Sugata Mitra: "A School in the Cloud"

 

What is going to be the future of learning? 

            We often hear the expressions “head in the clouds”, “on cloud 9”, and “every cloud has a silver lining”, but what is a “school in the cloud”?

Through his TED Talk, “A School in the Cloud”, Sugata Mitra explains his innovative and engaging perspective on student learning by posing the question, “What is going to be the future of our learning.” He begins his presentation by giving a brief history of why education functions the way that it does today. He references the British Empire’s need to build people to work in the bureaucratic administrative machine, people who have great handwriting, ability to read, and have mathematical fluency (addition, subtraction, multiplication, and division) skills. Now these skills are still important today, but many of them can be done with the ability to effectively and efficiently navigate technology. What problem does this cause? Well, it leads to education producing identical students without creativity. Schools are being obsolete and outdated, now this doesn’t mean they are dying out or not needed, but there is no discovery (the aha moments) that leads to student exploration, engagement, encouragement, and success.

Identical Students/Robotic Learning

I can honestly say that this TED Talk has allowed me to take a step back and reflect about my role with young people in an online environment. Something that resonated with me was when Mitra stated, “We take our children, we make them shut their brains down, and then we say perform.” This reminds me of teaching to the test (which unfortunately has become quite common in our educational world), where we prioritize hitting standards, or exclusively working within strict guidelines of the planned curriculum. I think of RICAS and the pressure that is put onto our students to cram and learn all different reading and math skills so they can “meet the standard.” No surprise though, they aren’t retaining what is being thrown at them, it's not meaningful or engaging. This all leads to one huge problem, we are stripping our students of the use of their independence and creativity in their learning process and journey. There needs to be a shift in balance in learning from threat to pleasure. Mitra reminds us that learning “is the product of self-organization, as it makes learning emerge. It’s not making learning happen, it's letting learning happen.” Mitra refers to the Self-Organized Learning Environment (SOLE) consisting of three important elements, Collaboration + Broadband+Intelligence. So what does this mean for my classroom? First it is giving students opportunities to work together to find solutions to difficult/big questions, bringing back the wondrous questions. It is me, as the teacher, to learn to raise the questions, take a step back, and let the student’s creativity take shape while admiring their efforts. It is changing the classroom to be more student-centered for them to explore, take risks, make mistakes, and rise back up to try again. No teacher wants their students to be “spare parts for a computer.” We need to give our students time to become inquiry based investigators where they are at the forefront of their own lessons and understanding. Not only will students find meaning in learning, but it creates a more inclusive learning environment based on collaboration for all.

Lastly, another point in the TED Talk that intrigued me was the “method of the grandmother” when interacting with students and technology. As teachers we can employ this method by once again taking a step back and prompt learning by asking, “why, how, tell me more, wow that is amazing, etc. By doing this we are flipping the table as we are turning students into the teacher. The key now to all of this is for me to provide my students with the encouragement and confidence to move forward in their own learning.I see this method being very connected to technology because we are providing guidance to students while they are exploring and navigating their own questions in their own unique way. They are teaching themselves how to best use technology as an effective resource for them to learn and grow. We are changing from the standardized curriculum lessons into something that would be more memorable and effective as our students go forward into their educational journey to eventually the work world. By SOLE we “take to the clouds and create the future of learning. We are designing a future of learning by supporting our children to tap into wonder and giving them the ability to work together to go on intellectual adventures driven by big and wondrous questions.”

Now its time to... "Get on With It"

Turkle and Wesch: Allies in Media and Technology

 Human Collaboration and Engagement are Keys to Learning

Imagine you are surrounded by family and friends, finally all in the same room, some you haven’t seen in a while. Everyone is so happy to be together, but there is no conversation. There is no face to face contact.You can easily hear a pin drop. Everyone is in their own little world, the world of social media. I can honestly say that I am guilty of participating in this same exact situation. Many times I find myself searching for my phone eager to begin scrolling through Facebook, Snapchat, Instagram, etc. to see what events have occurred since the last time I checked (maybe 20 minutes ago.) How much time have I missed out on to make memories with my loved ones because of technology? How disconnected am I to my own feelings? “Are the technological devices in our pockets so psychologically powerful that they change what we do and who we are?”

Being together, is it really together? 

Sherry Turkle’s Ted Talk “Connected, But Alone?” and Michael Wesch’s “Crisis of Significance” both resonated with me in their own individual ways. I would consider Turkle and Wesch to be allies in the discussion of new media and technology as they believe in human collaboration and engagement is the essence of learning and communicating. Turkle begins her discussion by highlighting how odd and disturbing behavior has become familiar, the norm. She gives examples such as texting and emailing during corporate meetings or texting and emailing over dinner with family (which again I am guilty of). These two examples ultimately lead to the question, being together, is it really together? She has credited technology as creating the “Goldilocks Effect” which states that people can deal with each other at a distance, a distance that is not too close, not too far, but just right. We use texting, emailing, and tweeting as ways to disguise our insecurities. For many people, it has created and promoted a false sense of reality where we are able to edit, delete, retouch, and clean up aspects of ourselves that aren't deemed perfect. Technology takes away our vulnerability to have real conversations, where we pause, stutter, and give up control. We have come to a time where we “expect more from technology and less from each other.” What are we losing? We are losing our connection to isolation, the ability to be separate, gather ourselves, find solitude,be self-aware, and reach out to others for real and authentic conversations and attachments.

In “Anti-Teaching-Confronting the Crisis of Significance”, Michael Wesch dives into significance being a huge problem in education. Students are currently struggling to find meaning and significance in their own education. As learning is described as a hallmark of humanity we think about if  “perhaps we have made the mold too narrow or inflexible, or more likely, just not meaningful enough to inspire a student to fit in. That’s the significance problem.” (Wesch, p. 2). The reason that I find Wesch and Turkle to be allies is because I believe they are both discussing how youths can be engaged in the world through their day to day experiences. From the perspective of Turkle, she focuses on how technology can lead us back to real lives and communities through relationships, connections, and authentic conversations. While Wesch’s perspective focuses on student engagement on world stimulation through entering the cultural diversity of the real world. Learning to ask questions that force critical and creative thinking. Looking at both perspectives, there is a sense of bringing media into making
connections between life and reality that are worth living and exploring. As educators this can

certainly pose a challenge, but it is a unique opportunity to push ourselves outside of the virtual world. How can we create opportunities in the classroom where technology is part of the project, but is not the main feature of learning? Turkle and Wesch are allies who both provide the balance that is needed for today’s youth in and outside of the classroom. Thinking of my fourth grade classroom, I want to build a sense of community that is engaging, loud, and collaborative (listening to each other). I want my students to feel comfortable to take risks (reveal ourselves to others), make mistakes (show vulnerability), and learn from them (self-reflection). I know that I can do this alongside technology and media through the teachings of Wesch where , “we find our-selves as co-creators of our world, and the future is up to us.” (Wesch, p.4)

Michael Wesch: Climbing the Mountain to Real Learning

"Learning is WORTH it"

 “Asking questions, taking chances, making connections took us down from the trees and took us to the moon”

            What is Learning? 

According to Anthropologist Michael Wesch, “learning is a fundamental human trait that has been misdefined by school itself”. With a disconnect often appearing between school and learning, students are unfortunately missing out on true authentic experiences and instead just going through the daily motions. Listening to Michael Wesch discuss the “fixed set up” of a classroom brought me to reflect upon my own college experience. I can remember sitting in a huge auditorium (easily over 130 students) listening to the professor lecture us from the stage, with his microphone on and powerpoint slides on display. I was no one in that class, I was just a number sitting in one of the many filled seats.There was zero connection as the professor didn’t know anything about me and I didn’t know anything about him. There was a huge disconnect to learning that led to me zoning out a majority of the time. I spent more time scrolling through my phone and doodling in my notebook than actually being engaged. This experience was not a room set up for learning, it was a fixed set up that was used to “dump” information onto us with no time to ask questions, make meaningful connections, or be inspired ( providing a narrow view of true learning). Michael Wesch challenges this approach by providing an insightful, authentic, and engaging perspective on what truly matters in terms of “real learning.”

Fixed Classroom: Is this a real and true learning experience?

Circling back to my beginning paragraph, Michael Wesch believes that learning is a fundamental human trait that needs to be cared for and given time to fully flourish. He believes in getting to the root of what truly matters by bringing into his classroom the concept of “Real Learning” where students feel empowered to ask questions, make connections, find their inspirations, and use their strengths as an

advantage. He does this by taking the time to sit with his students (interview), listen, and get to know them on a personal level. This in return creating a trust based on three student driven questions, “Who am I? What am I going to do? Am I going to make it? Students are more than test scores, and they should not be defined by their grades. Wesch sees their potential and he takes it upon himself to make sure their talents are not under-recognized in his classroom, but instead they are utilized for learning and growth. Learning needs to be worth it!

    What I truly enjoyed most were the visuals, experiences, and metaphors that Wesch used during his talk to explain and show the value of his beliefs. First to explain his perspectives he uses his one year old son George  (a connection that I can easily relate to in regards to my own two year old daughter.) George is practicing his skill of going down the stairs, but it isn’t the skill we are focusing on, instead it is the mindset of George. Right now in his world failure is fun, he can get right back up and do it again, he is connected to the process and therefore is courageous. Isn’t this how all learning should be? Why does learning look so different for George? As educators, we need to be encouraging our students to take chances/risks to have the drive within themselves to keep pushing forward even when times are tough. Next, he uses the “Great Mountain” (referring to his grading system) to explain to his students that with teamwork, perseverance, encouragement, and a positive mindset (I’m not there “yet”), they can all eventually hit their stride and reach the top. This made me immediately connect to “Growth Mindset”, a term frequently used in my school and classroom. I believe it is important for students( and teachers as well) to foster a positive growth mindset as it teaches them to embrace challenges with open arms and not to view failure as defeat, but to see it as a learning experience to get back up and try again (“Yet”). As educators, we have the power to continually encourage our students to try their best and to let them know that they have what it takes to improve, develop, and succeed in and outside of the classroom. As Wesch concluded, “real learning is fun, you keep going and keep doing it. The road keeps going.” The final project is truly finding yourself, to live inside of learning, to build the resources to run through the dark, and realize that learning is a lot more than what can be scored. 

LEARNING IS WORTH IT

Prensky vs. Boyd: Are Youth's Digital Natives?

Many of today’s teens are engrossed and actively engaged in technological media programs such as social media platforms, but does that mean they truly have the skills to be deeply connected to the internet and make the most of their digital experiences? 

The term “Digital Native” was coined by writer Marc Prensky to describe young people (youths) who are currently growing up in the technological savvy media culture of our world. Looking and diving deeper into his thinking, he presents that “Digital Natives” are just the first part of his framework. On the other side he introduces the people who are older, the people born into the world of nouns over verbs, paper over technology, they are the “Digital Immigrants.” As times keep on evolving new technological advances

are being made and utilized in the work environment, educational settings, digital media, homes, etc. He is strong in his stance that the “Digital Natives” are the youth who exhibit the capabilities to effectively consume digital information more quickly and comfortably using devices such as computers. As youths are being born into the world of evolving technology, they are growing up with media already being a part of their everyday life, to them it is a common norm. However it makes me wonder, even though you are born into a world of technology, is the access to the technology truly equitable across our youth population?

      Through the years, Prensky's work has sparked a highly disputed debate, especially among educators/researchers, as they see his concepts and terms as a myth not reliant on any proven factual evidence. Danah Boyd, author of  "It’s Complicated: The Social Lives of Network Teens" pushes back on Prensky’s concepts. Through her writing, it is evident that she feels that assumptions cannot be made regarding youths having a full, detailed, and coherent understanding of new technologies along with their complete usage. Her writings provide reflection on the question, even though youths are able to make their own media or share their thoughts online, does that equate to them also having the knowledge to critically examine what they are consuming? 

    As a fourth grade teacher, my students are between the ages of 9-10 years old. Upon entrance to my classroom all of my students have a varying degree of technological skills and availability (computer, tablet, iPhone, etc.) Some more savvy, while others are more limited. More often than not, more than half of them are able to troubleshoot internet problems and even assist me when needed (which can be very often). However, even with all of their skills, I still find myself needing to teach them research and competency skills. Digging deep and looking critically at the why. Many of them come into my classroom always believing what they read on the internet, thinking that every site they go on (mainly because it is google) is credible and true( which makes for interesting classroom discussions.) However, as I take a step back I do acknowledge that my current students do possess a greater level of technological skills than I did as a child. When I was growing up, our family home consisted of one desktop where we needed to dial into the internet, often not going on too long as we would tie up our phone lines. Our classrooms had three desktops for over 20 students to use. Even though technology has advanced quite drastically since I was child, especially with students being one to one with chrome books books, I would not yet consider them critically knowledgable. 

    Teaching in a diverse environment allows me to reflect and connect to Boyd's insights on "Digital Inequality". Many of my students do come from low income families and do not have the resources to have technology at home. For some of them, the only exposure they get at is during school hours. This clearly puts them at a disadvantage as they
are not fully engaged as some other students who are able to go home and have the access to develop their digital media/literacy skills. In this regard, it does not put all students on the same equal playing field. If that is the case can we really classify all students as truly being "Digital Natives?"

I agree with Boyd when she notes that technology will forever play an increasly important role in our society. Technology in the classrooms are not going away. Teachers will never teach like they did years ago. Everyone, adults and children, need to develop digital literacy skills so they can successfully be active participants in society. As Boyd states for EVERYONE, "Learning is a lifelong process." 

Summer Time: Adventure Awaits!!!

 

Hi everyone! Welcome to my Blog!!  My name is Lisa McDonald and I’m a fourth grade teacher in Johnston, RI. I have been teaching for 9 years. I spent my first four years teaching first grade and then moved to fourth and loving it! Currently, I’m a student at  Rhode Island College working towards my Master’s in Teaching English to Speakers of Other Languages (TESOL). My husband Dan and I have been married for almost 5 years. We have an amazing two year old daughter named Aubrey and are expecting our second baby this August! Another huge part of our family is our energetic and friendly five year old yellow lab named Tucker.

My Growing Family!!

Our dog, Tucker!!

I couldn’t be happier that it is finally summertime! Besides just finishing my first summer class and starting my second, I am looking forward to enjoying the sunshine and time by my pool! I anticipate my summer consisting of lots of trips to the zoo, playground, ice cream shop, and beach with my daughter!. Also, before life gets a little more hectic, I hope to find some time to relax, read, and watch my favorite summer tv show, Big Brother. This summer should definitely be an adventure!!