The local school district does not include any touchscreen PC’s on its approved technology list.
As mentioned in an earlier post, I’ve been considering the possibility of including them due to the habits of incoming kindergarteners.
After seeing how well the students have done with creating regular polygons with a mouse, I’m not sure at this point that it’s necessary. If anything, I think that they just need more real estate on the monitors, or dual monitors.
I’ve been wanting my math students to be able to use a stylus with Khan Academy, but the old tech whiteboards and dry erase markers work just fine.
Besides that, I’ve always believed that the hardware and software are not the point of technology education. It’s the thinking.
I recently substituted for a teacher at another school who was using their Dell wireless projector to involve the students in the daily calendar activities. The technology was slow and tricky, so I scrapped the tech and used the whiteboard for a fast and easy mini-lesson on skip counting. The technology is not the point. It’s the thinking.
Last week my advanced math students completed another unit assessment. These kids are amazing, but every one of them got some answers incorrect because of brain glitches. There’s no reason why just about every one of the students couldn’t have gotten all of the answers correct.
I’m going to ask for their tests back, scan their answer sheets, and snip out the ones they missed. I’ll upload them here and show you what I mean. Should be pretty interesting.
In order to most effectively teach the students in my advanced math class, I need to have a better understanding of adolescent brain development.
These students are not just ahead of their peers as far as math skills go. It is possible that the massive rewiring and efficiency upgrade their brains are experiencing is also ahead of schedule compared to other students their age.
Time-lapse movies of brain development can be found here.
In addition, throughout the conference we will have a server running in the cloud to allow people to jump in at any time, from any place, to join in the fun.
What’s wrong with this picture?
In order to motivate children to be well-educated, responsible, socially healthy, productive adults, we feed their addictive, irresponsible fantasies with head-down technology.
The American education system is failing miserably, so let’s find ways to make kids like school. Let’s make school parallel to the things they like. Kids obviously like video games, so let’s make education one big video game.
Kids don’t like healthy food, so feed them french fries, candy, and coke.
What I remember about being a kid was the anticipation of being like an adult. It was “awesome” to have freedom, to be like my dad, to fly his airplane, to steer his car, to skipper my own skiff miles away to get gas, to ski all by myself down a huge mountain, to go traveling with a team a long way from home, to get a job, to get my driver’s license, to have a girlfriend, to grow a moustache…
Kids don’t need fake accomplishments. They need tangible rewards and power. Gaming rewards are fake, and deep down kids know that. Real life rewards and accomplishments don’t dematerialize when the power is off.
What a traditional approach to education will get you:
Before beginning, open the MS Excel 2QMath Grades Workbook and all of the linked files listed below. On the Excel 2QMath OVR tab, remove the link to the Classlist file for all students except #9 so their scores can be shown without compromising confidentiality.
Display example of my 2nd Quarter SBRC. Identify and label parts:
• Grading Key
• Saxon, Excel, Effort sections