Class Pulse: Season 1, Episode 3

The following comments are from another class (the 3rd of my 4 preps) regarding using the iPads in class. They completed a short quiz in Socrative after working with Keynote for a day (and Safari…kind of…as soon as I explained the assignment, our principal made a school-wide announcement that our network was about to be turned off for maintenance….sigh…)

“Technology is becoming an everyday thing so it is good to use them now so we can maybe use them in college to do homework and other things on them.”

Every year I read more reports of colleges giving iPads to incoming freshmen. How many of them know how to actually use them? If this trend continues, preparing students for college will not only include curricular knowledge and skills, but technology know-how as well.

Lest you think I only share the positive, here’s one student’s comment:

“It doesn’t benefit much and students don’t really care about them.”

I want to talk to this student a little more about his thoughts on this. He has mentioned to me earlier in the school year that he doesn’t see the point of technology. I was glad to see this comment, because I see a lot of absolutist rhetoric that insists ALL of our students LOOOOOOVVVVEEE technology. They might love texting, and Facebook, and games, but beyond that, some are much more at home with a paper and pencil to complete their assignments. And right now, I’m at a point where I’m okay with allowing them that paper and pencil…more on that in a future post.

One of the mantras I’ve heard tossed around our district regarding technology is that it shouldn’t be a field trip, also reflected in this comment:

“We don’t have to waste time going to the lab and logging in, we can just walk in and have it all at our finger tips.”

I agree that I’ve truly enjoyed this element of the iPads–no lab signup drama, no reminding students to meet in an alternate location.

This group spent a day learning about background information on A Raisin in the Sun, and then taught the class about that background information. I asked them at the end of the day Friday if they would have preferred me blathering to them about Civil Rights, race riots, and Lorraine Hansberry. The majority of them said no–they much preferred finding the information themselves. We’ll see if they are able to recall it, to make connections more easily as we start reading the play.

I’m thinking they will.

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