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I've heard Prensky and MacKenzie speaking live and I found Prensky more
convincing. Prensky is a little too black and white with his
native/immigrants theory - but I see examples of his theory in action
every day at school.....<br>
<br>
<a class="moz-txt-link-abbreviated" href="mailto:rie@bigpond.net.au">rie@bigpond.net.au</a> wrote:
<blockquote cite="mid:20642013.1193105090414.JavaMail.root@web03sl"
type="cite">
<pre wrap="">Hello All
Just wanted throw this back into the mix, Jamie McKenzie has done a very interesting piece on Digital Natives and the popularist work of Marc Prensky. <a class="moz-txt-link-freetext" href="http://fno.org/nov07/nativism.html">http://fno.org/nov07/nativism.html</a>
How much do we really know about how students are using technology in all aspects of their lives and how does this relate to teachers in the classroom?
Ilana Snyder did a piece on reading e-learning research which is very helpful. <a class="moz-txt-link-freetext" href="http://jbowes.edublogs.org/2005/11/05/illana-snyder-critical-reading-of-e-learning-research/">http://jbowes.edublogs.org/2005/11/05/illana-snyder-critical-reading-of-e-learning-research/</a>
Regards
Anne-Marie
Anne-Marie Chase
Graduate School of Education, M428
The University of Western Australia
35 Stirling Highway
CRAWLEY
Western Australia 6009
Phone +61 8 6488 2300
Fax +61 8 6488 1052
e-mail <a class="moz-txt-link-abbreviated" href="mailto:chasea01@student.uwa.edu.au">chasea01@student.uwa.edu.au</a>
web <a class="moz-txt-link-freetext" href="http://digital-kids.wikispaces.com">http://digital-kids.wikispaces.com</a>
---- Cameron Bell <a class="moz-txt-link-rfc2396E" href="mailto:bell.cameron.p@edumail.vic.gov.au"><bell.cameron.p@edumail.vic.gov.au></a> wrote:
</pre>
<blockquote type="cite">
<pre wrap="">But Bill, lots and lots of schools have implemented laptop programs -
some for many years now. We have found that you don't need one laptop
per child - in fact, I believe that insisting each child having their
own laptop can stifle pedagogical progress. When each child has their
own laptop or they are working in a lab, the teacher is generally just
using the same teaching techniques and lesson plans they always have,
insisting on personal work, students working in isolation
(communicating, but in isolation) with the whole class doing the same
activity at the same time. The laptop struggles to break out from being
a glorified word-processor, file storage and email client to the off the
shelf tool that gets used as needed, to develop a solution for the
problem at hand.
We have run with a one-between-two program here for the past couple of
years (I was skeptical as I had just come from a 1-1 school) and apart
from a couple of dedicated labs, we now deliberately aim for
one-between-two for all our technology infrastructure. It means students
_must_ collaborate as teams on producing work and we are being forced to
develop methods for students to be able to collaborate- but then produce
work that reflects their own knowledge, not the groups knowledge. It's
tricky but I have found a very useful little tool that enables that to
happen in my classes and the rest of the staff have adapted too! Some of
us are creating digital portfolios, this requires group prac work, but
individual reflections. How do you do this with one-between-two? You are
forced to examine individual learning plans, multiple lesson plans
within a lesson, rather than the one-size-fits-all approach that we have
always done. (Primaries have done this for years!) While 1/2 the class
use the laptops for part of an activity, the other 1/2 are doing another
part. For us, this is also essential to break up a 72 min period and
help keep the students focussed.
One between two is cheaper too! ;-)
Cheers
Cameron
Bill Kerr wrote:
</pre>
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<pre wrap="">There is a large elephant in the room that no one has referred to so
far: the OLPC
The one laptop per child non profit project not only plans to deliver
millions of laptops to third world children but has also become a hand
grenade in the commercial world - and has succeeded in forcing down
the price of other laptops now on offer
"... the whole global mind-think around technology has changed.
No longer is low cost computing in education a fantasy, no longer are
big technology companies secondary, and everyone wants to sell
technology into classrooms. Intel introduced Classmate PC
<a class="moz-txt-link-rfc2396E" href="http://www.olpcnews.com/countries/brazil/olpc_classmate_mobilis.html"><http://www.olpcnews.com/countries/brazil/olpc_classmate_mobilis.html></a>
to Brazil, Asustek is selling Eee PC's
<a class="moz-txt-link-rfc2396E" href="http://www.olpcnews.com/sales_talk/intel/negroponte_100_laptop_asus.html"><http://www.olpcnews.com/sales_talk/intel/negroponte_100_laptop_asus.html></a>
in the USA, and even thin-client manufactures compare themselves to
OLPC
<a class="moz-txt-link-rfc2396E" href="http://www.olpcnews.com/sales_talk/competition/stephen_dukker_anti_olpc_campaign.html"><http://www.olpcnews.com/sales_talk/competition/stephen_dukker_anti_olpc_campaign.html></a>."
<a class="moz-txt-link-freetext" href="http://www.olpcnews.com/sales_talk/countries/sales_inhibiting_xo_distribution.html">http://www.olpcnews.com/sales_talk/countries/sales_inhibiting_xo_distribution.html</a>
How will schools and education departments in the wealthy west react
to the fact that in a few years we will have the capability for every
child to have their own laptop?
Will we treat them like mobile phones and ban them or try to figure
out a way to utilise them for optimal educational development?
The use and misuse of computers in schools has up until now been based
around the idea that computers mainly belong in labs and / or that
access is limited. The fact of limited access has acted as a powerful
brake for many teachers not to extend their knowledge much beyond the
basics.
Most (all?) of the maths curriculum could be taught using laptops. In
fact MIT produced a series of books in the 80s for teaching much of
maths and aspects of language and art using logo.
Shouldn't we factor this potential into the discussion? If we are
talking about the future it might be incorrect to assume that the
pattern of distribution of computers in schools will remain similar to
the present.
--
Bill Kerr
<a class="moz-txt-link-freetext" href="http://billkerr2.blogspot.com/">http://billkerr2.blogspot.com/</a>
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