8th Graders Using Blogs in Urban Education to Build Writing and Social Studies Skills

I heard from a middle school educator recently that he decided to use blogs as a writing tool for his 8th graders.  He wasn't sure how it would work because it was his first time blogging but he was willing to try it.  He posts the topic for his students on various culturally relevant current events and requires his students to research the event and then post a comment.  He does it weekly and uses it to improve skills in technology, research, writing and social studies.  He said he had complaints initially because none of the students wanted to write or read the news. They now look forward to it because there is a word limit and they like the relevancy of the topics. The students are now coming to him with suggested topics.  Imagine that! 

Good for him and lets hope others start doing the same.

Gaming in Urban Education

I recently completed research on an emerging technology known as "gamification."  I found it especially interesting that many industries are using gaming for employee training and how it improves learning outcomes for children.  I always try out new games and education sites before I allow my daughter to use them so when I found a site for vocabulary and spelling words for all levels I had to try it out.  Before I knew it, I was using it to test my own vocabulary skills.  It was fun and I've used it many times since then.  I justify playing the games by reminding myself that studies have shown that in older adults,  puzzles, word games etc. aid cognition and might even delay early onset of dimentia!  In any event, I've been gamified.

As I did research for the project, I asked my educator friends how they felt about using games in education.  The responses varied from "they are fine as long as they are used at home to supplement,"  "we barely have time to teach the material we have to cover as it is" to "the kids know more about the computers than we do."  These are the three responses that struck me the most because they evidenced a high degree of trepidation about gaming and technology.  These responses came from new to experienced teachers in Durham County.  These educators were all born since the mid 1980's and I just assumed that they were "digital natives." 

Now I am left to ponder these three things:
1.        Did these educators represent of a group of  "should be" digital natives who got left behind in the digital divide and never caught up, even in college?  If so, how many other teachers are in this position?
2.        Does the standardized test driven curriculum leave so little space for creativity and innovation that educators can't incorporate technology, even as lesson support?
3.        Is there enough professional development available for teachers to be trained in the benefits of technology integration, how to use technology, and the neccessity of learners' early exposure to technology?

This is a blog about computers in urban education so I must consider how those responses impact urban school children.  If teachers are afraid of technology, don't have time to integrate it into the daily curriculum, or lack training, how are student's impacted?  There is data in the relevant literature that shows gaming is effective as a learning tool and does increase mean scores on tests so this could improve student performance. Also, it is critical for the success of every child, especially urban children who are lacking in many other areas, to be exposed early to technology.  If they see teachers using technology regularly and they use it regularly, they become more adept with technology, less intimidated by technology and experience the reality of a 21st century education.

 I am interested in hearing the perspective of  educators on these questions.  Feel free to comment.

A Change Is Going to Come

     Remember when cell phones were the size of TV remote controls? What about when VCRs, computers and microwave ovens were the size of small children?  Even better, remember when there was no email or the world wide web? But are there some things like institutions and traditions that just need to remain the same even when technology improves the tradition to make it more relevant, efficient and effective? 

     I say "a change has got to come." Brick and mortar public secondary school education is no exception; it's an established system that by many accounts is no longer relevant or necessary.  I am by no means suggesting that we don't need public education or brick and mortar elementary and intermediate education; what I am suggesting is that we don't have to spend millions and millions of dollars year after year on something that may be theoretically irrelevant or necessary.  Brick and mortar schools represent old notions of education and how people learn; they are not the sole sources of education nor are they the causes of learning.  There, learners are grouped together by age and forced to focus on a teacher giving a lecture.  Creativity is often killed and there is little authentic or experiential learning within the hour or so alloted for a class.  The world does not exist beyond the four walls of the classroom and believe it or not, some teachers are afraid of technology. Then of course, there are the poorer districts and schools that can't even afford true technology as a supplement to the classroom.

     I am an advocate of open source schools and non traditional learning.  Learning can take place anytime and anywhere and Open Source High Schools seem to be a completely viable option.  Opponents of Open Source High Schools often cite socialization as a primary reason of opposition.  Well, to them I say socialization is frequently a euphemism for disruptive classroom behavior. In an Open Source High School I can visualize every student receiving a global education in a collaborative work space that allows for creativity, peer socialization and frequent individual feedback and attention.

    I would be remiss if I did not make this discussion relevant to urban education.  Would behavioral alternative schools disappear and black boys no longer be devalued and ignored in Open Source High Schools?  Could the various learning styles and cultural identities of more students be accomodated in Open Source High Schools?  Would urban students find education more relevant and interesting?  To all of these my answer is, probably yes.

Are We There Yet?

     Could you live without your computer and access to the internet?  I am positive I could not.  Computers and the internet contribute substantially to the quality of life we enjoy in the U.S; the ability to bank online, send messages around the world in seconds, access library books everywhere, perform research, get driving directions and get news instantly are just a few of the common tasks we undertake everyday on our computers and the internet.  How many people do you know personally without at least one home computer?  None, right?

     Unfortunately, we are not there yet.  "There" is the time and place where every household in the U.S. has a computer and access to the internet.  If every home had a computer, learning really could be a "lifelong"  family affair; children could teach parents and parents could be more involved with their children's education.  Parents and students would have ongoing access to the academic support online from educators everywhere.  Teachers could communicate with parents who are unable to make conferences for whatever reason.  Distance education would be available to parents who can't do traditional programs because of work and family commitments.  Disabilities could be easily accomodated.  People would have the ability to see beyond their present circumstances and geography because the whole world would be at their fingertips.

    Urban areas tend to have higher incidences of unemployment, school failure rates and drop out rates.  Is there a correlation between computer literacy, access and these social issues?  A causal connection between the two may be tenuous at best; but,undoubtedly, greater access to computers and computer literacy education would mitigate some of the effects and improve failure and drop out rates.