Featured

To Google or Not to Google

Should we focus on teaching things that should be googled?  I still stand by my debate team and say a resounding yes!  For our debate, we decided to focus on three key ideas:

  1. Critical Thinking Skills Without the Aid of Google
  2. Memorization Holds a Key Part in Education and in Life
  3. Google is Hindering Our Ability to Concentrate and Focus

To watch our introduction video, click here!

After the debate, I realized there is even more we could have focused on, including the einsteinidea of “fake news” and our students’ ability to interpret it, and the idea of curiosity as a skill.  I touched on this slightly in my closing statements, but I hold strong on the idea that children and teenagers NEED to be curious!  If they are not curious with their ideas, then where is the creativity?  Where is the innovation?  Where are the skills that they will NEED in the future?  The “agree” team posted a video: Knowledge is Obsolete, so Now What? spoken by Pavan Arora and I do agree with them.  Some knowledge is becoming obsolete, but not all of it is obsolete.  Key math skills, and basic understanding of the English language are incredibly important!  And whether my students believe it or not, they will need to add, subtract, create ratios, convert measurements and be able to do it quickly and will not always have the assistance of their phones.

eat grandpa
Examples of the consequences of bad grammar!

autoWhen it comes to English and writing skills, everyone will need to know how to properly write an email, a cover letter, and important text messages.  You cannot text your boss that you are ill, and send something full of abbreviations and misspellings.

Of course, Pavan’s argument goes beyond this.  He discusses the idea that children of today, will not have jobs that exist today, so how do we educate them so that they are ready?  He states our job is to “teach our children how to access knowledge, how to assess knowledge and how to apply knowledge.”  Our group never stated that teachers should not use google or that students should be banned from using it for research.  Our focus was to use it with purpose and not simply answer students questions by saying “google it.”  Students need to use their critical thinking skills first and develop their own opinions before they start accessing the internet and using someone else’s opinion for make their opinion.  Things like facts, should be checked and students need to figure out how to weave the web to find the good stuff, the right stuff and make educated decisions based on the information found.

The same goes for memorization.  Imagine having a conversation with someone who didn’t know the basics of the discussion and everything they had to say, had to come from google.

5a5343f99e00de5d5277df0111180fd5

These ideas of fact checking have their place, but it is much easier if we teach certain skills and basic understandings so that students CAN apply the higher levels of Bloom’s Taxonomy.  Memorization is the base of the levels so students need some ideas or thinking critically or innovative will not happen easily!

blooms

Students always ask me why we have to study Hamlet.  I’ve thought about it, and is it necessary, no, but is it relevant, absolutely.  I tell my students, what better way to learn than from a story.  There are many life lessons from Hamlet that can be applied to the real world, and probably some irrelevant information as well but sometimes a piece of literature can help a student through a situation or they find a quote that really means something to them, and they hold onto it.  In a world where mental health is a huge concern and we are trying to advocate for it, I show my students Hamlet – a depressed character who has been through a lot (the murder of his father and the marriage of his mother and uncle) voicing how sad he is, and no one listens.  We discuss the importance of listening to each other and helping each other.  He even has soliloquys about dying and wanting to die.  Some of my students can unfortunately relate to that so we discuss the ideas of suicide and how Hamlet really feels right now.  We talk about mental health and the differences between then and now and I would say it’s the most important thing we discuss in my class.  to beAnd you know what, they don’t forget it.  I have students come back and tell me, it is still their favourite Shakespeare play and they still remember the story!  Of course, there are also ideas of following through with your actions and thinking before you act; watching the effect you have on others around you, and many other life lessons that are better experienced through literature than life itself (I mean, I don’t think anyone wants to plot the murder of their uncle and see what consequences follow, so probably better to read about it 😉 )I think Shakespeare also helps interpret language we don’t understand, students have to find meaning in it, and it helps them understand bigger ideas, and see how far our language has really come and it’s awesome to watch!

This example also leads into our third argument about deep-reading and reading for understanding.  Of course, the internet and the process of skimming are valuable skills but so is reading and actually remembering what you read.  I know I struggle to focus on the computer, especially for long articles or even books online.  If I print them; totally different story!  Anyone else??  The idea of reading and understanding is becoming a lost art and I know my students struggle with it.  Lots of them turn to Sparknotes or other websites to tell them what happened in the novel instead of reading it themselves which can be really frustrating as a teacher.  5There is so much more to a piece of writing than just the summary and it can help them become better writers, and critical thinkers if they actually attempt to interpret the writing for themselves.  Even looking at the ideas of themes or choices characters make can help them deeply in terms of their depth of knowledge and understanding of other people.  In Is Google Making Us Stupid, Nicholas Carr makes an excellent stating, “our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged” when we are browsing the internet.  I think he is 100% correct.  I know the “agree” team argued this point stating that it’s a different type of skill we are gaining and I totally agree.  And I think it is excellent that we can skim dozens of articles to find something meaningful to use for our own research but I’m also talking about stories and books and those need to be read to be truly understood.  Deep reading is a valuable skill and one I’m worried we will lose if we don’t continue to make kids read!  What will happen to all the old literature, the beautiful stories, and even our own history if we only skim it in the future?

balnvr

So to conclude, I still think there is a place for memorization and facts in the classroom.  There is value in teaching things that can be found on the internet.  Do I think we should erase the internet all together?  NOPE!  It’s not going anywhere and we do need to teach our students to be responsible digital citizens and be able to navigate the web responsibly and effectively for information.  It all depends on your purpose.  And honestly, if we are teaching students that the first response to a question is to google it, I don’t think we are teaching them correctly.  We should let them be curious, think about the answer, find their own idea, and then turn to the internet because that will have more meaning, they will remember the lesson more, and they will automatically think more deeply and critically about the response they found if it contradicts their own.

Featured

Does Tech Enhance Learning in the Classroom?

To say that technology enhances or does not enhance learning is a complicated question.  We live in the day and age of technology, and as educators, it is our responsibility to teach for the future and that future includes technology.  I think a big part of having technology in the classroom enhances learning.  This year alone, I have found myself relying more and more on it to help my students learn effectively.  For example, with my Calculus class, I was relying heavily on Khan Academy to help supplement my students’ learning.

2It was my first time teaching it, so there was a lot of “learning together” going on.   I was also using graphing calculators and apps to help my students visualize first, and then internalize what certain graphs look like so when it came time for the big exam in May, they wouldn’t even need to look at a calculator to know the behaviors of certain functions.

One of the biggest factors to integrating technology in the classroom that we debated on Monday was cost.  It costs a lot of money to integrate a new set of laptops, or a new program, or a new app.  I’m lucky at Prairie South that we do not have the 1:1 rule that many of the Regina teachers were discussing on Monday.  However, the tech accessibility at Central is limited.  We have three working computer labs, and at this point, they are all

3
Via Giphy

being used as classrooms for majority of the day so booking into one is nearly impossible!  We also have two sets of chrome books, which are awesome….but slow.  The Wi-Fi is not the most reliable in the school which can render the chrome books almost useless in the hour of time we get to use them.  As a result, I definitely do not use tech in my classroom as frequently as I’d like.

However, I am pro-tech in the classroom as there are so many benefits to using it!  Vawn Himmelsbach at TopHat.com stated these 6 pros to using tech in the classroom:

  • Using technology in the classroom allows you to experiment more in pedagogy and get instant feedback.
  • Technology in the classroom helps ensure full participation.
  • There are countless resources for enhancing education and making learning more fun and effective.
  • Technology can automate a lot of your tedious tasks.
  • With technology in the classroom, your students have instant access to fresh information that can supplement their learning experience.
  • We live in a digital world, and technology is a life skill.
5a5343f99e00de5d5277df0111180fd5
Via Pinterest

The last one is the most important one to me.  Knowing that my students live in a world of technology, teaching digital citizenship is the crucial to their success in the bigger world.  With so much access to technology, I love teaching my students how to research properly, how to think critically about what they are reading online, and how to search for things effectively.  I encourage them to use sites like Khan Academy (I actually linked it to my Google Classroom this semester, and used their AP Calculus prep course to help my students study for the exam), SparkNotes and No Fear Shakespeare (for when my students miss a reading or just need more help understanding the language) to help enhance their understanding of course content.

My favourite is being able to teach the teenagers in my classroom those important life lessons when it comes to cellphone usage.  We discussed a lot on Monday about appropriate use of cellphones and how to structure it.  I allow cellphones in my classroom, and I often have students working on projects, connecting to my Google Classroom, or reading on their phones.  However, I am not naïve that they are “only” doing school work.  We discussed the idea of multi-tasking and whether it is a good thing or a bad thing for students.

multitasking-e1471754333845

The fact that I teach high school influences my opinion and I believe that they need to learn how to multi-task effectively because as teachers and adults, we are expected to multi-task daily.  Of course, I reprimand students for being on their cellphones while I am delivering a lesson, but when it comes time to their individual work time, I allow them to figure out a balance that works for them.  As long as they are on task most of the time, cellphones are allowed — otherwise, they lose the privilege.  They need to learn for themselves when is the appropriate and inappropriate times for their usage.  Ontario Premier Dalton McGuinty stated, “it seems inevitable that some sort of hand-held wireless device will eventually become part of education systems across the country” in the Maclean’s article: Don’t give students more tools of mass distraction, so why not embrace this change?  If we fight it, what are we really doing?  We are hindering our students’ abilities to be able to use their mini-computers in effective ways, rather than as just a social connection tool.  Would you not rather teach students about all the tools and information that is out there and give them access, as well as teach them how to effectively use it to create something big?

Thinking_Face_Emoji_largeStudents learn from teachers more effectively and will remember a story, or an experience much more than something they read once on a device.  So why wouldn’t you want to us this knowledge and power to teach students the “how-to”, the “why”, and teach them to ask questions about the tech world and what they see, and the social do’s and don’ts of society, instead of leaving them to discover it on their own?