April 21, 2018
How do you teach creators of technology as opposed to consumers?

Long ago, computers were a new gadget that only a few people had in their homes, and you would certainly not find one in a school. Then, as computers became more common- and affordable- schools started to purchase them for classrooms, allowing each classroom to have one, maybe two computers. Next, came computer labs. Nowadays schools have computer labs and iPad/Tablet carts, and some schools can even afford to provide each child with his/her own computer! The way computers have adapted into schools and curriculums has changed throughout the years, but truthfully the way they are used has not. Whether it was just one computer in the back of the class to an iPad cart roaming around the school, technology has consistently been used the same in schools: as a bonus activity where one can play games. Playing games or even watching videos is only one way children can interact with computers. More often than not, students are consumers of technology. So how do you teach creators of technology as opposed to consumers?
As a Kindergarten teacher, I will admit that I am guilty of teaching consumers. I have always found it difficult to allow my students to explore and create; they are so young and do not understand how valuable and fragile iPads and computers are. They can barely recognize letters and write, let alone type on a keyboard. But just because they do not understand how computers and iPads work, it does not mean they are still not able to work and tinker with them. There is a TED Talk by Linda Liukas where she discusses how to teach kids about computers.
In her talk, Linda explain that instead of seeing computers as magical and mysterious, children should see them as items to explore and tinker with. We educate students on how the body functions, why would we not do the same for computers? In order to allow student to become creators, we have to give them a chance to understand how computers and programming work. When students ask, “How does it do that?” Do not respond with, “It’s magic.” In as simple as terms as possible, explain. If you are not able to explain, find a resource that can. There are all types of books and computers that can explain in a kid-friendly way how a computer knows what to do when you press the play button. She continues by talking about activities she does with kids; in one instance, she shows the kids 4 different items and asks them, “Which one is a computer?” Through a discussion, the kids learn that all items are computers because they each contain some type of technology or program.  In order to teach creators and not consumers, we have to help students realize that they can be creators. Maybe not today, maybe not tomorrow but one day they can create some type of technology that will change the world. Planting the seed of belief is what will help them grow into creators.
Now, that is easier said than done. Everyday teachers get older, and everyday they become more and more unfamiliar with technology. So how are they suppose to help their students become comfortable and confident, if they themselves are not? There are options; providing students with the right resources is a good start. If you are not the expert on parts of a computer, find someone or something who is. The other option is being honest with students about not knowing. Kids need to learn that there is not always a right answer, or that there is not always one answer. By understanding this, they are developing the mind of a creator. Creators try and try again not because they know their is a correct answer, but because they believe they can find/create one. Sometimes, belief is stronger than knowledge.     

Watch the full video of Linda Liukas’s TED Talk below:

April 2, 2018
Journal Entry #7- Will Virtual Reality Provide Deeper Learning?

There is a recent article I found where the author discusses Virtual Reality in relation to meaningful learning. Virtual Reality (VR) is a new type of technology that allows students to experience another place without having to leave the classroom. VR simulations are offering students a new experience, that before technology they might not have been able to do. It allows them to see places from all over the world, or view things people could only dream about. But with all of its great advancements and interest, will virtual reality provide deeper learning?

In the article written by Holly Korby, she Immediately comments on concerns with using VR learning in school. One concern is that VR is just a replacement. It is a translational tool that is not actually adding any value to the learning. VR is constantly changing, but as of right now it is being used to show students experiences, in the same way educational movies do. VR simulations are being used to transport students to a new place without having to leave the classroom. This type of learning is replacing field trips and other hands-on learning experiences that can offer students deeper learning. Another concern is cost. In order to work with VR, there are typically many pieces: there are headsets and gloves that can cost hundreds of dollars. Korby (2017) states, “while cheaper versions exist—such as the $15 Google Cardboard, which attaches to a smartphone—these versions often don’t provide the same quality of experience.” Now grant it, this equipment is still more cost effective than transporting a whole class of students across the globe, and it comes with less concerns from parents and administration. But if the equipment is so expensive, how are students in lower-income school suppose get this experience. With the price tag, students who can afford to travel anyways are probably the ones who can afford the VR equipment. 

But even with some cons, VR learning does provide students with a deeper understanding in new and meaningful ways. Virtual Reality learning is sparking a conversation and inquiries in students that videos and films do not. These inquiries are what drives inventors to change the way VR learning is being used in schools. In the article, Korby discusses different ways this type of learning is being used. 

VR technology is being used in schools both for academic and social purposes. In science classes, students are working with 3D models of organs and cells that are actually functioning. Students are able to see human hearts and what they look like when they are pumping blood to the rest of the body. In other areas, students are able to take virtual college campus tours without leaving their bed. Websites such as CampusTours and YouVisit allow students to take full college tours right from their homes. This is a more cost and time effective ways that also helps students realize how many options they truly have when applying to colleges. Through other VR experiences, students are able to see what life is like for people in other situations. Global Nomads and Embodied Labs are two programs that allow people to experience what life is like for children living in other countries or for adults as they get older and are aging with certain diseases. Both of these experiences gives people perspectives and understandings that they would not otherwise get unless they were experiencing themselves. 

Virtual Reality Learning, like other technologies, uses a screen. But just because it is access through a screen, does not mean it should be treated as just a screen. With the right experiences and programs, VR learning can provide experiences that cannot be taught through textbooks. Can VR learning completely replace hands-on learning experiences? I do not think so. But if hands-on experiences are not available as the first option, VR learning is an excellent 2nd option. Virtual Reality Learning needs to be given time to be explored and to grow so that is can continue provide deeper learning to students. 

References:
Korby, H. (2017, July 4). Will Virtual Reality Drive Deeper Learning? Retrieved from https://www.edutopia.org/article/virtual-reality-drive-deeper-learning-holly-korbey