Kids and Electronics--more structure needed for learning

On January 20, 2010, ABC 7 Chicago broadcast the results of a study saying that kids are using electronics seven hours per day.  In this study students who were "wired" for seven hours per day were not improving their grades.  A few students had limits on use placed by their parents and their grades went up.

In 2007, NEA Today  published an article, Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17.  Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081).  In this article, the magazine encouraged schools to guide students in their use of electronics technology.

In my research, listening to digital audiobooks on iPods and MP3 players can improve academic performance and reading skills for students.  What the current study indicates is that students need more structure around their use of the electronic technology available.  It can enhance learning--when made a part of a structured approach integrating technology and learning.  Without the structure, students "go for the fun" without "going for the learning." 

In other research, I have found that learning takes place when we engage actively in learning activities.  If the activities we engage in are not tied to learning, the learning potential and value may be lost.

Keeping Current with Technology Changes--Challenges to Communication

Creating web sites to share information becomes a challenge when the software used to post the information changes without notice.  For example, I used Adobe Presenter to share a presentation on my website in May and the software has changed (improved).  The old presentation no longer worked and I needed to recreate it and to post a revised copy on the website--done today (http://www.joelmonty.net/information_links/information_links.htm).

We need to keep revisiting what we have created to make sure that it is still accessible, especially as people are using a variety of web browsers.  As I begin to build more and more presentations, webinars, podcasts, and teleconferences, I will be using all sorts of new technology to make these accessible to as many people as possible.

It is always a challenge to keep things current and active, both in terms of content and in terms of the technology used to access the content.  Books were recorded and became audiobooks.  Audiobooks have been digitized and become eAudiobooks available for download.  Along the way the players and the software keep changing--much more rapidly that the transition of home-based audio from vinyl record to  cassette tape and CD to digital fines available on MP3 players, iPods, computers, etc.

Another dimension is to keep the content interesting with interesting graphics.  "Black and white" are boring.  Oops, I'll have to change the format of this blog pretty soon.

iPods and MP3 players for Education

This post came as part of a LinkedIn dialog in the "Faculty Room" group. Go to the link to view the group and all of the dialogs.

"iPods as Reading Tools" by Linda Bomar, L. (2006, May-June). iPods as reading tools. Principal, NAESP.org, pp. 52-53

Don't Turn 'Em Off, Tune 'Em In! (2007, September). NEA Today, 26(1), 17. Retrieved July 28, 2009, from Research Library. (Document ID: 1360186081).

I work with technology with both adults and school children. A literacy coach worked with the school district I was in last year and actually got the students to use text messages to improve their writing skills--and to get them totally hooked into his class.

Students love to explore the technology and, at various ages, many love to find porn or anything off-task--true in school and at work. Let's look at a "begin with the end in mind" perspective. If students don't learn to use technology appropriately in school, what do you think they'll do on the job after they finish school?

In the schools I worked in most recently, we did not have enough computers for all students. I had a variety of tasks for students to do on computers (see http://drm-ms-resources.wikispaces.com/). The school had firewalls and monitoring programs so that, for the most part, students had access to what they needed to work on.

While iPods and MP3 players were not used in school, I had students who read at a 3rd grade level able to quote the lyrics of some favorite songs. At the end of the year I was working with eAudiobooks--downloadable books that they could have on their iPods or MP3 players next to their music. The next task is to get them to listen to the books.

Technology is a part of our lives--whether or not we actually own the technology. MP3 players are becoming more and more widespread at lower and lower cost. When we can use the technology as a learning tool, it becomes much more powerful--and even becomes perceived by students as more relevant to their lives.

We do need to educate students and parents about how to be "safe" using technology. (See my "Learning Passport" wiki site--a link on the site I referred to earlier.)

Some observers report that our students have dwindling attendion spans. Our key as educators is to create engaging activities that students want to focus their attention on--and then make the engagement something they value and want to continue. Technology can help--if educators take the time to find out how to use it as a support tool rather than a distraction.