Technology is shaping the way we communicate and even the way we shop. More importantly, it's changing learning at home and at school. The access it provides to primary sources worldwide is also changing teaching methods and it is reshaping the way students present their work.
Wouldn't you love to help your students and your kids turn technology into a powerful learning tool?
Evelyn Vuko
(washingtonpost.com)
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Join Evelyn Vuko and Kevin Basmadjian, professor at Quinnipiac University in Hamden, Conn.,online Tuesday, Nov. 9, at 2 p.m. ET to discuss helping your kids use technology to shape their schoolwork.
Basmadjian has broad experience in teaching technology courses and workshops from the elementary to college level and in developing and teaching online courses in education.
Editor's Note: Washingtonpost.com moderators retain editorial control over Live Online discussions and choose the most relevant questions for guests and hosts; guests and hosts can decline to answer questions.
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Evelyn Vuko: Technology is making inroads in the way teachers teach and the way kids learn and even the way they play games. Joining me today is Education Professor, Kevin Basmadjian, of Quinnipiac University in Hamden, Connecticut. Dr. Basmadjian's experience began as a teacher in a public charter high school that used technology to access primary sources for learning and for helping studentd make public presentations of their work. During the course of his career, he has lead workshops for teachers, particularly at the elementary level, helping them learn how to incorporate technology into their teaching practice. He has taught online courses for the middle grades graduate and undergraduate technology courses. Let's start chatting...
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Fairfax County, Va.:
In my son's fourth grade class they are expected to do research on the Internet and to type school projects. However, the students have not been taught how to type. Not only does this mean they take FOREVER to do these projects, but also I fear we are creating a generation of hunter-peckers who will never be able to type rapidly. I'm having my son learn typing (ten minutes a day) using some straightforward Typing Tutor software!
What are your thoughts about teaching typing in schools?
Kevin Basmadjian: This is something I have wondered and thought a lot about myself over the years. At my last teaching placement, some students came with very strong typing skills, while others had none at all. It was something we had not fully anticipated or really thought much about, but we realized very quickly that if we did not provide the training and skills, some students would benefit while others would lose out. I believe very firmly that, as we enter the digital age, teachers need to think about the skills necessary to help students navigate the electronic world, beginning with some basic typing skills.
That said, I have also seen many students become quite proficient with typing in their own styles. So while I would certainly offer the "correct" way to type, I would learn from them and see what feels comfortable to them.
Evelyn Vuko: If you want to help your son go beyond "hunt and peck," I'd recommend a CD program called "Typing Instructor Deluxe," published by Individual Software, order at www.individualsoftware.com. My students enjoy this program because it has music and games to help them learn the keyboard. I like it because it teaches and tests keyboarding skills in a very systematized fashion and lets the student track his/her own progress.
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Rumson, N.J.:
The web appears to hold a significant amount of authority to school-kids. When the kids are doing research on-line, is there a way for them to identify a valid site with factual information from one that might be slanted with opinions? I see kids quoting, as facts, information that is sometimes very biased.
Kevin Basmadjian: A very good question, and an increasingly important one as the Internet continues to grow. I guess my initial response to this is to help your child/student think about the Internet in the same way he would any other text (magazine, journal, newspaper, book, etc.). That is, each document reflects one person/group's perspective, so it is important to read deep as well as broad. The same is true for the Internet.
It used to be that .org and .edu websites were more reliable - and to some extent, they probably are - but it's important that kids understand that every source they encounter should be examined critically and carefully. Teaching these skills to students are important not only for the Internet, but for all forms of media, and just about everything else in life for that matter.
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Kevin Basmadjian: Just to pick up on an earlier question about research on the Internet, I think it's important for parents to help students navigate the world wide web. The Internet is a big place, and in addition to safety concerns, parents can help their children by showing them what it means to search on various topics.
If one types any topic into google or yahoo or any other search engine, thousands if not millions of websites are likely to come up. I think it would be helpful for parents to show their children how they might choose a website, to talk about questions like "Who wrote this?" and "Where does it come from?" and "Do you think they have a reason for saying this?" These questions, as noted earlier, might help children to develop critical literacy skills important for surfing the Internet.
I think websites from reputable sources like the Washington Post and the New York Times are good places to start searches. I'd also suggest that, as you look through websites with your children, see if you can identify .edu websites, which typically represent a university or college.
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Washington, D.C.:
Hello,
My 11 year old son spends a lot of time (too much time) playing video games on his PC. His eye glaze over at the thought of playing "educational" games...he goes for the mayhem and monsters. So, do you have any suggestions as to how leverage his interest in gaming to be an asset in school?
Thanks, TT
Kevin Basmadjian: I actually think much of this is just trying to find educational games that might suit his interests. In many ways, it's no different than what classroom teachers do, which is to find things that interest kids, and then use those interests to engage their learning. Even when it comes to monsters, etc., there are several software programs out there that you could provide that would "camouflage" the learning. I think I'd use his energy in that way, rather than shutting the computer down completely.
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Kevin Basmadjian: To follow up with the Washington, D.C. question, when I say "camouflage" your child's learning, what I mean is to go to a computer store (or surf online) and look for software that might feature monsters, but that in order to get the monster to move, children must correctly answer a math question. Or in order to go into a "secret" room, the child must solve a logic problem. In this way, you can "camouflage" their learning in the sense that they are having fun (in this case, with monsters) but pushing their thinking skills at the same time.
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Fairfax, Va.:
A lot of concern is around teachers being trained for computer courses. Mr. Basmadjian, can you give us a general comparison of teachers who are not familiar with technology being trained (usually older teachers) and younger teachers who are well versed with computers (usually younger ones out of grad school, etc.).
Kevin Basmadjian: This is definitely an area of concern for teacher education programs (of which I am now a faculty member). In general, teacher education programs require prospective teachers to complete a series of tasks designed to make them demonstrate computer/technology proficiency. More veteran teachers went through programs that did not have such a requirement.
At the same time, I am continually amazed at the number of veteran/older teachers who have embraced technology and incorporated it into their teaching. I might point out that often, because these individuals have a stronger pedagogical sense, their use of technology is more appopriate. In other words, young teachers and those who have grown up in the digital age often let technology lead their teaching, rather than the other way around. And this can be dangerous in the sense that they are not focused on student learning and understanding.
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Anonymous:
At what age should kids be introduced to computers and technology?
Evelyn Vuko: Though I'm going to make like a school teacher and flog the obvious, I think kids should be introduced to computers and technology as soon as they show an interest it. If a toddler is intrigued by fast and hot his macaroni and cheese cooks in the microwave, give him/her a quick demonstration of how to operate it. Microwaves have computer programs so simple I find them one of the best practical ways to introduce kids to technology: likewise digital alarm clocks. To sustain their interest, there are lots of primitive computer-type toy gadgets for kids. When they show early interest, try one of those.
Kevin Basmadjian: I agree with Evelyn in that we should really let kids' interests drive their involvement in computers and technology. At the same time, as I noted in response to a previous question, I think we need to help them as they enter this world, as they are not always aware of what it means or what they can fully do with computers and other technology.
I might also add that technology is a great way for teachers to meets students' different (and often competing) interests in the classroom. The sooner we introduce kids to technology, the more quickly teachers will be able to tap into students' individual interests.
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Vienna, Va.:
Do kids really need to be taught how to use technology? Usually it's the kids who teach the parents how to figure out gadgets, how to set up a computer and how to get on the Internet!;
Kevin Basmadjian: I don't think they need to be taught "how" to use technology, but could certainly learn what it means to use technology in ways that benefit themselves and society. I agree with you that most young people I encounter are quite proficient with computers, etc., but very often they aren't fully aware of what they can do with it. For example, the Internet has opened a whole new way to think about democracy. Twenty years ago, if someone wanted to share an idea with a wider audience, about the only way to do this was through the newspaper, radio, or television - none of which are particularly accessible for the average citizen.
But with the Internet, students, teachers, parents, anyone can publish their ideas for a better society and world. I'm not always sure young people are fully aware of what things like the Internet actually offers, and I think this is where teachers and parents can help out.
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Penn Laird, Va.:
How many computers per child should be in a
high school? We have 1300 kids and 100
computers (50 of which are laptops).
I teach English and have always felt that four
machines in the back of the room would make
writing in stages much more efficient.
Kevin Basmadjian: I don't know if there is a set answer to this question. I used to teach in a school of 400 students and we had 400 laptop computers. At any given time, about 350 of these computers were just sitting in storage.
As a former English teacher, I fully agree with you that computers in the "back of the room" can be quite useful, particularly for more process-oriented writing. But since your school has 50 laptops, I think there are probably ways to maximize use of these machines that is quite cost-efficient. For example, if Tuesday and Thursday were writing days in your classroom, you might request the laptops on those days, and give each student a disk on which to save his/her work.
In general, though, 100 computers for 1300 kids is probably a bit low, but certainly you don't need 1300 computers, particularly if many are laptops. Hope that helps!
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Virginia:
Kevin,
Can you tell us about your educational background and more about your class. Do you follow a guideline for your class plan or is there a lot of creative development in teaching the kids how to use the computers? When I was in middle school, usually the computer class was just a typing class and a way to go through different exercises by clicking the mouse. There wasn't a lot of brain activity involved.
Kevin Basmadjian: Actually, this is a great question! I have attended so, so many teacher training workshops, and so many classrooms for that matter, where students are mindlessly walking through a set of instructions. Surely, there is a more engaging way to teach students how to use computers. Perhaps the process of making a cake would provide a useful metaphor.
Think about what it would be like to make a cake without ever seeing a photo of what the final product might look like. This is basically what we are doing when we use technology as a set of instructions. Rather, give kids a sense of what the final product might look like, along with lots of variations, and let them "play," if you will, and see what they can learn from the experience. For teachers and students, this is often a much more effective way to "teach" technology and its potential.
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Silver Spring, Md.:
With so many products out there, can you tell me what would be suitable for a bright seven year old girl? Preferably none of the "barbie" programs but something of substance and that both boys and girls can enjoy. She's very inquisitive, likes to draw, write and likes nature.
Evelyn Vuko: My favorite program to use with elementary-aged students is one called "The Logical Journey of the Zoombinis," published by Broderbund, buy it on Amazon.com It involves rescuing a bunch of cute little blue blobs named Zombinis from an assortment of interesting villains like the one who eats everyone's pizza. On this journey, kids learn important math concepts like classification, sequencing, grouping and matching. Moving the Zoombinis through their hurdles also requires logical thinking and recalling facts and details--important skills in reading, too.
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Annapolis, Md.:
What are some good online resources for middle school kids to use when doing research? Are there any given by the Dept. of Ed or endorsed in someway that we can check for factual accuracy?
Kevin Basmadjian: Your question touches upon something I talked about earlier, so please look up in the transcript. But a few more thoughts in direct response to the question about online resources:
Yes, there are lots of resouces available, and government websites are a good place to start. I'm not sure the U.S. Department of Education website would have this information, but it would certainly offer links to useful websites.
Also, be sure to check out university websites, as they often provide resources for research and writing. I know Purdue University offers a website that is free and open to the public to help students with their writing, and I know there are countless others I've seen as well.
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Evelyn Vuko: More about doing research work online with middler schoolers: try the Smithsonian's Education website at www.smithsonianeducation.org They also have an excellent section geared specifically for high schoolers taking advanced placement history courses. Next, investigate the wealth of offerings for parents and teachers at PBS online. PBS Teachers at www.pbs.org/teachers or PBS Parents at www.pbs.org/parents
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Evelyn Vuko: Back to Silver Spring, MD and the Zoombinis...the program has different levels that get progressively more difficult so I would recommend that you guide your daughter through the directions and allow her to complete the sections she feels comfortable playing or demands to play herself! Though the program is recommended for ages 8-12, I found that first graders could and did play enthusiastically when I guided them.
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Arlington, Va. :
How would you go about being able to distinguish what is suitable at which age in a child's learning development? Also, what's a good resource center to go to? The Best Buy guys don't know too much.
Kevin Basmadjian: Children are amazing adept at learning new things. So my general response to your question is this: If they seem eager to learn or try something, go ahead and let them, as long as you believe it's not harmful to them. The same is true for computers and technology. I am continually amazed at what I see children do and at what age.
I'm not exactly sure what you are asking in terms of resources, but I have found public libraries to be very helpful in terms of what they have and can teach young children. Librarians are often quite knowledgeable when it comes to technology and learning, so I think I would begin with them if the Best Buy guys aren't helpful!
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Fairfax, Va.:
My 11-year-old is using a typing program called Jump-Start Typing for Kids. He enjoys it and it's working well for him. His real incentive, though, is the fact that he sees me type and he wants to be able to go as fast as I do.
Also, as someone who has taught college classes, I absolutely agree that kids (and students of all ages) need to be taught how to use research methods, especially on the Internet. I've seen too many students cut and paste a bunch of junk, then hand that in as a paper they researched and wrote themselves! There's so much more to it than just knowing how to use the machine.
Evelyn Vuko: Thanks for your suggestions and advice, Fairfax!
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Kevin Basmadjian: Just a few closing thoughts in terms of this topic: Technology holds great promise for teaching and learning, by parents as well as teachers. But I think we have to always caution ourselves to think about ways to use it that are appropriate and thoughtful. In my work with teachers over the years, as well as with students, I often see "forced" integration of technology. That is, using technology to solve a problem rather than solving a problem using technology. I think the more we think of technology as a tool - much like a pencil, or saw, or remote control - the better off we will be. In other words, when the occasion calls, and technology can be used to help out, by all means use the technology. But if technology is "wagging the dog," instead of the other way around, I think we need to exercise caution and rethink what we're doing.
I've fully enjoyed participating with all of you this afternoon, and would welcome any questions in the coming days or weeks.
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Evelyn Vuko: Thanks for joining Kevin Basmadjian and me today. Your questions covered a broad range of technology issues facing parents and teachers. Hopefully our guidance and specific suggestions will help you use technology more effectively with your kids. Join me again on November 23 to chat about preparing for the SAT.
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