In my final weeks of school our class had our usual Tuesday afternoon guided reading session, where we get the opportunity to work on some reading text with a small group of children. One particular comment from a pupil has stuck in my mind, so I thought I would share some of my reflections with you.
Whilst exploring a text we came across a particular word that became the focus of our attention. Although the group had no problem reading and pronouncing it they didn’t know what it meant. I aimed to set the children off exploring the definition from the information we could acquire from the sentence and the text overall, we may have even cracked open a dictionary or two…
“We could just Google it!”
As you can see the comment from one of the group stuck in my mind for a number of reasons. Firstly it indicated to me how much web searching had become part of how these 9 and 10 years olds process the information they see in the world. The concept of search applies to so much around them and the need for a better understanding of how we instruct and guide our classes to filter what they find, has never been so more acute.
Equally the appropriateness of using different tools is a key part of navigating the learning landscape, indeed one of the most difficult aspects is helping young learners make better decisions regarding the tools they use.
Of course I was not surprised by this comment after all many of the children have Kindles and the latest model has a full Oxford English Dictionary available on it. The children simply have to move a cursor and the definition will be displayed on the screen at the bottom. I remember writing lists of words I didn’t know from texts during my English degree and finding out later.
The immediacy of information and indeed the expectation for it is all to clear. We expect results, definitions and answers faster nowadays and so do the children in our classes. The question is what are we doing about it?
Within the browser too you have access to dictionary tools to help when you are reading online. I use Google Chrome’s extension which allows you to double-click a word and a little pop-up dictionary definition appears. I use this loads – no more written lists of vocabulary for me!
Another reason the comment struck a chord with me is how the decision to Google a word comes ahead of trying to establsish meaning from reading skills, such as reading into the context and exploring the sentence further. Of course, this one comment should not be over played. However in my opinion it does hint at the ways children are thinking about processing the information, from reading material or otherwise, we work with everyday.
I am of course an advocate for the appropriate use of technology, where it can transform learning and add value – and in this instance it is not a “this skill replaces that skill” scenario but an opportunity to reflect on the ways we can enhance what we do and take advantage of ideas children have.
To answer my own question in the title, yes they are in a broadly positive way, but especially children in primary school or elementary need support and guidance to help them filter the information they search. They need contextualised examples and ongoing references to the ways we search and use information tools – I think this is a pivotal aspect of teaching and can only become more acute in the coming years.
The inaugural Purpos/ed Summit for Instigators took place in Sheffield on the 30th April. Doug Belshaw and Andy Kemp did a really great job of gathering a bunch of enthusastic educators from all sorts of backgrounds to this, the first of many face-to-face gatherings.
