Leigh Zeitz on 2009-10-15
Dabbling IS the exact word to use when talking about learning new things. You need to play before you can envision the possible opportunities.
Christy Tucker's personal annotations on this page
Christyinsdesign bookmarked
on 2008-06-19
Marc Prensky on uses of technology in the classroom, moving from simply dabbling to doing "new things in new ways."
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:
This link has been bookmarked by 97 people . It was first bookmarked on 05 Jul 2007, by Sara Beauchamp.
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Elizabeth Crispino"I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet."
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First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage. We cannot, no matter how hard we try or how smart we are (or think we are), invent the future education of our children for them. The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion. I go to conference after conference on school technology, and nary a student is in sight. I do hope that, after having pointed this situation out a hundred times or so, I will find that it is starting to change. Students will have to help, and we will have to think harder about how to make this happen.
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I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
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Dabbling.
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But new technology still faces a great deal of resistance.
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The missing technological element is true one-to-one computing, in which each
student has a device he or she can work on, keep, customize, and take home.
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Nancy BlairArticle by Presnky that discusses stages of adoption of technology.
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Matt Clausenfrom old things in old ways to new things in new ways
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Robyn Weissburggreat article.
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When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it.
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It appears that students who write on a computer turn in longer and higher-quality assignments than those who compose by hand, even though it's still writing.
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Peggy GeorgeThe biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia? First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:
1. Dabbling.
2. Doing old things in old ways.
3. Doing old things in new ways.
4. Doing new things in new ways. -
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New Things in New Ways
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New Things in New Ways
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Donna WeaverThe typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) is a four-step process:
Dabbling.
Doing old things in old ways.
Doing old things in new ways.
Doing new things in new ways. \n -
maria rodriguesEdutopia
The George Lucas Education Foundation
Artigo de Prensky - Adopt and Adapt: Shaping Tech for the Classroom
21st-century schools need 21st-century technology. -
Cyndi Danner-KuhnThe missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner.
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Wendy WindustThe biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia?
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Tony SearlThousands of articles, videos, slide shows, expert interviews, blog entries, and other resources highlight success stories in K-12 education. Core concepts include integrated studies, project learning,technology integration, teacher development, social an
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J Watsonfood for tought
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Jeff JohnsonThe biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia?
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Julie LindsayThe biggest question about technology and schools in the 21st century is not so much "What can it do?" but, rather, "When will it get to do it?" We all know life will be much different by 2100. Will school? How close will we be to Edutopia?
Article by Marc Prensky in Edutopia -
DeShaunda Gooden WarnerAdopt and Adapt: Shaping Tech for the Classroom, an article written by Marc Prensky
21st-century schools need 21st-century technology. -
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will be new only when those courses, curricula, and lesson plans are very different and technology influenced, when they are set up so they can be found and mixed and matched easily, when they are continually iterated and updated, and when the kids have a big say in their creation
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trend
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Jennifer BarnettPrensky article that really shapes thinking on if we are really using technology as we should
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Rob Reynoldsdigital natives - article Annotated link http://www.diigo.com/bookmark/http%3A%2F%2Fwww.edutopia.org%2Fadopt-and-adapt
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I would even include writing, creating, submitting, and sharing work digitally on the computer via email or instant messaging in the category of doing old things (communicating and exchanging) in old ways (passing stuff around)
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Anne JollyGREAT article - insights into use (and nonuse) of digital tools in the classroom.
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Susan PruetLinks to Sim City and other ed tech tools that we might use in EYE...
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
It's typically a four-step process:
- Dabbling.
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In a growing number of simulations, ranging from the off-the-shelf SimCity and
<> to Muzzy Lane's Making History to MIT's experimental Revolution and Supercharged, students -- even
elementary school children -- can now manipulate whole virtual systems, from
cities to countries to refineries, rather than just handling manipulatives.In Education Simulations' Real Lives, children take on the persona of
a peasant farmer in Bangladesh, a Brazilian factory worker, a police officer in
Nigeria, a Polish computer operator, or a lawyer in the United States, among
others, experiencing those lives based on real-world statistical data.
Riverdeep's School Tycoon enables kids to build a school
to their liking. With these tools, students act like scientists and innovators,
rather than serve as empty vessels. They arrive at their own conclusions through
controlled experimentation and what scientists call "enlightened trial and
error."
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The only way to move forward effectively is to combine what they know about technology with what we know and require about education.
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What we're talking about is invention -- new things in new ways.
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Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.
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I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
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Terry Kaminski21st century tech for 21st century schools
Nice article on why we need to change. -
Joe LaFitteHow, then, do we move forward?
First, consult the students. They are far ahead of their educators in terms of taking advantage of digital technology and using it to their advantage. We cannot, no matter how hard we try or how smart we are (or think we are), invent the future education of our children for them. The only way to move forward effectively is to combine what they know about technology with what we know and require about education. Sadly, in most cases, no one asks for their opinion. I go to conference after conference on school technology, and nary a student is in sight. I do hope that, after having pointed this situation out a hundred times or so, I will find that it is starting to change. Students will have to help,and we will have to think harder about how to make this happen.
New Things in New Ways
For the digital age, we need new curricula, new organization, new architecture, new teaching, new student assessments, new parental connections, new administration procedures, and many other elements. Some people suggest using emerging models from business -- but these, for the most part, don't apply. Others suggest trying to change school size -- but this will not help much if we are still doing the wrong things, only in smaller spaces.
What we're talking about is invention -- new things in new ways. Change is the order of the day in our kids' twenty-first-century lives. It ought to be the order of the day in their schools as well. Not only would students welcome it, they will soon demand it. Angus King, the former governor of Maine who pushed for one-to-one computing in that state's schools, recently suggested our kids "should sue us" for better education. I suggest that every lesson plan, every class, every school, every school district, and every state ought to try something new and then report to all of us what works and what doesn't; after all, we do have the Internet.
Some people will no doubt worry that, with all this experimentation, our children's education will be hurt. "When will we have-
The Big Tech Barrier: One-to-One
The missing technological element is true one-to-one computing, in which each student has a device he or she can work on, keep, customize, and take home. For true technological advance to occur, the computers must be personal to each learner. When used properly and well for education, these computers become extensions of the students' personal self and brain. They must have each student's stuff and each student's style all over them (in case you haven't noticed, kids love to customize and make technology personal), and that is something sharing just doesn't allow. Any ratio that involves sharing computers -- even two kids to a computer -- will delay the technology revolution from happening.
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A second key barrier to technological adoption is more challenging. Schools (which really means the teachers and administrators) famously resist change. Though some observers, including multiple-intelligences guru Howard Gardner, point to schools as the "conservators" of our culture, and therefore instinctively conservative in what they do, the resistance comes more from the fact that our public school system has evolved an extremely delicate balance between many sets of pressures -- political, parental, social, organizational, supervisory, and financial -- that any technological change is bound to disrupt. For example, such shifting certainly initially means more work and pressure on educators, who already feel overburdened.
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Paul McMahonThis is an old (2005) article from Prensky but it is very comprehensive inspelling out in his terms the problems with schools of today and the sorts of changes that need to be seen.
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Thomas GalvezVery insightful article
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Patrick HigginsUtecht referenced this in an earlier post.
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The missing technological element is true one-to-one computing,
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For true technological advance to occur, the computers must be personal to each
learner
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Much time in our schools' forty-five-minute instructional periods is often
wasted in computer setup and shutdown. Teachers -
The only way to move forward effectively is to combine what they know about
technology with what we know and require about education - 2 more annotations...
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Sharon GrubbTechnology use in schools - new ways of doing old things
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mostly been dabbling with technology in our schools:
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first instinct is always to continue doing things within the technology the way
we've always done it. - 4 more annotations...
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T BatesThings to think about when looking to introduce technology into the classroom.
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new
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technology
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
It's typically a four-step process:
- Dabbling.
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Ashley PerkinsDiscusses the barriers between the old ways of thinking/teaching and the new ways.
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ted ingrahamAdopt and Adapt: Shaping Tech for the Classroom
Twenty-first-century schools need twenty-first-century technology. -
Eric NicklasPosted in Edutopia
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Christy Tucker
Marc Prensky on uses of technology in the classroom, moving from simply dabbling to doing "new things in new ways."
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new ways.
First, it helps to look at the typical process of technology adoption (keeping in mind, of course, that schools are not typical of anything.) It's typically a four-step process:
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We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known
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when the kids have a big say in their creation
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When a new technology appears, our first instinct is always to continue doing things within the technology the way we've always done it.
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That is almost exclusively what we now do with educational technology. We use it mostly to pass documents around, but now in electronic form, and the result is not very different from what we have always known.
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- Dabbling.
- Doing old things in old ways.
- Doing old things in new ways.
- Doing new things in new way
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But there are many more old things children are doing in new ways -- innovations they have invented or adopted as their preferred method of behavior -- that have not yet made their way into our schools. These include buying school materials (clothes, supplies, and even homework) on eBay and the Internet; exchanging music on P2P sites; building games with modding (modifying) tools; setting up meetings and dates online; posting personal information and creations for others to check out; meeting people through cell phones; building libraries of music and movies; working together in self-formed teams in multiplayer online role-playing games; creating and using online reputation systems; peer rating of comments; online gaming; screen saver analysis; photoblogging; programming; exploring; and even transgressing and testing social norms.
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Graham WegnerThe 4 stages of Technology implementation according to Marc Prensky.
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Chris BetcherTwenty-first-century schools need twenty-first-century technology.
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Tom BarrettPrensky on change
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Tami BrassIt's typically a four-step process:
1. Dabbling.
2. Doing old things in old ways.
3. Doing old things in new ways.
4. Doing new things in new ways. -
Rudy GarnsThe biggest question about technology and schools in the twenty-first century is not so much "What can it do?" but, rather, "When will it get to do it?"
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Alicia CundellPrensky's article that outlines the stages of technoogy development. Starting with abbling with technology to using in do new things - changing the kinds of tasks we do in education.
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craig rolandMarc Prensky describes a four-step technology adoption process.
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First, it helps to look at the typical process of technology adoption
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It's typically a four-step process:
1. Dabbling.
2. Doing old things in old ways.
3. Doing old things in new ways.
4. Doing new things in new ways. - 11 more annotations...
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