WOODEN TRAINS AND MAX'S i.POD
Took some old wooden train pieces down to three year old Max - one old too tall blue engine and two bridges that were too low for trains to go under. Max was actively playing with the old wooden trains that belonged to his father and uncle many years ago prior to this digital nation.
We got right busy and enjoyed almost an hour of play. We had numerous problems that needed to be solved as the old blue engine (we named it POWERFUL) would crash into the tunnels and bridges. The bridges would even let the smaller, older trains through. Max would have to go get his Percy engine (who has a very strong magnet) to push and pull the wrecks out of the way.
Suddenly he declared, "I need my i.Pod. What would Thomas do about this mess?" He runs to his i.Pod and starts swishing his finger across the screen, turning it first Landscape and the Portrait. He searches for the app he needs, ignores the beginning part, and goes to an episode that will tell him what he needs. He works with that i.Pod for over 15 minutes, quiet and attentive but also able to monitor what his dad and I were talking about, what his sister needed (her binkie), what the dogs were barking about, and what was on the TV (some kid movie). He could multi-task with seeming ease.
When he located what he needed, he stashed the i.Pod and returned to the wooden trains. He used the solution and rebuilt the basic layout of the track to fix the problems so his trains would not keep crashing. This very young digital native used his play skills, problem solving skills, fine-motor dexterity skills, communication skills, gross motor skills, thinking skills, and social skills. He is the complete package. What will he be able to do in the future? I cannot imagine.
If only my digital immigrant mind were wired with neurons that could put this all together, I might be able to run the remote control to our flat-screen TV and DVR at the same time. The play Max does with that wooden train is not much different that what his dad and uncle did for more hours than I can count. But he solves his problems with a different part of his brain than they did.
What do we call these young people? Digital prodigy?
Sunday, February 6, 2011
Monday, January 17, 2011
Enough?
How much peanut butter is enough? How many hours in one day at the keyboard is enough? How many times a day checking your e.mail is enough?
Buried within an article in INTERNET@SCHOOLS, the author makes a New Year's resolution to check her e.mail only three times a day. That should be enough.
Would three times a day checking my e.mail be enough? Would peanut butter only at breakfast be enough? Can I survive on only one hour at the computer keyboard a day? How does one decide what is enough?
I tried this week. I checked my in-box only in the morning after having a peanut butter rice cake with dried cranberries, around noon after having a peanut butter granola bar with raisins, and prior to going to bed (you guessed, another peanut butter rice cake, this time with jelly). Surprise to me, it was enough for keeping on top of all the information I needed to receive digitally. That hourly and sometimes more often of checking was not really necessary. Now to work on slowing the consumption of peanut butter.
But that leaves the time at the computer keyboard each day. I tried, really tried to cut that time. I found that I had little else to do with my time. Even when involved with a physical task like shelving books on library shelves, assisting a student in research, answering a scheduling problem, showing an instructional video, or entering new material into the library system, without the computer keyboard, I could not do my job.
You might be saying, "so do other tasks". My life seems void and empty if I take the keyboard out of the picture. It is a part of my life that I take for granted. Without technology, I am a flimsy, soft shell without substance holding it full.
I think while working on the computer. I plan while doing mundane, repetitious tasks on the computer. I use all parts of my brain and feel interested in life and what will happen next when occupied with using technology (either for work at school or living at home).
Enough said.
Buried within an article in INTERNET@SCHOOLS, the author makes a New Year's resolution to check her e.mail only three times a day. That should be enough.
Would three times a day checking my e.mail be enough? Would peanut butter only at breakfast be enough? Can I survive on only one hour at the computer keyboard a day? How does one decide what is enough?
I tried this week. I checked my in-box only in the morning after having a peanut butter rice cake with dried cranberries, around noon after having a peanut butter granola bar with raisins, and prior to going to bed (you guessed, another peanut butter rice cake, this time with jelly). Surprise to me, it was enough for keeping on top of all the information I needed to receive digitally. That hourly and sometimes more often of checking was not really necessary. Now to work on slowing the consumption of peanut butter.
But that leaves the time at the computer keyboard each day. I tried, really tried to cut that time. I found that I had little else to do with my time. Even when involved with a physical task like shelving books on library shelves, assisting a student in research, answering a scheduling problem, showing an instructional video, or entering new material into the library system, without the computer keyboard, I could not do my job.
You might be saying, "so do other tasks". My life seems void and empty if I take the keyboard out of the picture. It is a part of my life that I take for granted. Without technology, I am a flimsy, soft shell without substance holding it full.
I think while working on the computer. I plan while doing mundane, repetitious tasks on the computer. I use all parts of my brain and feel interested in life and what will happen next when occupied with using technology (either for work at school or living at home).
Enough said.
Tuesday, March 9, 2010
Bev Bos: Little Kids
Newsletter from Bev Bos: a guru of early childhood education says it all
Dear friends,
One of the things that confused me, and then irked me, was when I started using the computer and had to deal with all the assumptions it would make about the words I was using. In fact, it just happened with "assumption" -- it just now suggested other words to me. Huh? Often, the computer gives me five or so words to choose from, none of which make sense to me. When I write and I'm on a roll with my brain going faster than my old fingers can go -- the last thing I need is to be interrupted by a machine.
Michael and I were talking recently about how the same thing happens to children. A three-year-old kicks a ball with a mighty foot and the ball goes sailing across the lawn and someone notices and says "wow, did you see that ball move? And, the assumption is, I think I should sign her up for soccer." All the little kid wants to do is kick that ball until she is tired and maybe kick it again the next day but, the last thing on her mind organized sports with the rules and try-outs, the competition, practices and games. It's possible she might be enthralled with the uniform though.
We have a piano in our house and every grandchild that comes to visit loves to "play" the piano and that's exactly what they do ... play with the piano. Actually, I guess it's more like bang on the piano. They certainly don't need piano lessons -- yet.
Sometimes I've observed programs for young children that have very specialized cooking projects ... each child making something by using the one tablespoon of this and one half cup of something else ... as if the product is more important than the process. At our preschool we encourage our parents to cook or prepare food that the kids can be involved in but it isn't something that has to be so precise. They help with beating the eggs and mixing the pancake batter etc., but there is plenty of batter so no one feels inadequate when things go awry. I once watched an early childhood teacher give each child "one" orange to juice. What's wrong with that you might ask? A couple of things. First of all, most young children don't care for orange juice and no child on this planet is going to be satisfied with just "one" orange. We provide lots of oranges and everyone can juice as much as they want and they do not have to drink the juice if they don' t like it. There are plenty of adults around who love orange juice so it never goes to waste.
So, why am I writing about this? It's because I'm scared. Childhood is such a precious time. You don't get a second chance to have a childhood. One of the most discouraging things I hear people say is, "It's never too late to have a happy childhood." I don't agree. It's never too late to have fun and act child-like but childhood is so much more than just having fun. Besides, thinking back on all the times I've watched adults acting like three-year-olds, it is very often really sad. When we think about "organized" lessons of any kind for young children we have to keep in mind what we know about how young children grown and develop -- best. Playing by kicking a ball and rolling it randomly is so different from play that is restricted or confined within the of "rules" of the game. It is no secret that young children simply cannot collect information. We know that, developmentally, they only remember what is important to them. W ith "lessons" of any kind comes the angst of remembering what was "taught" the day or week before -- a much too ponderous a task for the young child to bear.
There are those that say a child born today could live to be one hundred and twenty-five years of age. So why, I ask, are we in such a rush to have them perform? Some parents say, "but, my kid likes it." Kids will often do anything to please their beloved parents. It is up to us to know how important it is to have a childhood and to understand when the child kicks the ball, or bangs on the piano or drums, they do not finish by saying, "Hey, how about some lessons!" They just really want to do all those things -- the kicking, banging, mixing, running -- and acting like a three or four-year-old acts.
So, if you are looking for an easy place to start maybe it is just digging a hole in the backyard, or 5 pounds of flour and big bowl and spoon, or a large cardboard box and a roll of masking tape. Childhood shouldn't have to be so hard, in fact, it can be such a beautiful thing.
Love, Bev and Michael
Today's letter is part of our latest "Starting in a Corner" CD-ROM subscription. Volume 3 will also include:
Project Plans for our preschool's versatile Train Table.
Review of the children's book "Ferocious Wild Beasts" by Chris Wormell.
Video of Bev and how she reads to kids in a gathering at school.
Music Video - Shh! The baby's sleeping!
For subscription information call Turn the Page Press at 800-959-5549 or go to www.turnthepage.com
Dear friends,
One of the things that confused me, and then irked me, was when I started using the computer and had to deal with all the assumptions it would make about the words I was using. In fact, it just happened with "assumption" -- it just now suggested other words to me. Huh? Often, the computer gives me five or so words to choose from, none of which make sense to me. When I write and I'm on a roll with my brain going faster than my old fingers can go -- the last thing I need is to be interrupted by a machine.
Michael and I were talking recently about how the same thing happens to children. A three-year-old kicks a ball with a mighty foot and the ball goes sailing across the lawn and someone notices and says "wow, did you see that ball move? And, the assumption is, I think I should sign her up for soccer." All the little kid wants to do is kick that ball until she is tired and maybe kick it again the next day but, the last thing on her mind organized sports with the rules and try-outs, the competition, practices and games. It's possible she might be enthralled with the uniform though.
We have a piano in our house and every grandchild that comes to visit loves to "play" the piano and that's exactly what they do ... play with the piano. Actually, I guess it's more like bang on the piano. They certainly don't need piano lessons -- yet.
Sometimes I've observed programs for young children that have very specialized cooking projects ... each child making something by using the one tablespoon of this and one half cup of something else ... as if the product is more important than the process. At our preschool we encourage our parents to cook or prepare food that the kids can be involved in but it isn't something that has to be so precise. They help with beating the eggs and mixing the pancake batter etc., but there is plenty of batter so no one feels inadequate when things go awry. I once watched an early childhood teacher give each child "one" orange to juice. What's wrong with that you might ask? A couple of things. First of all, most young children don't care for orange juice and no child on this planet is going to be satisfied with just "one" orange. We provide lots of oranges and everyone can juice as much as they want and they do not have to drink the juice if they don' t like it. There are plenty of adults around who love orange juice so it never goes to waste.
So, why am I writing about this? It's because I'm scared. Childhood is such a precious time. You don't get a second chance to have a childhood. One of the most discouraging things I hear people say is, "It's never too late to have a happy childhood." I don't agree. It's never too late to have fun and act child-like but childhood is so much more than just having fun. Besides, thinking back on all the times I've watched adults acting like three-year-olds, it is very often really sad. When we think about "organized" lessons of any kind for young children we have to keep in mind what we know about how young children grown and develop -- best. Playing by kicking a ball and rolling it randomly is so different from play that is restricted or confined within the of "rules" of the game. It is no secret that young children simply cannot collect information. We know that, developmentally, they only remember what is important to them. W ith "lessons" of any kind comes the angst of remembering what was "taught" the day or week before -- a much too ponderous a task for the young child to bear.
There are those that say a child born today could live to be one hundred and twenty-five years of age. So why, I ask, are we in such a rush to have them perform? Some parents say, "but, my kid likes it." Kids will often do anything to please their beloved parents. It is up to us to know how important it is to have a childhood and to understand when the child kicks the ball, or bangs on the piano or drums, they do not finish by saying, "Hey, how about some lessons!" They just really want to do all those things -- the kicking, banging, mixing, running -- and acting like a three or four-year-old acts.
So, if you are looking for an easy place to start maybe it is just digging a hole in the backyard, or 5 pounds of flour and big bowl and spoon, or a large cardboard box and a roll of masking tape. Childhood shouldn't have to be so hard, in fact, it can be such a beautiful thing.
Love, Bev and Michael
Today's letter is part of our latest "Starting in a Corner" CD-ROM subscription. Volume 3 will also include:
Project Plans for our preschool's versatile Train Table.
Review of the children's book "Ferocious Wild Beasts" by Chris Wormell.
Video of Bev and how she reads to kids in a gathering at school.
Music Video - Shh! The baby's sleeping!
For subscription information call Turn the Page Press at 800-959-5549 or go to www.turnthepage.com
Tuesday, January 12, 2010
New Knees and Crowns with Technology
MY PRIOR VISION: Replace a knee
1. Saw through bottom of leg bones just below the knee.
2. Saw through thigh part of the leg bone just above the knee.
3. Take out original knee.
4. Glue new knee to the stubs of thigh bone and bottom bone.
5. Learn to walk again.
ACTUAL WITH TECHNOLOGY: Total Knee Replacement
1. Cut 9 inch incision down center of knee.
2. Pull soft tissues to expose the knee joint.
3. Use digital computer animation to show how much arthritic bone to remove to fit new cap of titanium on both the thigh bone and bottom bone.
4. Chisel ends of bone to fit caps.
5. Glue caps onto ends of bones.
6. Walk about four hours later.
MY PRIOR VISION: Crown on Tooth
1. X-ray problem tooth.
2. Drill and prep problem tooth.
3. Make impressions.
4. Place temporary crown.
5. Avoid chewing for 14 days.
6. Return to get final crown.
7. Drill to perfection to fit crown in mouth.
8. Glue new crown into mouth.
9. Check and adjust bite.
ACTUAL WITH TECHNOLOGY: Ceramic Crown on Tooth
1. Take full digital x-rays of teeth.
2. Prep problem tooth.
3. Take digital picture with micro camera to make template of crown.
4. Use CAD CAM in back room to make ceramic crown.
5. Bake crown in oven in back room for 20 minutes.
6. Glue new crown into mouth.
This past month I did both of these ACTUAL WITH TECHNOLOGY's. Which would you pick?
I am glad I chose TECHNOLOGY.
1. Saw through bottom of leg bones just below the knee.
2. Saw through thigh part of the leg bone just above the knee.
3. Take out original knee.
4. Glue new knee to the stubs of thigh bone and bottom bone.
5. Learn to walk again.
ACTUAL WITH TECHNOLOGY: Total Knee Replacement
1. Cut 9 inch incision down center of knee.
2. Pull soft tissues to expose the knee joint.
3. Use digital computer animation to show how much arthritic bone to remove to fit new cap of titanium on both the thigh bone and bottom bone.
4. Chisel ends of bone to fit caps.
5. Glue caps onto ends of bones.
6. Walk about four hours later.
MY PRIOR VISION: Crown on Tooth
1. X-ray problem tooth.
2. Drill and prep problem tooth.
3. Make impressions.
4. Place temporary crown.
5. Avoid chewing for 14 days.
6. Return to get final crown.
7. Drill to perfection to fit crown in mouth.
8. Glue new crown into mouth.
9. Check and adjust bite.
ACTUAL WITH TECHNOLOGY: Ceramic Crown on Tooth
1. Take full digital x-rays of teeth.
2. Prep problem tooth.
3. Take digital picture with micro camera to make template of crown.
4. Use CAD CAM in back room to make ceramic crown.
5. Bake crown in oven in back room for 20 minutes.
6. Glue new crown into mouth.
This past month I did both of these ACTUAL WITH TECHNOLOGY's. Which would you pick?
I am glad I chose TECHNOLOGY.
Monday, January 11, 2010
Two-Year-Old Digital Natives
With the correct, specific series of seven buttons to push, one can turn the 52" screen on and find Sprout, a PBS program for pre-schoolers. As part of the Comcast package deal, this program is on 24~7. Often the topics are relevant (or at least almost watchable) not only for the two-to-five year old, but brothers, sisters, moms, dads, and grandparents as well. Sprout is as close to quality programming for tots that I find on TV.
Digital Grandma Kay has a long ways to go to remembering those specific series of seven buttons. Two-year-old Digital Native Max has conquered them. As "we" watch Sprout, Max keeps up with what is on the screen, plays with toys, is aware of what food is being consumed anywhere in the house, acknowledges anyone arriving or departing, operates toys with digital devices to make sound, color, and action, informs us when the phone is ringing, responds to any demands made by us, and entertains with gymnastic feats of strength and endurance. Max feeds play animals imaginary food while Sprout shows real animals eating real food on real farms. Max does jumping jacks and somersaults while Sprout shows animated characters going to Gym-School. Max cues in to Thomas the Train as next coming up by making the sound of a train tooting while watching a story about falling down and getting "owees" on the animated character's knees. One cannot tell if he distinguishes real from imaginary from animated.
This morning Sprout showed how to load a disk into a computer to play a game. Why? I am not sure, because there is a website that has innumerable games that relate to the Sprout show at www.pbsKids.com which Max uses. Sprout uses an old white, boxy computer that only faintly resembles the laptop Max accesses. A four-year-old with limited vocabulary explains that if you hit the number 5 on the computer keyboard, a 5 will pop up on the screen. His reasoning of why this happens made more sense than my answer of "It is a little bit of magic!"
I just finished reading Grown Up Digital by Don Tapscott. Tapscott's description of the 20-year-old Digital Native watching television is an exact match to my observation of our two-year-old Digital Native grandson Max.
Digital Grandma Kay has a long ways to go to remembering those specific series of seven buttons. Two-year-old Digital Native Max has conquered them. As "we" watch Sprout, Max keeps up with what is on the screen, plays with toys, is aware of what food is being consumed anywhere in the house, acknowledges anyone arriving or departing, operates toys with digital devices to make sound, color, and action, informs us when the phone is ringing, responds to any demands made by us, and entertains with gymnastic feats of strength and endurance. Max feeds play animals imaginary food while Sprout shows real animals eating real food on real farms. Max does jumping jacks and somersaults while Sprout shows animated characters going to Gym-School. Max cues in to Thomas the Train as next coming up by making the sound of a train tooting while watching a story about falling down and getting "owees" on the animated character's knees. One cannot tell if he distinguishes real from imaginary from animated.
This morning Sprout showed how to load a disk into a computer to play a game. Why? I am not sure, because there is a website that has innumerable games that relate to the Sprout show at www.pbsKids.com which Max uses. Sprout uses an old white, boxy computer that only faintly resembles the laptop Max accesses. A four-year-old with limited vocabulary explains that if you hit the number 5 on the computer keyboard, a 5 will pop up on the screen. His reasoning of why this happens made more sense than my answer of "It is a little bit of magic!"
I just finished reading Grown Up Digital by Don Tapscott. Tapscott's description of the 20-year-old Digital Native watching television is an exact match to my observation of our two-year-old Digital Native grandson Max.
Sunday, December 6, 2009
Crystal Ballroom vs Digital Natives
We, as in the Digital Grandma Kay and the Digital Old Man, were up late last night at the Crystal Ballroom in downtown Portland. Spied were at least 6 non-Natives there. The rest were clearly Digital Natives.
The floor in the main dance hall was bouncing up and down as the 2137 people gyrated and twisted to the LOUD music. After Grace Potter and the Nocturnals played, Brett Dennon came on stage with his band. Not only did the the audience dance, the stage was alive also with energy and syncopated action. The shear number of guitars and other digital technology in evidence was astounding. No Digital Immigrants, Digital Tourists or Digital Dinosaurs were sighted.Up in the balcony (where one could sit down) the crowd was a bit more sedentary, but very involved.
DIGITAL you say. Yes.
Observed: "Those chandeliers need to be motorized to retract into the ceiling or at least have the ability to change with the music like Digital Christmas Light Shows." At one time six of the six people sitting immediately at our elbows were on their cell phones. Cell phones or digital cameras were almost obligatory to get in the front entrance. A young fellow in the front row near us lost his stocking hat. Found in moments with the use of another young fellow in the second row with the light of his cell phone. I am now in someone's pic as the two young gals in front of me took their own pic of themselves. Scanners to track those that have entered once so no one can re-enter. A light show and pounding music that could only have been produced with technology no one knew existed when I was a youngster.
For people like us, the Laser Light Show was distracting. The sound was good, accoustics in the room built probably at least 100 years ago are incredible. The sudden opening of the ourdoor vents to sub-freezing weather outside just above our heads, perhaps should be another opportunity for them to control digitally the Ballroom's environment. The old, old elevator only goes to the third floor. The balcony is on the fourth floor where the old folks like to sit.
I left this concert and wished I had begun "Concert Going" years earlier. I again made a friend just like at Coldplay. This young Digital Native was appalled at the audience's behavior at the beginning of Grace's performance. At one point their conversations almost overtook her music. It was like the crowd down on the dance floor were in a McMennims' pub and having a good time on Saturday night. But soon after our conversation, we noticed the crowd finally got it. They were jumping up and down, swaying, taking pics up over their heads, and were totally engaged. When we left (O.K., a little before it was over to avoid the crowd on the steep stairs), the rest of them were still enjoying every second.
I didn't feel like a Grandma last night. I felt like I was connected to a fine group of fun loving people having a lot of fun myself. Maybe next time go to a concert (after I get my new knee), I may dance with the best of them.
"Duane took Kay to her second live concert last night. Grace Potter and the Nocturnals and then Brett Dennon. Crystal Ballroom in Portland. That floor is like a trampoline. Pretty late for this old lady." Facebook, 5 December 2009
Wednesday, November 11, 2009
I.safe: cyber bullying and on.line predators
Just yesterday I received a friend request on Facebook from a student at my school. It is not odd that he found my name on Facebook. It is not odd that he perhaps wants to be my friend. What strikes me as very wrong is that on his profile he says his birthdate is 1986. That would indicate he is 23 years old. The picture he posted is very seductive. Does this 10 year old digital native know what he is creating? I know that this particular kid has 112 times the digital skills as I have. And he flaunts those skills every hour of every day.
Then I looked at his friends. Many I knew as either present or former students at my elementary school. Many had obviously wrong birthdates. Many had very suggestive pictures. Are their parents so digital dinosaurs or so digital tourists that they have not checked their young children's Facebook profiles? Do they get this cyber world?
I am scheduled to teach the I.safe curriculum to my kindergartners through fifth graders in the very near futue. Can I help keep these digital native children safe on.line? Can I teach two lessons on on.line predators or cyber-bullying and make an impact?
I am no longer on Facebook. I am truly frightened.
Then I looked at his friends. Many I knew as either present or former students at my elementary school. Many had obviously wrong birthdates. Many had very suggestive pictures. Are their parents so digital dinosaurs or so digital tourists that they have not checked their young children's Facebook profiles? Do they get this cyber world?
I am scheduled to teach the I.safe curriculum to my kindergartners through fifth graders in the very near futue. Can I help keep these digital native children safe on.line? Can I teach two lessons on on.line predators or cyber-bullying and make an impact?
I am no longer on Facebook. I am truly frightened.
Subscribe to:
Posts (Atom)