following personal interests in many discussions on technology in the classroom. It makes me feel even more confident that there is a place for technology in the Montessori environment. At the Digital Youth Network, media work builds on traditional literacy concepts. Many reading and writing assignments start off with pencil and paper but are eventually transformed into movies and other digital representations. Senior students at the school have the opportunity to teach the seventh and eighth grade after school program thereby solidifying their own skills and giving back to the community.

            There were many other ideas presented through the Smithsonian Institute, Middleton, and Science Leadership Academy. Using mobile media such as cell phones for classroom use, allows students to take technology with them after school hours. This transforms the idea that school is over once the text book is closed into open ended learning. Technology at the Science Leadership Academy is described as ubiquitous, necessary, and invisible. It is everywhere and simply just part of what is done on a daily basis. Using technology in the classroom also supports learning styles. A student that is very verbal might choose to create a podcast while a kinesthetic learner could scan art work for an assignment. The focus is on a nonlinear learning process in which students begin to understand that there is so much information out there, we can’t learn it all. However, with the right tools, we can navigate and explore it.  Finally, I appreciated that the video ended with reassurance to teachers that we have to understand things will go wrong and we won’t have all the answers. Technology is equivalent to chalk, maps, and books. It’s another resource.