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Video source

The video a performance of the Christmas carol, God Rest Ye Merry Gentlemen. That was also one of my responses to a parent who complained that the end-of-year vacation was too long.

Her complaints were that her children were restless and adults needed to keep them occupied. She was also concerned that her kids fell behind on mother tongue lessons.

This is Singapore and so we complain about someone else’s complaints, especially if the latter sound stupid. This site hosts some choice reactions.

But since it is Christmas, I present some thoughts in the form of questions:

  • How about offering the gift of childhood to kids?
  • Why not teach kids how to rest or to organise themselves?
  • How about some empathy for teachers who need a break from taking care of children for 40 (or more) weeks a year?

Lest I sound like a scrooge, I close with two more Christmassy YouTube videos.

Video source

Video source

I read this opinion in the ST forum a few times to make sure I was not missing anything or misinterpreting it.

Dr William Wan, General Secretary of the Singapore Kindness Movement, attributed the use of mobile phones to people being inconsiderate on public transport.

One might react emotionally by asking when minding one’s own business is being inconsiderate. But the fact of the matter is that not being aware of the people around you can be impolite depending on the context.

That said, why put the blame on the medium? Yes, the e-books, games, videos, and other mobile content are very engaging (a few folks have even tried participating in #edsg chats while on public transport!), but the mobile media are not the only factor.

If you blame that medium then I would also point out that reading paperbacks, playing cards, listening to a Walkman (way back then!), or just chatting intently are just as absorbing. The traditional newspaper is a magnificent wall to place between the reader and someone who needs the space or a seat.

You can take the devices out of the hands of users and they will still be rude or inconsiderate. They can pretend to sleep, take more room than they need, or talk very loudly. (Coincidentally, as I quietly type this draft of my iPhone, a group of four university students does not care if the whole bus can hear their incessant blather.)

If you are going to address a problem, get at its roots. Attacking the symptoms will get you nowhere and you risk alienating the very people you are trying to reach.

So what is the root of the problem? In this case, I agree with Dr Wan that it is the lack of a combination of good upbringing and schooling on the use of mobile devices in public places or face-to-face social contexts.

[source, MOE source, click on the above for larger archived copy]

Dr Cheah Horn Mun, the director of ETD of the MOE, responded to a contributor to the Straits Time forum who asked, “What’s the update on digital learning?”

Horn Mun was a colleague of mine in NIE before taking the post in the MOE. I wonder if he (or one of his people) will read my blog entry as I have a critique on his response. I have nothing against him, of course, as he is a really nice guy and I think I know where he is coming from. I realize that he has to represent an organization, so his personal views may be clouded. It is the content of his reply that I critique, not the person.

I am glad that he informed the public about financial assistance schemes for bridging the technology divide [see text blocked in green]. I am also glad that he mentioned the cyberwellness efforts in schools. We in NIE have introduced this concept in our ICT course a semester ago and made it part of a graded assignment so that new teachers are aware of the concept.

In trying to provide a succinct reply, it was not possible for Horn Mun to list all the schools and all their ICT and “digital learning” efforts. But I was left wondering why the usual suspects keep appearing. Are there no other schools worthy of mention?

Why don’t stakeholders (parents in particular) know what is happening in schools with regards to ICT integration? Why do they have to wait for limited and selective coverage by the press? Every school should be proudly publishing its efforts in its Web 1.0 school site, or better still, taking advantage of Web 2.0 to regularly update the school’s blog, Twitter or Facebook account.

Perhaps most schools have little to say. Why? In my opinion, they are not, as the director of ETD wrote [see text blocked in orange], “well resourced with the computing infrastructure and digital resources to harness ICT for learning”. It might appear so administratively on paper and on VIP visits to schools, but the reality is that most schools do not yet have early 21st century tools in place because of industrial age hangovers.

Yes, a few schools have 1:1 computing programmes and campus wide wireless networks. The majority do not. A few more schools have IWBs and “special” rooms. But these tools and venues are of little use (and little used) if pedagogy does not change with the times.

How do I know? I have friends and former trainees who are school principals, heads of departments or teachers. I follow teachers on Twitter, Facebook or their blogs. As a supervisor, consultant and teacher educator, I visit schools regularly and make it a point to ask about their ICT infrastructure and actually see the rooms. I do school-based research and collect uncensored information from teachers about their schools. Finally, I was a teacher before I was a teacher educator, so I know how most teachers think and react.

Teachers will complain that the infrastructure is not in place. They are right but it will never be in place because technology changes so rapidly. Instead, they could use what the students already have or think of ways to work with businesses and the community to get what they need.

Teachers complain of a lack of time despite efforts to reduce curriculum time for more innovative instruction. The integration of ICT does make lesson planning and implementation more complex, but it does not have to be overly elaborate or time-consuming.

One thing I model for my teacher trainees is how to facilitate ICT embedded activities that are only 5-15 minutes long. Think about how you might conduct a 5-minute brainstorming session using a collaboratively generated online mindmap. Think about 10-minute learning stations that students visit and where they search for information, solve mini problems (that are part of a larger problem) and reflect on them… all using iPod Touches and a wireless router. Think about a concept that no one, including the teacher, is sure about and everyone uses their iPhones or netbooks to instantly get information from the Web and then have a class discussion to clarify that concept.

What schools should invest in are technologies that will support pedagogies and strategies that last. Pedagogies that build upon experiential learning, problem-based learning, case-based learning or game-based learning. Digital learning then becomes learning that is enabled, not just enhanced, by critical, powerful and meaningful forms of technology.

So what exactly do schools need? Wireless Internet access anywhere in school and mobile computing devices like iPod Touches, variants of the Nintendo DS, Sony PSPs, smartphones or netbooks. Do schools have these in place? Most do not. Do some students already have some of these kid-friendly devices? Yes, they do and half the need is potentially fulfilled. Are most schools taking advantage of this? No, they are not. They need to put technology in the hands and minds of the learners. After all, we are in their service and preparing them for their futures, not our past.

So it there digital learning in schools? From my point of view as a teacher educator, a researcher and a concerned parent, I’d say certainly not enough.

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