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The four noble truths. Explained, part one.
Thursday, February 17, 2011
Orginal thought here
The four noble truths of technology and learning.
1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift
I believe it is important to stop, reflect, turn off, and consider when we we are using technology in the classroom. This happens naturally when teachers are using technology to reinforce an idea or concept. The classic pattern is "let's learn about XYZ, a discussion, activity, and then a closing discussion". When teachers are using technology to teach, they must remember to stop using technology, and allow their students to reflect and think about what they just did. Take a look at that mashup - is it any good? Does it demonstrate learning, or just that you know how to use the tool? Does it meet our ideas for learning? This is the classic idea of kids who get caught up in the tool, and not the learning. Not rocket science, but very important for learning with technology.
I think we can extend this idea further. When we are asking our kids to use technology and media, we need to ask them to stop and think. We didn't need to do this before the rise of 1:1 programs or ubiquitous computers. Why?
1. Divided Attention. This idea of multitasking really is bull. The more I understand about divided attention, the more I believe that we need to ask kids to focus and input on one thing at a time - sometimes. Part of being a digital learner is sifting (see my discussion on noble truth number 4) and learning to process and filter multiple streams of incoming data. Sometimes, kids should be free to "open the hose" and get drenched in the information flow that is the internet. But sometimes, they should stop, discuss, and think deeply - you know, Zen.
2. That so much of the internet is about commercial posturing, marketing, eyeballs and selling. Kids need now, more than ever, to separate the "froth from the foam". To carefully evaluate the information, the idea, the "sense of truth" they have. Kids need an adult to guide them in this maze of stilted information.
3. We have so many students who see the first three google results as gospel. This is lazy. Again, stopping and reflecting, digging a bit deeper, look for a different facet on this gem. Using different databases, different repositories. Even wikipedia (which I love). Students could benefit so greatly from simply reading the discussion page and seeing the disagreements people have about the article. I often find more truth in the argument about a wikipedia page than the actual page!
4. And finally, the way our brains work. A cognitive scientist I am not. But I know when we step away from the screen, and give ourselves time to digest, we tend to remember better.
There is balance here. There is this unending stream of intense information, media, images, links, connections, and fun. It is not ok to turn it off, but better to teach our kids how to engage and then disengage. And then engage.
The four noble truths of technology and learning.
1. Engage, stop, turn off, reflect.
2. Program
3. Participate
4. Sift
I believe it is important to stop, reflect, turn off, and consider when we we are using technology in the classroom. This happens naturally when teachers are using technology to reinforce an idea or concept. The classic pattern is "let's learn about XYZ, a discussion, activity, and then a closing discussion". When teachers are using technology to teach, they must remember to stop using technology, and allow their students to reflect and think about what they just did. Take a look at that mashup - is it any good? Does it demonstrate learning, or just that you know how to use the tool? Does it meet our ideas for learning? This is the classic idea of kids who get caught up in the tool, and not the learning. Not rocket science, but very important for learning with technology.
I think we can extend this idea further. When we are asking our kids to use technology and media, we need to ask them to stop and think. We didn't need to do this before the rise of 1:1 programs or ubiquitous computers. Why?
1. Divided Attention. This idea of multitasking really is bull. The more I understand about divided attention, the more I believe that we need to ask kids to focus and input on one thing at a time - sometimes. Part of being a digital learner is sifting (see my discussion on noble truth number 4) and learning to process and filter multiple streams of incoming data. Sometimes, kids should be free to "open the hose" and get drenched in the information flow that is the internet. But sometimes, they should stop, discuss, and think deeply - you know, Zen.
2. That so much of the internet is about commercial posturing, marketing, eyeballs and selling. Kids need now, more than ever, to separate the "froth from the foam". To carefully evaluate the information, the idea, the "sense of truth" they have. Kids need an adult to guide them in this maze of stilted information.
3. We have so many students who see the first three google results as gospel. This is lazy. Again, stopping and reflecting, digging a bit deeper, look for a different facet on this gem. Using different databases, different repositories. Even wikipedia (which I love). Students could benefit so greatly from simply reading the discussion page and seeing the disagreements people have about the article. I often find more truth in the argument about a wikipedia page than the actual page!
4. And finally, the way our brains work. A cognitive scientist I am not. But I know when we step away from the screen, and give ourselves time to digest, we tend to remember better.
There is balance here. There is this unending stream of intense information, media, images, links, connections, and fun. It is not ok to turn it off, but better to teach our kids how to engage and then disengage. And then engage.
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Bill MacKenty, Chief Zuccini
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