My Dad Doesn’t Google

We have been spending some time with my Dad who has been visiting us from Australia. During his stay with us I realised, more than usual, how the internet makes no impact on his life. It led me to think through the behaviours that many of us have grown accustomed to.

I kind of get the impression that members of his generation either made a choice to have a computer and so eventually to use the internet, or indeed let it pass them by. My Dad worked in insolvency for many years, times of tape dictaphones and typists. His business offices were all about paper information and it was physically organised. I remember book keeping – spreadsheets must have been a sight for sore eyes.

4888492505 a6302cba05 mDad lives in South Australia for most of the year now and enjoys writing letters to us about all of his adventures. His penmanship is fantastic and I always enjoy reading them. It almost feels strange to hold a personal message for me, handwritten with a fountain pen. Usually his missives are two or three pages of A4. We may have learned to communicate via 140 characters (or less) but what has that restriction done to old fashioned letter writing? What have we given up?

I was lucky enough to have Google Voice Search demonstrated to me by the mobile Product Manager at the Teacher Academy in London. It works really well and with the new Froyo 2.2 update will allow you to control much of your phone with just your voice. I showed Dad and tried it with the search term “Best restaurants in Adelaide”. As the phone recognised what I had said and immediately displayed a map with the eateries he was pretty impressed. Then he went through the list and said, “Eaten there, yes and that one, and that one, enjoyed the starters there…” He hadn’t done such a search but had probably visited these places in his own journey to find out the restaurants he enjoys. Perhaps they were recommended, but I can safely say he wasn’t swayed by a single online review. What experiences he must have enjoyed exploring those places. His opinion probably contradicted that of some reviews – good that he hadn’t run that search after all, perhaps he would have missed out. How much do we truly make up our own mind these days?

4888615095 1d74ebb759If we so choose, we can control a deluge of information and news to come to us, on our mobiles, on our televisions. A constant feed or stream. Every day Dad heads to the shops to buy the newspaper. That is his way of gathering the daily news, from the printed press. The obvious criticism is of course that it is from one source, but what must he gain everyday from his journey to gather it? Would you walk somewhere to pick up a blog update? The physical act of collecting it is an investment, everything is a click away for us, we don’t invest in the gathering of information in the same way – we can pick it up and drop it just as quickly. It is the impact of this on the information sources themselves that is the most intriguing.

Every evening/morning he listens to the radio, well he calls it the “wireless” – my “wireless” is no less important to me.

The crossword he does is the cryptic one, you know the really tricky one. He doesn’t jump on Google at the first sign of trouble but puts it to one side and gets a cup of tea. He lets the information brew as well and slowly he forms connections with something he read here, a past crossword clue there or a fact he knew. It might take a few moments or a few hours but suddenly he would let out a victorious serendipitous yelp as he figures it out. Not a search query in sight other than his own synaptic workout. Sometimes he finished the puzzle, sometimes not, but he has probably on average 18-24 moments of serendipitous victory a day. That can only be good for your brain.

It has been interesting to make these comparisons in internet and non-internet use, however I wouldn’t change the way I interact with it now. It offers me a great perspective on my self and my work. It allows me to connect to others both near and far. I can find out stuff without really trying, I don’t even need to type.

But my behaviours raise questions too – do we have a stronger sense of self nowadays or are we too reliant on our networks, connections to others and “you may also like”? Can we form genuinely unbiased opinions of products and services, restaurants and experiences with the internet? Do we need to? Will the good in life always rise to the top of the web? There are things we don’t consider important anymore because we can Google it – surely the journey to the papershop can be just as important as what we collect.

Thanks Dad for causing me to think this through.

I say more yelps of serendipity please.

Tech-Neutral Interesting Ways: IDEAS WANTED!

The presentations below, from the Interesting Ways series, are deliberately tech-neutral and much more broad than their counterparts.

It would be great to build some new momentum with them again and gather together some further ideas from the community. Of course these ideas may well include the use of technology but there is no expectation for it to be included, anything that is a good idea gets in.

Remember One Idea, One Image, One Slide always works best. I have opened them up to be edited so you should be able to go ahead and do so without needing an invite. Look for the Edit option from the Actions menu. Any problems with this though just drop me an email or Tweet.

As always I look forward to your ideas and contributions to the shared presentations.

Your Advice Needed On Mixed Age Classes

In September I will be teaching a mixed age class of Year 5/6 children. This will be first time that I have had the unique challenge of working with a year group comprised of two different ages. Your advice and expertise about some of the questions I have would be most welcome.

4411505290 6552fdce8b z

Much of my concern relates to the content of the curriculum and how best to plan to suit the needs of such a broad range of children. No doubt this is just the same as any classes we have, however a Y5/6 class has the added dimension of (possibly) doing SATs in 2011.

My class will be made up of children from 3 separate classes: a Year 4/5 class (who followed the Y5 curriculum), a straight Year 4 class and a straight Year 5 class. This mixture means that they have had a mixture of curriculum content too. Some have had the usual Year 5 curriculum whereas others have not.

We will be able to provide the older children with TA support to booster them nearer the time for SATs and also ensure that the coverage is in place for Literacy and Numeracy. Another challenge with such a class.

We’ll need to consider any impact on the Year 6 curriculum as there will be children moving into Year 6 next year.

It has been established that we will be using the Year 5 curriculum as a platform to build from and I will be working closely with the other Year 5 teacher (not the Year 6 teacher). Much of the content of the curriculum (especially topic based work) will have to be brand new, as there is the possibility of patchy repetition from the other classes.

Importantly we need to continue to engage and inspire this group of learners, no matter how old they are and I want to provide them a time that they will remember.

Faced with such an intricate challenge in terms of curriculum design I would greatly appreciate your help, advice and expertise.

__

Pic: Sabotage #4: Mixing noodles with rice by Stéfan

Seeing School Differently

Since moving up to senior management the story of school has changed for me. A school is the centre of so much activity, central to the daily lives of so many people, each with their own part to play in it. Each person sees school in a different way, everyone has their daily narrative.

436338522 0949c7b207 z

My story as a student teacher was exciting. We had the opportunity to work in lots of different places, the role we played meant we were new people in classrooms and so the children would often respond warmly to us. We had the freedom to explore what it meant to put together a lesson and find exciting ways to do that. There was an amazing sense of companionship with other students as we got through our placements, each one held it’s own narrative. These school stories were very linear with an end point we often focused on. Each story was about improving and getting better – each experience shaping what I am now.

As a full-time teacher the story of school changed. Suddenly there was a greater sense of responsibility as I had my own class. All to myself. The story shifts to learning about each child and the huge part we play as their teacher. The daily narrative focused purely on my own class, of the children that may have been unwell – “Are they feeling any better?”, of those that are having a tough time at home. Our classes consume our attention and devotion. We are committed to the learning journey we are on together.

At Easter I moved to another school and so my school story had to start from scratch. The familiar plot lines and characters had changed and I needed to establish fresh ones. My role had changed too and I no longer could focus on just my own class, but needed insight and awareness of the myriad of tales from right across school. I have spent a long time establishing relationships and finding the part I can play in this new story.

The most significant new contribution to my school story is the awareness of the difficulties many of the most at risk children face in their daily lives. I am now embroiled in their narrative too, learning about the help they need and often actively providing it. This parallel, often unknown, story that occurs in every school is a new chapter for me. It has rewritten my school story with a new challenging layer of meaning.

__

Photo: Petals, Toil and Business at Dadar’s Phulgalli [PHOTO 2] by lecercle

CASTLES – a new Curriculum Catalyst Document

3243728543 3e6c69917d.jpg&s=ClaudioThe Curriculum Catalyst is about sharing ideas for curriculum content. It provides people the opportunity to contribute to a pool of ideas. Castles is the latest topic.

(1)Topic ideas are added into Google Moderator, (2) voted on for interestingness (3) an open Google Doc is created for the top topics and (4) teachers and educators add ideas and resources for the classroom about that topic.

Here are some highlights from the new topic document:

  • Turn your classroom into a castle, giving the children specific roles from servants to sovereigns. You could even dress up.
  • Castle design – think about the reasons behind the design of castles, focusing on defence and security etc.
  • Top Trumps – students research, plan and design ‘Top Trumps’ cards for Castles.

Make sure you explore the document to see the other ideas for using CASTLES as a topic in your classroom.

If you have ideas to contribute you can go ahead and add it to the document, no need to sign in.

Here are the other documents that have been created by the education community:

If you would like to add topic ideas, see what is in the Catalyst and vote on them take a look at the Curriculum Catalyst page for info. (Currently SPACE is the top ranked topic to be crowd-sourced next)