By: Grace Thornton, Jean Marie Kempster, and Emily Sternfeld

When watching children play with blocks, many adults wonder what is going on in the child’s head, and if actual learning is taking place. In the Education Digest article, “The Powerful Effect of Play in a Child’s Education,” by Miquela Rivera, the author discusses how children playing simple games are actually very important to a child’s development and learning.  Rivera also addresses the issue that there are many cultural differences between how students play, especially when there is parental involvement.

As a parent or educator, it is important to allow children to engage in play on a regular basis, so that they can practice their intellectual, social, and physical skills.  It gives a child the chance to discover information on their own. Play challenges a child to think creatively, while at the same time, allowing them to have fun while learning.  Play is work for a child.  By playing, children develop emotionally, socially, physically, intelligently and linguistically.  Play can develop physical coordination or strategic thinking. Children need to use their senses to learn and develop their skills to grow properly.

According to an article from Parents Magazine,  “Place your newborn in his crib and he’ll be fascinated by the motion and colors of the mobile dangling above him. He can’t reach out and grab the mobile (yet), but he can use his senses to study it. Sound, sight, taste, touch, and smell will be the tools he uses to figure out the world.” (www.Parents.com)

Play can also be used as a therapeutic tool for hesitant or depressed children. During play, a child can learn how the world works and how to solve conflicts. There are numerous games that children can play together, teaching them how to take turns, how to treat others the right way, and other basic social skills that they might not learn through regular classroom instruction.  A skilled teacher can use games and activities to make learning fun.  Dry topics can be viewed upon with humor and creativity.  There are no down sides to play in education.  Teachers should keep this thought in mind when designing their curriculum.

The author describes that there are cultural differences between how parents and students play and what they actually consider “playing.” Caucasian parents are more likely to play games with their children. Hispanic adults feel that playing is something that children do when they are too young to work; and bond with their children by doing chores with them.

What can be done to educate parents to the value of play?  All parents need to be educated on how important it is to interact with an infant by playing with them, talking to them and even reading to them.  Their brains are already developing at a rapid rate.  The Child- Development guide suggests and points out that, “Play helps children learn about the world in which they live. They can investigate and discover, test their theories, spatial relationships, explore cause and effect, societal roles and family values” (www.child-development.guide.com).

There are also gender differences when it comes to play. Fathers and males tend to play with their children in a more physical way. They play contact sports, and hands on activities. Mothers or female figures tend to do more household chores, games, and creative projects with children. This could be due to our culture and traditions that we have in the United States.

Today, technology is beginning to take over this bond between parents and children.  Most play time is being fully consumed with video games, computers, and television. Researchers state that this does not allow children to think creatively.  Children can suffer from too much of this type of play time. There is no physical activity involved. Violence in video games is also a downfall of this type of play.
Play is important but doesn’t require expensive toys or equipment.  Imaginative play or borrowing books from the library are some inexpensive ways to encourage and imaginative environment.  Play must not be ignored, and should be happening on a continuous basis all throughout a child’s younger years and even into adult years.

Work Cited:

www.child-development.guide.com

www.parents.com

Rivera, M. (2009).  “The Powerful Effect of Play in a Child’s Education.”
Education Digest, 75, no. 2, 50 – 52.

By Lauren Betz, Jessica Cannella, Marielle Kaufman, and Hannah Lee.

Until recently, most gay youths who have “come out” have typically done so during High School, or have waited until their college years to expose their sexual orientation.  Sex researchers, though, are now seeing a growing trend of Middle School-aged adolescents being open to their peers and families about being gay or bisexual.  One 13-year-old student interviewed in Benoit Denizet-Lewis’ (2009) Coming Out In Middle School, named Austin from Sand Springs, Oklahoma, admits that he finally decided to come out in avoidance of living a miserably “closeted” lie for the rest of his life when he was just 11 years of age.  Despite the support shown to students like Austin, there are just as many people who would pose the question, “can an adolescent be so sure of their sexuality at this young age?”   While these students are adamant that they are gay and bisexual, just like others are sure that they are straight, the issue at hand becomes, how prepared are Middle and Junior High Schools for these openly gay/bisexual students?

Denizet-Lewis raises a valid point in that “Middle School is more survival than learning”.  It is that awkward transitional period from the adolescent age to maturity, where students are faced with the challenge of finding their niche in school.  For open or closeted gay and bisexual students, there is an overwhelming fear of verbal and physical assaults of anti-gay sentiments, which can prove to be severely psychologically harmful—sometimes tragically leading in suicides. For years students have held off on exposing their sexual preferences until high school, or even later. The gay youth population was in a semi-permanent state of crisis from the anti-gay harassment, as proven by the fifth and sixth grade students, from Georgia and Massachusetts, respectively who committed suicide after being relentlessly tormented for “appearing gay”. Additionally, there are openly gay students who have cited multiple instances when they have been made fun of by their peers, in plain sight for teachers who have done little or nothing to stop it. This lack of support has resulted in tragic endings for students who feel as though death is the only safe haven they can find.

We must question how well-equipped school teachers and administrators are in effectively intervening and dealing with this new, sexually open crop of students.   There is a great controversy, particularly in more conservative areas, where teachers and parents are uncomfortable in addressing these issues and student organizations in Middle Schools like the G.S.A. (Gay-Straight Alliance), or the National Day of Silence—annually in April, where participants voluntarily observe a day of silence, symbolizing the silencing effect anti-gay sentiments causes for gay students.

These adolescent Middle School-aged years are crucial in creating a supportive environment for students, where they should feel emboldened to express themselves.  Pop culture has created a much more positive portrayal of gay culture than ever before.  There are commercials featuring Hilary Duff and Wanda Sykes addressing the use of the phrase “that’s so gay” which seems to be such a commonality amongst Middle Schoolers.

Thus far schools are taking positive steps toward welcoming these students into the safe haven that school offers. However, while steps are being taken toward positive results, they are ultimately small and slow, as most progress is, and at times can be ineffective. Everyday there are students who suffer in silence, or worse suffer verbal and physical abuse due to their sexual orientation, and it is ultimately up to teachers and schools to intervene and protect these students. While the close outlook may still be cloudy and for some students daunting, the overall goal is to make these students feel comfortable and feel accepted. At the end of the day, our students, gay or straight, are still our students—it is our responsibility to keep them safe in our schools.

REFERENCES:

http://www.nytimes.com/2009/09/27/magazine/27out-t.html

http://abcnews.go.com/US/wireStory?id=4139504

http://abcnews.go.com/Health/MindMoodNews/story?id=7328091&page=1&page=1

Is it more beneficial to teach for a test, or to teach for the knowledge of learning? Since the standards have changed in education, teachers are now focusing less on the grade level curriculum and more on the questions being asked on standardized tests.  Today, standardized tests are critically used to make decisions about a student, such as for graduation or acceptance to a school. Testing appears to override all other information and can cause damage to a student’s education. When a student is evaluated based on a set of scores, all other academic accomplishments and talents are omitted.

With many feeling standardized tests are biased, teachers from the Harlem School District have found a method which allows teachers to teach for the test while incorporating their creative sides.  Many students from the Harlem Success Academy have never been exposed to a rural setting, such as a farm, farm animals and crops. This makes it difficult for students to answer questions relating to rural living. The Harlem Success Academy found a way to make teaching fun through experience and excel on standardized tests.

According to the nytimes.com, Harlem kindergarten classes were not only exposed to a new way of life but increased their test scores through a simple field trip to a farm.  Teachers from this school were able to integrate a learning strategy; which made learning fun while still emphasizing the importance of topics covered on standardized tests.  Even though these students seem young, exposing them at a younger age helps them relate better to questions on standardized tests.  On the other side, students who live in rural areas may find it beneficial to visit a city and observe other cultures before actually being tested on the subject.  For this reason, it is important to feature different learning strategies in the classroom.

When a curriculum is focused on teaching for a test instead of gaining insight and knowledge, important subjects may be dropped altogether. The curriculum needs to stop being based on teaching to the test, and focus on producing gains on independent learning measures. A curriculum shaped around standardized exams drives the student away from learning. Students are not sufficiently being educated and yet they are the ones being held accountable. Students should be evaluated by performance-based assessments. Here students are evaluated through projects, essays and activities, instead of multiple-choice exams. Performance assessments offer a way out of memorizing and into learning.

Teachers who include several different learning strategies in the classroom can significantly enhance a child’s learning experience.  As a new teacher, it may be difficult to pick up on your students learning styles whether they are visual, auditory or tactile learners. If standardized testing is here to stay then our educators need to go about making lessons fun and exciting, while still preparing our students for tests. Teachers who motivate their students create a greater possibility for learning to occur.

http://www.nytimes.com/2009/10/20/education/20farms.html?_r=2&ref=education

Other References:

http://www.associatedcontent.com/article/2072585/meet_national_and_state_education_standards.html?cat=4

http://www.issues.org/19.2/shepard.htm

http://www.issues.org/19.2/pellegrino.htm

What…more school??

A recent article in Newsday discussed the issue of whether or not to extend school days and the calendar year.  This idea was promoted in the “Nation at Risk” report during the Reagan administration.  In 2009, President Obama is reconsidering the advice.  Some charter schools have a school day that lasts nearly ten hours. There are educators and school reformers who believe that extending the amount of time in class is the only way to be competitive with other nations and to meet the global challenges of the 21^st century.  They also believe that the large amount of time spent out of school during summer vacation causes students to lose much of what they learned.

Children in Japan go to school for 243 days out of the year. They spend 195 days per year in school in Hong Kong and 200 days per year in Scotland. The U.S. spends only 180 days per year in school and President Obama has expressed concern that this current calendar “puts us at a competitive disadvantage.”

This is like a company saying, “If we make our workers stay one extra hour per day we will increase our productivity.”  Time extensions are no guarantee of results.  It is how our time is used and how motivated and inspired we are that leads to productivity in the classroom. Finland’s education system has achieved worldwide success with just 190 days of school per year. We need to focus on quality, not quantity.  Quality involves active involvement from teachers, students, parents/guardians and the community. Teachers should not give children homework that they did not cover in class (in an attempt to keep up with standardized test material), students should not be afraid to ask questions when they do not understand the material presented and parents have a real obligation to be available to their children by helping with homework (whenever possible) and by reading to them. The community should be aware of their geographically specific needs and find ways to meet them.

Success achieved at charter schools, with longer school days and longer calendar years, like the KIPP network, stress hard work and family involvement. However, let’s not forget the importance of successful classroom management, so much time is wasted without it. This is the key to improved results, not just more time to pass notes, doodle, or stare off into space. There is no guarantee that additional school hours, as well as a few hours of homework each night will lead to increased learning. When will children have the time to be kids, expanding their fertile ability to explore and imagine?  Do we really want to risk teenage burnout? Let’s keep kids eager to engage and develop for their “working adult” future.

Before we decide to increase hours and days,   we should look at the structure of the school day. Are the students getting the most out of the time they are in school?  Is a high level education/curriculum being provided? What types of support programs are available during the school year? If there is so much concern about the loss of student knowledge that occurs during the summer vacation, then let’s address that problem specifically, perhaps even randomly, to see if we get improved results. We should ensure that every effort has been made to provide the best education we can for our students within our current system before we decide to extend the time spent in a system that may be lacking. You cannot force a student to learn, and chances are they will not be so willing and eager to learn if we take away their summer vacations!

References:

Nytimes.com

FOXNews.com

By Beth Stephens, Debra Ali, Jacquelyn Kildale and Diane Fiorito

Attention-Deficit/ Hyperactivity Disorder (ADHD) is a medical condition that is relatively common among children today. It is estimated that there are currently between 3 -7% of school-age children diagnosed with this disorder and these numbers could be rising. This disorder appears to be more prevalent in boys than in girls. Boys seem to be diagnosed with ADHD three to four times more often than girls (Kurtz, 2002). Some of the characteristic symptoms of ADHD may include concentration difficulties, short attention span and distractibility (Manuzza, 2009). These symptoms often make it difficult for these children to follow instructions, stay organized, and effectively participate in the school environment. The features of this condition can create stumbling blocks in a child’s path to learning and school achievement.

When a child is first diagnosed as having ADHD, it can be a difficult time for all participants involved: the child, parents, physicians, as well as involved educators. Since there has been such great debate as to whether or not ADHD is a medical condition or a social one, many people have differing views as to how to best deal with this diagnosis. Should the child be treated with prescribed medication, alternative forms of therapy, such as behavioral strategies, both, or none at all? The answer to this question depends on all persons involved in the decision making process, but will ultimately be based on the individual and their family. Since every child is different, not every child should be treated in the same way.

According to the American Academy of Pediatrics, 56% of all children diagnosed with ADHD now take prescription stimulant medications. There are several prescription drugs available presently to treat ADHD. These are stimulants, such as methylphenidate, also known as Ritalin, and dextroamphetamine. “These meds usually involve the stimulation of the frontal lobe function” (Kutscher, 2008). They have been proven to significantly increase a child’s ability to listen and focus, stay on task, and think before acting in school. They are also known to reduce impulses and aggressive behavior and limit fidgeting. This leads to an increase in a student’s understanding of schoolwork, academic achievement, test scores and his/ her ability to interact with others, which will, in turn, result in improved behavior and greater self-esteem.

Research studies have recently shown a positive association between ADHD medication usage and academic achievement in elementary school. One recent study done at the University of California, tracked 600 children, all diagnosed with ADHD, from kindergarten through fifth grade (Parker-Pope, 2009). Researchers compared those children taking ADHD medications with those children who were not receiving “drug therapy”. Their findings showed significant gains in the math and reading scores of those children who were taking prescription medications in comparison with the scores of the children who were receiving no medication (Parker-Pope, 2009).

Although several medications have been effective in treating the symptoms of ADHD as well as being “linked to higher test scores” (Parker-Pope, 2009), there are many side effects to these prescription stimulants that should be seriously considered. Some of the possible side effects can include: loss of appetite, tremors and/or tics, headaches, sleeplessness, nausea and psychosis to name only a few (ADHDnews, 2009). In addition, medical doctors have begun recommending routine EKG’s for young patients before putting them on Ritalin due to the fear of heart complications.

Another serious side effect of Ritalin is the trough period in which a child is coming off of the drug and going through withdrawals. “They may become irritable, tearful, emotional, or bratty. This lasts for about 15 minutes, and tends to be worse with Ritalin doses of 15 mg. or more” (My Out of Control Teen.com, 2002). The key to safely and effectively treating a child with medication is to ensure that they are receiving the proper dosage of the drug being prescribed. In addition, parents need to be vigilant about the possible misuse of prescribed stimulants by their teenagers.

Alternative Methods for treating ADHD are available and some specialists claim that these treatments are safer and more effective than using stimulant medication. Some of these alternative treatments may include: change in diet, vitamin supplements, herbs, homeopathy, biofeedback, hypnotherapy, yoga and/or exercise. Parents should be well informed before attempting to try any type of treatment before deciding upon a course of action. Needless to say, not all of these treatments are regulated by the FDA and are currently considered to be experimental (ADHDCentral.com, 2009). Parents may also opt for an approach that uses limited amounts of prescribed medication along with other interventions such as parent training and behavioral therapies.

Recently, Olympic champion Michael Phelps was featured in an article in the New York Times (Parker-Pope, 2008). Besides mentioning that the well-known swimmer had “suffered” with ADHD all his life, a number of interesting ideas were touched upon in this short article. Though diagnosed with ADHD and put on medication, his mother, Deborah Phelps, a school principal in Baltimore, chose to stop medicating him at the age of 10. She encouraged him in his talent and aspirations and fully supported his strengths. With his family behind him, extreme structure and rigorous exercise, Michael Phelps achieved beyond anyone’s expectations! She has said that, “the qualities that often accompany the disorder are not always negative, though it may require extra effort and knowledge to help children harness their talents” (Parker-Pope, 2008). Her words have the weight of experience behind them when she urges parents to persevere and not give up hope when dealing with children who are diagnosed with ADHD.

In our society today, where instant gratification and quick fixes seem to be the norm, Phelps’ sentiments are certainly commendable. Therefore, is a drug such as Ritalin the answer to a parent’s prayer? Is prescription medication the way to achieve a well-focused child? Or should parents be working hard to create a structured environment for their ADHD child?

References
Kurtz, S. (2002, May/June). Treating Attention-Deficit/Hyperactivity Disorder (ADHD) in School Settings. Child Study Center, Vol. 6, no. 5, p. 1-3.

Kutscher, M. (2008). ADHD: Misconceptions and the Four Rules of Treatment. The Exceptional Parent, 38(9), 70-72.

Manuzza, S. (2009). Long-Term Outcome of Attention-Deficiti/Hyperactivity Disorder. NYU Child Study Center, p. 1. Retrieved from Proquest database.

Parker-Pope, T. (2008, November 24). Michael Phelps and the Potential of A.D.H.D. New York Times.

Parker-Pope, T. (2009, April 27). A.D.H.D. Drugs Linked to Higher Test Scores. New York Times.

http://www.cpe.ca/caringforkids/whensick/ADHDalternative.html
http://www.healthcentral.com/adhd/alternative-treatments-200124-5.html
http://www.myoutofcontrolteen.com/ritalin.html

By: Shane Flanagan

Educators, administrators and law makers very often overlook the importance of physical education to a student’s development. They are very often too concerned about proficiency tests, exams and the academic performance of their students. This article is going to highlight the importance of physical education class and how students can not only benefit physically from participation in a well organized PE program, but also benefit academically and affectively. Physical education plays a critical role in educating the whole student (Philips 2001).

There are a number of ways in which physical education class benefits students overall physical well being. PE class is the only curriculum that students encounter that helps them develop their motor skills, their fitness and their physical activity knowledge. From kindergarten and the fundamentals of locomotor and non-locomotor skills, to middle school and the fundamentals of movement, and to high school with more diverse and complex physical activities, a well organized and structured PE class can teach students the benefits of a living a physically active life, as well as the skills and knowledge to incorporate safe, satisfying physical activity into their lives (Stevenson, 2007)

Countless studies have been constructed around the question:” Does physical activity stimulate cognitive ability?” The vast majority of these studies have resulted with the same answer: “Research has demonstrated that children engaged in daily physical education show superior motor fitness, academic performance, and attitude towards school versus their counterparts who do not participate in daily physical education” (Guss 2001). At the elementary level PE class allows young students to explore their surroundings and their movements through this environment. At the middle school level, a well structured PE program allows for passive learning and interaction with peers, which often results in greater physical vitality and academic performance. At the high school level PE class can be a medium for students to understand the mechanical, physiological and social-psychological aspects of physical activity. At the end of it all a well prepared and organized PE program give students opportunities that no other class does. It can provide students with the opportunity for problem solving, self-expression, socialization, and conflict resolution.

Physical competence builds self confidence (Philips, 2001). A quality elementary PE program can contribute to the development of self-esteem amongst children and research proves that children who are more active have greater social success and positive relations with peers. During middle school, PE class can provide students with the opportunities to demonstrate leadership, socialization, and goal setting skills. Perceived competence and ability also affects future participation and self-esteem. At high school, PE class should provide an array of sports and lifelong activities in order to give students the opportunity to establish habits and attitudes about the role of physical activity in their lifetime.

The unfortunate truth about physical education and today’s hard times is that it is very often the first or second program to lose funding. Everyone knows that when times get tight and its budget review season, the first 3 programs to face the firing squad are Art, Music and Physical Education. What I cannot get my head around is why these programs, the ones that allow students to be creative and express themselves, are the first to get the chop. Students need an outlet which allows them to shift into a lower gear and to do what it is that takes their minds off the stress and strain of the daily grind as a schoolboy or girl (Lindberg2008). This could very easily be art, music or physical education class. As stated in the article above physical education is essential for students to learn how to live a healthy life. This should not be taken from them as a result of improper funding or miscalculation.

At the end of the day a quality, well organized PE curriculum can improve the quality of its student’s lives. The outcomes of a quality physical education program can serve as a vehicle for helping students to develop the knowledge, attitudes, motor skills, behavioral skills, and confidence needed to adopt and maintain physically active lifestyles (NASPE 2001). It can help develop the students physical competence, health related fitness, self esteem and overall enjoyment of physical activity. It can give young students pleasure from movement sensations and exploration. It can give early adolescences challenges and opportunities for personal growth. And finally it can give high school students the tools needed to fine an activity that they will participate in and be active through for the rest of their lives.

Most experts agree that the earlier a child is introduced to a second language the greater the chances are that they will become proficient in it. Bilingualism is valued in a global society: in addition to developing a deeper understanding of other cultures it can provide a competitive advantage in the workforce. However, the economic downturn has forced many school districts to eliminate foreign language teachers entirely. A high-performing district in Westchester county decided to save money by eliminating its twice-weekly elementary school Spanish lessons, deciding the $175,000 per year would be better spent on other subjects. Some districts are opting to replace instructors with interactive computer programs like Rosetta Stone as a cost-cutting measure; they feel it is better than eliminating a foreign language program entirely. Many insist that you need a specially trained teacher to facilitate the proper foundation essential to success in foreign language in high school and beyond. Some parents feel that money spent on foreign language learning would best be siphoned into existing reading and writing classes to improve overall literacy scores.

Although most districts have foreign language programs in place because they are required for graduation, urban schools with more diverse populations rely on dual-language programs as a way for foreign language learners to learn English and also as a conduit to bridge cultural differences and foster acceptance in the community. Curtailing these programs could interfere with what many agree is an opportune time to teach children language: when they are young and can master the pronunciation of foreign words.

For every administrator who insists that in-classroom foreign language teachers are essential because they can tailor lessons as needed, provide cultural aspects as well as aid in pronunciation and fluency, there are parents who feel that foreign language learning should take a back seat to reading, writing and arithmetic. It is fair to assume, however, that the majority of administrators, teachers and parents do not want foreign language programs to be relegated only to wealthy, well-resourced school districts, rather that a solution be arrived at that would be as democratic as possible.

Utilizing a foreign language software program like Rosetta Stone in elementary school, however, might be a way of keeping costs down while allowing children to be exposed to languages other than English. The more years a child can devote to learning a language, the more competent he or she will become. Many town libraries also have these programs available which would make it easier for children to practice at their own pace or even go ahead of their class if they choose to. It is important to note that children are comfortable with technology: they do not view it as a cold, unfriendly tool rather as a part of their everyday lives. Podcasts, blogs and wikis are effective ways of enhancing their learning experience and can be done without having to invest a lot of money.

Schools might consider approaching their PTAs to see if there are funds available for starting language clubs after school or during lunchtime. Also, bi-lingual parents can volunteer to share their native culture or even read to classes on a regular basis. High school honor students or those with a proficiency in foreign language and a desire to teach can volunteer at elementary schools to share their talents with students; time spent with the children could also fulfill a community service requirement. English language learners might also be invited to serve as assistants, which would help their language learning as well.

Historically, school districts have expanded and contracted their course offerings, reacting to budget cuts and surpluses. Although there is never a replacement for a teacher in a classroom it is possible to conjure simple, if temporary measures to save classes from the chopping block, utilizing technology and ingenuity, without causing a major impact on student’s lives.

by Pamela Ayari

“Like many academics, Howard was innocent of the world. He could identify thirty different ideological trends in the social sciences, but did not really know what a software engineer was.” – from Zadie Smith’s On Beauty

In a predominately white, working-class town, circa 1992, an entire fifth grade class spent the year practicing cursive writing. In the same year, each classroom received its own Commodore 64. There were three Spanish-speaking students, one of whom spoke almost no English. The blacktop had just been refinished, topped off with a colorful United States map painted across half of it. The playground was refurbished with a new set of tires connected together to climb on attached to the splinter covered wooden structure. On short trips to the school’s library, fifth grade students worked on puppet plays and learned about becoming astronauts and zoo keepers. Students’ special activities within the school included music class, gym, art, the computer room, lunch, and the occasional visit to the school nurse. All of the fifth graders were told that their sixth grade teachers at the middle school would not accept any homework not written in cursive.  At the time, the average white, middle- and working-class parent believed that their children needed a “good” education, which meant graduating from high school in order to get a job. In 1992, we all believed that our sixth grade teachers would not accept homework in print. We all wanted to save the planet by recycling. Creativity outside of school was limited, primarily, to Cub Scouts and Brownies. We all stayed away from the small Spanish-speaking part of town.

In 2008, elementary school students type their work at the least and make their work into multimedia presentations at the most. They want to save the planet through corn production, wind mills, and solar panels. Their phones memorize the phone numbers of all of the friends their parents have never met. Creativity within school is curricular. Playgrounds are made of materials covered in “safe”, soft rubber with a regulated 14-inch deep soft ground cover. A cell phone can do what was never imagined for a Commodore 64. Creativity outside of school is dependent on how many activities are scheduled for the child by parents bent on college admissions. Foreign languages are taught daily on Nick Jr, Noggin, and PBS Kids. Given the economic climate, most working- and middle-class parents just want their children to be able to have what they have, but hope that they can figure out how to pay for the higher education that might now entail.

And so I ask of all of this- what world are we preparing our children for? What world did our parents prepare us for? Did our parents and teachers prepare us for global warming, population overload, an economic race with China, fatal viruses, the need for alternative energies, the melting of the ice caps, the need for something more than just tolerance? Did their naivety or ignorance miss the value of lessons on continued discrimination and racism? Did they miss long-standing information on global networks attempting to mirror the power and destruction potential of standing national militaries? Miss the necessity of spending within a budget? Did they miss the potential of so many events that have happened to us in the past two decades? Has public education primarily focused on the positive, the good, and the often times tweaked history of things? Has our desire to teach positively altered our abilities to teach productively and provide students with the wherewithal to critically think, analyze, and rearrange the world around them?  Further, has asking that all students perform to the same traditional standards missed the essence of having a diverse, creative workforce?

I often think back on my participation in the Environmental Club in 1992. We were going to save the world by recycling. How limited that view was- both ours and the teachers who presented us with only that option. Would our time have been better spent by learning Arabic or Chinese? By building small solar powered robots? By inventing? By learning more than another language, but being immersed in our neighbors’ lives?  Educational researchers have argued that literacy has changed in the past one hundred years from something that entailed being able to sign one’s own name to being able to analyze a text to being able to think creatively (Beers). But isn’t that what parents and teachers thought they were teaching their children two decades ago? Four decades ago? Perhaps what was lost in the curriculum was not the idea that thinking outside the box and being creative was a good thing. Perhaps what was lost in translation was that the curriculum had painted such a nice box for students that creativity, or the potential thereof, was left wandering aimlessly.

"Smart Phone"

By: Ilana Johnson, Lindsay Gerakaris, and & David Altman

For the past two decades, a hip and progressive way of teaching has been to use technology.  In the late 20^th century, technology was used when educators began incorporating computers into lessons and activities.  Now, in the 21^st century, educators are attempting to take the use of technology in the classroom to the next level.  Apparently, modernizing curriculums by integrating the use of cell phones can be beneficial to both students and teachers.  In Europe and Asia, cell phones are currently being used in the classrooms, while the US has not been as swift to adopt this method of teaching and learning.  The author of Toys to Tools: Connecting Student Cell Phones to Education, Liz Colb believes that the reason that cell phones have gained an unsavory reputation is because some students have continued to use them inappropriately.

Cell phones appear to have more advantages than just for personal use, and they can help students in many ways.  Developed at the University of Michigan, the Pilot Project has stated that “cell phones can be powerful computers.” Not only can mobile phones help students gain rapid access to information, but they will also serve to operate as a functioning calculator, calendar, and various types of educational software including Microsoft Word.

The Pilot Project consists of 53 students in two fifth-grade classes, and these students were given a smartphone to be used in the place of a computer.  Only to be utilized as a learning tool, this device will not allow students to send text messages or make outgoing phone calls.  According to an article written by Nicole Casal Moore, one of the teachers involved in the Pilot Program, was quoted as saying: “The phones will be seamlessly integrated into my lessons…I think that right off the bat, this will add a level of student engagement…They’ll be more interested in the lessons because we’re talking in the students’ language.  Any time you can do that, you’re a lot more likely to be heard.”  Students can be easily distracted, and using a fun and new tool can enhance their ability to concentrate and learn.  Studies are being conducted to see how these cell phones will be*

There are many positive aspects to this project.  For instance, the mobile phones are being donated, and they are inexpensive when compared to the cost of acquiring laptops and desktops.   They can serve as handheld computers, and students will be able to obtain information at the click of a button.

This might be the beginning of the future for education, possibly eliminating the use of paper and pencils.  However, some ask if this will be a useful tool for an educator or will the abolishment of paper and pencils become burdensome.  Will students continue to frequent libraries for information?  Will students’ imaginations become limited and impact their ability to think critically?  Teachers and students will have to find a balance between the technological advancement of the internet and published books.  It would be most advantageous if the internet could be used as a tool to complement all other resources offered to students of the 21^st century.

With the advent of cell phones being used constructively in the classroom, one might wonder if they will continue to be typically portrayed as distracting devices.  Although the Pilot Project is a progressive way to think, it could either hinder a student’s learning experience or act as a beneficial instrument for future education.

http://www.ns.umich.edu/htdocs/releases/story.php?id=6976