Quote: “A lifelong ability to learn has given human beings all kinds of evolutionary advantages over other animals. It is our killer app.” This quote is part of chapter 7’s introduction. In this chapter, Thomas and Brown assert that knowing alone, is not effective if the elements of making and playing are not encouraged and are not incorporated to enhance the learning process.
Question: Is the California Assessment of Student Performance and Progress (CAASPP) going to hinder the possibility of teachers attempting to incorporate the elements of making and playing into their instruction?
Connection: This question comes to mind, because a few years ago, we blamed the California Standardized Tests as being one of the reasons why instruction was so rigid and didn’t allow for making or playing. Many teachers I know, believed they had to “drill and kill” information, not leaving any time for making learning fun. So, as we begin this new era of testing, will educators see it as another hindrance for being creative and playful with learning? I personally have never made standardized testing my objective in my classroom. With my limited experience, when I started teaching, I quickly learned that I had to make learning fun.
Epiphany/Aha: We have so many apps to choose from, some better than others, some that have limited functions and others that have many functions all in one. However, these apps are only as good as we learn how to use them. If we use an app, but don’t take the time to learn how to use them to their full potential, we will never know the true benefits. This is similar to a human’s capability of learning. If we as educators keep our focus on the content and not how our brain works and how we learn, then we are doing a disservice to our students.
CHAPTER 8 Hanging Out, Messing Around, And Geeking Out
Quote: “The ability to engage with media and technology in an intense, autonomous, and interest-driven way is a unique feature of today’s media environment.” This is a quote from Mizuko Ito, a Japanese Cultural Anthropologist and Professor at the University of Irvine. Young people’s use of media and technology is her professional focus. This quote was used to describe the highest of the three levels of participation in the digital environment, Geeking Out. the first level is Hanging Out, and the second is Messing Around.
Question: What strategies, actions, steps can be taken to address staff’s and parents’ fear and hesitation about having students engage with media and technology in an intense, autonomous, and interest-driven way in the classroom?
Connection: I would say that less than ten teachers in my district have started experimenting in the Hanging Out level of participation in the digital environment. Sometimes I believe that we will never get there. I don’t believe this lies solely on teachers’ lack of interest or knowledge; it also is a reflection on administration’s lack of interest and planning for allowing this to happen. Although, this past year, the district did take a huge step in the right direction by wiring all three schools in the district with wifi. So, this is the time to continue to move forward and take advantage of our improved infrastructure.
Epiphany/Aha: Even though there is a small number of teachers dabbling in the hanging out level, I think we can begin a collective to collaborate and support one another to continue moving forward into the Messing Around level. As we collaborate, these teachers can become teacher leaders that can serve as mentors to others interested in joining in with the advantages of the digital world. If we carefully plan and provide the appropriate support and resources to teachers, I see the number of teachers engaging in the digital world increase in the next few years.
CHAPTER 9 The New Culture of Learning for a World of Constant Change
Quote: “Only when we care about experimentation, play, and questions more than efficiency, outcomes, and answers do we have a space that is truly open to the imagination.” Thomas and Brown use these words as part of their conclusion to chapter 9, which is also the conclusion of their book.
Question: Efficiency, outcomes and answers seems to always be at the forefront of many meetings at discussions that I have attended. What needs to occur to shift these conversations to focus on experimentation, play, and questions?
Connection: The concept of change is one that just hearing it closes eyes and minds. If change is addressed and introduces carefully and strategically, the shift is more likely to occur in a timely manner, as compared to if it introduced carelessly. The 21st Century is one of constant change. If we don’t start joining in with the change, I believe the effects can be detrimental.
Epiphany/Aha: My epiphany for this chapter is along the same lines the one for chapter 8. Start small and for those willing and interested. With or without us, change will continue. I’m thinking one or two model classrooms at each of our schools that will be based on experimentation, play and questions. These model classrooms can be the just what is needed to open eyes and minds.