Week 4:  Reflections

on readings

Tomorrow's Schools:  Technology & Reform in Reform Partnership
    This was a nice final article for the class.  We were able to read about more amazing schools.  It was encouraging to see the that the introduction of technology was gradual.  I was also pleased to read about the struggles of the Saturn School.
    The first two classrooms that we read about had some ambitious projects going on in the rooms.  I liked how the schools focused on the projects and not the technology.  The technology was used to enhance the projects not to drive them.  This is how I want technology to be used in my room.  I don't like seeing students using education "games" only for the entire day.  The local heroes project of the Frank Paul school is an excellent idea.  I think that could be a worthwhile project for Lincoln.  We could start with the fact that Abe Lincoln christened the town before he was elected to office and expand from there.  Something that amazed me about Frank Paul is that when they applied for their grant, the school had to provide a vision for eight years into the future and to keep a portfolio.  So much can change in just eight years.  I think it is great that the school is planning so far in advance.  A long term goal rather than a quick fix-it plan.
    It was interesting to see that the Open School project was started before technology was introduced to the school.  The project seemed so big and impossible to do without technology.  The example was a good way to show the reader how technology can be used to make projects better and to add more opportunities for learning.  I also really liked the example of the "instant city."  It seemed to be a great way to motivate the students as well as to start them to think critically.  Another comment that stuck out at me about the Open School was that although the classrooms are  student centered, the teacher still provides structure as well as support.  I feel that often when a student centered classroom is discussed, the the teacher provides support and guidance, but the structure is automatic.  That just can't be.  The teacher still needs to provide structure of some kind.
    It seems so often when great schools are discussed, that we only see the end product.  This article showed us that it isn't so easy.  The article seemed so honest when it discussed the Saturn School and some of its struggles.  I know the article was written several years ago, but I wonder if the ratio of boys to girls has changed.  Last week when we were discussing whether or not reform was worth the time or money, I told my group that I felt that even though a plan might not work, it was still worth the try.  I think Saturn School is a perfect example.  They tried to go without a principal and use a select group of teachers to develop the curriculum, but it caused some hard feelings, so they changed the plan.  They wouldn't have know though if they hadn't tried, so I think it was worth finding out.  I also assume that the test scores only temporarily dropped?
    There was a quote in which I had to laugh, "if you design something powerful yet simple enough for kids, it will be good for adults as well."  Yes, I do believe this for the most part, but I can list a few teachers that will never take to technology no matter how simple it is.  The article also pointed out what we all already know, "Teachers need time to develop their own technological skills."  Then it mentioned that technology can take three to five years for teachers to become involved.  I have to wonder though, by the time some of the reluctant teachers finally feel comfortable, wont' the technology be outdated? Back to the assignment page.