Are the majority of schools around the state and nation sacrificing student potential and creativity by pushing technology into the classrooms and instruction? A tweet sent by Semi-Linear LLC had an article article attached that caught my eye. http://nyti.ms/uzpErN The article, published by Matt Richtel, Grading the Digital School: A Silicon Valley School That Doesn't Compute, an argument may be made that schools' technology push may be more detrimental to student achievement/development than it is helpful. This story focused on instruction techniques at the Waldorf School of the Peninsula, in California, where three-quarters of the students have parents with strong high-tech connections, yet there is not a computer to be found, nor are they allowed, in the classrooms.
Is the current system of high stakes testing, infusing technology into classroom instruction and learning squashing creativity and problem solving skills? Parents and leaders at the Waldorf schools, where physical activity and learning through creative, hands-on tasks, would say yes. In fact, they believe computers inhibit creative thinking, movement, human interaction and attention spans. Waldorf parents ask the question, "What's the rush, given how easy it is to pick up those skills?" A Mr. Eagle states, "At Google, and all these places, we make technology as brain-dead easy to use as possible. There's no reason why kids can't figure it out when they get older."
Personally, I have seen some of the negative effects of technology. Yes, they can keep kids "engaged?" for hours, but how much are they missing out on socially and critically thinking wise while they are technologically engaged? What are these leaders of tomorrow going to do when issues arise that a computer cannot fix for them?
Brian,
ReplyDeleteI agree with you and the questions you raise with regard to Technology in Schools. I think that if the programs "we" are exposing our children to are written with the proverbial "brain dead" in mind then we should be encouraging interaction, creativity, ingenuity, problem solving and the kinds of learning that solicit a higher/deeper kind of learning, discerning and understanding that take place. I believe that if we enable and equip our children with these kinds of skills that will in turn give them the freedom they need to be able to navigate through this world as "free" thinkers, liberators, and "warriors" (if-you-will)leading others through the technological storm that we find ourselves in. I believe that they should also be educated in the technologies that are at their beck and call on a daily basis so they have an understanding and discernment with how to maneuver and manipulate them when necessary. I think that it's fine if they are given their foundations for a successful life early and then they can "learn" about the technologies that have been written for the "dead" in mind. (Yes, pun intended!)I believe that "life" is not about walking about brain-dead..... "Life" is about truly living: thinking for one's self, assessing, creating, feeling... and doing... for the good of all. In the process I am hopeful that a deeper understanding and learning have taken place.
Great article. As Dr. Buckmilller said in class "Maybe these people know something we don't?" We may want to pay attention to these people. Sarah Wessling, the National Teacher of the Year pointed out in her travels that many of Japan's highest performing schools have little more than a chalkboard, desks, and pencils, yet our mental image of Japan is technocentric.
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