Content not container- When information is required format is immaterial; a book, audio recording or DVD should not impinge on the reality of content. That digital is sometimes more portable, accessible or suited to the users taste is of little consequence when the transfer of information and the creation of knowledge is the prime objective. The fact that digital and electronic transfer of information is a rapidly increasing preference points to the adaptability and versatility of the species and the delineating generational stamp which may well be the trademark of this era.
The sustainability of a high-tech library is what comes to my mind after reading the article by Jason Vaughan, after all the initial costs it seems that the whole thing has to be constantly upgraded and reviewed to keep abreast of changes and advances.Is it feasible for everyone or is it something to aim for in the distant future when money is more available for trained staff, equipment, resources.......
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http://sek80.blogspot.com/2010/09/muddiest-point.html?showComment=1283556584779#c5576658389770682274
Dear Nan,
ReplyDeleteI like your question, "Where does the school's responsibility end and an individual's quest for knowledge begin?" Yes, schools have a responsibility to ensure that students are prepared for the real world, which today includes using technology. If we look at the increasing demands placed upon schools to perform well on standardized achievement tests, we can see that a lot of classroom time is now being spent preparing students for such tests (“teaching to the tests”). Perhaps getting to the computer lab is the last thing a teacher has time to do.
While I worked as an elementary teacher, I made sure that my students had opportunities each week to work with computers and explore new technologies. This was not an easy task, however, due to all of the other material elementary teachers must teach. Additionally, my lessons were limited by the small amount of mastery I possessed!
Speaking of technology education in schools, in general, I think that your question of when does an individual’s quest for knowledge begin, does not have an easy answer. In another MLIS class of mine this week, we discussed how socio-economic factors influence a school’s curriculum. Just as there are differences in reading scores, for example, from school to school, there must be equally profound differences in the use and mastery of technology.
Personally, I think that a student’s internal drive and motivation may be the most important factors in learning. Ideally, a school’s role can be to introduce and teach the use of current technology, and to also show the learners how to continue learning on their own. Realistically, only those students who are already motivated and curious will be likely to continue as lifelong learners. I believe this last statement, regardless of the subject (computers, reading, science, etc.)
-Michele Farina
Nan, you bring up great points about the school curricula falling short for students technology literacy needs. I think this might be because of a few things:
ReplyDelete1. Much time is spent on the testable "core" (math, reading and writing), leaving little time for everything else. But technology is so much a part of everyday life that schools should spend more time on it.
2. Many schools spend too much time on the basics and not enough elaborating. My district is still teaching typing in seventh grade -- a whole semester. Nowadays, skids are learning to type in kindergarten or earlier. Of course, schools can't assume all students have experience with computers at home, but they should provide more advanced options if they do.
3. Schools tend to separate computer from other classes. Schools should includes technology components with each subject to bend and have students see that technology is necessary in all areas.